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How to Write the AP Lang Argument Essay + Examples

What’s covered:, what is the ap language argument essay, tips for writing the ap language argument essay, ap english language argument essay examples, how will ap scores impact my college chances.

In 2023, over 550,148 students across the U.S. took the AP English Language and Composition Exam, and 65.2% scored higher than a 3. The AP English Language Exam tests your ability to analyze a piece of writing, synthesize information, write a rhetorical essay, and create a cohesive argument. In this post, we’ll be discussing the best way to approach the argumentative essay section of the test, and we’ll give you tips and tricks so you can write a great essay.

The AP English Language Exam as of 2023 is structured as follows:

Section 1: 45 multiple choice questions to be completed in an hour. This portion counts for 45% of your score. This section requires students to analyze a piece of literature. The questions ask about its content and/or what could be edited within the passage.

Section 2: Three free response questions to be completed in the remaining two hours and 15 minutes. This section counts for 55% of your score. These essay questions include the synthesis essay, the rhetorical essay, and the argumentative essay.

• Synthesis essay: Read 6-7 sources and create an argument using at least three of the sources.
• Rhetorical analysis essay: Describe how a piece of writing evokes meaning and symbolism.
• Argumentative essay: Pick a side of a debate and create an argument based on evidence. In this essay, you should develop a logical argument in support of or against the given statement and provide ample evidence that supports your conclusion. Typically, a five paragraph format is great for this type of writing. This essay is scored holistically from 1 to 9 points.

Do you want more information on the structure of the full exam? Take a look at our in-depth overview of the AP Language and Composition Exam .

Although the AP Language Argument may seem daunting at first, once you understand how the essay should be structured, it will be a lot easier to create cohesive arguments.

Below are some tips to help you as you write the essay.

1. Organize your essay before writing

Instead of jumping right into your essay, plan out what you will say beforehand. It’s easiest to make a list of your arguments and write out what facts or evidence you will use to support each argument. In your outline, you can determine the best order for your arguments, especially if they build on each other or are chronological. Having a well-organized essay is crucial for success.

2. Pick one side of the argument, but acknowledge the other side

When you write the essay, it’s best if you pick one side of the debate and stick with it for the entire essay. All your evidence should be in support of that one side. However, in your introductory paragraph, as you introduce the debate, be sure to mention any merit the arguments of the other side has. This can make the essay a bit more nuanced and show that you did consider both sides before determining which one was better. Often, acknowledging another viewpoint then refuting it can make your essay stronger.

3. Provide evidence to support your claims

The AP readers will be looking for examples and evidence to support your argument. This doesn’t mean that you need to memorize a bunch of random facts before the exam. This just means that you should be able to provide concrete examples in support of your argument.

For example, if the essay topic is about whether the role of the media in society has been detrimental or not, and you argue that it has been, you may talk about the phenomenon of “fake news” during the 2016 presidential election.

AP readers are not looking for perfect examples, but they are looking to see if you can provide enough evidence to back your claim and make it easily understood.

4. Create a strong thesis statement

The thesis statement will set up your entire essay, so it’s important that it is focused and specific, and that it allows for the reader to understand your body paragraphs. Make sure your thesis statement is the very last sentence of your introductory paragraph. In this sentence, list out the key points you will be making in the essay in the same order that you will be writing them. Each new point you mention in your thesis should start a paragraph in your essay.

Below is a prompt and sample student essay from the May 2019 exam . We’ll look at what the student did well in their writing and where they could improve.

Prompt: “The term “overrated” is often used to diminish concepts, places, roles, etc. that the speaker believes do not deserve the prestige they commonly enjoy; for example, many writers have argued that success is overrated, a character in a novel by Anthony Burgess famously describes Rome as a “vastly overrated city,” and Queen Rania of Jordan herself has asserted that “[b]eing queen is overrated.”

Select a concept, place, role, etc. to which you believe that the term “overrated” should be applied. Then, write a well-developed essay in which you explain your judgment. Use appropriate evidence from your reading, experience, or observations to support your argument.

Sample Student Essay #1:

[1] Competition is “overrated.” The notion of motivation between peers has evolved into a source of unnecessary stress and even lack of morals. Whether it be in an academic environment or in the industry, this new idea of competition is harmful to those competing and those around them.

[2] Back in elementary school, competition was rather friendly. It could have been who could do the most pushups or who could get the most imaginary points in a classroom for a prize. If you couldn’t do the most pushups or win that smelly sticker, you would go home and improve yourself – there would be no strong feelings towards anyone, you would just focus on making yourself a better version of yourself. Then as high school rolled around, suddenly applying for college doesn’t seem so far away –GPA seems to be that one stat that defines you – extracurriculars seem to shape you – test scores seem to categorize you. Sleepless nights, studying for the next day’s exam, seem to become more and more frequent. Floating duck syndrome seems to surround you (FDS is where a competitive student pretends to not work hard but is furiously studying beneath the surface just like how a duck furiously kicks to stay afloat). All of your competitors appear to hope you fail – but in the end what do you and your competitor’s gain? Getting one extra point on the test? Does that self-satisfaction compensate for the tremendous amounts of acquired stress? This new type of “competition” is overrated – it serves nothing except a never-ending source of anxiety and seeks to weaken friendships and solidarity as a whole in the school setting.

[3] A similar idea of “competition” can be applied to business. On the most fundamental level, competition serves to be a beneficial regulator of prices and business models for both the business themselves and consumers. However, as businesses grew increasingly greedy and desperate, companies resorted to immoral tactics that only hurt their reputations and consumers as a whole. Whether it be McDonald’s coupons that force you to buy more food or tech companies like Apple intentionally slowing down your iPhone after 3 years to force you to upgrade to the newest device, consumers suffer and in turn speak down upon these companies. Similar to the evolved form of competition in school, this overrated form causes pain for all parties and has since diverged from the encouraging nature that the principle of competition was “founded” on.

The AP score for this essay was a 4/6, meaning that it captured the main purpose of the essay but there were still substantial parts missing. In this essay, the writer did a good job organizing the sections and making sure that their writing was in order according to the thesis statement. The essay first discusses how competition is harmful in elementary school and then discusses this topic in the context of business. This follows the chronological order of somebody’s life and flows nicely.

The arguments in this essay are problematic, as they do not provide enough examples of how exactly competition is overrated. The essay discusses the context in which competition is overrated but does not go far enough in explaining how this connects to the prompt.

In the first example, school stress is used to explain how competition manifests. This is a good starting point, but it does not talk about why competition is overrated; it simply mentions that competition can be unhealthy. The last sentence of that paragraph is the main point of the argument and should be expanded to discuss how the anxiety of school is overrated later on in life. 

In the second example, the writer discusses how competition can lead to harmful business practices, but again, this doesn’t reflect the reason this would be overrated. Is competition really overrated because Apple and McDonald’s force you to buy new products? This example could’ve been taken one step farther. Instead of explaining why business structures—such as monopolies—harm competition, the author should discuss how those particular structures are overrated.

Additionally, the examples the writer used lack detail. A stronger essay would’ve provided more in-depth examples. This essay seemed to mention examples only in passing without using them to defend the argument.

It should also be noted that the structure of the essay is incomplete. The introduction only has a thesis statement and no additional context. Also, there is no conclusion paragraph that sums up the essay. These missing components result in a 4/6.

Now let’s go through the prompt for a sample essay from the May 2022 exam . The prompt is as follows:

Colin Powell, a four-star general and former United States Secretary of State, wrote in his 1995 autobiography: “[W]e do not have the luxury of collecting information indefinitely. At some point, before we can have every possible fact in hand, we have to decide. The key is not to make quick decisions, but to make timely decisions.”

Write an essay that argues your position on the extent to which Powell’s claim about making decisions is valid. 

In your response you should do the following:

• Respond to the prompt with a thesis that presents a defensible position. 
• Provide evidence to support your line of reasoning. 
• Explain how the evidence supports your line of reasoning. 
• Use appropriate grammar and punctuation in communicating your argument.

Sample Student Essay #2:

Colin Powell, who was a four star general and a former United States Secretary of State. He wrote an autobiography and had made a claim about making decisions. In my personal opinion, Powell’s claim is true to full extent and shows an extremely valuable piece of advice that we do not consider when we make decisions.

Powell stated, “before we can have every possible fact in hand we have to decide…. but to make it a timely decision” (1995). With this statement Powell is telling the audience of his autobiography that it does not necessarily matter how many facts you have, and how many things you know. Being able to have access to everything possible takes a great amount of time and we don’t always have all of the time in the world. A decision has to be made with what you know, waiting for something else to come in while trying to make a decision whether that other fact is good or bad you already have a good amount of things that you know. Everyone’s time is valuable, including yours. At the end of the day the decision will have to be made and that is why it should be made in a “timely” manner.

This response was graded for a score of 2/6. Let’s break down the score to smaller points that signify where the student fell short.

The thesis in this essay is clearly outlined at the end of the first paragraph. The student states their agreement with Powell’s claim and frames the rest of their essay around this stance. The success in scoring here lies in the clear communication of the thesis and the direction the argument will take. It’s important to make the thesis statement concise, specific, and arguable, which the student has successfully done.

While the student did attempt to provide evidence to support their thesis, it’s clear that their explanation lacks specific detail and substance. They referenced Powell’s statement, but did not delve into how this statement has proven true in specific instances, and did not provide examples that could bring the argument to life.

Commentary is an essential part of this section’s score. It means explaining the significance of the evidence and connecting it back to the thesis. Unfortunately, the student’s commentary here is too vague and does not effectively elaborate on how the evidence supports their argument.

To improve, the student could use more concrete examples to demonstrate their point and discuss how each piece of evidence supports their thesis. For instance, they could discuss specific moments in Powell’s career where making a timely decision was more valuable than waiting for all possible facts. This would help illustrate the argument in a more engaging, understandable way.

A high score in the “sophistication” category of the grading rubric is given for demonstrating a complex understanding of the rhetorical situation (purpose, audience, context, etc.), making effective rhetorical choices, or establishing a line of reasoning. Here, the student’s response lacks complexity and sophistication. They’ve simply agreed with Powell’s claim and made a few general statements without providing a deeper analysis or effectively considering the rhetorical situation.

To increase sophistication, the student could explore possible counterarguments or complexities within Powell’s claim. They could discuss potential drawbacks of making decisions without all possible facts, or examine situations where timely decisions might not yield the best results. By acknowledging and refuting these potential counterarguments, they could add more depth to their analysis and showcase their understanding of the complexities involved in decision-making.

The student could also analyze why Powell, given his background and experiences, might have come to such a conclusion, thus providing more context and showing an understanding of the rhetorical situation.

Remember, sophistication in argumentation isn’t about using fancy words or complicated sentences. It’s about showing that you understand the complexity of the issue at hand and that you’re able to make thoughtful, nuanced arguments. Sophistication shows that you can think critically about the topic and make connections that aren’t immediately obvious.

Now that you’ve looked at an example essay and some tips for the argumentative essay, you know how to better prepare for the AP English Language and Composition Exam.

While your AP scores don’t usually impact your admissions chances , colleges do care a lot about your course rigor. So, taking as many APs as you can will certainly boost your chances! AP scores can be a way for high-performing students to set themselves apart, particularly when applying to prestigious universities. Through the process of self-reporting scores , you can show your hard work and intelligence to admissions counselors.

That said, the main benefit of scoring high on AP exams comes once you land at your dream school, as high scores can allow you to “test out” of entry-level requirements, often called GE requirements or distribution requirements. This will save you time and money.

To understand how your course rigor stacks up, check out CollegeVine’s free chancing engine . This resource takes your course rigor, test scores, extracurriculars, and more, to determine your chances of getting into over 1600 colleges across the country!

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Hey everyone :) I'm taking AP English Language and Composition, and I feel like I need to read some high-scoring essay examples to improve my writing. Does anyone have any tips on where to find sample essays with scores and explanations?

Hello! It's a great idea to learn from high-scoring essay examples as it helps you understand what's expected and refine your writing skills. One of the best resources for sample essays is the College Board website, which provides essay samples from actual AP English Language and Composition exams. These samples include scoring guidelines and explanations, so you can see how each essay meets the criteria and why it received the score it did.

Another useful resource is CollegeVine, where you can find essay guides that break down the essentials of effective writing, highlighting techniques and tips to take your essay to the next level. Here's a CollegeVine guide specifically about the AP Lang Argument Essay: https://blog.collegevine.com/how-to-write-the-ap-lang-argument-essay

You might also consider joining a peer essay review group or an online forum like College Confidential, where AP English students often share their essays and provide feedback to one another. Reading through your peers' essays and sharing your own work can be a valuable way to improve your writing and gain fresh insights.

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The Ultimate Guide to VCE English Language

Anusha Kumar

October 29, 2020

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Go ahead and tilt your mobile the right way (portrait). the kool kids don't use landscape....

• What Is English Language?
• VCE English Language Study Design
• What's Involved in the Exam?
• How To Study for English Language
• Metalanguage List
• Sample Essay
• Year 12 Essay Topic Categories

1. What Is English Language?

Study design stuff.

