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Buying a yacht in Russia

Would you like to buy a dream yacht? Will it be a motor or sailing ship? A luxury ocean yacht for sailing long distances or a small model adapted for fishing? The catalog of our company contains a large number of proposals for the sale of yachts in Russia and other countries. We also offer our services in the purchase of yachts in various technical conditions. Thanks to a wide selection of offers, both beginners in yachting and experienced professionals can take advantage of our services - an impressive assortment of vessels successfully combines with a wide range of prices.

You can choose a suitable vessel and buy a yacht in Russia using the capabilities of our company - experienced brokers are employed in 2yachts, ready to confidently and safely guide you through the process of buying or selling a vessel.

Before putting each offer to public access, we carefully check the legal cleanliness of the vessel and study the history of its operation. The managers of the company engaged in this market for a long time and possessing practical knowledge on the operation of yachts in different regions can help you with its purchase and sale.

You can choose a yacht for purchase in Russia , and we will draw up a formal contract, ensure the legal purity of the transaction and consultations on any aspects of owning a ship. At the same time, the confidentiality of your personal information is guaranteed.

If you are looking for a sailing yacht with high driving performance or a motor yacht with excellent controllability, then contacted us at. 2yachts company is a service for selecting the best trading offers from popular world yacht manufacturers. With us you can pick up a yacht that is a combination of unsurpassed quality, functional and efficient equipment and innovative solutions - a vessel that brings maximum pleasure from boat trips.

You can buy a yacht in Sochi or in St. Petersburg in order to be able to get an unforgettable experience of being on the water alone, with a group of friends or surrounded by family members. A walk on a sea yacht is an ideal way to get away from the bustle of the city with its eternal traffic jams and unplanned phone calls to enjoy beaches with azure waters, as well as romantic views and picturesque sunsets. Sea yachts are designed for long-distance travel and have great power, they are also distinguished by good maneuverability and dynamism. We will help you realize your dream, if you feel a craving for adventure and newness - we will choose a yacht with the best value for money.

Factors Affecting Cost

Buying a yacht in Russia is a rather time-consuming and lengthy process that requires the participation of professional yacht brokers. Depending on the condition of the vessel, the year of manufacture, the quality of its equipment, class and size, the acquisition cost can vary greatly. There are several indicators on which the cost of buying a yacht will depend :

• Manufacturer, or shipyard - the most famous manufacturers with expensive products are concentrated mainly in European countries, and the most budget yachts are assembled in shipyards of the countries of Asia and the Middle East;
• Equipment - sometimes the internal filling is made to order, and in some cases it is standard equipment with less power, comfort, speed, etc. In this regard, the cost of ships even from one manufacturer can vary greatly;
• Ship design;
• The age of the yacht.

Also, sailing yachts for sale in Russia cost the buyer less than similar motor lengths, but yachts with a history do not always cost less than recently launched ones. Often, the previous owners are engaged in the modernization of the vessel, installing expensive additional equipment on it or customizing the yacht - in this case, the price for it increases significantly. And sailing yachts often participate in regattas, where they can take prizes and eventually acquire a name - this also leads to a rise in the cost of the vessel.

Note that the cost of a yacht in Russia will be significantly different depending on the length of the vessel. You can always check the final cost of the vessel with a yacht broker, and since this market is very lively, the price can change even during the time during which you pick up a yacht.

You can find out the price of the selected vessel and its technical parameters in our catalog, and you can leave a request for purchase directly on the website, online. To choose a yacht for purchase , you can use the help of our broker for the sale of yachts - our specialists are in collaboration with their colleagues around the world to be able to cover the entire market. Ask our manager your questions to get detailed information on the yacht you are interested in.

We wish you success in conducting transactions on the yacht market!

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how to come up with ideas for an essay

The Writing Process

Making expository writing less stressful, more efficient, and more enlightening, search form, step 1: generate ideas.

“If at first the idea is not absurd, then there is no hope for it.” —Albert Einstein

In expository writing, though, even for a research paper, you will want to "generate ideas" first. Why? First, you will want to see what you already know and think about a subject. Second, you will want to see what ideas you can come up with yourself. And third, the methods below will help you define what questions you want to start your research with.

Moreover, freewriting is often useful to non-native speakers of English who still struggle with fluency (i.e., writing quickly or relatively easily, in contrast to accuracy, which an overriding concern for at this stage of the writing process can inhibit the flow of words and ideas).

There are four primary methods of generating ideas:

• Brainstorming

Freewriting

• Idea Map/Web
• "Moodling "

Photo "Büro im Wasser" from Bundesarchiv, Bild 102-08112 / CC-BY-SA. Licensed under CC BY-SA 3.0 de via Wikimedia Commons.

Photo "Ideas" ©2014 Rafal Knop

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53 Stellar College Essay Topics to Inspire You

College Essays

Most colleges and universities in the United States require applicants to submit at least one essay as part of their application. But trying to figure out what college essay topics you should choose is a tricky process. There are so many potential things you could write about!

In this guide, we go over the essential qualities that make for a great college essay topic and give you 50+ college essay topics you can use for your own statement . In addition, we provide you with helpful tips for turning your college essay topic into a stellar college essay.

What Qualities Make for a Good College Essay Topic?

Regardless of what you write about in your personal statement for college , there are key features that will always make for a stand-out college essay topic.

#1: It’s Specific

First off, good college essay topics are extremely specific : you should know all the pertinent facts that have to do with the topic and be able to see how the entire essay comes together.

Specificity is essential because it’ll not only make your essay stand out from other statements, but it'll also recreate the experience for admissions officers through its realism, detail, and raw power. You want to tell a story after all, and specificity is the way to do so. Nobody wants to read a vague, bland, or boring story — not even admissions officers!

For example, an OK topic would be your experience volunteering at a cat shelter over the summer. But a better, more specific college essay topic would be how you deeply connected with an elderly cat there named Marty, and how your bond with him made you realize that you want to work with animals in the future.

Remember that specificity in your topic is what will make your essay unique and memorable . It truly is the key to making a strong statement (pun intended)!

#2: It Shows Who You Are

In addition to being specific, good college essay topics reveal to admissions officers who you are: your passions and interests, what is important to you, your best (or possibly even worst) qualities, what drives you, and so on.

