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Essay and report writing skills

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Most academic courses will require you to write assignments or reports, and this free OpenLearn course, Essay and report writing skills , is designed to help you to develop the skills you need to write effectively for academic purposes. It contains clear instruction and a range of activities to help you to understand what is required, and to plan, structure and write your assignments or reports. You will also find out how to use feedback to develop your skills.

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Modules: scholarly writing modules.

Welcome to the Writing Center’s self-paced modules about scholarly writing. These modules will introduce you to scholarly writing and paragraph development, helping you clearly present your ideas in your scholarly writing.

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Introduction to Scholarly Writing

In this module you will learn the basics of scholarly writing. This includes learning what scholarly writing is and the characteristics that make up successful scholarly writing. You will practice identifying strong scholarly writing and learn how to develop a strong scholarly writing process.

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This module should take you 30 minutes to complete.

Introduction to Paragraph Development Part 1

In this module you will learn how to develop academic paragraphs. This includes learning how to identify and incorporate topic sentences into your paragraphs, how to develop and stay focused on one main idea in your paragraphs, and how to conclude your paragraphs.

This module is a good fit for you if you are new to academic writing, are unsure about how to develop your paragraphs, or have been told you need to revise your paragraph structure.

Introduction to Paragraph Development Part 2: Incorporating Evidence & Analysis

This module focuses on the next step in developing your academic paragraphs: evidence and analysis. In this module, you'll learn what evidence and analysis is and how to effectively incorporate them into your paragraphs.

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Transitions Within and Between Paragraphs

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Mini-Module: Essay Writing

• To write an effective essay, you should:
• Writing an introduction for your essay
• The main body of your essay
• Writing a conclusion for your essay

Back to Skills for Success: Academic Skills Home

The Purpose of Essays

The purpose of essays .

Essays are set to provide you with the opportunity to display your knowledge and understanding of a particular topic 

• Next: To write an effective essay, you should: >>
• Last Updated: Mar 27, 2024 11:49 AM
• URL: https://library.lsbu.ac.uk/c.php?g=682897

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Types of Writing

Writing & communication : types of writing.

• Starting the Assignment
• Organizing Ideas
• Paragraph Writing
• Quoting, Summarizing & Paraphrasing Sources
• Grammar & Punctuation
• Essay/Academic: Getting Started
• Essay/Academic: Structuring and Writing
• Essay/Academic: Revising
• Inclusive Writing
• FAQs This link opens in a new window

This module covers the several different types of writing that you may be required to write during your studies and your career. It includes three submodules to guide you through the process of essay writing. Start with Planning and work your way through to Revising. This module can also help you with other types of communication, such as emails and summaries.

What are Types of Writing?

Elsewhere in the Writing Hub, you can find guidelines that apply to almost any kind of writing. Those guidelines are relatively general. In Types of Writing you can find guidelines that are specific to different types of writing. Explore the modules to improve the following types of writing:

• Essays and academic writing.  Start on the right foot by planning your paper, then create a structure and incorporate your sources. When you finish writing, review and revise your paper.
• Emails.  Include the expected elements of a professional email, such as an appropriate greeting, and structure your email in a useful and professional way.
• Summaries.  Read the source material and make notations. Summarize the source material from memory and then compare your summary with the original to verify accuracy.
• Inclusive Writing.  It's important to recognize that inclusive writing goes beyond using the "right words". Inclusive writing involves communicating with care and respect, and an ongoing commitment to learn, reflect, and unlearn personal biases.

Academic/Essay Writing Modules

Other types of writing modules.

• << Previous: Grammar & Punctuation
• Next: Essay/Academic: Getting Started >>

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Initial Thoughts

Perspectives & resources, what should ms. lin know in order to provide effective writing instruction.

• Page 1: Understanding Difficulties with Written Expression
• Page 2: Prerequisites for Written Expression

What could Ms. Lin do to help her students learn to write persuasive essays?

• Page 3: Elements of the Writing Process
• Page 4: POW+TREE Writing Strategy
• Page 5: POW+TREE Applications
• Page 6: References & Additional Resources
• Page 7: Credits

Improving Writing Performance: A Strategy for Writing Persuasive Essays

This module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays (est. completion time: 2 hours).

Note: This module has been archived because it is dated. Although the content may still be relevant and useful, it may not reflect the most recent research findings and recommended practices. Currently, we do not plan to revise this module but are keeping it available at consumer request.

Work through the sections of this module in the order presented in the STAR graphic above.

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Recent Writing Task 2 Essay Topics for IELTS 2024

18 min read

Updated On Feb 06, 2024

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In the IELTS Writing section, candidates are typically required to write essays on  latest IELTS essay topics  and questions that can span a wide range of subjects. 

The essay topics for IELTS include areas like Education, Technology, Health, Environment, Traditional vs. Modern Medicine, City vs. Countryside Living, Pollution, Obesity, Unemployment, and more. The specific essay type and topic will depend on the task prompt given in the exam.

The IELTS Writing test is one of the four components of the IELTS exam, which consists of two tasks: Task 1 (Academic & General) and Task 2.

IELTS Writing Task 1 Academic

• IELTS Writing Task 1 Academic is a task where you are given a chart, table, graph, or diagram and asked to write a report describing the information in the visual. 
• You will be given 20 minutes to complete this task, and your response should be between 150 and 250 words long.
• Line Graphs
• Combined Graphs

IELTS Writing Task 1 General

• IELTS Writing Task 1 General is a task where you are given a written text about a common, everyday topic and asked to write a letter about it. 
• Formal Letter Writing 
• Informal Letter Writing 
• Semi-Formal Letter Writing 
• IELTS Writing Task 2 is a task where you are given a topic and asked to write an essay discussing the issue. 
• You will be given 40 minutes to complete this task, and your response should be between 250 and 350 words long.
• Opinion Essay
• Discussion Essay
• Advantages or Disadvantages Essay
• Agree or Disagree Essay
• Problem and Solution Essay
• Two-Part Questions Essay
• Direct Question Essay

The IELTS Writing module carries 25% of the total marks for the IELTS test, and each task (Task 1 and Task 2) is assessed independently by certified IELTS examiners. The marking for the writing tests will be done on factors including  vocabulary ,  grammar , number of words used, and so on. 

Now that you’ve understood the basics of IELTS writing, let’s take a look at the  latest IELTS Writing Task 2 essay topics for IELTS  question types.

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Recent IELTS Writing Task 2 Topics 

The IELTS Writing Task 2 question types are constantly evolving, so it’s important to stay up-to-date on the latest trends. In this short note, we’ll take a look at some of the most  recent Writing Task 2 essay topics for IELTS . 

Let’s get started!

1. Opinion Essay

An  opinion essay  is an essay in which you have to explain the topic based on the opinion that you have regarding that topic. They are also called  Agree/disagree essays   or argumentative essays. 

Here are some latest IELTS writing task 2 topics for an opinion essay with answers.

• Environmental Protection
• Travel and tourism
• Transportation
• TV or Radio
• Communication technology
• Living in Campus
• Illness and Disease
• Mobile phone
• Architecture and History
• Economic Development
• Food and Transport
• Television and Children

Sample Question

Essay Type –  Opinion Essay

Introduction

• Paraphrase the topic of the essay and mention the view.

Body Paragraphs

• The extent of problems faced by homeless people cannot be solved only by providing financial assistance.
• Due to the unstable situation of homeless people, they might end up misusing the cash meant for their benefit or they might end up losing it.
• Summarize the essay and state the final view on the topic

Sample Answer

The 21st century is marked by the technological, social, and economic advancement of human civilization. However, around most countries, especially third-world nations, the problem of vagrants is still a concerning issue. There are many suggestions when it comes to the upliftment of the homeless, and one of the most popular of these is financial assistance. Although monetary aid can help the destitute in several ways, it does not improve their condition substantially. In the following paragraphs, I will explore the topic in-depth and justify my views on the same.