English Language is 1 of the 4 different English subjects that are offered as part of the Victorian Certificate of Education (VCE). In this subject, you’ll explore how individuals and groups of various identities use different varieties of English, and how this ties in with reflecting their values and beliefs. English Language will provide you with a substantial understanding of the impact language has on societies, what it communicates about ourselves and the groups that we identify with, and how societies in turn can also influence language.

If you’re feeling uncertain about what exactly this subject entails, don’t worry! Let’s go through what’s involved in each unit, and what you’re expected to do in each.

2. VCE English Language Study Design 

Note: The study design contains a metalanguage list for Units 1 & 2 and for Units 3 & 4. They’re pretty similar, except the Units 3 & 4 list includes several new features, such as the addition of patterning (phonological, syntactic, and semantic), as well as a significant addition to the discourse subsystem (coherence, cohesion, features of spoken discourse, and strategies of spoken discourse). ‍

Area of Study (AoS1) 

AoS1 is called ‘the nature and function of language’. You’ll learn about the functions of different types of texts, the differences between spoken and written texts, how situational and contextual factors can influence texts, and most importantly, you’ll learn about metalanguage as per the Units 1 & 2 metalanguage list. 

Area of Study (AoS2) 

AoS2 is called ‘language acquisition.’ Here, you’ll learn about theories various linguistics and sociologists have proposed regarding how children acquire languages. Furthermore, you’ll also cover how second languages are acquired. One of the most important skills you’ll pick up in this AoS is how to apply metalanguage in discussions and essays.

English Across Time’, will provide you with a historical context for how we have achieved the form of English that we use today. You’ll learn about the processes which led to the development of Modern English from Old English, the changes this had on all the subsystems ( learn about the syntax subsystem here ), and the various attitudes that are held towards linguistic change.

‘Englishes in contact’, you will learn about the processes which have led to the global spread of English, the intersections between culture and language, and the distinctive features of pidgins, creoles and English as a lingua franca. 

‘Informal language’, will give you an understanding of the roles of informal language in the contemporary Australian context. You’ll learn about what makes texts informal, how this differs for spoken and written texts, and what social purposes can be achieved through informal language - such as maintaining or threatening face needs, building intimacy or solidarity, creating an in-group, or supporting linguistic innovation. 

‘Formal language,’ will provide you with a detailed insight of what makes texts formal, distinguishing features for spoken and written texts, and what social purposes can be achieved through formal language - such as reinforcing authority, establishing expertise, clarifying, obfuscating, or maintaining and challenging positive and negative face needs. 

In both of these AoS, you’ll be applying the Units 3 & 4 Metalanguage in your short answer responses and analytical commentaries. The additional metalanguage is typically taught in Term 1 of year 12, while you learn the content for Unit 3.

‘Language variation in Australian society,’ is a detailed study on how both standard and non-standard Australian English are used within contemporary society. You’ll learn about how identity is constructed through language, how varieties of English vary by culture (such as ethnolects or Australian Aboriginal English), and the attitudes that are held towards different varieties by different groups. 

In ‘Individual and group identities’, you’ll look at how language varies by different factors, such as age, gender, occupation, interests, aspirations, or education, and how these factors all contribute to our identities. You’ll learn more about in-groups and out-groups, and how they can be created and maintained through language. Furthermore, you’ll learn about the relationship between social attitudes with language, and how language can be shaped by, but also influence, social attitudes and community expectations. 

For more information, have a look at the study design . 

3. What's Involved in the Exam?

The Year 12 Exam involves 2 hours of writing time and 15 minutes of reading time. It has three sections:

• Section A: 15 marks (It is recommended that you spend approximately 20-25 mins in this section)
• Section B: 30 marks (It is recommended that you spend approximately 40-45 mins, and write 600-700 words)
• Section C: 30 marks (It is recommended that you spend approximately 45-50 mins, and write 700-800 words)

Make sure you have a read through of the assessment criteria for each section.

Section A is 15 marks of short answer questions. You are given a text, and you’re required to respond to questions about the stylistic and discourse features used in the text, while ensuring that you’re demonstrating a detailed knowledge of metalanguage through carefully selecting relevant examples from the text. 

A strong understanding of the metalanguage is really important, both in terms of knowing the meanings of each metalinguistic term, and also in knowing which category each term fits under (For example, knowing that inference is part of coherence and not cohesion). Therefore, it is important that you learn your metalanguage in terms of what each terminology means, and also in terms of which category each term fits into.

As a general guide:

• 1 mark – one idea or one example or one explanation
• 2 marks – one idea plus one or two examples with explanations
• 3 marks – two ideas plus one or two examples of each with explanations
• 4 marks – two or three ideas plus one or two examples of each with explanations
• 5 marks – three ideas plus one or two examples of each with explanations

One of the biggest mistakes students make here is not reading the questions properly. Students sometimes miss how many examples the questions specifies to identify (this information is often given as ‘identify 2 examples’ or ‘identify the purposes’ as plural), forget to check how many marks a question is, or mix up certain metalanguage terms, such as confusing sentence types with sentence structures. So, be very careful in answering these questions.

Here are some examples of short answer questions that have come up in past VCAA exams:

[Question 2, 2017 VCAA] - Identify and comment on the use of two different prosodic features. (4 marks).

‍ Here, you would identify 2 different prosodic features (pitch, stress, volume, intonation, or tempo), and discuss what effect they have on the text, taking contextual factors into consideration. For example, stress could be used to draw emphasis, or intonation could influence the emotion conveyed. 

[Question 1, 2015 VCAA] - What sentence types are used in lines 15 to 36? How do they reinforce the purposes of this text? (3 marks)

‍ Here, you would identify the relevant sentence types (declaratives, imperatives, interrogatives, and exclamatives), and explain their role in the text. You would also want to ensure that your explanations are specific to the context of the text.

[Question 9, 2010 VCAA] - Discuss the function of two different non-fluency features between lines 70 and 96. (4 marks)

‍ Here, you would identify two non fluency features (such as pauses, false starts, repairs, repetition) and give a 1 sentence explanation of its role or what it indicates.

[Question 1, 2012 VCAA] - Identify the register of the text. (1 mark)

‍ This question is quite straightforward, and you could use terms such as formal, informal, predominantly formal/informal in your response.

[Question 4, 2012 VCAA] - How does the verb tense in lines 9–34 support the purpose of this section of the text? (2 marks)

‍ Here you would identify whether the verb tense is in past, present, or future tense, and explain why it has been used in that way based on the contextual factors.

[Question 3, 2017 VCAA] - Using appropriate metalanguage, identify and explain two specific language features that reflect the speaker’s identity.(4 marks)

‍ Here, you can pick examples from any subsystem that relate to the speaker’s identity, such as jargon, colloquialisms, semantics of certain jokes, expletives, or pejoratives.

Note: The exams prior to 2012 have 2 sets of short answer questions, because analytical commentaries weren’t a part of the exam back then. This leaves you with lots of practice questions! However, do keep in mind that the metalanguage lists differed and certain features were categorised in different ways. For example, Question 2 from the VCAA 2013 exam asks you to talk about prosodic features, however, in the examiner’s report, pauses are suggested as an option. We know that in the present study design, pauses are classified as features of spoken discourse, under the discourse subsystem, whereas prosodic features are classified under the subsystem of phonetics and phonology.

Check out How To Respond to Short Answer Questions in VCE English Language if you need more help tackling Section A of the exam.

Section B is an analytical commentary (AC) worth 30 marks. The introduction for an AC is an explanation of the contextual factors, the social purpose, and the register, of the text. In the body paragraphs (generally three), you group your examples from the text by themes, and explain their roles. 

There are two main approaches for body paragraphs; the sub-system approach, and the holistic approach. In the sub-system approach, you would organise your examples so that each paragraph is addressing a specific subsystem. For example, your AC could be composed of the introduction, and then a paragraph on lexicology, one on syntax, and one on discourse. This approach is easier for when you’re starting out with ACs, but one of the issues with it is that you end up limiting yourself to just one portion of the text for the one paragraph. In the holistic approach, you would typically do a paragraph on social purpose, register, and discourse. In this approach, you are able to group examples from multiple subsystems and talk about how they work together in achieving specific roles in the texts. 

Make sure you’re attempting a range of different types of texts, such as, opinion pieces, recipes, oaths, editorials, advertisements, eulogies, social media posts, public notices, television transcripts, radio transcripts, letters, speeches, legal contracts, conversations, narratives, and more.

For more information, have a look at this video:

Section C is an essay worth 30 marks. There are a range of topics that can potentially come up in the exam, and it is really important that you practice writing a variety of essays. 

In essays, it is really important to ensure that you set out a clear contention in your introduction. This will basically tell the assessor what point you’re making in your essay, and it’ll also help you remember which direction to take your essay. After your contention, you need to signpost your ideas. This means that you need to summarise what 3 points you are stating in your body paragraphs. 

Here’s an exercise which is really helpful in refining introductions - When you’re writing your contention, write “In this essay, I will argue that [Insert contention]. I will do this by stating the following points [Insert signposting].” When you’re happy with your introduction, you can remove the underlined parts. This will help you really understand how the roles for contentions and signposting differ. You’ll also thoroughly understand what position you’re taking in the essay.

The body paragraphs follow TEEL structure. You begin with your topic sentence, state your evidence, explain it, and then link it back to your contention. You have three options for the type of evidence that you’ll use (stimulus material, contemporary examples, and linguist quotes), and it's important to use a combination of them. According to the exam rubric, you have to be using at least 1 piece of stimulus material. Contemporary examples should ideally be from the current year and the previous. Linguist quotes don’t have time restrictions but it’s a good idea to try and find recent ones.

One of the most important things in body paragraphs is to make sure that you’re able to link your example back to your contention. If you’re unable to do this, it means that your examples aren't relevant to the points that you’re trying to make. 

In your conclusion, you need to ensure that you don’t introduce any new examples or points. The role of the conclusion is to summarise and reinforce your points and your overall contention. 

If you would like further clarification, have a look at this post on English Language Essays.

4. How To Study for English Language

Time management and organisation.

Having a study timetable will make studying much less stressful than it needs to be. In your timetable, make sure you are allocating enough time for all of your subjects, as well as time for rest, extra-curricular activities, work, and socialising. A realistic time-table will also mean that you’re less likely to waste time trying to decide which subjects to study for. For example, every Sunday, you could spend 15 minutes planning out your week based on which assessments you have, and which subjects you would like to give time to. This becomes especially useful in SWOTVAC, where you’ll be responsible for ensuring you’re spending enough time on each subject whilst also balancing everything else outside of school. 

Here are some extra resources to help you with time management:

SWOTVAC: Planning Your Life

10 Hacks For Time Management

How to survive VCE - motivation and approach

Revising Metalanguage

Consistently revising metalanguage is one of the most important study methods for English Language. 

The basics of metalanguage are covered in Unit 1. Make sure you keep a clear set of notes for this content so that you’re able to look back on it to revise throughout the year. Before the year 12 year begins, you want to make sure that everything in the year 11 metalanguage list makes sense to you. Spending the summer holidays before year 12 begins in reinforcing the basics will help you throughout year 12, as you’ll be able to pick up on the new metalanguage much faster. One of the first things you'll cover is coherence and cohesion, so if you would like to get a head start, have a look at this post.

Throughout year 12, consistently revising metalanguage will be your responsibility. It is likely that you’ll be spending a greater proportion of class time in learning content, and writing short answer responses, analytical commentaries, or essays. Therefore, it’s really important to figure out a way that works best for you in being able to frequently revise metalanguage. Flashcards are pretty useful for revision, as well as making mind maps so that you’re able to visualise how everything is set out in the study design.

One issue students run into is that they’re able to define and give examples for metalanguage terms, however, they are unable to understand how it fits in in terms of the categories under each subsystem. For example, a student is able to remember what a metaphor is, but unable to recall that it fits under semantic patterning. Similarly, a student may know what a pause is, but not know if it’s part of prosodic features or discourse features. It’s important to know what all the categories are, because the short answer questions usually ask for you to identify features under a particular category. Therefore, spending time on just revising the definitions alone isn’t sufficient in learning metalanguage. You also need to be able to ensure that you can recall which category each term fits under.

Reading the News

For the essay, you’re required to use contemporary media examples as evidence (alongside stimulus material and linguist quotes). It’s really important for you to begin this process early so that you’re able to start using examples in essays as early as possible. For tips on how to find, analyse and store your examples, see our post on Building Essay Evidence Banks for English Language .

Having an awareness of Australia’s historical, political, and social context, will provide you with a more comprehensive perspective of the contemporary examples. So, if you don’t already do this, try to develop a habit of reading the news (The Conversation or The Guardian are a good place to start). Television programs like Q and A, The Drum, and Media Watch, will help you understand the Australian context, and often these programs will also discuss the roles of language, which directly links with what you're looking for as essay examples. It’s especially important to start early, and to build these skills over time, so that you are able to develop a holistic foundation. 

Extra Practice Pieces and Seeking Feedback

Doing extra practice pieces is a really effective way to develop and refine your analytical skills. Make sure you receive feedback for all your work from your teacher or tutor, as it’s the only way you'll know if you’re going in the right direction.

If you’re short on time, even writing up AC or essay plans, or just doing 1 paragraph, is an effective way to revise.