The personal statement is critical because it gives schools more insight into who you are as a person and not just who you are as a student in terms of grades and classes.

By coming up with a real, honest topic, you’ll leave an unforgettable mark on admissions officers.

#3: It’s Meaningful to You

The very best college essay topics are those that hold deep meaning to their writers and have truly influenced them in some significant way.

For instance, maybe you plan to write about the first time you played Skyrim to explain how this video game revealed to you the potentially limitless worlds you could create, thereby furthering your interest in game design.

Even if the topic seems trivial, it’s OK to use it — just as long as you can effectively go into detail about why this experience or idea had such an impact on you .

Don’t give in to the temptation to choose a topic that sounds impressive but doesn’t actually hold any deep meaning for you. Admissions officers will see right through this!

Similarly, don’t try to exaggerate some event or experience from your life if it’s not all that important to you or didn’t have a substantial influence on your sense of self.

#4: It’s Unique

College essay topics that are unique are also typically the most memorable, and if there’s anything you want to be during the college application process, it’s that! Admissions officers have to sift through thousands of applications, and the essay is one of the only parts that allows them to really get a sense of who you are and what you value in life.

If your essay is trite or boring, it won’t leave much of an impression , and your application will likely get immediately tossed to the side with little chance of seeing admission.

But if your essay topic is very original and different, you’re more likely to earn that coveted second glance at your application.

What does being unique mean exactly, though? Many students assume that they must choose an extremely rare or crazy experience to talk about in their essays —but that's not necessarily what I mean by "unique." Good college essay topics can be unusual and different, yes, but they can also be unique takes on more mundane or common activities and experiences .

For instance, say you want to write an essay about the first time you went snowboarding. Instead of just describing the details of the experience and how you felt during it, you could juxtapose your emotions with a creative and humorous perspective from the snowboard itself. Or you could compare your first attempt at snowboarding with your most recent experience in a snowboarding competition. The possibilities are endless!

#5: It Clearly Answers the Question

Finally, good college essay topics will clearly and fully answer the question(s) in the prompt.

You might fail to directly answer a prompt by misinterpreting what it’s asking you to do, or by answering only part of it (e.g., answering just one out of three questions).

Therefore, make sure you take the time to come up with an essay topic that is in direct response to every question in the prompt .

Take this Coalition Application prompt as an example:

What is the hardest part of being a teenager now? What's the best part? What advice would you give a younger sibling or friend (assuming they would listen to you)?

For this prompt, you’d need to answer all three questions (though it’s totally fine to focus more on one or two of them) to write a compelling and appropriate essay.

This is why we recommend reading and rereading the essay prompt ; you should know exactly what it’s asking you to do, well before you start brainstorming possible college application essay topics.

53 College Essay Topics to Get Your Brain Moving

In this section, we give you a list of 53 examples of college essay topics. Use these as jumping-off points to help you get started on your college essay and to ensure that you’re on track to coming up with a relevant and effective topic.

All college application essay topics below are categorized by essay prompt type. We’ve identified six general types of college essay prompts:

Why This College?

Change and personal growth, passions, interests, and goals, overcoming a challenge, diversity and community, solving a problem.

Note that these prompt types could overlap with one another, so you’re not necessarily limited to just one college essay topic in a single personal statement.

• How a particular major or program will help you achieve your academic or professional goals
• A memorable and positive interaction you had with a professor or student at the school
• Something good that happened to you while visiting the campus or while on a campus tour
• A certain class you want to take or a certain professor you’re excited to work with
• Some piece of on-campus equipment or facility that you’re looking forward to using
• Your plans to start a club at the school, possibly to raise awareness of a major issue
• A study abroad or other unique program that you can’t wait to participate in
• How and where you plan to volunteer in the community around the school
• An incredible teacher you studied under and the positive impact they had on you
• How you went from really liking something, such as a particular movie star or TV show, to not liking it at all (or vice versa)
• How yours or someone else’s (change in) socioeconomic status made you more aware of poverty
• A time someone said something to you that made you realize you were wrong
• How your opinion on a controversial topic, such as gay marriage or DACA, has shifted over time
• A documentary that made you aware of a particular social, economic, or political issue going on in the country or world
• Advice you would give to your younger self about friendship, motivation, school, etc.
• The steps you took in order to kick a bad or self-sabotaging habit
• A juxtaposition of the first and most recent time you did something, such as dance onstage
• A book you read that you credit with sparking your love of literature and/or writing
• A school assignment or project that introduced you to your chosen major
• A glimpse of your everyday routine and how your biggest hobby or interest fits into it
• The career and (positive) impact you envision yourself having as a college graduate
• A teacher or mentor who encouraged you to pursue a specific interest you had
• How moving around a lot helped you develop a love of international exchange or learning languages
• A special skill or talent you’ve had since you were young and that relates to your chosen major in some way, such as designing buildings with LEGO bricks
• Where you see yourself in 10 or 20 years
• Your biggest accomplishment so far relating to your passion (e.g., winning a gold medal for your invention at a national science competition)
• A time you lost a game or competition that was really important to you
• How you dealt with the loss or death of someone close to you
• A time you did poorly in a class that you expected to do well in
• How moving to a new school impacted your self-esteem and social life
• A chronic illness you battled or are still battling
• Your healing process after having your heart broken for the first time
• A time you caved under peer pressure and the steps you took so that it won't happen again
• How you almost gave up on learning a foreign language but stuck with it
• Why you decided to become a vegetarian or vegan, and how you navigate living with a meat-eating family
• What you did to overcome a particular anxiety or phobia you had (e.g., stage fright)
• A history of a failed experiment you did over and over, and how you finally found a way to make it work successfully
• Someone within your community whom you aspire to emulate
• A family tradition you used to be embarrassed about but are now proud of
• Your experience with learning English upon moving to the United States
• A close friend in the LGBTQ+ community who supported you when you came out
• A time you were discriminated against, how you reacted, and what you would do differently if faced with the same situation again
• How you navigate your identity as a multiracial, multiethnic, and/or multilingual person
• A project or volunteer effort you led to help or improve your community
• A particular celebrity or role model who inspired you to come out as LGBTQ+
• Your biggest challenge (and how you plan to tackle it) as a female in a male-dominated field
• How you used to discriminate against your own community, and what made you change your mind and eventually take pride in who you are and/or where you come from
• A program you implemented at your school in response to a known problem, such as a lack of recycling cans in the cafeteria
• A time you stepped in to mediate an argument or fight between two people
• An app or other tool you developed to make people’s lives easier in some way
• A time you proposed a solution that worked to an ongoing problem at school, an internship, or a part-time job
• The steps you took to identify and fix an error in coding for a website or program
• An important social or political issue that you would fix if you had the means

How to Build a College Essay in 6 Easy Steps

Once you’ve decided on a college essay topic you want to use, it’s time to buckle down and start fleshing out your essay. These six steps will help you transform a simple college essay topic into a full-fledged personal statement.