The predicament faced by the homeless is much more complex than meets the eye. Most of the people who cannot afford the basic necessities of life are facing such hardships due to generational poverty or lack of proper education and thereby limited employment prospects. Thus, mere financial assistance in the form of cash is insufficient in ameliorating the situation of the underprivileged and unsettled.

Furthermore, due to the transient nature of vagrants, the safety of a lump sum amount is questionable in the hands of such people. There have been many instances where individuals have faced threats and mishaps due to the possession of valuables. Also, in many cases, homeless people end up spending assistance money on harmful and illegal items. Therefore, providing such people with monetary assistance can often put their lives in danger.

Nevertheless, it cannot be denied that even the slightest degree of assistance can significantly ease the difficulties of the needful. That being said, it is important to find a long-term solution rather than providing short-term support.

In conclusion, the plight of the homeless has been a complication for ages. Thus, to overcome this problem, more sophisticated measures should be taken than giving monetary aid.

2. Discussion Essay

In a discussion essay, you’ll have to discuss for and against the given topic. Following are some latest IELTS writing task 2 topics for  discussion essay   with answers.

• Aging population
• Dangerous Sports
• International Car-free days
• Education and Career
• People and community
• Economic growth

Essay Type –  Discussion Essay

• Elaborate on the topic and mention the contents of the following paragraphs.
• The benefits of online education and their impact on the future of education.
• The values of face to face learning and how it leads to better mental development.
• Summarize the essay and mention the final opinion on the topic.

Technological advancement is one of the highlights of the modern era. Today, online education has become so common that nearly all kinds of courses are available online. Preparation resources for every examination, along with video tutorials, are also provided via online platforms. It is believed by many that e-learning will replace the traditional ways of education. However, there is also a sizable chunk of the population that believes conventional methods of teaching will always be superior. In this essay, I will elaborate on the topic from both perspectives and justify why I think online education will be the preferred method of learning in the future.

There is no doubt that learning through online platforms has become a common approach for countless students. The degree of comfort and convenience enjoyed by students while studying on their personal computers is unmatched. Additionally, with the availability of numerous tools and facilities online, students can now learn in a more sophisticated and substantial manner. Also, students can access their reference material at any point in time without any hindrance when online education is concerned.

Nevertheless, it cannot be denied that classroom learning has its own advantages. The level of retention is remarkably higher when an individual learns a concept or a subject directly from a teacher in a physical environment. Since students are able to see and hear the lectures by the professor, they are able to understand and analyze the material relatively better.

Finally, the better approach to learning is greatly influenced by personal choice. That being said, with the pace at which technology is progressing, it is safe to say that online learning will be the primary mode of education in the future.

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3. Advantage or Disadvantage Essay

For this type of essay, you have to write about the positive and negative aspects of the given topic. 

Here are some recent ielts writing task 2 essay topics for  advantage/disadvantage essay   with answers.

• Living in big cities
• Youth and Community
• Traffic and Accommodation
• Remote Environment

Essay Type –  Advantages and Disadvantages Essay

• Paraphrase the topic and state the view.
• Mention the contents of the following paragraphs.
• List the advantages of rote learning and how it is more convenient than other methods.
• Mention the disadvantages of rote learning and its negative effects.
• Summarize the topic and state the final opinion.

There have been many approaches to learning as education has evolved over the years. For the past few years, rote learning has become an inherent part of education systems and learning in general. Many students follow this method religiously for exam preparations as it is a very convenient method of learning. However, like any other approach or method, rote learning also has pros and cons. In the following paragraphs, I will elaborate on the advantages and disadvantages of memorization by repetition.

Firstly, rote memorization is one of the simplest ways of committing information to memory. This is a prime reason for this technique being so popular. Since this method allows students to learn a particular topic without understanding the meaning of the concepts, it enables them to prepare for examinations in a time-efficient manner as it takes significantly less time to cover the entire syllabus using this technique.

Au contraire, this method of memorization can have problematic consequences in the future if used far too often. If an individual learns an important topic or subject with the aid of rote learning, they might be unable to apply the knowledge from that subject in real life. As memorization by repetition indirectly obstructs mental development and growth of aptitude, people might find themselves in a plight when a situation arrives where conceptual knowledge is mandatory. Additionally, this method of learning tends to become habitual and thereby hard to change.

In conclusion, I would like to say that rote learning has become a very typical part of the present education system. Nevertheless, we must understand that such an approach does not facilitate proper learning.

4. Problem and Solution Essay

In solution essays, the topic will be a problem and you’ll have to give a solution to the particular issue. Sometimes the question may also be posed as to why this particular issue happened, and you’ll have to present your opinions based on the issue. 

Following are some of the latest writing task 2 essay topics for IELTS  problem and cause/solution essay   with answers.

• Environment
• People and Society
• Energy Resources
• Birth Rate developed in countries
• Child Obesity

Essay Type –  Cause/Solution Essay

• Paraphrase the topic using synonyms.
• Mention the contents of the subsequent paragraphs.
• List the major issues caused by overpopulation.
• Suggest possible solutions to overcome the mentioned problems.
• Summarize the essay and mention the solutions in brief.

The world population has reached tremendous heights over the last few decades, and today the current estimate on the number of inhabitants globally stands at 7.8 billion. The global population is rising at an alarming rate, and concurrently, this has led to numerous hardships to the entire human civilization. The adverse effects of overpopulation have not only been seen by third-world countries, but developed nations have also faced the issues caused by excessive population growth. In the following paragraphs, I will explore some pressing complications caused by excess population and possible solutions that can be implemented.

To begin with, one of the most consequential problems caused by overpopulation is the depletion of natural resources. Fossil fuels are on the verge of being completely exhausted with the rate at which they are being used by human beings. At the same time, water bodies are becoming contaminated, and the natural flora and fauna of the earth are also being destroyed for capitalist gains. Also, the overall surge in population puts an enormous strain on the government resources, availability of food and proper sheltering, etc.

In order to tackle the problem of overpopulation, people have to be educated on various aspects and topics that are typically stigmatized in various societies. Indeed, the growth in population cannot be curbed immediately. Thus, to ease the dependence of mankind on fossil fuels, alternative sources of energy must be discovered. If global superpowers and wealthy nations work in unison against the issue of excessive population growth, only then will this predicament be ameliorated.

Finally, the issues caused by overpopulation and excessive population growth cannot be improved straight away. However, we all must work towards improving this situation in order to create a better future for coming generations.

5. Direct Question Essay

For this type of essay, the topic will be a question for which you’ll have to answer based on your thoughts and experiences. 

Here are some of the latest IELTS writing task 2 topics for  direct question essays   with answers.

• Art and Technology
• Freedom of Speech
• Gender discrimination
• Different medical tradition
• Natural Resources

Essay Type –  Direct Question Essay

• Paraphrase the topic.
• Reasons behind traveling becoming common and frequent among people.
• Benefits of traveling.
• Summarize the topic and mention your answers in brief.

Visiting a foreign nation for leisure or work has become a regular affair for a majority of people in this day and age. Today, not going for a vacation at least once in a calendar year is considered outlandish and atypical. The global tourism industry has developed to quite an extent over the last few years. In this essay, I am going to explore the reasons behind this trend of traveling and mention what travelers gain from their journeys.

People in the present era travel for a variety of reasons. Some of the chief reasons for traveling are better educational services, lucrative employment opportunities and also higher standards of living. With the advancement of technology and accessibility of information by the internet, people can make their travel plans with accuracy with the help of reliable information from travel websites and blogs. Additionally, countries across the globe have recognized the importance of tourism as a contributor to the economy of a nation and therefore have relaxed the travel laws making international travel significantly straightforward.