Learning Quotes and Examples

Memorising several pages full of linguist quotes and contemporary examples may seem daunting at first, but once you begin using them in essays, they’ll become much easier to remember. Right from the beginning of yr12, make sure you set up a document to compile your linguist quotes and examples into subheadings. For example subheadings such as ‘cultural identity,’ ‘jargon,’ ‘hate speech,’ ‘free speech,’ or ‘Australian values’ will make it easier for you to navigate your notes when you're planning your essays.

If you start early, you’ll be able to remember everything bit by bit as you progress through the year, which is definitely easier than trying to remember the evidence the night before the assessment. Additionally, you’ll be ready with quotes and examples as soon as you begin essays in class, so you’ll be able to use your examples earlier, hence learn them earlier, and therefore be able to memorise your quotes and examples in advance. If you’re in year 12 and you’re nearing the end of the year and still struggling to memorise your examples and quotes, try using flashcards to remember your evidence.  Make sure you’re doing a range of essays on different topics so that you’re able to apply and analyse your evidence. 

Learning From Your Mistakes

It can be pretty disheartening to make the same mistakes repeatedly and continue to lose marks. So, compiling the mistakes that you make throughout the year in a separate notebook or document is a fantastic way to keep track of the key things you need to remember. You’ll also be less likely to repeat those mistakes.

Group Studies

Studying in groups for English Language is a highly effective way to refine your understanding of the content, and see different perspectives in the way certain ideas can be applied. Revising metalanguage and testing your friends on their knowledge can be a light and engaging way to ensure you and your friends are on the right track. Sharing the ways you and your group have approached a specific AC is also an effective way to learn about different approaches. Discussing essay topics is a useful way in refining your arguments, as you’ll be exposed to different opinions and be able to work on ensuring that your arguments are relevant and strong.

See How To Extend Yourself in VCE English Language for more tips!

5. Metalanguage List

Please refer to pages 9-10 for the Year 11 list, and 17-18 for the Year 12 list !

6. Sample Essay

Language is fundamental to identity and consequently we draw on our linguistic repertoire to project different aspects of our identity according to context. Discuss this statement in the contemporary Australian context with reference to at least two subsystems in your response.

(This essay topic relates to Unit 4 - AoS1, ‘Language variation in Australian society.’) 

Introduction

Language plays a pivotal role in establishing and communicating various facets of identity. As such, individuals can alter their linguistic repertoire to establish in-group membership. Teenspeak is an effective mechanism in expressing teenage identity, but can also be used by the older generation to appeal to young people. Code switching between ethnolects and standard Australian English further illustrates how individuals can manipulate their linguistic choices to suit their environment, whilst simultaneously reflecting ethnic identity . Furthermore, jargon plays a critical role in establishing professional identity and signifying expertise or authority. Consequently, linguistic choices are capable of expressing diverse and multifaceted identities.

Body Paragraph

Teenspeak is capable of expressing identity and establishing in group membership amongst teenages, however it can also be used by those in the out-group to appeal to teenagers. Professor Pam Peters asserts that “Teenagers use language as a kind of identity badge that has the effect of excluding adults." Consequently, teenagers are able to establish exclusivity and in-group membership. Bakery owner Morgan Hipworth, who largely has a teenage following and is a teenager himself, employs teenspeak in a video recipe, where he responds to the question ‘Can you make a 10 layer cheese toastie?’ with ‘Bet, let’s go.’ Through using the teenspeak term ‘bet,’ Hipworth is able to relate and connect with his young audience while further asserting his identity as a teenager. This demonstrates how teenspeak can be effective in both establishing in-group membership, and expressing identity. Similarly, Youtuber Ashley Mescia’s extensive use of teenspeak initialisms in Instagram captions, such as ‘ootd’ for ‘outfit of the day,’ ‘grwm’ for ‘get ready with me,’ and ‘ngl’ for ‘not gonna lie,’ allows her to connect with her predominantly teenage following, thus allowing her to establish solidarity and in-group membership. This further indicates that teenspeak is an effective mechanism in expressing identity and building in-group membership. In contrast, teenspeak can also be used by older people in an effort to appeal to teenages. For example, in 2019, ABC’s Q and A host Tony Jones ended a promotional video for an opportunity for high-school students to appear on the panel with ‘It’s gonna be lit fam.’ This was done in an effort to appeal to younger people by exploiting the notion that it is often seen as cringeworthy when older people use teenspeak. Linguist Kate Burridge asserts that “older people using contemporary teen slang often sounds insincere and phoney,” and Jones was aware of this, however his purpose was to appeal to this to be able to further promote the video. Therefore, teenspeak is effective in both establishing in-group membership and expressing identity, and also appealing to the in-group and a member of the out-group.  

7. Year 12 Essay Topic Categories

1: australian english.

• Australian English differs from other national varieties – this theme looks at what makes Australian English unique and the factors that have contributed to its development over time. You can learn more by checking out our blog post on Australian Cultural Values
• What makes this variety unique as a national variety
• Broad, General, Cultivated accents
• Aboriginal English
• Attitudes towards Australian language varieties
• Standard Australian English and its prestige value
• Non-standard varieties operating in Australia
• Regional variation within Australia
• The role of language in constructing national identity
• Face needs (read blog)

2: Individual and Group Identity

• Social and personal variation (age, gender, occupation, interests, education, background, aspiration)
• Individual identity and group membership
• Standard and non-standard English and prestige varieties
• In-groups and exclusion
• Social attitudes to non-standard accents and dialects

3: Register

• Relationships between speaker/writer and interlocutors/audience
• Physical setting, situational and cultural contexts
• Subject matter/topic/domain/field
• Mode (spoken, written, electronic)
• Purpose/function of the interaction
• Social attitudes and beliefs of participants

4: Social Purpose of Language

• Inclusion and exclusion; in-groups and out-groups; social distance and intimacy
• How language can be used to uphold or threaten positive or negative face needs (read blog)
• Prestige forms of language
• Political correctness (read blog)
• Discrimination and hatespeech
• Euphemism and dysphemism (watch video)
• Taboo, pejoratives, and swearing
• Jargon, and how language establishes expertise
• Slang and colloquialisms
• Manipulation of language (obfuscation, doublespeak, gobbledegook)
• Politeness strategies and social harmony
• Language in the public domain; public language
• Linguistic innovation
• How language represents or shapes social and cultural, values, beliefs, attitudes
• How language can express identity 
• Other functions of language, such as recording, clarifying, entertaining, promoting, persuading, commemorating, celebrating, instructing, informing

5: Attitudes to the Varieties

6: Language Change

Although language change features more heavily in Units 1 & 2, it is still important to be aware of how language is changing in everyday lives to reflect social needs, attitudes and values. Consider the following:

• Australian English and its development and evolution over time
• Taboo, swearing and dysphemism and the role of changing social values
• Political correctness , non-discriminatory language and changing social values
• Linguistic innovation and informal language
• Technological advances and their impact on language - this includes emojis and text speak
• Global contact and other social changes and their impact on contemporary Australian English
• Migrant ethnolects and Aboriginal English

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Let’s be honest. Life is crazy right now; everything we know has been completely flipped due to COVID-19 and there’s no denying it. Students studying Station Eleven must be feeling a little creeped out! Everything is changing so quickly as decisions are being made on a daily basis, but as of right this moment, we are in lockdown: schools are shut, gatherings are banned and most of our parents are working from home. Most of us are wondering: how will we be able to reach our teachers? What about my friends? How can I study effectively without being in class? Here are some things to remember whilst enduring the pandemic...

First of all, we are all in the same boat. Nobody in the state will be going to school until at least 13th of April, and between you and me, it’ll probably be longer. You are not alone and certainly we will all get through this together.

For those who are doubting how school will function without physical attendance, remember how far our society has come with technology! Schools across the state are finding ways to optimise your learning. From Zoom to Microsoft Teams and Skype, schools are utilising fantastic platforms to help you learn. All you need is an internet connection and a willingness to learn and you’re all set. Furthermore, teachers are usually available over email and if you’re anything like me, you’re constantly reaching out to teachers for help — and I highly recommend it! Ask for help, ask for more resources, ask for advice and guidance.

Finally, if you feel like you need some extra help, private tuition is also a great way to make sure you’re on the right track and moving towards your dream results. LSG has a great private tuition program where you’ll find amazing help online from dedicated and tech-savvy high achievers. They’ll be your tutor, motivator and mentor all in one! Just because there’s no actual school, it doesn’t mean that you won’t be able to learn effectively.

If you'd like to learn more about LSG's Private Tutoring program, head over here — we'd love to chat!

I know it’s easy to think,

“I can’t study at home, I always get distracted by my sibling, my cat, my parents, YouTube, games and food I just procrastinate too much!”

For me, Year 12 was full of bursts of intense focus and longer bursts of procrastination. I tried so hard to focus but sometimes, Netflix was just too tempting! However, there are a few tips that kept me in check (especially during the holidays) and helped me to do well in the end. Hopefully, they can help you too!

Looking for some advice to score 50 in VCE English? Here's what 50 study scoring LSG tutor Elli recommends !

1. Have a routine

It’s so important to have a consistent routine. This will help you direct your focus to what matters and form consistent study habits. You can even follow your school timetable if that helps! This will integrate study times for certain subjects and also appropriate break times.

Routines also help with stress. You can wake up every day and not have to think about what you are going to do that day — just follow your routine! This will work wonders in helping you to manage all your subjects, homework and socialising needs.

When building a routine, start small and build your way up. Start your day by waking up at a certain time, or scheduling when you’ll eat or even deciding when you’ll do exercise. Studies have shown that it takes 21 days to form a habit. I know this is a while, but if you can stick with one or two small routine changes in your life, it will make a huge difference!

There are a few things to remember when creating your own routine!

• Don’t plan out every second of every day. This will make you feel like a robot with no freedom and you’ll get bored very quickly.

• Have a basic routine that can be adapted to everyday needs! This kind of links back to the previous point, if you plan every second, you won’t be able to be adaptable and spontaneous

• Have break time, downtime and exercise time!

For some more advice on work/study/life balance, check out Lisa's interview with LSG Content Manager Matt here .

2. Set specific tasks to get done everyday (to-do lists)

If you create a list to get done everyday, you’ll feel a sense of accomplishment that will both motivate you to study harder and to stay focussed to reach your goals! This also ensures that you are staying on track and that you’re on top of all subjects and homework. By keeping track of what needs to be done and when, your stress levels will be reduced because everything is written down — so, when you have some time to relax, you can actually relax. Your to-do list will act as your ‘second brain’ that you can return to when you’re refreshed and ready to study.

Ensure that your to-do lists are specific. Rather than writing “study for English”, which really doesn’t tell you anything, write tasks like, “quote sheet for English” and “summary book for circular function for Methods”. Then, you know what each task expects of you and what it will look like when it’s finished.

If you’re following your school timetable, make sure that in your scheduled time to study a particular subject you have a list of things to do, otherwise, you’ll be sitting at your desk thinking about what you should be doing instead of actually studying!

3. Use apps that help with productivity/procrastination

There are hundreds of apps that help with productivity, organisation and procrastination. Here are a list of some of my personal favourites:

Forest (procrastination)

• Forest grows trees when you aren’t using your phone, and everytime you open it, a tree dies. This helps to prevent you from dawdling on social media too much. • Just turn it on before you start studying and you’ll feel a little grief every time you open your phone because trees will die.

Todoist (productivity)

• Todoist helps create to do lists and alerts you with tasks you need to get done. There are plenty of apps that do this, so have a look and find one that suits you and your needs best.

Mindly (organisation)

• Mindly helps organise your internal thoughts! You can do pretty much anything from structuring thoughts, explore ideas, plan a speech and take notes! • This particularly works well for subjects like English and Lit that requires a lot of idea generation

4. Get dressed!

This may sound like a strange piece of advice, but it’s so tempting to stay in your pyjamas all day and lounge around. But, if you don’t change, you’ll constantly feel like you’re ready to sleep. Getting dressed in proper clothes helps change your mindset and make you feel ready for the day ahead: conquering every task that you set yourself! It sounds silly, but try it — it actually works.

Not to mention, the little things in life right now are the ones that matter the most. If you can’t do the little things, imagine tackling the bigger tasks in the world. So, start your day off well by doing the things you would normally do when preparing to leave the house.

5. Take breaks and exercise

It’s easy to become a sloth when you’re forced to stay home all day and just eat junk food all day, but remember: a healthy body = a healthy mind. It’s so important to take a break from intense studying period and get moving again. Whether that is doing some yoga, going for a run or just playing with your sibling/pet, it’s up to you. All of this is integral in maintaining your ability to concentrate and prevents burnout!

Doing exercise isn’t easy so if you have a particular routine where you schedule it in, you’ll build a great habit. If that’s not enough to get you up and moving, try incentivising yourself with a particular treat like an episode of your favourite TV show or a snack (a healthy one)! Do exercise that you enjoy.

6. Eat healthily

Eating healthily doesn't always mean eating clean 24/7. Rather, it means simply maintaining a balanced diet. Eat chocolate when you crave chocolate — but don’t go overboard. Try the 80/20 rule, 80% of the time you eat as healthily as possible and the other 20% of the time, you can treat yourself. If you eat healthily, you’ll feel great and be ready to tackle the day's work!