Step 1: Write Down All the Details

Once you’ve chosen a general topic to write about, get out a piece of paper and get to work on creating a list of all the key details you could include in your essay . These could be things such as the following:

• Emotions you felt at the time
• Names, places, and/or numbers
• Dialogue, or what you or someone else said
• A specific anecdote, example, or experience
• Descriptions of how things looked, felt, or seemed

If you can only come up with a few details, then it’s probably best to revisit the list of college essay topics above and choose a different one that you can write more extensively on.

Good college essay topics are typically those that:

• You remember well (so nothing that happened when you were really young)
• You're excited to write about
• You're not embarrassed or uncomfortable to share with others
• You believe will make you positively stand out from other applicants

Step 2: Figure Out Your Focus and Approach

Once you have all your major details laid out, start to figure out how you could arrange them in a way that makes sense and will be most effective.

It’s important here to really narrow your focus: you don’t need to (and shouldn’t!) discuss every single aspect of your trip to visit family in Indonesia when you were 16. Rather, zero in on a particular anecdote or experience and explain why and how it impacted you.

Alternatively, you could write about multiple experiences while weaving them together with a clear, meaningful theme or concept , such as how your math teacher helped you overcome your struggle with geometry over the course of an entire school year. In this case, you could mention a few specific times she tutored you and most strongly supported you in your studies.

There’s no one right way to approach your college essay, so play around to see what approaches might work well for the topic you’ve chosen.

If you’re really unsure about how to approach your essay, think about what part of your topic was or is most meaningful and memorable to you, and go from there.

Step 3: Structure Your Narrative

• Beginning: Don’t just spout off a ton of background information here—you want to hook your reader, so try to start in the middle of the action , such as with a meaningful conversation you had or a strong emotion you felt. It could also be a single anecdote if you plan to center your essay around a specific theme or idea.
• Middle: Here’s where you start to flesh out what you’ve established in the opening. Provide more details about the experience (if a single anecdote) or delve into the various times your theme or idea became most important to you. Use imagery and sensory details to put the reader in your shoes.
• End: It’s time to bring it all together. Finish describing the anecdote or theme your essay centers around and explain how it relates to you now , what you’ve learned or gained from it, and how it has influenced your goals.

Step 4: Write a Rough Draft

By now you should have all your major details and an outline for your essay written down; these two things will make it easy for you to convert your notes into a rough draft.

At this stage of the writing process, don’t worry too much about vocabulary or grammar and just focus on getting out all your ideas so that they form the general shape of an essay . It’s OK if you’re a little over the essay's word limit — as you edit, you’ll most likely make some cuts to irrelevant and ineffective parts anyway.

If at any point you get stuck and have no idea what to write, revisit steps 1-3 to see whether there are any important details or ideas you might be omitting or not elaborating on enough to get your overall point across to admissions officers.

Step 5: Edit, Revise, and Proofread

• Sections that are too wordy and don’t say anything important
• Irrelevant details that don’t enhance your essay or the point you're trying to make
• Parts that seem to drag or that feel incredibly boring or redundant
• Areas that are vague and unclear and would benefit from more detail
• Phrases or sections that are awkwardly placed and should be moved around
• Areas that feel unconvincing, inauthentic, or exaggerated

Start paying closer attention to your word choice/vocabulary and grammar at this time, too. It’s perfectly normal to edit and revise your college essay several times before asking for feedback, so keep working with it until you feel it’s pretty close to its final iteration.

This step will likely take the longest amount of time — at least several weeks, if not months — so really put effort into fixing up your essay. Once you’re satisfied, do a final proofread to ensure that it’s technically correct.

Step 6: Get Feedback and Tweak as Needed

After you’ve overhauled your rough draft and made it into a near-final draft, give your essay to somebody you trust , such as a teacher or parent, and have them look it over for technical errors and offer you feedback on its content and overall structure.

Use this feedback to make any last-minute changes or edits. If necessary, repeat steps 5 and 6. You want to be extra sure that your essay is perfect before you submit it to colleges!

Recap: From College Essay Topics to Great College Essays

Many different kinds of college application essay topics can get you into a great college. But this doesn’t make it any easier to choose the best topic for you .

In general, the best college essay topics have the following qualities :

• They’re specific
• They show who you are
• They’re meaningful to you
• They’re unique
• They clearly answer the question

If you ever need help coming up with an idea of what to write for your essay, just refer to the list of 53 examples of college essay topics above to get your brain juices flowing.

Once you’ve got an essay topic picked out, follow these six steps for turning your topic into an unforgettable personal statement :

• Write down all the details
• Figure out your focus and approach
• Structure your narrative
• Write a rough draft
• Edit, revise, and proofread
• Get feedback and tweak as needed

And with that, I wish you the best of luck on your college essays!

What’s Next?

Writing a college essay is no simple task. Get expert college essay tips with our guides on how to come up with great college essay ideas and how to write a college essay, step by step .

You can also check out this huge list of college essay prompts  to get a feel for what types of questions you'll be expected to answer on your applications.

Want to see examples of college essays that absolutely rocked? You're in luck because we've got a collection of 100+ real college essay examples right here on our blog!

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Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel.

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• 4 Ways to Come Up With a Great Essay Idea

It starts when you first get a choice of which question you want to answer, which might even first happen in primary school. Part of the challenge is figuring out which question you’d do best at answering; you’re not just regurgitating information any more, but needing to think critically about your own knowledge and abilities. From there, the choices increase. You might be given a choice of three or more essay questions. Or you might get just the one question, but you can choose factors within it – you might be asked, for instance, the extent to which a character in Hamlet lives up to their own moral code – the question is set for you, but you get to choose which character you want to write about. The same might happen for a period in history or a monarch, or an analysis of a case study. And finally you’ll get to the point where you might have a topic list to choose from, but the essay title itself will be entirely up to you.