Traveling can lead to a plethora of benefits both physically and mentally in the life of a human being. People are often engaged in full-time job roles where they dedicate most of their time and energy. Amidst such a tedious routine, travel can help people take a break from the monotony of work and recharge their energy. Travelling also presents an individual with better opportunities in terms of education, employment, and living standards which might not be available in their native country.

In conclusion, I would like to say that the rise in travel and tourism of people is a direct consequence of the development of human civilization. As we progress further into the future, such ventures are becoming more simple and convenient.

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Other Bonus  Essay Topics for IELTS

Here are some of the latest essay topics for IELTS Writing Task 2 questions types:

Discussions (Discursive Essay – Discuss both views)  IELTS Writing Task 2 topics

• Some people think that parents should teach children how to be good members of society. Others, however, believe that school is the place to learn this. Discuss both views and give your own opinion.
• Some people think that people moving to a new country should accept a new culture in the foreign country. Others think that they should live as a separate minority group with different lifestyles. Discuss both views and give your opinion.
• Some people choose to eat no meat or fish. They believe that this is not only better for their own health but also benefits the world as a whole. Discuss this view and give your own opinion
• Some people say art (music, paintings, poetry etc.) can be created by any human being, while others believe that only people born with special abilities can create art. Discuss both views and give your own opinion
• The development of technology has caused environmental problems. So, some people think people should choose a simpler way of life, while others think we should use technology to solve these problems. Discuss both views and give your own opinion.
• The society would benefit from a ban on all forms of advertising because it serves no useful purpose, and can even be damaging. However, others argue that there are still some advantages of adverts. Discuss both views and give your opinion?
• Some people think that the news media nowadays have influenced people’s lives in negative ways. Others disagree and say that it is also positive. Discuss both views and give your opinion.
• Team activities can teach more skills for life than those activities which are played alone. Explain the benefits of each and give your own view?

Opinion (Argumentative Essay – Agree or Disagree)  IELTS Writing Task 2 latest topics

Following are the list of writing task 2 essay topics for IELTS: 

• Too much money has been spent on looking after and repairing old buildings. Therefore, we should knock down old buildings and build modern ones instead. To what extent do you agree or disagree?
• Some people say that subjects like arts, music, drama and creative writing are more beneficial to children and therefore they need more of these subjects to be included in the timetable. Do you agree or disagree?
• The advantage of English spreading as a global language will continue to outweigh the disadvantages. To what extent do you agree or disagree?
• Many students have to study subjects which they do not like. Some people think this is a complete waste of time. To what extent do you agree or disagree with this statement?
• Sending criminals to prison is not the best method of dealing with them. Education and job training are better ways to help them. Do you agree or disagree?
• Some people think the government should pay for health care and education, but other people claim that it is the individual’s responsibility. Discuss both views and give your opinion?
• Many employees may work at home with modern technology. Some people claim that it can benefit only the workers, not the employers. Is it a positive or negative development?
• The detailed description about crime will affect the people and cause many social problems. Some people say that the media should be strictly controlled. To what extent do you agree or disagree?
• It is more important for a building to serve a purpose than to look beautiful. Architects shouldn’t worry about producing buildings as a work of art. Do you agree or disagree?
• Some people claim that public museums and art galleries will not be needed because people can see historical objects and works of art by using a computer. Do you agree or disagree with this opinion?

Advantages & Disadvantages  Writing Task 2 topics

Here are some of the recent Advantages and Disadvantages Essay topics for IELTS:

• Do you agree that the advantages cars bring outweigh the disadvantages?
• People can live and work anywhere they want to choose because of improved communication technology and transport. Do the advantages of this development outweigh the disadvantages?
• Food can be produced much more cheaply today because of improved fertilizers and better machinery. However, some of the methods used to do this may be dangerous to human health and may have negative effects on local communities. What are the advantages and disadvantages?
• The spread of English as a “global language” is an issue nowadays. To what extent do you think the advantages outweigh the disadvantages?
• As global trade increases between different countries, many daily necessities are produced in other countries. Such goods are usually transported a long distance. Do the benefits of this trend outweigh its drawbacks?
• It is better for students at university to live far away from home than to live at home with their parents. What are the advantages and disadvantages, and give your own opinion?
• Many museums charge people for admission while others are free. Do you think the advantages of charging people for admission to museums outweigh the disadvantages?

Problems/Causes & Solution Essay  Writing Task 2 topics

Let’s look at the essay topics for IELTS for Problems/ Causes & Solutions Essay Type:

• The subjects and lesson contents are decided by the authorities such as the government. Some people argue that teachers should make the choice. What are the pros and cons of each method, give some solutions?
• The speeding up of life in many areas such as travel and communication has negative effects on society at all levels— individual, national and global. Evaluate the effects?
• In some countries, the rate of crimes committed by teenagers is increasing.  What are the reasons and what can be done to relieve the problem?
• The major cities in the world are growing fast, as well as their problems.  What are the problems that young people living in cities are faced with?  Give some solutions to these problems.
• In some countries, a high proportion of criminal acts are committed by teenagers. Why is it the case? What can be done to deal with this?

Two-part Questions  Writing Task 2 topics

Here are the most common essay topics for IELTS Two Part questions:

• Some people believe they should keep all the money they have earned and should not pay tax to the state. What is the purpose of taxes? Why do some people refuse to pay taxes and explain the effects on society?
• People find it very difficult to speak in public or to give a presentation before an audience. Do you think public speaking skill is really important? Give reasons.
• Many people are optimistic of the 21st century and see it as an opportunity to make positive changes to the world. To what extent do you share their optimism? What changes would you like to see in the new century?
• Many people say that we have developed into a “throw-away” culture because we are filling up our environment with so many plastic bags and rubbish that we cannot fully dispose of. To what extent do you agree with this opinion and what measures can you recommend reducing this problem?
• With the increase in the use of mobile phones and computers, fewer people are writing letters. Some people think that the traditional skill of writing letters will disappear completely. To what extent do you agree or disagree? How important do you think letter-writing is?
• In the past, buildings often reflected the culture of a society but today all modern buildings look alike and cities throughout the world are becoming more and more similar. Why is it the case? Is it a good thing or bad thing?

Also check :

• IELTS Writing tips
• IELTS Writing recent actual test
• IELTS Writing Answer sheet
• Free IELTS Writing Essay Evaluation and Correction Service
• IELTS Writing Practice Tests 2024

Frequently Asked Questions

• Is the essay structure based on the essay topic (E.g.: Education) or essay type (Eg: Opinion essay)?

The essay structure is primarily based on the essay type (e.g., opinion essay, discussion essay, etc.) rather than the essay topic (e.g., education, technology). Each essay type follows a specific format and organization, regardless of the topic discussed.

• What should I do to write an effective essay?

The topics will be based on simple day-to-day life activities like news, sports, environment, traffic etc. Reading English newspapers daily and watching English news will help a great deal in writing a good essay. You can also use practice tests

• I fear giving my opinion on controversial issues? How do I deal with this?

IELTS does not give controversial topics (Generally). But you need not fear to give an opinion. Your language matters and not your choice of opinion.

• Will you be marked for the subject? What if I try to present great ideas with weak grammar?

You are marked for organization of paragraphs, logical flow of thoughts, grammar and collocations. Great ideas with poor grammar will definitely lead to poor scores.

• How will the words be counted in the IELTS exam?

Some examples of how words are counted : 1. Aren’t – This will be counted as one word though it represents two words “Are not”. 2. day-to-day – This will be counted as one word.

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Janet had been an IELTS Trainer before she dived into the field of Content Writing. During her days of being a Trainer, Janet had written essays and sample answers which got her students an 8+ band in the IELTS Test. Her contributions to our articles have been engaging and simple to help the students understand and grasp the information with ease. Janet, born and brought up in California, had no idea about the IELTS until she moved to study in Canada. Her peers leaned to her for help as her first language was English.