7. Physical distancing not social distancing

With all this talk of social distancing in the media, it’s hard to remember that this really means physical distancing. Please don’t forget to communicate with your friends and family. Use technology to your advantage! Facetime your friends and come up with activities you guys can do together virtually. Gaming is a great idea but as I’m not a gamer myself, my friends and I had a virtual baking challenge (not to brag but I definitely won!) Keep in virtual contact! This will help keep you sane in such crazy times.

8. Use your friends to your advantage

Whilst you might not have the in-person classroom interaction, you can still generate discussion with your friends online and even ask them for help. Remember that a group of minds will always be better than just one. Everyone is trying to stay on top of their learning anyway, so why not do it together?  

Hopefully these tips will help you learn to be the best student you can be in this rough time!  Remember to stay safe, stay home and stay dedicated to being the best version of yourself.

To quote a professor from one of the most famous schools ever:

“Happiness can be found, even in the darkest of times, if one only remembers to turn on the light.” — Albus Dumbledore

Language has many uses which go beyond simple communication. Language can be used to entertain, to convey abstract ideas and to mold one’s perspective. A strong understanding of linguistic features, of words and their connotations can allow one to manipulate their language in order to convey certain ideas and thoughts. This brings us to the topic of face needs. One’s face need is the sense of social value that is experienced during social interactions. There are two types of face needs; positive face needs and negative face needs. Positive face refers to the need to feel accepted and liked by others while negative face describes the will to do what one wants to do with freedom and independence.

In daily conversations and in media, language is used to either appeal to face needs or to avoid meeting face needs. Basic politeness markers are frequently used to appeal to face needs, often subconsciously. Imagine a teacher asks you to pass them the pencil they just dropped. Most likely, they will ask something along the lines of, “are you able to pass me that pencil please?” The teacher’s relationship with you is that of an authoritative nature. Therefore, when asked to pick up the pen, you will almost certainly oblige unless there is a compelling reason not to. While the teacher has technically posed a request or a question, it is a in fact a command in disguise. The teacher has an expectation that you will pick up the pen, however, by framing this command as a question, it appears as though you are being given a choice. This appeals to your negative face needs as you are not being imposed upon to pick up the pen, but are given a choice should you wish to “pick it up”. In situations where interlocutors do not have a very close social distance, linguistic features such are politeness markers, rising intonation and interrogative sentences are used to appeal to negative face needs. If this same situation occurred with a friend, they might say something along the lines of ‘oi, chuck us that pen.’ This is a blatant disregard for negative face needs, but due to the close social distance between you and your close friend, appealing to negative face needs for such small things is unnecessary.

Appealing to negative face is most commonly observed in interactions with strangers or with those who do not have a strongly established relationship. However, appeals to negative face needs can also be observed with close individuals, particularly used to further the relationship by extending its boundary. For example, when asking a big favour from a relatively new friend one will most likely use methods to appeal to negative face needs, using phrases such as, ‘do you mind if,’ ‘would it be possible if,’ ‘could I please ask you a huge favour’. Such phrases do not impose of the individual, allowing them to “choose” whether or not to oblige. Appealing to the negative face demonstrates that one recognizes the other’s freedom and wish to do as they wish. 

Appealing to positive face needs occurs through slightly different linguistic and paralinguistic techniques. Compliments, minimal response, eye contact, politeness markers and the use of interrogatives are all ways in which one can appeal to another’s positive face needs. These techniques are very often employed in radio and television interviews. It is the duty of the host to make their guest feel welcome and wanted on the show. Television hosts such as Jimmy Kimmel and Ellen often introduce their celebrity guests by mentioning their achievements, thus making them feel special. They frequently employ interrogatives to display avid interest in their guests. Furthermore, back-channeling and vocal effects such as laughter allow the guests to feel that their presence is welcome and appreciated. Think of this from the perspective host and their social purpose. They want to make their guests feel appreciated to promote their viewership and build solidarity with the guests so they may return on the show.

This is interview is an example of positive face needs where interviewer Rajeev Masand compliments Stanger Things actors Milly Bobby Brown and Noah Schnapp at the beginning of the interview for their show.

Tom Holland on Ellen:

In this example both Tom Holland and Ellen meet one another’s positive face needs. Politically correct language and euphemisms are also another example of appeals to positive face needs. Calling people ‘differently abled’ is done in attempt to avoid discrimination and allow individuals of different abilities to feel equally accepted and welcome. However, this does not always come across as intended. Often politically correct labels are not embraced by the given community as they feel that such labels further alienate them from society. Politically correct labels can act as reminders to such groups that they are considered minority or, they may feel that these labels are a feeble attempt to push aside previous, conflicting history. This is important to note as it demonstrates that appealing to face needs can sometimes be a hit or miss. In everyday conversation, people use cues in attempt to understand the individual they are conversing with and hence alter their language accordingly. They will use these cues to understand how to use language to appeal to the face needs of the other individual. In a context with school friends, there is likely to be less use of politeness markers and politically correct language as the pre-established relationship means there is a mutual understanding the one does not wish to offend. In contrast, the use of language is likely to be very different in transactional conversations, interviews and conversations with an authoritative relationship.

Techniques used to appeal to face needs always come back to the social purpose of the interlocutors and the contextual factors. By understanding the link between these elements, you can form a holistic analysis of face needs. Therefore, when writing about face needs in your exam and sacs, it is vital to be considerate of the context as this impacts how face needs are approached. 

Here are some other examples of celebrity interviews where there is evidence of appeals to positive face needs. Watch them carefully and you’ll notice the specific linguistic features used in these interviews to build solidarity with the guests and create engagement with the show. The hosts compliment their guests and frequently employ minimal response to allow the conversation to progress smoothly. There are minimal overlaps as the hosts are cautious not to talk over their guests. You will notice that in certain interviews, when the host and guest are known to one another, appeals to face needs are not adhered, allowing them to strengthen their bond and further audience engagement.

Malala Yousafzai on Ellen:

Eddie Redmayne interview on The Late Show with Stephen Colbert:

The big trap students doing both English and Literature fall into is the habit of writing Close Readings like a Language Analysis essay. In essence, the two of these essays must tick the same boxes. But, here’s why analysing texts in Literature is a whole different ball game – in English, you want to be focusing on the methods that the author utilises to get their message across, whereas Literature is all about finding your own message in the writing.

In a  Language Analysis  essay, the chances are that most students will interpret the contention of the writer in a similar fashion and that will usually be stated in the introduction of the essay. Whereas in Literature, it is the formulation of your interpretation of the author’s message that is what really counts. In a typical Language Analysis essay, the introduction is almost like a summary of what’s going to be talked about in the next few paragraphs whereas in a close reading, it is the fresh ideas beyond the introduction that the markers are interested in.

For this reason, every Close Reading that you do in Literature will be unique. The overarching themes of the text you are writing from may be recurring, but for every passage from the text that you are given, what you derive from that will be specific to it.

From my experience, this is what stumps a lot of students because of the tendency is to pick up on the first few poetic techniques used in the passages and create the basis for the essay from that. This usually means that the student will pick up on alliteration (or another technique that they find easy to identify) used by the author and then try and match it to an idea that they have discussed in class. Whilst this can be an effective way to structure paragraphs, many students aren’t consciously utilising this approach and instead are doing it ‘by accident’ under time pressure, or a lack of understanding of other ways to get a point across.

In general, there are two main approaches that can be followed for body paragraphs in a literature close reading analysis:

1. Start wide and narrow down.

What does this mean? So, as I mentioned before, each of your close readings should be very specific to the passages in front of you and not rehearsed. However, it’s inevitable that you are going to find some ideas coming back more often. So, after reading through the passage, you will usually get a general understanding of the tone that the author has utilised. This will indicate whether the author is criticising or commending a certain character or social idea. Using this general overview to start your paragraph, you can then move closer and closer into the passage until you have developed your general statement into a very unique and clear opinion of the author’s message (with the support of textual evidence of course).

This is the essay approach that is generally preferred by students but is often used poorly, as without practice and under the pressure of writing essays in exam conditions, many students revert back to the old technique of finding a literary device that they are comfortable with and pushing forth with that.

The good thing about this approach is that when you understand the general themes that the author covers, you will become better and better at using that lens to identify the most impactful parts of the passage to unpack as you scrutinise the subtle nuances of the writer’s tone.

2. Start narrow and go wide.

You guessed it - it’s basically the opposite of the approach above. However, this is a more refined way of setting out your exploration of the author’s message as opposed to what was discussed earlier (finding random literary devices and trying to go from there). Using this approach does not mean that you have no direction of where your paragraph might end, it just means that you think the subtle ideas of the author can be used in culmination to prove their wider opinion. For example, if you get a passage where the author describes a character in great detail (Charlotte Brontë students, you might be familiar!) and you think there is a lot of underlying hints that the author is getting at through such an intricate use of words, then you might want to begin your paragraphs with these examples and then move wider to state how this affects the total persona built around this character and then maybe even a step further to describe how the writer’s attitude towards this character is actually a representation of how they feel towards the social ideas that the character represents.

The benefit of this approach is that if you are a student that finds that when you try and specify on a couple of key points within a large theme, you end up getting muddled up with the potential number of avenues you could be writing about, this style gives a bit of direction to your writing. This approach is also helpful when you are trying to link your broader themes together.

The main thing to remember in the structure of your body paragraphs – the link between your examples and the broader themes that you bring up should be very much evident to the marker. They should not have to work to find the link between the examples you are bringing up and the points that you are making. Remember, a Close Reading is all about the passage that is right in front of you and its relation in the context of the whole text and the writer’s message. Be clear about your opinion, it matters!

Happy writing!

Have a read of our Ultimate Guide to English Language if you haven't already.

[Video Transcription]

Sometimes when using language we may want to, or need to discuss a topic that is uncomfortable to deal with directly. For these cases we often employ the technique of euphemism to make the bad things sound better. As Quentin Crisp put it, "Euphemisms are unpleasant truths wearing diplomatic cologne".

Semantic Fields and Situational Contexts

Euphemism is found in a wide range of semantic fields and situational contexts, but a few where they appear often include:

• In the domain of politics and political correctness
• In public-facing language, such as press conferences and interviews
• In discussions around uncomfortable topics such as death, termination of employment, and sex
• In the corporate world

So this begs the question of why people sometimes choose to employ euphemism, and what social effects it has on relationships and also society as a whole?

The Purpose of Euphemism

There are two sides to the euphemism coin, which are important to keep in mind when discussing and observing the use of euphemism. On the one hand, it can allow us to talk about uncomfortable topics more easily and without losing face, but on the other it can mask the truth or even be used to actively confuse others.

Many would argue that the primary purpose of euphemism is to maintain positive face, and it can often be very effective in doing so. Let’s consider the example of an employer navigating the social taboo topic of dismissing one of their employees. No matter how they go about broaching this topic, some of the face needs of the employee will not be met. According to a variety of online human resources sites, some of the euphemisms that employers or hiring managers are encouraged to use, include:

• "Exit strategy”
• “Career change opportunity”
• “Freeing for availability to the industry”
• “Making a team move”

These terms are widely favoured over the bluntness of something like “you’re fired”. By using such euphemisms, employers seek to put the focus onto the minor upsides of being laid off, rather than directly dealing with what will often feel like a personal attack for the employee. In this way, they try to, although not necessarily effectively, meet the face needs of both their employee and themselves in navigating this socially taboo topic.

The euphemisms that we use can also reflect and reveal our shifting social mores as the euphemisms that we use change over time. For example, if we consider the words we use surrounding the semantic domain of animal slaughter, we are seeing more and more euphemisms being employed today, as the topic becomes taboo and unpalatable. Instead of “killing” animals, today people are describing animals as being “depopulated” or “harvested”. We can even see this shift in how we describe the deaths of household pets, who are “put down”, rather than “euthanised”. Such euphemisms reflect our society’s shifting values and attitudes, namely that we now value animal life far more than we have in the past. We now wish to avoid the negative connotation surrounding the traditional lexemes of this semantic field, in order to maintain social harmony and positive face.

However, euphemism is also often used to hide or conceal the truth, and can mislead both those who hear it, and even those who use it. Clear communication is sometimes sacrificed for the sake of maintaining one’s positive face. When euphemism is used to obfuscate the truth, it is often classed as “doublespeak”, a term stemming from the neologisms “doublethink” and “newspeak” in Orwell’s Nineteen Eighty Four . For example, local councils may describe a “pot-hole” as a “pavement deficiency” to save face in being unwilling or unable to repair roads. This term is deliberately ambiguous as to the nature of the specific damage, and has been chosen over the far clearer and more familiar term “pot-hole” in an effort to obscure the truth. According to linguist Kate Burridge, euphemisms such as these “tell us how it isn’t”.

Even something as commonplace as life-insurance policies are in reality euphemistic terms for something that really insures one’s death. But insurance agencies and carriers don’t want their product being associated with the social taboo of death, and instead they choose to use the more positively-connoted term “life” to create positive brand recognition. All sorts of euphemisms surround us constantly, and we are often so used to them being used, that we don’t even notice.