You may even be offered the chance to do this a little earlier, where you get given a list of essay titles but also told that you can come up with your own if you’d like. Few students bother, and it can be a high-risk strategy – you might come up with a title that is much harder to answer than the ones provided for you – but it can also be a route to crafting a title that is perfect for you. All of the stages in this process – picking a question, picking a focus and, finally, picking a title – can be daunting when you haven’t done them before. In this article, we look at how to come up with essay titles that work for you.

1. Answer the question you want answered

The best way to come up with an idea for an essay is to consider what the question is that you would like to see answered. This can seem like quite a scary way of going about choosing a question, because it implies that the question has gone unanswered – that you’re suddenly going to come up with such an insightful question that no previous scholar in the field has contemplated. If that’s how you’re thinking about this, don’t. You’re not trying to compete with all of the other scholars in your field (at least, we hope not – if you are, you probably shouldn’t need to be reading this article), you’re just trying to do better than your peers, if possible. This method of coming up with an essay title isn’t about pinpointing a question that you want answered because it’s never before been asked.

Instead, it’s about coming up with an essay title that suits your concerns, your interests and your personal reaction to whatever it is that you’re studying. An off-the-shelf essay title might produce a boring answer because you don’t actually care whether or not the Treaty of Versailles was the main cause of the Second World War, or where morality originates (though you may find these things fascinating). But if, for instance, you can’t get through Jane Austen’s Emma without finding yourself infuriated by the title character, and wonder why on earth Austen would have made her heroine so aggravating – these might seem like petty complaints, but you can make an essay out of it. Austen described Emma as “a heroine whom no-one but myself will much like” – if you find Emma desperately dislikeable, you could probably produce quite an interesting essay on whether or not Austen was right in her assessment of the character. You can apply this principle to anything that strikes you as weird, as annoying, as not quite right, and use that instinct as a springboard to explore a topic properly. While you might prefer to react to your studies with a kind of deep, beard-stroking appreciation, the truth is that an awful lot of great academic investigations of various topics are based on someone looking at them and finding that something irritates them, or doesn’t quite seem to fit, and going on to look at that properly and work out why – and you can do the same.

2. Look at the context

If you look at your topic and nothing stands out to you, then it’s time to start making things stand out. The school curriculum actually makes this quite easy, because we seldom study the typical, run-of-the-mill events, people, books, discoveries and so on. We study the notable ones. We look at how a king did things differently to his predecessors, for instance, rather than the points of continuity – unless there was so much continuity as to be notable in its own right.

When your entire curriculum consists of notable things, however, you can end up with a skewed perspective. We focus more on the reign of Henry VIII – which changed life in Britain forever – than the reign of his father, Henry VII, who brought an end to the Wars of the Roses but arguably the act that had the greatest repercussions for us today was that he successfully handed on the throne to his son. If you’ve learned all about Henry VIII but not so much about Henry VII, you’re unlikely to understand quite how significant the changes enacted by Henry VIII were. This is why looking at the context is vital. This is particularly true for subject where you have to assess an artform, whether that’s Art History, Music, English Literature, Theatre Studies or Film Studies. If you only ever look at the canon – the high points of a particular era – you won’t come to understand what it is that made those particular pieces worthy of studying in the first place. For instance, many students will encounter Shakespeare as their sole example of 16th century drama – but that makes it very hard to see why Shakespeare’s work is so remarkable. Take a quick look at almost any of his competitors, though, and you’ll soon see the difference in depth and quality. And that gives you something to write about: what’s different and why it’s different. When you have a question set for you, your teacher is already drawing your attention to what is notable about the topic. They will ask why Hamlet is indecisive, or why Henry VIII decided to break with Rome – the things that, with greater study of the context, naturally strike people as strange. They won’t ask why Shakespeare wrote a play about a prince rather than a commoner, or why Henry VIII chose to take the throne rather than living out a happy life as a leading tennis player. When you don’t have a question written for you, you have to figure out what’s notable or what’s strange on your own, and that’s why context is so useful.

3. Use your third idea

Writing a column shortly after the death of her father, Alan Coren, Victoria Coren Mitchell recalled his advice on how to come up with a good idea. He said that you shouldn’t use the first idea that you have for something, as that’s the one that everyone will come up with. Nor should you use your second idea, as that’s what the cleverer people who do a little bit more thinking will come up with. You should use your third idea, as that’s the one that only you will be able to think of; it will be entirely your own.

This is excellent advice, and applicable in realms far beyond writing, such as choosing Christmas presents. If the options above for coming up with an essay title haven’t worked for you, try thinking of whatever ideas you can – even if they seem painfully obvious – and eventually you will work through all the ones that other people will think of, and get to something that will be your own to succeed at in your own way. Alan Coren’s description of the advantages of the “third idea” strategy focuses on originality, but that’s not its only advantage. Coming up with an idea that’s yours alone means coming up with an idea that will be right and suited to your thoughts and skills. Your first and second ideas will be based heavily in what you’ve been taught, which is a good base to work from but that might not reflect your interests entirely. Your third idea – hopefully – will come from your own ideas, even if you haven’t quite got a handle on what those ideas are yet. The third idea is also about letting yourself think a little more out of the box. Once you’ve got two nice, safe ideas down on paper, you should be in a position to think of something a bit less conventional. When you’re at school, your teacher might be marking your essay alongside those of twenty other people (or more if they have several classes). An unconventional approach will be a welcome relief among lots of identikit essays, and many teachers will prefer an essay that is interesting, takes risks and doesn’t get everything right over one that is technically perfect but comparatively dull.

4. Use unconventional brainstorming techniques

If all else fails, there are lots of brainstorming techniques available to come up with ideas for just about anything, and one of them might work for your essay. For instance, you could try: Writing down as many bad ideas as you can. This counter-intuitive brainstorming technique helps perfectionists by taking the pressure off. What would be a really terrible essay idea that would make your teacher angry with you for writing it? If you’re stuck in a loop of “can’t think of anything”, this technique can give your brain a jolt, and you may well find that instead of lots of bad ideas, you keep thinking of good ones.