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• ELA 2019 G8:M3:U2:L1

Write an Informative Essay: Analyze a Model

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 8
• ELA 2019 G8:M3
• ELA 2019 G8:M3:U2

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Focus Standards:  These are the standards the instruction addresses.

• RL.8.5, W.8.2, W.8.4, L.8.1a

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RL.8.1, RL.8.2, RL.8.4, RL.8.10
• I can identify the parts of a model literary analysis essay and explain the purpose of each. ( W.8.2 )
• I can determine criteria for an effective literary analysis essay. ( W.8.2, W.8.4 )
• I can explain the function of gerund and infinitive phrases. ( L.8.1a )
• Opening A: Entrance Ticket
• Work Time A: Annotated, color-coded Model Literary Analysis Essay: Relationship of Structure to Meaning ( W.8.2, W.8.4 )
• Work Time B: Annotated Informative Writing Checklist ( W.8.2, W.8.4 )
• Work Time C: Selected and Constructed Response Questions: Gerund and Infinitive Phrases ( L.8.1a )
• Entrance Ticket: Unit 2, Lesson 1
• Model Literary Analysis Essay: Relationship of Structure to Meaning
• Informative Writing checklist
• Read the Paint an Essay lesson plan to review the color-coding and purpose of each choice of color.
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 1 at each student's workspace.
• Review the anchor charts used in this lesson: Structure anchor chart and Characteristics of a Literary Analysis Essay anchor chart.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Work Time B: Convert the Model Literary Analysis Essay: Relationship of Structure to Meaning, and invite students to complete it in an online format—for example, http://eled.org/0158 .
• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 8.I.B.6 and 8.I.B.8.

Important Points in the Lesson Itself

• To support ELLs, this lesson includes scaffolded work with analyzing a model compare and contrast essay that uses the Painted Essay® format and analyzing the structure of texts. Students will consider the structure of Maus I and the way in which the author uses dialogue, chronology, and flashbacks to tell his father’s story. Students will participate in a mini lesson on the form and function of gerunds and infinitives and the relationships between words and phrases in sentences (L.8.1a, L.8.5b). The lesson includes collaborative discussion and familiar routines to help students navigate both the writing and language content and skills that they will encounter.
• ELLs may find it challenging to navigate the breadth of concepts and tasks presented in this lesson. Students will be exploring a number of things for the first time: structure in texts, a compare and contrast essay format that identifies similarities and differences in structure within texts, and the grammatical concept of verbals. Encourage students to consider all that they already learned that will inform their work in each portion of this lesson and refer back to content and concepts from Modules 1 and 2 where possible.
• gerund, infinitive (A)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 3, Lesson 6, Work Time A)

Painted Essay® Template (one per student; from Module 1, Unit 3, Lesson 6, Work Time B)

• Entrance Ticket: Unit 2, Lesson 1 (answers for teacher reference)
• Model Literary Analysis Essay: Relationship of Structure to Meaning (example for teacher reference)
• Characteristics of a Literary Analysis Essay anchor chart (one for display)
• Informative Writing checklist (example for teacher reference)
• Gerund and Infinitive Phrases anchor chart (example for teacher reference)
• Gerund and Infinitive Phrases anchor chart (one for display; co-created in Work Time C)
• Selected and Constructed Response Questions: Gerund and Infinitive Phrases (answers for teacher reference)
• Structure anchor chart (one for display)
• Homework: Gist, Theme, and Infinitive Phrases (answers for reference) (see Homework Resources)
• Entrance Ticket: Unit 2, Lesson 1 (one per student)
• Model Literary Analysis Essay: Relationship of Structure to Meaning (one per student)
• Informative Writing checklist (one per student and one for display)
• Selected and Constructed Response Questions: Gerund and Infinitive Phrases (one per student)
• Homework: Gist, Theme, and Infinitive Phrases (one per student; see Homework Resources)
• Homework Resources (for families) (see Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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PTE-A Writing Module

Section overview, summarize written text.

You need to write a summary of the given paragraphs on a particular topic. You have 10 minutes to finish the summary.

You will have to write the summary in only ONE sentence. This means, only one full stop (a period) is allowed. Nevertheless, you may use commas and semicolons for more than once.

You’ll have the ‘word count’ at the bottom of the text box. You must include the main points from the given paragraphs to make your summary rich and precise. You also have a choice to cut, copy, or paste the text.

Select the text you want to delete and left-click ‘cut’

Select the text you want to copy and left-click ‘copy’

Take the cursor to the place where you want to paste the copied or cut text. Then, left-click ‘paste’.

How are you judged? Reading, writing, grammar, vocabulary, content and style

Write essay

You will have to write an essay on a given topic. The topic will be mentioned in a line or two. You need to write the essay between 200 and 300 words.

You have 20 minutes to finish this task. Your writing will be judged on grammar, coherence, vocabulary, and written discourse.

You’ll have the ‘word count’ at the bottom of the text box. Make sure that you don’t write under 200 words. Nor should you exceed 300 words or else it’ll attract penalty and you’ll score less. Try to remain neutral in writing on any topic. You should avoid repeating the words or sentences.

You also have a choice to cut, copy, or paste the text. This is useful when you don’t want to take any chance to spell a difficult word in your content. Say: an essay where you need to type the word ‘homeostasis’ more than once.

How are you judged? Writing, grammar, vocabulary, spelling, written discourse, How your content is judged? Coherence, style, structure, linguistic level, content

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ELLT format

The ELLT is designed to test candidates on 4 core language skills – Reading, Listening, Writing, and Speaking. Here’s how a breakdown of the test structure.

Students have 40 minutes to complete the reading test. Each test is made up of two reading passages which correspond to 32 multiple choice style questions (16 per passage).The readingquestions have been designed to test both the reading level and reading skills.As students move through the questions different sections of the text are highlighted, this ensures students know which section of the test correlate to which question. Students may end the test before the 40minutes.

Students have 25minutes to complete the listening test. Each test is made up of three recordings with a total of 24 multiple choice style questions (8 per recording). At the beginning of each test students have 1 minute to read through the questions, before the audio starts playing. Students will first listen to a monologue which will be played once, then they will hear a dialogue, which will be played twice. Finally,students will hear a listening analysis,which consists of three speakers, played twice. All audio content has been created based on real world scenarios. Students may end the test before the 25 minutes.

The ELLT writing test, is assessed through a unique written task and submitted directly to the student’s examiner (the same one they will meet during the ELLT speaking test). The writing test consists of one 45-minute opinion-based essay style question where students are required to write between 190 and 260 words. The writing test is subject to the same AI proctoring as the first 2 skills as well as being run through a plagiarism checker before marking.

During the ELLT speaking test students meet with an examiner face-to-face over video call. The exam is broken into 4sections and lasts approximately 20-30 minutes depending on the student (this can be extended if needed). As part of the test there is an ID check and introduction, a short verbal presentation task (that students must prepare beforehand),a free-flowing question and answer session where examiners discuss the student’s written test and finally,an examiner led discussion based ona visual prompt.

During the test

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Use our wide range of free and paid practice material to prepare yourself for the test. Learn about the structure and question types presented in the test using the test student guide.

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PTE Writing Practice Test

PTE Writing Section has 2 Tasks:

Task 1: Summarize written text Task 2: Write essay

Is a robot writing your kids’ essays? We asked educators to weigh in on the growing role of AI in classrooms.

Educators weigh in on the growing role of ai and chatgpt in classrooms..

Remember writing essays in high school? Chances are you had to look up stuff in an encyclopedia — an actual one, not Wikipedia — or else connect to AOL via a modem bigger than your parents’ Taurus station wagon.

Now, of course, there’s artificial intelligence. According to new research from Pew, about 1 in 5 US teens who’ve heard of ChatGPT have used it for schoolwork. Kids in upper grades are more apt to have used the chatbot: About a quarter of 11th- and 12th-graders who know about ChatGPT have tried it.