Linguist Stephen Pinker describes a “euphemism treadmill”, which is a good metaphor for the way that the connotations of euphemisms can often change over time, as they are used and over-used. The classic example of this process is in the terms used by Nazi officials in the late 1930s and '40s to describe the Holocaust. Initially, the term “Sonderbehandlung” or “special treatment” was used to refer to the summary execution of so-called “unfavourable people”. However, this term quickly became as negatively connoted as the term it was designed to replace among the German people, and so the phrase “die Endlösung der Judenfrage”, “the final solution to the Jewish Question” was formulated - a phrase which again became infamously associated with the atrocities of the Holocaust during the Nuremburg trials. In fact, we’ve observed the overwhelmingly negative connotation of this former euphemism recently in Australia, with Fraser Anning being met with widespread criticism after using this term in the senate. In this example, we can see how over time euphemisms can lose their ameliorating effect as they become more associated with that which they are trying to mask.

Whether you believe that euphemisms are a valuable and useful part of our language, or that they are ambiguous and misleading, their prevalence in our contemporary Australian society make them an important part of a discussion of the evolving semantics of Australian English and of language as a whole.

In regards to changing subjects once the school year has started: I've done a bit of research and it appears as though the deadline to change from one subject to another is determined by your individual school. Some schools have a deadline of only a couple weeks whereas others stretch it out a little further. Ask your school for exact dates if this is something you’re considering!

Let’s talk about emoji’s. There is a wide debate about whether or not these small icons we know as emoticon’s are the birth of a whole new language. What once started off as a :) at the end of an email has rapidly grown into a vast array of icons which serve multiple purposes and convey various meanings. I would not call emoji’s a new language for it lacks grammar; the very foundation which kneads a language together. Most often, emoji’s are used in conjunction with words on online platforms to enhance communication. The laughter emoji or smiling emoji is frequently used to close social distance or convey a sense of playfulness where a message may be perceived to be hostile. They can also be used to save face and reduce personal embarrassment. Frankly, emoji’s can be used to express a range of emotions and conversational tones which are difficult to achieve with words alone. In this way, they cater for the inability to use intonation and paralinguistic features such as hand gestures, facial expressions within written speech.

As emoji’s become a more prevalent part of online communication, they have begun to carry their own connotations. The eggplant and water-drop emoji’s are classic examples of this within young adolescents. However, even within smaller social groups, emoji’s can take on secondary meanings. (You probably have emoji’s within your friendship group which have connotations or act as inside jokes).

In this way, emoji’s are not replacing our language, but rather, they are an addition to comprehension of written language.

While emoji’s don’t have a complex syntactical system, they are loosely governed by grammatical rules. While this does not constitute emoji’s as a new language, one can still communicate meaning by stringing emoticons through semantic fields. Content words can be replaced with emoticons, however the relationship between emoticons must be inferred or expressed through functional words.

Hence, there can be communication difficulties when the relationship of an emoji to context is not effectively implied or explained. Julie Bishop’s use of the red faced emoji to describe Vladimir Putin on Twitter is a classic example of this notion. This emoji used on its own caused confusion as to what Julie Bishop thought of Putin, whether he was an angry man or whether she disapproved of him. Due to limited context and no words to back up Bishop’s opinion, there was controversy around her response.

Emoji’s are an addition to the written mode of language, catering for paralinguistic features which cannot be expressed through words. However, due to the lack of complex grammar binding emoji’s they cannot become a new language.

For an overview of English Language, the study design, what’s involved in the exam and more, take a look at our Ultimate Guide to English Language .

What Is a Short Answer Question? 

The English Language exam is split into three sections - Short Answer Questions, Analytical Commentary and an Essay (see here for an explanation of what’s involved in the Essay component). The Short Answer Questions (SAQs) are at the very start of the exam and include 15 marks in total, usually consisting of 3-5 questions that are in response to a text. SAQs are designed to test your knowledge of metalanguage and your ability to elaborate on the situational and social context of the text in a concise manner. 

As SAQs only have 15 marks, you should aim to spend 20-25 mins on this section in the exam. Because there are only about 25 minutes available to allocate to this section, they are also a test of your ability to quickly identify key features in a text. 

The good thing about SAQs is that because there are specific mark allocations for each question, there’s a formula that you can apply to every question to help you obtain all the marks possible - and that’s what we’ll go through in this blog post, so you can ace every SAQ you come across :) 

Common Command Words and What They Mean 

The first thing you should do when approaching an SAQ is to recognise (and even better, highlight) the command words in each question in order to help you understand exactly what is required. 

Here is a list of commonly seen command words and what they entail:

Identify ‍ In response to this command word, you should state the example using metalanguage and line numbers.

Describe   If you are asked to ‘describe’, you should state the example with metalanguage and also give some details about it, such as how it links to the context of the text and/or its functions and social purposes. 

Analyse, comment on, explain, discuss  ‍ Now we get to the heavier words that require a lot more elaboration and analysis. For these types of words, you should state the example with metalanguage, describe the immediate impact it creates and then link it to the broader context of the text (whether that be situational or social). So, you can think of these questions as a combination of ‘identify’ and ‘describe’ questions, with a bit of further elaboration attached to them. 

Mark Allocations

SAQs usually range from 1-6 marks each and the way you should answer the question depends on how many marks are available. 

As a general rule of thumb, do as the question says. 

For example, if we look at this question:

‘Give one function of this text. Using appropriate metalanguage, identify two different language features that support this function.’ (3 marks) 

The key phrase here that would distinguish a 2/3 from a 3/3 response is ‘that support this function’. Rather than simply stating two different language features, you should explain how they support the function of the text. It doesn’t have to be long, but at least 1 sentence of elaboration would be required to get full marks.

So, the overall mark allocation for this question is: 

1/3: Stating the function  2/3: Identifying two language features  3/3: Linking the language features to the function

A question with a higher mark allocation might be:

‘Using appropriate metalanguage, analyse at least three stylistic and discourse features that contribute to the cohesion of this text. Refer to line numbers in your response.’ (5 marks)

This question has 5 marks, but only one command term (analyse). As such, in response to this question you would have to elaborate on each example - in this case, stylistic and discourse features - and link to how they contribute to the cohesion of the text. 

Each example should be followed by at least 1 sentence that explains how it contributes to the text’s cohesion. You could also link the examples to their social purpose/function if this is relevant. 

As a general rule, any sort of ‘analyse’ or ‘discuss’ question can follow this template: 

1) Identify the example using appropriate metalanguage 2) Describe the immediate effect of that example (e.g. if it creates a humorous effect, if it makes the text hard to understand) 3) Provide further elaboration such as linking to social purpose/function/identity

If you think back to what we covered in the earlier section of this blog, you’ll see that this template follows the rule that higher-order command words (like ‘analyse’ and ‘discuss’) are a combination of ‘identify’ and ‘describe’ questions, with a bit of further elaboration also required.

General Tips

Finally, here are some general tips to keep in mind when answering SAQs:

• Use precise, specific metalanguage (e.g. ‘first-person subject pronoun’ instead of just ‘pronoun’)
• Always link to the broader context for questions with more than 1 mark (whether that be situational or cultural)
• Highlight keywords and/or line numbers to help you avoid silly mistakes
• Always include line numbers when quoting examples 
• If you’re unsure as to how much you are expected to write, the amount of space given to you in the answer section is usually a good indicator. 

For more about how you can boost your marks in English Language, see this blog post about how to extend your skills further.

A focal point of the English Language Study Design, specifically Unit 4 Area of Study 1, is the construction of the Australian identity through language. In order to understand how language is used to reflect the Australian identity, it is important to first understand what values or standards of behaviour an Australian identity is comprised of.

When it comes to constructing essays, it is important to find contemporary examples from Australian media and link them to Australian cultural values. These examples must be explained using subsystems to display their linguistic relevance.

Australian cultural values are influenced by Australia’s history. Convict settlement, the influence of the British monarchy, an influx of new migrants and globalization of language have all influenced the cultural values Australian’s hold today. These events in history have enabled Australians to develop values by which they hold themselves, including egalitarianism, mateship, antiauthoritarianism and larrikinism.

The most significant value is that of egalitarianism. This is the doctrine that all people are equal and deserving of equal rights and opportunities. Class distinctions are far less significant in Australian society compared to the United Kingdom where social circles have been constructed around rigid hierarchies. In contrast, Australians of lower socio-economic standing typically do not see themselves as being less equal than privileged Australians.

This notion is reflected in the language used in Australian society. Addressing individuals as ‘mate’ and using colloquialisms such as ‘pollies’ to refer to politicians demonstrates that Australians value one another on an equal ground, irrespective of socio-economics or class.

This value extends into Australia’s sense of multiculturalism. Australia houses citizens with diverse ethnic backgrounds and prides itself on this cultural diversity. Many ethnolects have established themselves within Australian culture overtime and spread across society. These ethnolects are also finding their way onto platforms such as television to reflect present Australian society. Comedians such as Nazeem Hussain or the Channel Nine show, ‘Here come the Habibs’ use phonological, lexical, syntactical and semantic features of their respective ethnolects in a comedic manner to portray cultural diversity in a public space and celebrate the Australian value of multiculturalism.

Ethnolect speakers express their multicultural identity by molding Australian English along with their ethnic language to create their unique ethnolect. This is particularly evident with Greek and Lebanon English speakers who adopt Australian colloquialisms but retain their ethnic accent. They also often insert an interjectory such as ‘reh’ into everyday discourse as a way of promoting solidarity with others within the ethnic society.

The Australian value of anti-authoritarianism is largely reflected through the lexical choices of individuals. This value is derived from the Australian notion of egalitarianism. Australians have a far greater tendency to use expletives than those from other English speaking countries. The relaxed manner in which the Australian society perceives language use is indicative of their disregard for social hierarchies and authority figures.

The ease with which comedic remarks can be made about influential figures and politicians in the Australian media, indicates this very idea. The SBS series, The Feed recently released a facebook video “How Politicians Speak” mocking politicians by imitating political language in everyday conversations, using excessive hedging and obfuscation and a highly formal register. This Facebook video can be further explained using the subsystem of semantics. The meaning of the video is greater than the literal words being spoken by the actors. There is cultural context required to understand the humorous intent of the video. Through this cultural context, the video is able to reach out to its audience and express this anti- authoritarian way of thinking.

The tendency to ridicule politicians and authoritative figures can be explained by a phenomenon known as ‘tall-poppy syndrome’ which describes the tendency to degrade, attack or cut down individuals because they have risen in the social hierarchy. As a country which deeply values humility and embodies the ‘battler’ persona, Australians automatically become critical when those around them climb the social ladder. Snide comments and banter are tools used to remind those rising through the ranks that they are not better than anyone else. Furthermore, the tall-poppy syndrome is an explanation for why Australians consistently ridicule and mock their politicians. Comedian, Tim Minchin recently gave a speech to a graduating class at the University of Western Australia. In this speech, he used crude language and blunt remarks to give advice to the students while simultaneously deflating their sense of self with phrases such as, ‘opinions are like assholes, in that everyone has one’. Embossed within this simile is the concept of humility and egalitarianism that depict the tall-poppy syndrome.

Most examples of Australian language will ultimately tie back to these values. This includes the general Australian accent, Australian colloquialisms, phonological features of Australian English such as assimilation and the use of high rising terminal. The features of this language are linked to the values this language is used to express.

This link is particularly evident in political speeches, debates and comedic material. In relation to essay writing, there are a few steps to be conscious of when showing these links. Try to understand your examples using subsystems and which subsystems are relevant for the given example. Is the language-use significant on a phonological level, morphological level, lexical level, syntactic level or semantic level?

Throughout the year, you will be required to research and collect such contemporary examples which reflect Australian values. In your essay, you are required to demonstrate the significance of your example, use metalanguage to explain the example and then link this example to the values it reflects in Australian society and finally explain what this means for the essay prompt. Following this sequence of steps will ensure that you are able to discuss Australian Identity and Language in a holistic manner.

Link to “How Politicians Speak” Facebook video:

Link To clippings of Nazeem Hussain’s SBS show “Legally Brown” which turns Political Incorrectness on its head:

Link to Kate Burridge interview on Studio 10 explaining the trend towards the General Australian Accent:

From year 7-10 the traditional essays we have written have had an introduction, three body paragraphs and a conclusion. In these essays we write about characters, plot points and themes. Hence, it is understandable that upon entering English Language in year 11 or 12, it can be difficult to grasp a hold on how to write an essay without characters, plots or themes. To be precise, the requirement in an English Language essay is to ‘use key linguistic concepts and metalanguage appropriately to discuss/analyse/investigate…in an objective and systematic way” (English Language Study Design) .

What does this mean?

Essentially, in section C of the exam, you are required to present a discussion of a given idea. The word ‘discussion’ is defined as ‘a conversation or debate about a specific topic.’ In this sense, your essay is effectively a written conversation which needs to display an understanding of both sides of the topic.

In saying that, it is still important to form a contention, such as ‘indeed non-standard varieties are more acceptable in speaking than in writing in the Australian context’ however in arguing this contention, you must to explore both sides to show the examiner your understanding of language in Australian society.