Writing for a set period of time and not letting yourself stop.   – Give yourself a certain period of time, which could be five minutes, ten minutes, or the duration of a prog-rock classic, and write about the topic for that length of time. Don’t stop to allow yourself to think about it; just write. This might result in garbage along the lines of “Hamlet is very unkind to Ophelia and even more so to Rosencrantz and Guildenstern, and absolutely vile to his mother yet he is trying to be a good person, and Horatio still thinks well of him by the end of the play so clearly he is doing something right”, but keep going and you might find the seed of an idea appearing. This technique is related to the first point – whatever it is that you find yourself drifting towards when you’re forced to just keep writing is probably going to be a good topic to think about further.

Looking at it from someone else’s perspective.  – This technique has a very broad application across problem-solving: you can look at the issue from the perspective of yourself five years ago, or from the perspective of someone from another country, or someone from a hundred years in the past. For an essay, you might want to think about the approach that a friend would take. Seeing something through someone else’s eyes can highlight a fresh approach that you wouldn’t have thought of while you were fixated on writing the best essay that you yourself can write. Take an abstract noun.  – This works best for essays on creative works such as literature or art, but may have application in other fields. Think of an abstract noun – happiness, hope, love, purity, curiosity – and see how it might apply to the thing you’re looking at. Let’s say you’re writing about the Industrial Revolution – think about the role played by hope, or curiosity. You can see how the seeds of an idea can be generated by this approach. How do you come up with great essay ideas? Let us know in the comments! Image credits: Pen and paper , chimp , cat , tree , eureka , stopwatch , lightbulb .

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How to Brainstorm for an Essay

Once you get going on a paper, you can often get into a groove and churn out the bulk of it fairly quickly. But choosing or brainstorming a topic for a paper—especially one with an open-ended prompt—can often be a challenge.

You’ve probably been told to brainstorm ideas for papers since you were in elementary school. Even though you might feel like “brainstorming” is an ineffective method for actually figuring out what to write about, it really works. Everyone thinks through ideas differently, but here are some tips to help you brainstorm more effectively regardless of what learning style works best for you:

Tip #1: Set an end goal for yourself

Develop a goal for your brainstorm. Don’t worry—you can go into brainstorming without knowing exactly what you want to write about, but you should  have an idea of what you hope to gain from your brainstorming session. Do you want to develop a list of potential topics? Do you want to come up with ideas to support an argument? Have some idea about what you want to get out of brainstorming so that you can make more effective use of your time.

Tip #2: Write down all ideas

Sure, some of your ideas will be better than others, but you should write all of them down for you to look back on later. Starting with bad or infeasible ideas might seem counterintuitive, but one idea usually leads to another one. Make a list that includes all of your initial thoughts, and then you can go back through and pick out the best one later. Passing judgment on ideas in this first stage will just slow you down.

Tip #3: Think about what interests you most

Students usually write better essays when they’re exploring subjects that they have some personal interest in. If a professor gives you an open-ended prompt, take it as an opportunity to delve further into a topic you find more interesting. When trying to find a focus for your papers, think back on coursework that you found engaging or that raised further questions for you.

Tip #4: Consider what you want the reader to get from your paper

Do you want to write an engaging piece? A thought-provoking one? An informative one? Think about the end goal of your writing while you go through the initial brainstorming process. Although this might seem counterproductive, considering what you want readers to get out of your writing can help you come up with a focus that both satisfies your readers and satisfies you as a writer.

 Tip #5: Try freewriting

Write for five minutes on a topic of your choice that you think could  be worth pursuing—your idea doesn’t have to be fully fleshed out. This can help you figure out whether it’s worth putting more time into an idea or if it doesn’t really have any weight to it. If you find that you don’t have much to say about a particular topic, you can switch subjects halfway through writing, but this can be a good way to get your creative juices flowing.

Tip #6: Draw a map of your ideas

While some students might prefer the more traditional list methods, for more visual learners, sketching out a word map of ideas may be a useful method for brainstorming. Write the main idea in a circle in the center of your page. Then, write smaller, related ideas in bubbles further from the center of the page and connect them to your initial idea using lines. This is a good way to break down big ideas and to figure out whether they are worth writing about.

 Tip #7: Enlist the help of others

Sometimes it can be difficult coming up with paper topics on your own, and family and friends can prove to be valuable resources when developing ideas. Feel free to brainstorm with another person (or in a group). Many hands make light work—and some students work best when thinking through ideas out loud—so don’t be afraid to ask others for advice when trying to come up with a paper topic.

Tip #8: Find the perfect brainstorming spot

Believe it or not, location can make a BIG difference when you’re trying to come up with a paper topic. Working while watching TV is never a good idea, but you might want to listen to music while doing work, or you might prefer to sit in a quiet study location. Think about where you work best, and pick a spot where you feel that you can be productive.

Tip #9: Play word games to help generate ideas

Whether you hate playing word games or think they’re a ton of fun, you might want to try your hand at a quick round of Words With Friends or a game of Scrabble. These games can help get your brain working, and sometimes ideas can be triggered by words you see. Get a friend to play an old-fashioned board game with you, or try your hand at a mobile app if you’re in a time crunch.

Tip #10: Take a break to let ideas sink in

Brainstorming is a great way to get all of your initial thoughts out there, but sometimes you need a bit more time to process all of those ideas. Stand up and stretch—or even take a walk around the block—and then look back on your list of ideas to see if you have any new thoughts on them.

For many students, the most difficult process of paper writing is simply coming up with an idea about what to write on. Don’t be afraid to get all of your ideas out there through brainstorming, and remember that all ideas are valid. Take the time necessary to sort through all of your ideas, using whatever method works best for you, and then get to writing—but don’t be afraid to go back to the drawing board if a new inspiration strikes.

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Generating Ideas for Your Paper

• Introduction

Good writing requires good ideas—intriguing concepts and analysis that are clearly and compellingly arranged. But good ideas don’t just appear like magic. All writers struggle with figuring out what they are going to say. And while there is no set formula for generating ideas for your writing, there is a wide range of established techniques that can help you get started.

This page contains information about those techniques. Here you’ll find details about specific ways to develop thoughts and foster inspiration. While many writers employ one or two of these strategies at the beginning of their writing processes in order to come up with their overall topic or argument, these techniques can also be used any time you’re trying to figure out how to effectively achieve any of your writing goals or even just when you’re not sure what to say next.