For the uninitiated, ChatGPT arrived on the scene in late 2022, and educators continue to grapple with the ethics surrounding its growing popularity. Essentially, it generates free, human-like responses based on commands. (I’m sure this sentence will look antiquated in about six months, like when people described the internet as the “information superhighway.”)

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I used ChatGPT to plug in this prompt: “Write an essay on ‘The Scarlet Letter.’” Within moments, ChatGPT created an essay as thorough as anything I’d labored over in AP English.

Is this cheating? Is it just part of our strange new world? I talked to several educators about what they’re seeing in classrooms and how they’re monitoring it. Before you berate your child over how you wrote essays with a No. 2 pencil, here are some things to consider.

Adapting to new technology isn’t immoral. “We have to recalibrate our sense of what’s acceptable. There was a time when every teacher said: ‘Oh, it’s cheating to use Wikipedia.’ And guess what? We got used to it, we decided it’s reputable enough, and we cite Wikipedia all the time,” says Noah Giansiracusa, an associate math professor at Bentley University who hosts the podcast “ AI in Academia: Navigating the Future .”

“There’s a calibration period where a technology is new and untested. It’s good to be cautious and to treat it with trepidation. Then, over time, the norms kind of adapt,” he says — just like new-fangled graphing calculators or the internet in days of yore.

“I think the current conversation around AI should not be centered on an issue with plagiarism. It should be centered on how AI will alter methods for learning and expressing oneself. ‘Catching’ students who use fully AI-generated products ... implies a ‘gotcha’ atmosphere,” says Jim Nagle, a history teacher at Bedford High School. “Since AI is already a huge part of our day-to-day lives, it’s no surprise our students are making it a part of their academic tool kit. Teachers and students should be at the forefront of discussions about responsible and ethical use.”

Teachers and parents could use AI to think about education at a higher level. Really, learning is about more than regurgitating information — or it should be, anyway. But regurgitation is what AI does best.

“If our system is just for students to write a bunch of essays and then grade the results? Something’s missing. We need to really talk about their purpose and what they’re getting out of this, and maybe think about different forms of assignments and grading,” Giansiracusa says.

After all, while AI aggregates and organizes ideas, the quality of its responses depends on the users’ prompts. Instead of recoiling from it, use it as a conversation-starter.

“What parents and teachers can do is to start the conversation with kids: ‘What are we trying to learn here? Is it even something that ChatGPT could answer? Why did your assignment not convince you that you need to do this thinking on your own when a tool can do it for you?’” says Houman Harouni , a lecturer on education at the Harvard Graduate School of Education.

Harouni urges parents to read an essay written by ChatGPT alongside their student. Was it good? What could be done better? Did it feel like a short cut?

“What they’re going to remember is that you had that conversation with them; that someone thought, at some point in their lives, that taking a shortcut is not the best way ... especially if you do it with the tool right in front of you, because you have something real to talk about,” he says.

Harouni hopes teachers think about its implications, too. Consider math: So much grunt work has been eliminated by calculators and computers. Yet kids are still tested as in days of old, when perhaps they could expand their learning to be assessed in ways that are more personal and human-centric, leaving the rote stuff to AI.

“We could take this moment of confusion and loss of certainty seriously, at least in some small pockets, and start thinking about what a different kind of school would look like. Five years from now, we might have the beginnings of some very interesting exploration. Five years from now, you and I might be talking about schools wherein teaching and learning is happening in a very self-directed way, in a way that’s more based on … igniting the kid’s interest and seeing where they go and supporting them to go deeper and to go wider,” Harouni says.

Teachers have the chance to offer assignments with more intentionality.

“Really think about the purpose of the assignments. Don’t just think of the outcome and the deliverable: ‘I need a student to produce a document.’ Why are we getting students to write? Why are we doing all these things in the first place? If teachers are more mindful, and maybe parents can also be more mindful, I think it pushes us away from this dangerous trap of thinking about in terms of ‘cheating,’ which, to me, is a really slippery path,” Giansiracusa says.

AI can boost confidence and reduce procrastination. Sometimes, a robot can do something better than a human, such as writing a dreaded resume and cover letter. And that’s OK; it’s useful, even.

“Often, students avoid applying to internships because they’re just overwhelmed at the thought of writing a cover letter, or they’re afraid their resume isn’t good enough. I think that tools like this can help them feel more confident. They may be more likely to do it sooner and have more organized and better applications,” says Kristin Casasanto, director of post-graduate planning at Olin College of Engineering.

Casasanto says that AI is also useful for de-stressing during interview prep.

“Students can use generative AI to plug in a job description and say, ‘Come up with a list of interview questions based on the job description,’ which will give them an idea of what may be asked, and they can even then say, ‘Here’s my resume. Give me answers to these questions based on my skills and experience.’ They’re going to really build their confidence around that,” Casasanto says.

Plus, when students use AI for basics, it frees up more time to meet with career counselors about substantive issues.

“It will help us as far as scalability. … Career services staff can then utilize our personal time in much more meaningful ways with students,” Casasanto says.

We need to remember: These kids grew up during a pandemic. We can’t expect kids to resist technology when they’ve been forced to learn in new ways since COVID hit.

“Now we’re seeing pandemic-era high school students come into college. They’ve been channeled through Google Classroom their whole career,” says Katherine Jewell, a history professor at Fitchburg State University.

“They need to have technology management and information literacy built into the curriculum,” Jewell says.

Jewell recently graded a paper on the history of college sports. It was obvious which papers were written by AI: They didn’t address the question. In her syllabus, Jewell defines plagiarism as “any attempt by a student to represent the work of another, including computers, as their own.”

This means that AI qualifies, but she also has an open mind, given students’ circumstances.

“My students want to do the right thing, for the most part. They don’t want to get away with stuff. I understand why they turned to these tools; I really do. I try to reassure them that I’m here to help them learn systems. I’m focusing much more on the learning process. I incentivize them to improve, and I acknowledge: ‘You don’t know how to do this the first time out of the gate,’” Jewell says. “I try to incentivize them so that they’re improving their confidence in their abilities, so they don’t feel the need to turn to these tools.”

Understand the forces that make kids resort to AI in the first place . Clubs, sports, homework: Kids are busy and under pressure. Why not do what’s easy?

“Kids are so overscheduled in their day-to-day lives. I think there’s so much enormous pressure on these kids, whether it’s self-inflicted, parent-inflicted, or school-culture inflicted. It’s on them to maximize their schedule. They’ve learned that AI can be a way to take an assignment that would take five hours and cut it down to one,” says a teacher at a competitive high school outside Boston who asked to remain anonymous.

Recently, this teacher says, “I got papers back that were just so robotic and so cold. I had to tell [students]: ‘I understand that you tried to use a tool to help you. I’m not going to penalize you, but what I am going to penalize you for is that you didn’t actually answer the prompt.”

Afterward, more students felt safe to come forward to say they’d used AI. This teacher hopes that age restrictions become implemented for these programs, similar to apps such as Snapchat. Educationally and developmentally, they say, high-schoolers are still finding their voice — a voice that could be easily thwarted by a robot.

“Part of high school writing is to figure out who you are, and what is your voice as a writer. And I think, developmentally, that takes all of high school to figure out,” they say.

And AI can’t replicate voice and personality — for now, at least.

Kara Baskin can be reached at [email protected] . Follow her @kcbaskin .

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Writing My Autobiography

A re you still writing?” he asked.

“I am,” I answered.

“What are you working on at the moment?”

“An autobiography,” I said.

“Interesting,” he replied. “Whose?”

The implication here, you will note, is that mine hasn’t been a life sufficiently interesting to merit an autobiography. The implication isn’t altogether foolish. Most autobiographies, at least the best autobiographies, have been written by people who have historical standing, or have known many important people, or have lived in significant times, or have noteworthy family connections or serious lessons to convey . I qualify on none of these grounds. Not that, roughly two years ago when I sat down to write my autobiography, I let that stop me.