The overarching idea of the essay is presented to you in the form of a prompt. For example, in the 2016 VCAA exam, a possible essay prompt given was: “In Australia today, variations from the standard tends to be more acceptable in speaking than in writing.”

In this prompt, the idea to be discussed is standard vs. non-standard Australian English. The main idea or topic forms an umbrella under which the essay is formed. This is the foundation of your essay. Each main argument will relate to this topic. In this example, standard vs non-standard Australian English is a topic from which an array of sub-topics can be extracted, the choice of which is to your discretion.

The sub-topics you choose to delve into will depend on your preferences and strengths. You may choose to discuss online-speak, ethnolects or Australian slang in relation to non-standard English, or legal and political jargon in relation to standard English.

Regardless of the choice of sub-topic, each body paragraph must explicitly link to three things; the prompt, the topic sentence and the contention. This is the criteria for your discussion. Ensuring clear links to these three will assure the examiner that you have confidence in the material you are discussing.

Your body paragraphs should be used to show the examiner how the ideas you have chosen to talk about relate to the prompt provided. Here it is necessary to use a combination of contemporary media examples, personal examples and linguist quotes as a means to prove the link between your chosen paragraph idea, your contention and the prompt. Try to find the most relevant examples which clearly demonstrate your line of thinking to the examiner. You don’t want to give them a reason to question the arguments you choose to present.

It is also important to be wary of this so that your essay flows in an orderly, sequential manner. Each idea presented within a paragraph and across the essay itself should follow a pathway, one leading into another. Use the ending of each body paragraph to come back to your essay prompt and reiterate your contention. This ensures you stay on topic and the examiner can clearly visualize your understanding of your topic.

In the end, your job in your essay is to present a discussion of a given prompt; an understanding of both sides. Use examples and explanations to show your examiner that you comprehend how the prompt can be debated.

Helpful Hints:

• Writing the very first sentence of your essay can be difficult. Sometimes, to get yourself into the flow of writing, it can be helpful to integrate a linguistic quote into your first sentence. This also helps solidify your contention. For example:
• “One’s idiolect, particularly lexical choices and accent can be strongly indicative of their unique identity and the social groups to which they belong; it is the most natural badge of symbol of public and private identity (David Crystal)”
• Your topic sentence for each paragraph should contain a link to the essay prompt, to the topic of your paragraph and to your contention. A link to all three elements should be identifiable. Below is an example of a topic sentence for the given essay prompt. “The language we use is the best indicator of who we are, individually, socially and culturally. Discuss.”
• Ethnolects are a quintessential indicator of cultural identity as they are strongly identifiable by their unique phonological characteristics.
• This topic sentence shows a clear identification of the topic of the paragraph (ethnolects), a connection with the prompt, (cultural belonging) and a contention, (ethnolects are indeed indicative of cultural identity)
• Rather than introducing linguist quotes with expressions such as “in the words of…” or “as said by…” using linguist quotes discretely where they are integrated as part of the sentence will improve the flow of your essay. Consider this example.
• “The use of the interjectory ‘reh’ expresses the cultural identity individuals associate themselves with and is part of the language they use as ‘a means to an end of understanding who [they] are and what society is like (David Crystal).”
• Not all your contemporary essay examples need to come from news articles or social media. Students can often get caught up doing aimless research trying to find examples through research which really isn’t all that necessary. You should try to find examples of language use in every-day life. Perhaps consider other school subjects you study and the jargon you used within these subjects. You can quite easily discuss this use of language in your essays. Here is an example of a student using the metalanguage from VCE Accounting as an example for their essay.
• Jargon and taboo language are often used to express social identity as they are demonstrative of social groups one wishes to belong to. Jargon terms such as, ‘equity,’ ‘profit margin’, ‘cash flow statement,’ ‘debt ratio’ and ‘accrued’ belong to the financial and accounting semantic field. Their use suggests the individual is knowledgeable in business and finance and further suggests they are likely to be working in the business sector. The use of jargon in one’s vernacular can therefore provide hints of the individual’s social identity and is significant to their individual identity.

Link to David Crystal interviews to pick out quotes and ideas for your essays:

Link to Kate Burridge on TED Talk talking about Euphemisms; a good source for examples of euphemisms and how they are used in society. This can be used as foundation for a paragraph in your essays:

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Home — Essay Samples — Science — English Language — The importance of English language

The Importance of English Language

• Categories: English Language

About this sample

Words: 1323 |

Published: Oct 22, 2018

Words: 1323 | Pages: 3 | 7 min read

• It’s the most commonly spoken language in the world
• It’s the language of international business
• Most movies are in English:
• It’s easy to learn:
• It helps you understand other languages
• You can say things in a hundred different ways:
• It can be used around the world:
• It’s is the language of Sports:
• It’s the language of the internet:
• It continues to change:
• Most countries know how to speak English. Out of one, five people can speak or at least understand English
• English is the language of Science computers etc. So if you want to do the job in such fields you must learn English.
• English is the official language of 53 countries. That’s why it is important to learn English.
• English is spoken as a first language by around 400 million people around the world.
• English is the language of the media industry. So if you learn English you don’t have to rely on subtitle or dubbing to enjoy your favorite shows.
• English is also the language of the Internet. Many websites are in English. So you must learn English.
• English is based on a simple alphabet and has a simple vocabulary so it requires little effort to learn English
• English is not only useful – it gives you a lot of satisfaction. Making progress feels great. You will enjoy learning English if you remember that every hour you spend gets you closer to perfection.
• Since English is spoken in so many different countries there are thousands of schools around the world that offer programs in English. If you speak English, you have a lot of opportunities to work in schools and you may able to apply somewhere for a job.
• By learning English you can also learn about cultures. And English is also known as the language of freedom. You can also enjoy a lot of quotes and inspirational writings in English so it is also the source of motivation.

Works Cited

• Crystal, D. (2003). English as a Global Language. Cambridge University Press.
• Graddol, D. (2010). English Next: Why Global English May Mean the End of 'English as a Foreign Language'. British Council.
• Jenkins, J. (2015). Global Englishes: A Resource Book for Students. Routledge.
• McKay, S. L., & Bokhorst-Heng, W. D. (2008). International English in Its Sociolinguistic Contexts: Towards a Socially Sensitive EIL Pedagogy. Routledge.
• Pennycook, A. (2017). The Cultural Politics of English as an International Language. Routledge.
• Crystal, D. (2012). English as a Global Language : Implications for Translation Studies. In Translation: A Multidisciplinary Approach (pp. 97-113). Palgrave Macmillan.
• Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford University Press.
• Kachru, B. B. (1992). The Other Tongue: English across Cultures. University of Illinois Press.
• Modiano, M. (2016). English as a Lingua Franca: Theorizing and Teaching English. Modern Language Journal, 100(3), 676-691.
• McKay, S. L. (2002). Teaching English as an International Language: Rethinking Goals and Approaches. Oxford University Press.

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Essay – examples & model answers | B2 First (FCE)

FCE Essay Examples:  Topic (Environment) 

Example exam task:, example answer (grade: 3), example answer:.

I think that my country has problems with pollution to the environment like all other countries. This problem is normal for Russia. We have big problems with transport because there are too much cars in our country. And because of that we have problems with atmospeer, air in my city and in all Russia is really dirty and sometimes I can’t make a sigh because it smells around me and of course around that cars on the road. I’ve heard about tradition of one country. They don’t go anywhere by car one day a month or a year, they just use bycicle or their feet. I think it could be very good if we had a tradition like that.

So, what about the rivers and the seas? Yeah, there are some really good and clean rivers and seas where you can go, but there are not many of them. Once I saw the river OB in my city, it was about two years ago but I stil remember that in some places it was not blue, it was green or purple I didn’t really understand because it had different colours.

I don’t know what should we do. Maybe we should just open our eyes and look what we did. But Russian people don’t care about the world around them many people care only about themselves an that’s all.

So, the best idea is look around and try to do something good for our planet and for us and our children.

FCE, CAE, CPE

Practice, write & improve, examiners comments & grade:, example answer (grade: 3-4).

To begin with pollution and damage to the environment is the most serious and difficult problem for countries of all over the world. Scientists of different countries predict a global ecocatastrophe if people won’t change their attitude to our planet.

First of all a huge damage to the environment brings a transport. People can’t imagine their living without cars, buses, trains, ships and planes. But it’s an open secret that one of disadvantage of these accustomed things is harmful exhaust. Needless to say that use of environment friendly engines helps us to save atmosphere from pollution.

In addition to this our rivers and seas are in not less danger situation. It’s a fact of common knowledge that numerous factories and plants pour off their waste to ponds. Obviously that cleaning manufacturing water helps to avoid extinction of ocean residents.

Apart from this I’m inclined to believe that every person can and must contribute to solving this important problem. Doing a little steps for protection our environment every day we will be able to save our Earth. And it’s a task of each of us.

Model Answer (Grade: 5)

DEVELOPMENT VS ENVIRONMENT

If we surf the web looking for pollution and environmental catastrophes, we will find out that every country in the world suffers them. This is a natural consequence of the struggle between development and environment.

If a country decided to live isolated from the rest of the world, living on what it can naturally grow and produce, it surely wouldn’t be highly polluted. But we all want exotic food and technological items from all over the world, so we have to pay the price.

Investing on electrical transport would benefit the environment a lot. Even more if this electricity came from a natural source of energy like wind, rivers and solar boards. It’s difficult to achieve this because petrol companies will fight against these actions.

We also have to take care of our rivers and seas. We all have heard about factories throwing highly toxic substances to rivers, without minimizing their poisoning effects. A really strict law should be applied to fine these factories and make them change their policy.

But what about ourselves? We also can do a lot! If, when possible, we bought larger packs of food, we would be producing less rubbish. And this is only an example!

FCE Essay Examples: Topic (Fashion) 

In today’s world, the fashion industry has a strong importance in people’s lives. The fashion industry say to the society what to wear and creates new types of clothes all the time.

Some people claim that the fashion industry has a bad effect on people’s lives, they say that the fashion industry creates clothes that the society has to wear. Furthermore, the clothes’ price is extremely high and people, who can’t afford it, should not be in the society.

In the other hand, the fashion industry guide the people to be in a good appearance, because, nowadays, the appearance of the person is more important than the person itself.

In my opinion, the fashion industry doesn’t has a bad influence on people’s lives. It’s something which was created to help people what to wear.

Example Answer (Grade: 4)

Fashion industry is very a discussed subject nowadays: they create and design new clothes everyday in order to satisfy some people needs.

There are many people who claim that the fashion industry is important and good for society. According to them, this industry design beautiful clothes and thanks to that every person can wear shirts, trousers or any acessory which is on today’s fashion.

On the other hand, the fashion industry in some people opinion, controls the market of clothes and because of that they can’t wear what they want to. In addition, the industry can increase the price of clothes, forcing people who don’t want to be “oldfashioned” to buy and pay a large amount of money to keep “beautiful”.

In my opinion, we can’t let the fashion industry decide what we must or musn’t wear. We shouldn’t judge people for its appearance,because that is not important. We must wear whatever we like, want and feel confortable with.

The society we live today is characterised by technology in constant development, fast speed processes, information travelling and getting to people at a blink of an eye and a complex web of social networking. In this context, the fashion industry is becoming increasingly important and having a more and more paramount role in our lives.

On one hand, the fashion industry is undeniably a source of profit and income. It hires millions of people all over the world and generates millions of dollars every year. Furthermore, such profitable business is also believed to be able to spread and make known the culture of a people, encouraging and enhancing a better understanding of each other.

Nevertheless, for those who are neither impressed nor motivated by numbers and figures, the fashion industry is seen as one which segregates people, isolating those who not fit their laws and commands. It is stated that people place too much importance on appearance and the material, world, sadly true, and the fashion industry just spurs on such situation. Moreover, not only are the costs of fashion item unrealistically high, it is thought to be a money better spent on more pressing issues, such as poverty and hunger.

I do believe that the fashion industry, as it is today, has a harmful effect, because it values a minority of people in detriment to the majority. However, it has such a wide reach that, it put into a good use, it can save lives.

FCE Essay Examples: Topic (Languages) 

“There are more reasons to learn a foreign language than to pass a test”

Everything around us revolves around language(s), it is the most important thing in our lives. Society would just not function without it. They are It is our future and I would personaly love to learn as many as I possibly can.

Not everything in life is done because it is necessary. Learning a new language can be a lot of fun. Many people only do it as a hoby, or their knowledge is something that brings them pride and pleasure.

Secondly, we have people who do it simply to challenge themselves. Truly I believe that having a great outcome that stems from your hard work and dedication to learn something new is a wonderful way to challenge prove your ability to yourself and others. Then there is travelling. It is very important to be able to understand and have a conversation with someone abroad, unless you would like to get lost or worse.

To conclude, I think that learning a new language is an amazing thing no matter why you do it. It is always better to do things out of enjoyment, but even if you do it for a test, that knowledge will always be useful.

Learning a a foreign languages is very important nowadays. English, in particular, is essential because it allows is spoken all over the world. That’s the reason why we start studying it from the age of six years old. Going abroad and being able to speak to native people is very satisfying and that’s why I want to improve my knowledge about foreign languages.