What is Invention?

Where do ideas come from? This is a high-level question worthy of a fascinating TED Talk or a Smithsonian article , but it also represents one of the primary challenges of writing. How do we figure out WHAT to write?

Even hundreds of years ago, people knew that a text begins with an idea and that locating this idea and determining how to develop it requires work. According to classical understandings of rhetoric, the first step of building an argument is invention. As Roman thinker Cicero argued, people developing arguments “ought first to find out what [they] should say” ( On Oratory and Orators 3.31). Two hundred years before Cicero, the Greek philosopher Aristotle detailed a list of more than two dozen ideas a rhetor might consider when figuring out what to say about a given topic ( On Rhetoric , 2.23). For example, Aristotle suggested that a good place to start is to define your key concepts, to think about how your topic compares to other topics, or to identify its causes and effects. (For ideas about using Aristotle’s advice to generate ideas for your own papers, check out this recommended technique .)

More recently, composition scholar Joseph Harris has identified three values important for writers just starting a project. Writers at early stages in their writing process can benefit from being: Receptive to unexpected connections You never know when something you read or need to write will remind you of that movie you watched last weekend or that anthropology theory you just heard a lecture about or that conversation you had with a member of your lab about some unexpected data you’ve encountered. Sometimes these connections will jump out at you in the moment or you’ll suddenly remember them while you’re vacuuming the living room. Harris validates the importance of “seizing hold of those ideas that do somehow come to you” (102). While you can’t count on these kinds of serendipities, be open to them when they occur. Be ready to stop and jot them down! Patient Harris supports the value of patience and “the usefulness of boredom, of letting ideas percolate” (102). It can take time and long consideration to think of something new. When possible, give yourself plenty of time so that your development of ideas is not stifled by an immediate due date. Compelled by the unknown According to Harris, “a writer often needs to start not from a moment of inspiration ( eureka! ) but from the need to work through a conceptual problem or roadblock. Indeed, I’d suggest that most academic writing begins with such questions rather than insights, with difficulties in understanding rather than moments of mastery” (102). Sometimes a very good place to begin is with what you don’t know, with the questions and curiosities that you genuinely want resolved.

In what follows, we describe ten techniques that you can select from and experiment with to help guide your invention processes. Depending on your writing preferences, context, and audience, you might find some more productive than others. Also, it might be useful to utilize various techniques for different purposes. For example, brainstorming might be great for generating a variety of possible ideas, but looped freewriting might help you develop those ideas. Think of this list as a collection of recommended possibilities to implement at your discretion. However, we think the first technique described below—“Analyzing the Assignment or Task”—is a great starting point for all writers.

Any of these strategies can be useful for generating ideas in connection to any writing assignment. Even if the paper you’re writing has a set structure (e.g., scientific reports’ IMRAD format or some philosophy assignments’ prescribed argumentative sequence), you still have to invent and organize concepts and supporting evidence within each section. Additionally, these techniques can be used at any stage in your writing process. Your ideas change and develop as you write, and sometimes when you’re in the middle of a draft or when you’re embarking on a major revision, you find yourself rethinking key elements of your paper. At these moments, it might be useful to turn to some of these invention techniques as a way to slow down and capture the ephemeral thoughts and possibilities swirling around your writing tasks. These practices can help guide you to new ideas, questions, and connections. No matter what you’re writing or where you are in the process, we encourage you to experiment with invention strategies you may not have tried before. Mix and match. Be as creative and adventurous with how you generate ideas just as you are creative and adventurous with what ideas you generate.

Some Invention Techniques

Analyzing the assignment or task.

What do I do? If you are writing a paper in response to a course instructor’s assignment, be sure to read the prompt carefully while paying particular attention to all of its requirements and expectations. It could be that the assignment is built around a primary question; if so, structure your initial thoughts around possible answers to that question. If it isn’t, use your close consideration of this assignment to recast the prompt as a question.

The following list of questions are ones that you can ask of the assignment in order to understand its focus and purpose as well as to begin developing ideas for how to effectively respond to its intensions. You may want to underline key terms and record your answers to these questions:

• When is this due?
• How long is supposed to be?
• Is the topic given to me?
• If I get to choose my topic, are there any stipulations about the kind of topic and I can choose?
• What am I expected to do with this topic? Analyze it? Report about it? Make an argument about it? Compare it to something else?
• Who is my audience and what does this audience know, believe, and value about my topic?
• What is the genre of this writing (i.e., a lab report, a case study, a research paper, a reflection, a scholarship essay, an analysis of a work of literature or a painting, a summary and analysis of a reading, a literature review, etc.), and what does writing in this genre usually look like, consist of, or do?

Why is this technique useful? Reading over the assignment prompt may sound like an obvious starting point, but it is very important that your invention strategies are informed by the expectations your readers have about your writing. For example, you might brainstorm a fascinating thesis about how Jules Verne served as a conceptual progenitor of the nuclear age, but if your assignment is asking you to describe the differences between fission and fusion and provide examples, this great idea won’t be very helpful. Before you let your ideas run free, make sure you fully understand the boundaries and possibilities provided by the assignment prompt.

Additionally, some assignments begin to do the work of invention for you. Instructors sometimes identify specifically what they want you to write about. Sometimes they invite you to choose from several guiding questions or a position to support or refute. Sometimes the genre of the text can help you identify how this kind of assignment should begin or the order your ideas should follow. Knowing this can help you develop your content. Before you start conjuring ideas from scratch, make sure you glean everything you can from the prompt.

Finally, just sitting with the assignment and thinking through its guidelines can sometimes provide inspiration for how to respond to its questions or approach its challenges.

Reading Again

What do I do? When your writing task is centered around analyzing a primary source, information you collected, or another kind of text, start by rereading it. Perhaps you are supposed to develop an argument about an interview you conducted, an article or short story you read, an archived letter you located, or even a painting you viewed or a particular set of data. In order to develop ideas about how to approach this object of analysis, read and analyze this text again. Read it closely. Be prepared to take notes about its interesting features or the questions this second encounter raises. You can find more information about rereading literature to write about it here and specific tips about reading poetry here .