An autobiography, to state the obvious, is at base a biography written by its own subject. But how is one to write it: as a matter of setting the record straight, as a form of confessional, as a mode of seeking justice, or as a justification of one’s life? “An autobiography,” wrote George Orwell, “is only to be trusted when it reveals something disgraceful. A man who gives a good account of himself is probably lying, since any life when viewed from the inside is simply a series of defeats.” Is this true? I prefer to think not.

Autobiography is a complex enterprise, calling for its author not only to know himself but to be honest in conveying that knowledge. “I could inform the dullest author how he might write an interesting book,” wrote Samuel Taylor Coleridge. “Let him relate the events of his own life with Honesty, not disguising the feelings that accompanied them.” One of the nicest things about being a professor, it has been said, is that one gets to talk for fifty minutes without being interrupted. So one of the allurements of autobiography is that one gets to write hundreds of pages about that eminently fascinating character, oneself, even if in doing so one only establishes one’s insignificance.

The great autobiographies—of which there have not been all that many—have been wildly various. One of the first, that of the Renaissance sculptor Benvenuto Cellini, is marked by an almost unrelieved braggadocio: No artist was more perfect, no warrior more brave, no lover more pleasing than the author, or so he would have us believe. Edward Gibbon’s autobiography, though elegantly written, is disappointing in its brevity. That of Jean-Jacques Rousseau, heavily striking the confessional note, might have been told in a booth to a priest. Ben Franklin’s autobiography is full of advice on how the rest of us should live. John Stuart Mill’s is astounding in its account of its author’s prodigiously early education, which began with his learning Greek under his father’s instruction at the age of three. Then there is Henry Adams’s autobiography, suffused with disappointment over his feeling out of joint with his times and the world’s not recognizing his true value. In Making It , Norman Podhoretz wrote an autobiography informed by a single message, which he termed a “dirty little secret,” namely that there is nothing wrong with ambition and that success, despite what leftist intellectuals might claim, is nothing to be ashamed of.

Please note that all of these are books written by men. Might it be that women lack the vanity required to write—or should I say “indulge in”—the literary act of autobiography? In Mary Beard’s Emperor of Rome , I recently read that Agrippina the Younger, the mother of Nero, wrote her autobiography, which has not survived, and which Mary Beard counts as “one of the great losses of all classical literature.” I wish that Jane Austen had written an autobiography, and so too George Eliot and Willa Cather. Perhaps these three women, great writers all, were too sensibly modest for autobiography, that least modest of all literary forms.

A utobiography can be the making or breaking of writers who attempt it. John Stuart Mill’s autobiography has gone a long way toward humanizing a writer whose other writings tend toward the coldly formal. Harold Laski wrote that Mill’s “ Autobiography , in the end the most imperishable of his writings, is a record as noble as any in our literature of consistent devotion to the public good.”

If Mill’s autobiography humanized him, the autobiography of the novelist Anthony Trollope did for him something approaching the reverse. In An Autobiography , Trollope disdains the notion of an author’s needing inspiration to write well. He reports that “there was no day on which it was my positive duty to write for the publishers, as it was my duty to write reports for the Post Office,” where he had a regular job. “I was free to be idle if I pleased. But as I had made up my mind to undertake this second profession [that of novelist], I found it to be expedient to bind myself by certain self-imposed laws.” Trollope recounts—emphasis here on “counts”—that as a novelist he averages forty pages per week, at 250 words per page. He writes: “There are those who would be ashamed to subject themselves to such a taskmaster, and who think that the man who works with his imagination should allow himself to wait till inspiration moves him. When I have heard such doctrine preached, I have hardly been able to repress my scorn.” Trollope then mentions that on the day after he finished his novel Doctor Thorne , he began writing his next novel, The Bertrams . For a long spell the literati refused to forgive Trollope for shearing inspiration away from the creation of literary art, for comparing the job of the novelist to a job at the post office. Only the splendid quality of his many novels eventually won him forgiveness and proper recognition.

A serious biography takes up what the world thinks of its subject, what his friends and family think of him, and—if the information is available in letters, diaries, journals, or interviews—what he thinks of himself. An autobiography is ultimately about the last question: what the author thinks of himself. Yet how many of us have sufficient self-knowledge to give a convincing answer? In her splendid novel Memoirs of Hadrian , Marguerite Yourcenar has Hadrian note: “When I seek deep within me for knowledge of myself what I find is obscure, internal, unformulated, and as secret as any complicity.” The unexamined life may not be worth living, but the scrupulously examined one is rare indeed.

My own life has not provided the richest fodder for autobiography. For one thing, it has not featured much in the way of drama. For another, good fortune has allowed me the freedom to do with my life much as I have wished. I have given my autobiography the title Never Say You’ve Had a Lucky Life , with the subtitle Especially If You’ve Had a Lucky Life . Now well along in its closing chapter, mine, I contend, has been thus far—here I pause to touch wood—a most lucky life.

My title derives from the story of Croesus, who ruled the country of Lydia from circa 585–547 b.c. , and who is perhaps today best known for the phrase “rich as Croesus.” The vastly wealthy Croesus thought himself the luckiest man on earth and asked confirmation of this from Solon, the wise Athenian, who told him that in fact the luckiest man on earth was another Athenian who had two sons in that year’s Olympics. When Croesus asked who was second luckiest, Solon cited another Greek who had a most happy family life. Croesus was displeased but not convinced by Solon’s answers. Years later he was captured by the Persian Cyrus, divested of his kingdom and his wealth, and set on a pyre to be burned alive, before which he was heard to exclaim that Solon had been right. The moral of the story is, of course: Never say you have had a lucky life until you know how your life ends.

I have known serious sadness in my life. I have undergone a divorce. I have become a member of that most dolorous of clubs, parents who have buried one of their children. Yet I have had much to be grateful for. In the final paragraph of a book I wrote some years ago on the subject of ambition, I noted that “We do not choose our parents. We do not choose our historical epoch, or the country of our birth, or the immediate circumstances of our upbringing.” In all these realms, I lucked out. I was born to intelligent, kindly parents; at a time that, though I was drafted into the army, allowed me to miss being called up to fight in any wars; and in the largely unmitigated prosperity enjoyed by the world’s most interesting country, the United States of America.

Writing is a form of discovery. Yet can even writing ferret out the quality and meaning of one’s own life? Alexis de Tocqueville, the endlessly quotable Tocqueville, wrote: “The fate of individuals is still more hidden than that of peoples,” and “the destinies of individuals are often as uncertain as those of nations.” Fate, destiny, those two great tricksters, who knows what they have in store for one, even in the final days of one’s life? I, for example, as late as the age of eighteen, had never heard the word “intellectual.” If you had asked me what a man of letters was, I would have said a guy who works at the post office. Yet I have been destined to function as an intellectual for the better part of my adult life, and have more than once been called a man of letters. Fate, destiny, go figure!

T he first question that arises in writing one’s autobiography is what to include and what to exclude. Take, for starters, sex. In his nearly seven-hundred-page autobiography, Journeys of the Mind , the historian of late antiquity Peter Brown waits until page 581 to mention, in the most glancing way, that he is married. Forty or so pages later, the name of a second wife is mentioned. Whether he had children with either of these wives, we never learn. But then, Brown’s is a purely intellectual autobiography, concerned all but exclusively with the development of the author’s mind and those who influenced that development.

My autobiography, though less than half the length of Brown’s, allowed no such luxury of reticence. Sex, especially when I was an adolescent, was a central subject, close to a preoccupation. After all, boys—as I frequently instructed my beautiful granddaughter Annabelle when she was growing up—are brutes. I came of age BP, or Before the Pill, and consummated sex, known in that day as “going all the way,” was not then a serious possibility. Too much was at risk—pregnancy, loss of reputation—for middle-class girls. My friends and I turned to prostitution.