I decided to take this exam to know how high my level of English is, but also because I need this certification to go abroad next summer. I really want to come back to Cornwall, an amazing region in the South-West of England. I’ve been there twice with my family, but now I want to go alone. Only being there to England I can really improve my English comprehension and speaking skills.

Fortunately I can will have some English lessons which taught in English at university and I can’t wait for it because it will be an interesting challenge for me. Studying foreign languages is essential to live and to travel. It isn’t simple and I surely have to challenge myself everyday, but the result is so satisfying that we I can’t do without it.

FCE Essay Example: Topic (History) 

A very common topic that is being discussed nowadays is wether schools should teach subjects that some may consider useless later in life. A clear example is history, since it is quite difficult to learn and does not help us in day-to-day activities.

However, many people do not realize the importance of it or that it affects our lives today. For example, our political system would not be this way if it weren’t for the Ancient Greeks, numerous politicians and wars who helped shape democracy and our constitution. Yet it is still thought that it’s useless.

In addition, it is very important that we never forget about our past since we must know where we were standing years ago. Moreover, there are some things, such as World War II, that we have to remember to prevent them from happening again. We should also know where we we were standing a century ago: our origins, our identity. The more you learn about your ethnicity, the better.

All in all, I think that it is extremely important to learn about one’s own country’s history. Anyone who gets the chance to do this should not waste it, since they are very fortunate to have this opportunity

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This is an essay which was completed as part of a practice exam at school.  It received a mark of 14/15. Topic:   attached below The role of Standard English is constantly changing in society, however it is important to recognise the various contexts in which the Standard operates.  In certain contexts, other varieties and registers devalue the Standard as they are able to indicate group ties and create solidarity between group members.  The e-revolution and ‘teen speak’ reflect settings where the use of the Standard may be limited.  Similarly, Standard English may not be considered a conversational requirement for speakers of ethnocultural varieties of Australian English.  It is however important to recognise that despite its limitations, the Standard plays a fundamental role in many contexts and is still a required variety of language in Australia.  The Principle of Appropriateness is a critical factor often used to determine whether Standard Language is applicable to a given situation. The evolution of new technologies coupled with fresh varieties of language such as ‘teen speak’ are challenging the use of the Standard in many contexts.  Often social distance is a determiner for the type of language chosen, and where close relationships are shared, non-standard registers may be held in higher regard than the Standard.  Syntactically, utterances may feature ellipsis, for example ‘coming?’ instead of ‘Are you coming’ or non-standard orthography such as ‘wot’ rather than ‘what.’  Whilst such varieties deviate from the Standard, these language features are commonly found in SMS text messages between friends and are considered appropriate for the context.  Similarly, in conversations, interlocutors subconsciously modify the phonotactic structure of some utterances.  This is evident when one assimilates the words ‘going to’ into the more free flowing ‘gonna’, which creates a casual and inviting atmosphere.  Moreover, the use of slang such as ‘rentals’ for ‘parents’ in ‘teen speak’ creates group solidarity by adopting terms with which teenagers are familiar.  ‘Teen speak’ is a register that should only be used in contexts where it is appropriate and should be avoided in situations where its use may exclude and confuse others.  Furthermore, certain situations demand formality and thus call upon the use of Standard English.  It is important that language users recognise the varying acceptance of different registers, and modify their language choices to meet the needs of the audience, purpose and context when communicating. As Australia has become a multicultural society, several non-standard ethnocultural varieties of Australian English have evolved.  Many of the constraints imposed by a speaker’s first language are often transferred into their English, creating non-standard varieties.  Phonologically, Chinese Australian English often features the voiceless stop, such as /ɔlˈraɪ/ instead of ‘alright.’  Similarly, Greek Australian English differs from the Standard syntactically, as it often lacks determiners and prepositions such as ‘the’ and ‘to.’  For example, the clause ‘come to the shops’ sometimes has the function words omitted and is pronounced as ‘come shops’ by speakers of this variety.  Non-standard features such as these are derived from a speaker’s first language and then ingrain themselves in their use of English.  Whilst non-standard language does not follow the grammatical conventions of English, it still has the ability to convey meaning effectively.  This fulfils the purpose of language, which linguist David Crystal notes is to ‘meet the needs of its spekers.’  In Italian variations of English, the morphological change of the lexical item ‘farm’ to /fɑrmə/ is usually evident.  Although the orthography and pronunciation are non-standard, the meaning is largely unaffected and successful communication is not inhibited.  The growth of ethnocultural English varieties in Australia has enriched the language, and provided an alternative means for foreign language speakers to communicate with other English speakers in Australia. Despite many contexts no longer requiring the use of standard language, in certain situations, it is fundamental that Standard English is the basis used.  Standard English is perceived as the ‘prestige variety’ of language in Australia, and has gained an elevated status through its codification into dictionaries and association with high status individuals and institutions, particularly governments, law courts and universities.  The Standard variety of English adheres to prescriptivist linguistic rules and is therefore considered the most appropriate for use on formal occasions.  Although it may be stereotyped as the ‘the slang of prigs who write history essays,’ (George Elliot) there are inevitably contexts where formal language is paramount to successful communication.  For example, referring to the city of ‘Brisbane’ by using the slang term ‘Brisvegas’ in a travel guide is unlikely to be tolerated, as it could  arise in confusion and uncertainty for many tourists.  David Crystal also notes that by ‘following the rules of the grammarian’ many people believe the notion that face can be saved.  This is often evidenced in highly formal situations, such as interviews where unequal relative power relations exist.  Titles of address such as ‘Sir’ and ‘Mister’ tend to be used rather than vocatives in order to maintain a level of formality and respect.  Furthermore, the use of Standard English is especially important in public interactions.  Former Prime Minister Kevin Rudd’s speech to the stolen generations is an example of the formality and prestige associated with the Standard.  Grammatically correct sentence constructions such as ‘A future we can all look forward to.’ create a sense of authority.  Similarly, the use of euphemistic titles including ‘indigenous Australians’ and ‘Torres Strait Islander people’ were required over non-standard slang such as ‘Abos,’  as they serve to maintain the inclusive nature of the speech and attempt to avoid offending listeners .  Additionally, by using Standard language, Rudd’s speech was comprehensible to a wide ranging audience.  Situations where the audience is unknown tend to be of a formal nature, and therefore are expected to adhere to the conventions of Standard English. Although it appears Standard English is having a lessening influence on modern language use, it is clear that this variety’s prestige prevails in contexts which require the use of formal language.  Conversely, it is also this feature which has resulted in decreased use of the Standard in casual situations.  Other varieties and registers exist which are favoured for informal communication, as they act as a tool which speakers can use to identify themselves within a group.  Inevitably, as Australia grows to become a more multicultural nation, non-standard varieties will continue to evolve and become a dominant feature in Australian language.  This reflects the dynamic and flexible nature of language.  Whilst the linguistic conventions of the Standard are set in stone, other equally important and distinctive varieties need to be recognised as an integral part of the unique landscape of Australian English. Comments: Whilst I feel the structure of this essay was relatively solid, some of the examples are rather common and boring.  For example, there are much better examples of 'textspeak' than 'wot' and 'are your coming?'  If you wish to talk about technology, I recommend trying to incorporate something about Twitter or Facebook, as these somewhat  revolutionized how language and technology operate.  Notably, these mediums have made e-language much more dynamic, and allow users to reach a very wide audience.  This is something which may be worth discussing. I found the ethnolect paragraph was rather standard and I used it multiple times in my essays including in the exam itself.  Try to use metalanguage to make your writing more sophisticated.  As for the ethnolect examples, again they are not very impressive, and I am sure with some research you could come up with much more interesting and unique examples. As for speeches, the KRudd sorry speech is far too old now.  I recommend listening to some of Anna Bligh's media conferences regarding the floods for more up to date examples.  The 'We are Queenslanders' phrase she used is pretty moving and would make for a very good example.  This could also double as an example of 'good public language' in a different essay. Incorporating quotes from notable linguists into essays is always a good idea where appropriate.  If you are given stimulus material, then you must incorporate some of it or refer to it in your essay as I have tried to do. Also, just a warning about making claims without giving any examples or evidence.  I have done it a couple of times in this essay and the examiners do not like it, so be sure to substantiate anything your write.

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IB English A (Lang & Lit) HL Essay IA examples

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Not sure what to search for? You can always look through our example English A (Lang & Lit) HL Essay Internal Assessments below for inspiration.

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different artworks create relations in order to employ women’s bodies and beauty standards in society, how do angela carter’s short stories in “the bloody chamber” portray gender roles through associations with nature to resist patriarchal and androcentric customs in society, how does the ad agency goodby, silverstein and partners use testimonial technique in their ‘got milk’ print advertising campaign to convey the message of milk being more beneficial and emphasizing its wholesomeness, how does duffy present different perspectives of people in war, how does lauren greenfield portray body image and its effect on identity in generation wealth, how do dimitry moor’s propaganda posters promote the ideologies of socialism to the proletariats of russia, how does süskind’s perfume represent the changing historical epochs of western society through grenouille’s life, how does chekhov use the theme of faith within romantic relationships to commend the evolving pre-bolshevik russian hierarchical class system in agafya (1886) and the lady with the dog (1899), how and to what effect do the motifs of light and darkness represent the presence and interconnectedness of both joy and suffering in banana yoshimoto’s kitchen, how and to what effect do the structural devices in lokasenna’s mimetic dialogue demonstrate the possession and transfer of power between characters, how does beyoncé portray the american black southern identity struggle by reclaiming cultural elements in the visual album lemonade, how does wilfred owen use imagery to address the mental trauma of combat, in what ways does henrik ibsen, in his play, a doll’s house, employ stylistic features to communicate the victorian social codes of the 1870s, in what ways does primo levi’s autobiography, if this is a man, present the difficulties of communication in auschwitz, how does sylvia plath use literary devices in “lady lazarus” and “a birthday present” to deliver the themes of suicidal thoughts and mental 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to what effect does william shakespeare use notions of duplication and duality in hamlet to explore the cyclical adversity of revenge, how does jordan peele convey the intelligence of chris in his film get out to represent the power of resistance, how does nawal el saadawi represent women objectification through the character firdaus and its consequences, how does mark doty explore the concept of liminal space in the poem “atlantis”, how does henrik ibsen portray a woman's identity in a male-oriented society and develops a different perspective of women through nora's character in his play "a doll's house", in her poems, how does szymborska provide a commentary on the dehumanizing process of the progressive concession of identity for capitalistic success, how does el-saadawi’s characterisation of firdaus’ growing resistance in the novel woman at point zero illustrate the struggle for freedom in a patriarchal society in egypt, how does edgar allan poe demonstrate the manifestation of paranoia in his building of unreliable narrators, how does charles dickens represent the theme of industrialisation leading to a loss of identity through setting and character in his novel, "hard times", how does robert browning use structure and symbolism in the poems ‘my last duchess’ and ‘porphyria’s lover’ to criticise victorian society's acceptance of men's control over women, how and why does the intersectionality of gender, race and sexuality in paris is burning play an essential role in the viewers' understanding of new york city's drag scene in the 1980s, to what extent can henrik ibsen’s writing be read as ‘feministic’ through the protagonist’s character in his play “a doll’s house”, how does purple hibiscus by chimamanda ngozi adichie explore the paradoxical relationship between love and violence.

Essays About Language: Top 5 Examples and 7 Prompts

Language is the key to expressive communication; let our essay examples and writing prompts inspire you if you are writing essays about language.

When we communicate with one another, we use a system called language. It mainly consists of words, which, when combined, form phrases and sentences we use to talk to one another. However, some forms of language do not require written or verbal communication, such as sign language. 

Language can also refer to how we write or say things. For example, we can speak to friends using colloquial expressions and slang, while academic writing demands precise, formal language. Language is a complex concept with many meanings; discover the secrets of language in our informative guide.

5 Top Essay Examples

1. a global language: english language by dallas ryan , 2. language and its importance to society by shelly shah, 3. language: the essence of culture by kelsey holmes.

• 4.  Foreign Language Speech by Sophie Carson
• 5. ​​Attitudes to Language by Kurt Medina

1. My Native Language

2. the advantages of bilingualism, 3. language and technology, 4. why language matters, 5. slang and communication, 6. english is the official language of the u.s..

“Furthermore, using English, people can have more friends, widen peer relationships with foreigners and can not get lost. Overall, English becomes a global language; people may have more chances in communication. Another crucial advantage is improving business. If English was spoken widespread and everyone could use it, they would likely have more opportunities in business. Foreign investments from rich countries might be supported to the poorer countries.”

In this essay, Ryan enumerates both the advantages and disadvantages of using English; it seems that Ryan proposes uniting the world under the English language. English, a well-known and commonly-spoken language can help people to communicate better, which can foster better connections with one another. However, people would lose their native language and promote a specific culture rather than diversity. Ultimately, Ryan believes that English is a “global language,” and the advantages outweigh the disadvantages

“Language is a constituent element of civilization. It raised man from a savage state to the plane which he was capable of reaching. Man could not become man except by language. An essential point in which man differs from animals is that man alone is the sole possessor of language. No doubt animals also exhibit certain degree of power of communication but that is not only inferior in degree to human language, but also radically diverse in kind from it.”