Why is this technique useful? When you first read a text, you gain a general overview. You find out what is happening, why it’s happening, and what the argument is. But when you reread that same text, your attention is freed to attend to the details. Since you know where the text is heading, you can be alert to patterns and anomalies. You can see the broader significance of smaller elements. You can use your developing familiarity with this text to your advantage as you become something of a minor expert whose understanding of this object deepens with each re-read. This expertise and insight can help lead you towards original ideas about this text.

Brainstorming/Listing

What do I do? First, consider your prompt, assignment, or writing concern (see “Analyzing the Assignment or Task”). Then start jotting down or listing all possible ideas for what you might write in response. The goal is to get as many options listed as possible. You may wish to develop sub-lists or put some of your ideas into different categories, but don’t censor or edit yourself. And don’t worry about writing in full sentences. Write down absolutely everything that comes to mind—even preposterous solutions or unrealistic notions. If you’re working on a collaborative project, this might be a process that you conduct with others, something that involves everyone meeting at the same time to call out ideas and write them down so everyone can see them. You might give yourself a set amount of time to develop your lists, or you might stretch out the process across a couple of days so that you can add new ideas to your lists whenever they occur to you.

Why is this technique useful? The idea behind this strategy is to open yourself up to all possibilities because sometimes even the most seemingly off-the-wall idea has, at its core, some productive potential. And sometimes getting to that potential first involves recognizing the outlandish. There is time later in your writing process to think critically about the viability of your options as well as which possibilities effectively respond to the prompt and connect to your audience. But brainstorming or listing sets those considerations aside for a moment and invites you to open your imagination up to all options.

What do I do? Sit down and write about your topic without stopping for a set amount of time (i.e., 5-10 minutes). The goal is to generate a continuous, forward-moving flow of text, to track down all of your thoughts about this topic, as if you are thinking on the page. Even if all you can think is, “I don’t know what to write,” or, “Is this important?” write that down and keep on writing. Repeat the same word or phrase over again if you need to. If you’re writing about an unfamiliar topic, maybe start by writing down everything you know about it and then begin listing questions you have. Write in full sentences or in phrases, whatever helps keep your thoughts flowing. Through this process, don’t worry about errors of any kind or gaps in logic. Don’t stop to reread or revise what you wrote. Let your words follow your thought process wherever it takes you.

Why is this technique useful? The purpose of this technique is to open yourself up to the possibilities of your ideas while establishing a record of what those ideas are. Through the unhindered nature of this open process, you are freed to stumble into interesting options you might not have previously considered.

Invisible Writing

What do I do? In this variation of freewriting, you dim your computer screen so that you can’t see what you’ve written as you type out your thoughts.

Why is this technique useful? This is a particularly useful technique if while you are freewriting you just can’t keep yourself from reviewing, adjusting, or correcting your writing. This technique removes that temptation to revise by eliminating the visual element. By temporarily limiting your ability to see what you’ve written, this forward-focused method can help you keep pursuing thoughts wherever they might go.

Looped Freewriting

What do I do? This is another variation of freewriting. After an initial round of freewriting or invisible writing, go back through what you’ve written and locate one idea, phrase, or sentence that you think is really compelling. Make that the starting point for another round of timed freewriting and see where an uninterrupted stretch of writing starting from that point takes you. After this second round of freewriting, identify a particular part of this new text that stands out to you and make that the opening line for your third round of freewriting. Keep repeating this process as many times as you find productive.

Why is this technique useful? Sometimes this technique is called “mining” because through it writers are able to drill into the productive bedrock of ideas as well as unearth and discover latent possibilities. By identifying and expanding on concepts that you find particularly intriguing, this technique lets you focus your attention on what feels most generative within your freewritten text, allowing you to first narrow in and then elaborate upon those ideas.

Talking with Someone

What do I do? Find a generous and welcoming listener and talk through what you need to write and how you might go about writing it. Start by reading your assignment prompt aloud or just informally explaining what you are thinking about saying or arguing in your paper. Then be open to your listener’s reactions, curiosities, suggestions, and questions. Invite your listener to repeat in his or her own words what you’ve been saying so that you can hear how someone else is understanding your ideas. While a friend or classmate might be able to serve in this role, writing center tutors are also excellent interlocutors. If you are a currently enrolled UW-Madison student, you are welcome to make an appointment at our main writing center, stop by one of our satellite locations , or even set up a Virtual Meeting to talk with a tutor about your assignment, ideas, and possible options for further exploration.

Why is this technique useful? Sometimes it’s just useful to hear yourself talk through your ideas. Other times you can gain new insight by listening to someone else’s understanding of or interest in your assignment or topic. A genuinely curious listener can motivate you to think more deeply and to write more effectively.

Reading More

Sometimes course instructors specifically ask that you do your analysis on your own without consulting outside sources. When that is the case, skip this technique and consider implementing one of the others instead.

What do I do? Who else has written about your topic, run the kind of experiments you’ve developed, or made an argument like the one you’re interested in? What did they say about this issue? Do some internet searches for well-cited articles on this concept. Locate a book in the library stacks about this topic and then look at the books that are shelved nearby. Read where your interests lead you. Take notes about things other authors say that you find intriguing, that you have questions about, or that you disagree with. You might be able to use any of these responses to guide your developing paper. (Make sure you also record bibliographic information for any texts you want to incorporate in your paper so that you can correctly cite those authors.)

Why is this technique useful? Exploring what others have written about your topic can be a great way to help you understand this issue more fully. Through reading you can locate support for your ideas and discover arguments you want to refute. Reading about your topic can also be a way of figuring out what motivates you about this issue. Which texts do you want to read more of? Why? Capitalize on and expand upon these interests.

Visualizing Ideas

Mindmapping, clustering, or webbing.

What do I do? This technique is a form of brainstorming or listing that lets you visualize how your ideas function and relate. To make this work, you might want to locate a large space you can write on (like a whiteboard) or download software that lets you easily manipulate and group text, images, and shapes (like Coggle , FreeMind , or MindMapple ). Write down a central idea then identify associated concepts, features, or questions around that idea. If some of those thoughts need expanding, continue this map, cluster, or web in whatever direction is productive. Make lines attaching various ideas. Add and rearrange individual elements or whole subsets as necessary. Use different shapes, sizes, or colors to indicate commonalities, sequences, or relative importance.