Apart from occasionally picking up streetwalkers on some of Chicago’s darker streets, prostitution for the most part meant trips of sixty or so miles to the bordellos of Braidwood or Kankakee, Illinois. The sex, costing $3, was less than perfunctory. (“Don’t bother to take off your socks or that sweater,” one was instructed.) What was entailed was less sensual pleasure than a rite of passage, of becoming a man, of “losing your cherry,” a phrase I have only recently learned means forgoing one’s innocence. We usually went on these trips in groups of five or six in one or another of our fathers’ cars. Much joking on the way up and even more on the way back. Along Chicago’s Outer Drive, which we took home in those days, there was a Dad’s Old Fashioned Root Beer sign that read, “Have you had it lately?,” which always got a good laugh.

I like to think of myself as a shy pornographer, or, perhaps better, a sly pornographer. By this I mean that in my fiction and where necessary in my essays I do not shy away from the subject of sex, only from the need to describe it in any of its lurid details. So I have done in my autobiography. On the subject of sex in my first marriage (of two), for example, I say merely, “I did not want my money back.” But, then, all sex, if one comes to think about it, is essentially comic, except of course one’s own.

On the inclusion-exclusion question, the next subject I had to consider was money, or my personal finances. Financially I have nothing to brag about. In my autobiography I do, though, occasionally give the exact salaries—none of them spectacular—of the jobs I’ve held. With some hesitation (lest it seem boasting) I mention that a book I wrote on the subject of snobbery earned, with its paperback sale, roughly half-a-million dollars. I fail to mention those of my books that earned paltry royalties, or, as I came to think of them, peasantries. In my autobiography, I contented myself with noting my good fortune in being able to earn enough money doing pretty much what I wished to do and ending up having acquired enough money not to worry overmuch about financial matters. Like the man said, a lucky life.

If I deal glancingly in my autobiography with sex and personal finances, I tried to take a pass on politics. My own political development is of little interest. I started out in my political life a fairly standard liberal—which in those days meant despising Richard Nixon—and have ended up today contemptuous of both our political parties: Tweedledum and Tweedledumber, as the critic Dwight Macdonald referred to them. Forgive the self-congratulatory note, but in politics I prefer to think myself a member in good standing of that third American political party, never alas on the ballot, the anti-BS party.

Of course, sometimes one needs to have a politics, if only to fight off the politics of others. Ours is a time when politics seems to be swamping all else: art, education, journalism, culture generally. I have had the dubious distinction of having been “canceled,” for what were thought my political views, and I write about this experience in my autobiography. I was fired from the editorship of Phi Beta Kappa’s quarterly magazine, the American Scholar —a job I had held for more than twenty years—because of my ostensibly conservative, I suppose I ought to make that “right-wing,” politics. My chief cancellers were two academic feminists and an African-American historian-biographer, who sat on the senate, or governing board, of Phi Beta Kappa.

T he official version given out by Phi Beta Kappa for my cancellation—in those days still known as a firing—was that the magazine was losing subscribers and needed to seek younger readers. Neither assertion was true, but both currently appear in the Wikipedia entry under my name. The New York Times also printed this “official” but untrue version of my cancellation. In fact, I was canceled because I had failed to run anything in the magazine about academic feminism or race, both subjects that had already been done to death elsewhere and that I thought cliché-ridden and hence of little interest for a magazine I specifically tried to keep apolitical. During my twenty-two years at the American Scholar , the name of no current United States president was mentioned. If anything resembling a theme emerged during my editorship, it was the preservation of the tradition of the liberal arts, a subject on which I was able to acquire contributions from Jacques Barzun, Paul Kristeller, Hugh Trevor-Roper, Frederick Crews, and others.

That I was fired not for anything I had done but for things I had failed to do is an indication of how far we had come in the realm of political correctness. I take up this topic in my autobiography, one theme of which is the vast changes that have taken place in American culture over my lifetime. A notable example is an essay on homosexuality that I wrote and published in Harper’s in 1970, a mere fifty-three years ago. The essay made the points that we still did not know much about the origin of male homosexuality, that there was much hypocrisy concerning the subject, that homosexuals were living under considerable social pressure and prejudice, and that given a choice, most people would prefer that their children not be homosexual. This, as I say, was in 1970, before the gay liberation movement had got underway in earnest. The essay attracted a vast number of letters in opposition, and a man named Merle Miller, who claimed I was calling for genocide of homosexuals, wrote a book based on the essay. Gore Vidal, never known for his temperate reasoning, claimed my argument was ad Hitlerum . (Vidal, after contracting Epstein-Barr virus late in life, claimed that “Joseph Epstein gave it to me.”) I have never reprinted the essay in any of my collections because I felt that it would stir up too much strong feeling. For what it is worth, I also happen to be pleased by the greater tolerance accorded homosexuality in the half century since my essay was published.

The larger point is that today neither Harper’s nor any other mainstream magazine would dare to publish that essay. Yet a few years after the essay was published, I was offered a job teaching in the English Department of Northwestern University, and the year after that, I was appointed editor of the American Scholar. Today, of course, neither job would have been available to me.

Do these matters—my cancellation from the American Scholar , my unearned reputation as a homophobe—come under the heading of self-justification? Perhaps so. But then, what better, or at least more convenient, place to attempt to justify oneself than in one’s autobiography?

Many changes have taken place in my lifetime, some for the better, some for the worse, some whose value cannot yet be known. I note, for example, if not the death then the attenuation of the extended family (nephews, nieces, cousins) in American life. Whereas much of my parents’ social life revolved around an extensive cousinage, I today have grandnephews and grandnieces living on both coasts whom I have never met and probably never shall. I imagine some of them one day being notified of my death and responding, “Really? [Pause] What’s for dinner?”

I take up in my autobiography what Philip Rieff called, in his book of this title, the Triumph of the Therapeutic, a development that has altered child-rearing, artistic creation, and much else in our culture. Although the doctrines of Sigmund Freud, Carl Jung, and others are no longer taken as gospel, their secondary influence has conquered much of modern culture. My parents’ generation did not hold with therapeutic culture, which contends that the essentials of life are the achievement of self-esteem and individual happiness, replacing honor, courage, kindness, and generosity.

In my autobiography, I note that when my mother was depressed by her knowledge that she was dying of cancer, a friend suggested that there were support groups for people with terminal diseases, one of which might be helpful. I imagined telling my mother about such groups, and her response: “Let me see,” she is likely to have said. “You want me to go into a room with strangers, where I will listen to their problems and then I’ll tell them mine, and this will make me feel better.” Pause. “Is this the kind of idiot I’ve raised as a son?”

T hen there is digital culture, the verdict on which is not yet in. Digital culture has changed the way we read, think, make social connections, do business, and so much more. I write in my autobiography that in its consequences digital culture is up there with the printing press and the automobile. Its influence is still far from fully fathomed.

One of my challenges in writing my autobiography was to avoid seeming to brag about my quite modest accomplishments. In the Rhetoric , Aristotle writes: “Speaking at length about oneself, making false claims, taking the credit for what another has done, these are signs of boastfulness.” I tried not to lapse into boasting. Yet at one point I quote Jacques Barzun, in a letter to me, claiming that as a writer I am in the direct line of William Hazlitt, though in some ways better, for my task—that of finding the proper language to establish both intimacy and critical distance—is in the current day more difficult than in Hazlitt’s. At least I deliberately neglected to mention that, in response to my being fired from the American Scholar, Daniel Patrick Moynihan flew an American flag at half-mast over the Capitol, a flag he sent to me as a souvenir. Quoting others about my accomplishments, is this anything other than boasting by other means? I hope so, though even now I’m not altogether sure.

I have a certain pride in these modest accomplishments. Setting out in life, I never thought I should publish some thirty-odd books or have the good luck to continue writing well into my eighties. The question for me as an autobiographer was how to express that pride without preening. The most efficient way, of course, is never to write an autobiography.