Shah writes about the meaning of language, its role in society, and its place as an institution serving the purposes of the people using it. Most importantly, she writes about why it is necessary; the way we communicate through language separates us as humans from all other living things. It also carries individual culture and allows one to convey their thoughts. You might find our list of TOEFL writing topics helpful.

“Cultural identity is heavily dependent on a number of factors including ethnicity, gender, geographic location, religion, language, and so much more.  Culture is defined as a “historically transmitted system of symbols, meanings, and norms.”  Knowing a language automatically enables someone to identify with others who speak the same language.  This connection is such an important part of cultural exchange”

In this short essay, Homes discusses how language reflects a person’s cultural identity and the importance of communication in a civilized society. Different communities and cultures use specific sounds and understand their meanings to communicate. From this, writing was developed. Knowing a language makes connecting with others of the same culture easier. 

4.   Foreign Language Speech by Sophie Carson

“Ultimately, learning a foreign language will improve a child’s overall thinking and learning skills in general, making them smarter in many different unrelated areas. Their creativity is highly improved as they are more trained to look at problems from different angles and think outside of the box. This flexible thinking makes them better problem solvers since they can see problems from different perspectives. The better thinking skills developed from learning a foreign language have also been seen through testing scores.”

Carson writes about some of the benefits of learning a foreign language, especially during childhood. During childhood, the brain is more flexible, and it is easier for one to learn a new language in their younger years. Among many other benefits, bilingualism has been shown to improve memory and open up more parts of a child’s brain, helping them hone their critical thinking skills. Teaching children a foreign language makes them more aware of the world around them and can open up opportunities in the future.

5. ​​ Attitudes to Language by Kurt Medina

“Increasingly, educators are becoming aware that a person’s native language is an integral part of who that person is and marginalizing the language can have severe damaging effects on that person’s psyche. Many linguists consistently make a case for teaching native languages alongside the target languages so that children can clearly differentiate among the codes”

As its title suggests, Medina’s essay revolves around different attitudes towards types of language, whether it be vernacular language or dialects. He discusses this in the context of Caribbean cultures, where different dialects and languages are widespread, and people switch between languages quickly. Medina mentions how we tend to modify the language we use in different situations, depending on how formal or informal we need to be. 

6 Prompts for Essays About Language

In your essay, you can write about your native language. For example, explain how it originated and some of its characteristics. Write about why you are proud of it or persuade others to try learning it. To add depth to your essay, include a section with common phrases or idioms from your native language and explain their meaning.

Bilingualism has been said to enhance a whole range of cognitive skills, from a longer attention span to better memory. Look into the different advantages of speaking two or more languages, and use these to promote bilingualism. Cite scientific research papers and reference their findings in your essay for a compelling piece of writing.

In the 21st century, the development of new technology has blurred the lines between communication and isolation; it has undoubtedly changed how we interact and use language. For example, many words have been replaced in day-to-day communication by texting lingo and slang. In addition, technology has made us communicate more virtually and non-verbally. Research and discuss how the 21st century has changed how we interact and “do language” worldwide, whether it has improved or worsened. 

We often change how we speak depending on the situation; we use different words and expressions. Why do we do this? Based on a combination of personal experience and research, reflect on why it is essential to use appropriate language in different scenarios.

Different cultures use different forms of slang. Slang is a type of language consisting of informal words and expressions. Some hold negative views towards slang, saying that it degrades the language system, while others believe it allows people to express their culture. Write about whether you believe slang should be acceptable or not: defend your position by giving evidence either that slang is detrimental to language or that it poses no threat.

English is the most spoken language in the United States and is used in government documents; it is all but the country’s official language. Do you believe the government should finally declare English the country’s official language? Research the viewpoints of both sides and form a conclusion; support your argument with sufficient details and research. 

Check out our guide packed full of transition words for essays .If you’re stuck picking your next essay topic, check out our guide on how to write an essay about diversity .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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• How to write an expository essay

How to Write an Expository Essay | Structure, Tips & Examples

Published on July 14, 2020 by Jack Caulfield . Revised on July 23, 2023.

“Expository” means “intended to explain or describe something.” An expository essay provides a clear, focused explanation of a particular topic, process, or set of ideas. It doesn’t set out to prove a point, just to give a balanced view of its subject matter.

Expository essays are usually short assignments intended to test your composition skills or your understanding of a subject. They tend to involve less research and original arguments than argumentative essays .

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Table of contents

When should you write an expository essay, how to approach an expository essay, introducing your essay, writing the body paragraphs, concluding your essay, other interesting articles, frequently asked questions about expository essays.

In school and university, you might have to write expository essays as in-class exercises, exam questions, or coursework assignments.

Sometimes it won’t be directly stated that the assignment is an expository essay, but there are certain keywords that imply expository writing is required. Consider the prompts below.

The word “explain” here is the clue: An essay responding to this prompt should provide an explanation of this historical process—not necessarily an original argument about it.

Sometimes you’ll be asked to define a particular term or concept. This means more than just copying down the dictionary definition; you’ll be expected to explore different ideas surrounding the term, as this prompt emphasizes.

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An expository essay should take an objective approach: It isn’t about your personal opinions or experiences. Instead, your goal is to provide an informative and balanced explanation of your topic. Avoid using the first or second person (“I” or “you”).

The structure of your expository essay will vary according to the scope of your assignment and the demands of your topic. It’s worthwhile to plan out your structure before you start, using an essay outline .

A common structure for a short expository essay consists of five paragraphs: An introduction, three body paragraphs, and a conclusion.

Like all essays, an expository essay begins with an introduction . This serves to hook the reader’s interest, briefly introduce your topic, and provide a thesis statement summarizing what you’re going to say about it.

Hover over different parts of the example below to see how a typical introduction works.

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

The body of your essay is where you cover your topic in depth. It often consists of three paragraphs, but may be more for a longer essay. This is where you present the details of the process, idea or topic you’re explaining.

It’s important to make sure each paragraph covers its own clearly defined topic, introduced with a topic sentence . Different topics (all related to the overall subject matter of the essay) should be presented in a logical order, with clear transitions between paragraphs.

Hover over different parts of the example paragraph below to see how a body paragraph is constructed.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

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The conclusion of an expository essay serves to summarize the topic under discussion. It should not present any new information or evidence, but should instead focus on reinforcing the points made so far. Essentially, your conclusion is there to round off the essay in an engaging way.

Hover over different parts of the example below to see how a conclusion works.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

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

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

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An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

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Essay on English as a Global Language

500 Words Essay On English as a Global Language

A global language is one that is spoken and understood at an international level by a wide variety of people. Moreover, no language in the world better fits this description than the English language. This essay on English as a global language will shed more light on this issue.

                                                                                                  Essay on English as a Global Language

Why English is a Global Language

When it comes to languages, one can make a strong argument that a strong link exists between dominance and cultural power. Furthermore, the main factor that the languages become popular is due to a powerful power-base, whether economic or political or military.

The derivation of the English language took place from languages like French, Latin, German, and other European languages. This can be a reason why many Europeans don’t find English a difficult language to learn. Furthermore, linguists argue whether the simplicity of the English language is the main reason for it becoming a global language.

The Latin script of the English language appears less complicated for people to recognize and learn. Also, the pronunciation of the English language is not as complex as other languages like Korean or Turkish for example.

Generally, the difficulty level of a language varies from person to person and it also depends on the culture to which one may belong. For example, a Korean person would find less difficulty in mastering the Japanese language in comparison to a German person. This is because of the close proximity of the Korean and Japanese cultures.

Due to the massive British colonial conquests , no culture is in complete oblivion of the English language or words. As such, English is a language that should not appear as too alien or strange to any community. Consequently, learning English is not such big of a deal for most people as they can find a certain level of familiarity with the language.

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The Effectiveness of the English Language

English is a very effective language and this is evident due to the presence of various native and non-native speakers on a global scale. Furthermore, according to statistics, one-fourth of the world is either fluent in the English language or content with it. While it’s true that the number of native Mandarin speakers is the greatest in the world, Mandarin is not the global language due to its complex spellings, grammar , and letter system.

The English language, on the other hand, does not suffer from such complexity problems. Furthermore, the English language has a lot of words and synonyms to express something. As such, any word or its meaning can be expressed with a high level of accuracy.

Conclusion of the Essay on English as a Global Language

English is certainly the most widely spoken language in the world by far. On a global scale, English has the most number of speakers, who speak English either as a first or second language. Without a doubt, no other language in the world can come close to English in terms of its immense popularity.

FAQs For Essay on English as a Global Language

Question 1: Why English is referred to as the global language?

Answer 1:  Many consider English as a global language because it is the one language that the majority of the population in almost every region of the world can speak and understand. Furthermore, the language enjoys worldwide acceptance and usage by every nation of the world. Therefore, it is an extremely essential global language.

Question 2: How English became the global language in the world?

Answer 2: By the late 18th century, the British Empire had made a lot of colonies. Moreover, they had established their geopolitical dominance all over the world. Consequently, the English language quickly spread in the British colonies.

There was also the contribution of technology, science, diplomacy, commerce, art, and formal education which led to English becoming a truly global language of the world.

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English Works

Essays Made Easy for English Language (VCE Units 3-4)

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Each essay topic has a reference to the key area(s) in the Study Guide so students understand the scope of the topic and expectations. It also includes essay tips, quotes from commentators, key ideas and contemporary examples. Essay

Sample: “ Language has the power to expose outdated values and influence social change.” Discuss.

Formal language and social purpose

• Essay 1: Formal language is mainly used to clarify meaning, but it can also be used to obfuscate.
• Essay 2: Does political correctness unite us or divide us?
• Essay 3: Freedom of speech is a double-edged sword
• Essay 4: Formal language can both promote and prevent social harmony. To what extent do you agree?; ( ‘ At times language can disrupt, deceive and divide.’ Discuss when this is true in contemporary Australian society. 2022)
• Essay 5: How have changing social attitude s influenced language use in Australia. Discuss.
• Essay 6: “All euphemistic language , including doublespeak, is at heart a lie to conceal truth and as such, should play no part in effective communication”. Discuss, referring to at least two subsystems in your response.
• Essay 7: Using language to negotiate positive and negative face acts
• Essay 8: Language is a tool for building but it is also a weapon
• Essay 9: Language is a powerful tool that influences social attitudes . ‘In contemporary Australian society, we must be careful with our use of language in public contexts.’ (2021) (inclusive/exclusive language/ face needs)
• Essay 10: Discuss current social attitudes towards taboo language and swearing. How are these attitudes exemplified by modern language use?
• Essay 11: Formal Language and Power: formal language favours those in positions of power and influence. Discuss.

Standard Australian English and change

Essay 1: SAE and language change : are we embracing change? Essay 5: How have changing social attitude s influenced language use in Australia. Discuss.

‘It’s just language. Who cares if it’s formal or informal, standard or non-standard?’ To what extent is this true in contemporary Australian society? Refer to at least two subsystems of language in your response.

Offline and online forms of communication

Essay 1: The nature of digital communication , for better or worse, is changing the way we use the English Language.

Informal language and social purpose

• Essay 1: Informal language has a variety of functions in Australian society. What do you see are some of the crucial roles of informal language in contemporary Australia?
• Essay 2: Profanity is an emotive communicative tool which plays a variety of roles in contemporary Australian society. Discuss.
• Essay: Slang plays an important role in establishing individual and group identities. Discuss. 

Identity – standard and non-standard varieties

• Essay 1: Some varieties of Australian English are more prestigious than others.
• Essay 2: Contemporary Australian s use a number of overt and covert language norms to construct their identity; ‘ Our linguistic repertoires can be used to exploit overt and covert norms, helping achieve our aspirations.’ (2022)
• Essay: To be accepted as an Aussie …
• Essay 3: Standard Australian English must remain the most prestigious variety of English.
• Essay 4: An understanding of Standard Australian English is needed to be able to communicate in all contexts in contemporary Australian society. To what extent is this true?
• Essay 5: ‘How does language variation contribute to the development of a sense of identity?’ ‘When interacting with others, we make deliberate language choices that reveal elements of our social and individual identities.’ To what extent is this true in contemporary Australian society? Refer to at least two subsystems of language in your response. (2021)
• Essay 6: How do evolving language features reflect varying individual identities? ‘The evolving nature of our language largely reflects the influence other cultures have on the way we communicate.’’ To what extent is this true in contemporary Australian society? (2022)
• Essay 7: How is the language of young Australians changing to reflect our evolving national identity?
• Essays on national identity

Identity – individual and group identities

• Essay 1: Social identity is constructed primarily through language. Discuss referring to at least two subsystems.
• Essay 2: The language choices we make reflect who we are and the social groups to which we belong.
• Essay 3: Language is shaped by social attitudes
• Essay 4: Covert linguistic features help to establish solidarity
• Essay 5: Social Groups and Group membership markers
• See List of  Current Formal Examples  – 2023.
• List of Informal Examples 2023
• Return to: Contemporary examples 2023 for language variation
• Return to Essays Made Easy : English Language   
• References to linguists and relevant commentators (which ones?)
• Summaries for Exam Revision

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