Why, then, did I write mine? Although I have earlier characterized writing as a form of discovery, I did not, in writing my autobiography, expect to discover many radically new things about my character or the general lineaments of my life. Nor did I think that my life bore any lessons that were important to others. I had, and still have, little to confess; I have no hidden desire to be spanked by an NFL linebacker in a nun’s habit. A writer, a mere scribbler, I have led a largely spectatorial life, standing on the sidelines, glass of wine in hand, watching the circus pass before me.

Still, I wrote my autobiography, based in a loose way on Wordsworth’s notion that poetry arises from “emotion recollected in tranquility.” Writing it gave me an opportunity to review my life at the end of my life in a tranquil manner. I was able to note certain trends, parallels, and phenomena that have marked my life and set my destiny.

The first of these, as I remarked earlier, was the fortunate time in which I was born, namely the tail end of the Great Depression—to be specific, in 1937. Because of the Depression, people were having fewer children, and often having them later. (My mother was twenty-seven, my father thirty at my birth.) Born when it was, my generation, though subject to the draft—not, in my experience of it, a bad thing—danced between the wars: We were too young for Korea, too old for Vietnam. We were also children during World War II, the last war the country fully supported, which gave us a love of our country. Ours was a low-population generation, untroubled by the vagaries of college admissions or the trauma of rejection by the school of one’s choice. Colleges, in fact, wanted us.

Or consider parents, another fateful phenomenon over which one has no choice. To be born to thoughtless, or disagreeable, or depressed, or deeply neurotic parents cannot but substantially affect all one’s days. Having a father who is hugely successful in the world can be as dampening to the spirit as having a father who is a failure. And yet about all this one has no say. I have given the chapter on my parents the title “A Winning Ticket in the Parents Lottery,” for my own parents, though neither went to college, were thoughtful, honorable, and in no way psychologically crushing. They gave my younger brother and me the freedom to develop on our own; they never told me what schools to attend, what work to seek, whom or when to marry. I knew I was never at the center of my parents’ lives, yet I also knew I could count on them when I needed their support, which more than once I did, and they did not fail to come through. As I say, a winning ticket.

As one writes about one’s own life, certain themes are likely to emerge that hadn’t previously stood out so emphatically. In my case, one persistent motif is that of older boys, then older men, who have supported or aided me in various ways. A boy nearly two years older than I named Jack Libby saw to it that I wasn’t bullied or pushed around in a neighborhood where I was the youngest kid on the block. In high school, a boy to whom I have given the name Jeremy Klein taught me a thing or two about gambling and corruption generally. Later in life, men eight, nine, ten, even twenty or more years older than I promoted my career: Hilton Kramer in promoting my candidacy for the editorship of the American Scholar , Irving Howe in helping me get a teaching job (without an advanced degree) at Northwestern, John Gross in publishing me regularly on important subjects in the Times Literary Supplement , Edward Shils in ways too numerous to mention. Something there was about me, evidently, that was highly protégéable.

I  haven’t yet seen the index for my autobiography, but my guess is that it could have been name-ier. I failed, for example, to include my brief but pleasing friendship with Sol Linowitz. Sol was the chairman of Xerox, and later served the Johnson administration as ambassador to the Organization of American States. He also happened to be a reader of mine, and on my various trips to Washington I was often his guest at the F Street Club, a political lunch club where he reserved a private room in which we told each other jokes, chiefly Jewish jokes. I might also have added my six years as a member of the National Council of the National Endowment for the Arts, whose members included the actors Robert Stack and Celeste Holm, the Balanchine dancer Arthur Mitchell, Robert Joffrey, the soprano Renée Fleming, the novelist Toni Morrison, the dancer and choreographer Martha Graham, the architect I. M. Pei, the painter Helen Frankenthaler, and other highly droppable names.

Confronting one’s regrets is another inescapable element in writing one’s autobiography. Ah, regrets: the red MG convertible one didn’t buy in one’s twenties, the elegant young Asian woman one should have asked to dinner, the year one failed to spend in Paris. The greater the number of one’s regrets, the grander their scope, the sadder, at its close, one’s life figures to be. I come out fairly well in the regrets ledger. I regret not having studied classics at university, and so today I cannot read ancient Greek. I regret not having been a better father to my sons. I regret not asking my mother more questions about her family and not telling my father what a good man I thought he was. As regrets go, these are not minor, yet neither have I found them to be crippling.

Then there is the matter of recognizing one’s quirks, or peculiar habits. A notable one of mine, acquired late in life, is to have become near to the reverse of a hypochondriac. I have not yet reached the stage of anosognosia, or the belief that one is well when one is ill—a stage, by the way, that Chekhov, himself a physician, seems to have attained. I take vitamins, get flu and Covid shots, and watch what I eat, but I try to steer clear of physicians. This tendency kicked in not long after my decades-long primary care physician retired. In his The Body: A Guide for Occupants , Bill Bryson defines good health as the health enjoyed by someone who hasn’t had a physical lately. The ancients made this point more directly, advising bene caca et declina medicos (translation on request) . For a variety of reasons, physicians of the current day are fond of sending patients for a multiplicity of tests: bone density tests, colonoscopies, biopsies, X-rays of all sorts, CT scans, MRIs, stopping only at SATs. I am not keen to discover ailments that don’t bother me. At the age of eighty-seven, I figure I am playing with house money, and I have no wish to upset the house by prodding my health in search of imperfections any more than is absolutely necessary.

The older one gets, unless one’s life is lived in pain or deepest regret, the more fortunate one feels. Not always, not everyone, I suppose. “The longer I live, the more I am inclined to the belief that this earth is used by other planets as a lunatic asylum,” said George Bernard Shaw, who lived to age ninety-four. Though the world seems to be in a hell of a shape just now, I nonetheless prefer to delay my exit for as long as I can. I like it here, continue to find much that is interesting and amusing, and have no wish to depart the planet.

Still, with advancing years I have found my interests narrowing. Not least among my waning interests is that in travel. I like my domestic routine too much to abandon it for foreign countries where the natives figure to be wearing Air Jordan shoes, Ralph Lauren shirts, and cargo pants. Magazines that I once looked forward to, many of which I have written for in the past, no longer contain much that I find worth reading. A former moviegoer, I haven’t been to a movie theater in at least a decade. The high price of concert and opera tickets has driven me away. The supposedly great American playwrights—Arthur Miller, Tennessee Williams, Eugene O’Neill, Edward Albee—have never seemed all that good to me, and I miss them not at all. If all this sounds like a complaint that the culture has deserted me, I don’t feel that it has. I can still listen to my beloved Mozart on discs, read Tolstoy, Jane Austen, Dickens, George Eliot, Willa Cather, and the other great novelists, watch the splendid movies of earlier days on Turner Classics and HBO—live, in other words, on the culture of the past.

“Vho needs dis?” Igor Stravinsky is supposed to have remarked when presented with some new phenomena of the avant-garde or other work in the realm of art without obvious benefit. “Vho needs dis?” is a question that occurred to me more than once or twice as I wrote my autobiography. All I can say is that those who read my autobiography will read of the life of a man lucky enough to have devoted the better part of his days to fitting words together into sentences, sentences into paragraphs, and paragraphs into essays and stories on a wide variety of topics. Now in his autobiography all the sentences and paragraphs are about his own life. He hopes that these sentences are well made, these paragraphs have a point, and together they attain to a respectable truth quotient, containing no falsehoods whatsoever. He hopes that, on these modest grounds at least, his autobiography qualifies as worth reading.

Joseph Epstein  is author of  Gallimaufry , a collection of essays and reviews.

Image by  Museum Rotterdam on Wikimedia Commons , licensed via Creative Commons . Image cropped. 

Articles by Joseph Epstein

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