Why is this technique useful? This technique allows you to generate ideas while thinking visually about how they function together. As you follow lines of thought, you can see which ideas can be connected, where certain pathways lead, and what the scope of your project might look like. Additionally, by drawing out a map of you may be able to see what elements of your possible paper are underdeveloped and may benefit from more focused brainstorming.

The following sample mindmap illustrates how this invention technique might be used to generate ideas for an environmental science paper about Lake Mendota, the Wisconsin lake just north of UW-Madison. The different branches and connections show how your mind might travel from one idea to the next. It’s important to note, that not all of these ideas would appear in the final draft of this eventual paper. No one is likely to write a paper about all the different nodes and possibilities represented in a mindmap. The best papers focus on a tightly defined question. But this does provide many potential places to begin and refine a paper on this topic. This mindmap was created using shapes and formatting options available through PowerPoint.

Notecarding

What do I do? This technique can be especially useful after you’ve identified a range of possibilities but aren’t sure how they might work together. On individual index cards, post-its, or scraps of paper, write out the ideas, questions, examples, and/or sources you’re interested in utilizing. Find somewhere that you can spread these out and begin organizing them in whatever way might make sense. Maybe group some of them together by subtopic or put them in a sequential order. Set some across from each other as conflicting opposites. Make the easiest organization decisions first so that the more difficult cards can be placed within an established framework. Take a picture or otherwise capture the resulting schemata. Of course, you can also do this same kind of work on a computer through software like Prezi or even on a PowerPoint slide.

Why is this technique useful? This technique furthers the mindmapping/clustering/webbing practice of grouping and visualizing your thoughts. Once ideas have been generated, notecarding invites you to think and rethink about how these ideas relate. This invention strategy allows you to see the big picture of your writing. It also invites you to consider how the details of sections and subsections might connect to each other and the surrounding ideas while giving you a sense of possible sequencing options.

The following example shows what notecarding might look like for a paper being written on the Clean Lakes Alliance—a not-for-profit organization that promotes the improvement of water quality in the bodies of water around Madison, Wisconsin. Key topics, subtopics, and possible articles were brainstormed and written on pieces of paper. These elements were then arranged to identify possible relationships and general organizational structures.

What do I do? Take the ideas, possibilities, sources, and/or examples you’ve generated and write them out in the order of what you might address first, second, third, etc. Use subpoints to subordinate certain ideas under main points. Maybe you want to identify details about what examples or supporting evidence you might use. Maybe you just want to keep your outline elements general. Do whatever is most useful to help you think through the sequence of your ideas. Remember that outlines can and should be revised as you continue to develop and refine your paper’s argument.

Why is this technique useful? This practice functions as a more linear form of notecarding. Additionally, outlines emphasize the sequence and hierarchy of ideas—your main points and subpoints. If you have settled on several key ideas, outlining can help you consider how to best guide your readers through these ideas and their supporting evidence. What do your readers need to understand first? Where might certain examples fit most naturally? These are the kinds of questions that an outline can clarify.

Asking Questions

Topoi questions.

In the introduction, we referenced the list that Aristotle developed of the more than two dozen ideas a person making an argument might use to locate the persuasive possibilities of that argument. Aristotle called these locations for argumentative potential “topoi.” Hundreds of years later, Cicero provided additional advice about the kinds of questions that provide useful fodder for developing arguments. The following list of questions is based on the topoi categories that Aristotle and Cicero recommended.

What do I do? Ask yourself any of these questions regarding your topic and write out your answers as a way of identifying and considering possible venues for exploration. Questions of definition: What is ____? How do we understand what ____ is? What is ____ comprised of?

Questions of comparison: What are other things that ____ is like? What are things that are nothing like ____?

Questions of relationship: What causes ____? What effects does ____ have? What are the consequences of ____?

Questions of circumstances: What has happened with ____ in the past? What has not happened with ____ in the past? What might possibly happen with ____ in the future? What is unlikely to happen with ____ in the future?

Questions of testimony: Who are the experts on ____ and what do they say about it? Who are people who have personal experience with ____ and what do they think about it?

If any of these questions initiates some interesting ideas, ask follow-up questions like, “Why is this the case? How do I know this? How might someone else answer this question differently?”

Why is this technique useful? The questions listed above draw from what both Aristotle and Cicero said about ways to go about inventing ideas. Questions such as these are tried-and-true methods that have guided speakers and writers towards possible arguments for thousands of years.

Journalistic Questions

What do I do? Identify your topic, then write out your answers in response to these questions:      Who are the main stakeholders or figures connected to ____?      What is ____?      Where can we find ____?  Where does this happen?      When or under what circumstances does ____ occur?      Why is ____ an issue?  Why does it occur? Why is it important?      How does ____ happen?

Why is this technique useful? This line of questioning is designed to make sure that you understand all the basic information about your topic. Traditionally, these are the kinds of questions that journalists ask about an issue that they are preparing to report about. These questions also directly relate to the Dramatistic Pentad developed by literary and rhetorical scholar Kenneth Burke. According to Burke, we can analyze anyone’s motives by considering these five parts of a situation: Act ( what ), Scene ( when and where ), Agent ( who ), Agency ( how ), and Purpose ( why ). By using these questions to identify the key elements of a topic, you may recognize what you find to be most compelling about it, what attracts your interest, and what you want to know more about.

Particle, Wave, Field Questions

One way to start generating ideas is to ask questions about what you’re studying from a variety of perspectives. This particular strategy uses particles, waves, and fields as metaphorical categories through which to develop various questions by thinking of your topic as a static entity (particle), a dynamic process (wave), and an interrelated system (field).

What do I do?

Ask yourself these questions about your issue or topic and write down your responses:

• In what ways can this issue be considered a particle, that is, a discrete thing or a static entity?
• How is this issue a wave, that is, a moving process?
• How is this issue a field, that is, a system of relationships related to other systems?

Why is this technique useful?

This way of looking at an issue was promoted by Young, Becker, and Pike in their classic text Rhetoric: Discovery and Change . The idea behind this heuristic is that anything can be considered a particle, a wave, and a field, and that by thinking of an issue in connection to each of these categories you’ll able to develop the kind of in-depth questions that experts ask about a topic. By identifying the way your topic is a thing in and of itself, an activity, and an interrelated network, you’ll be able to see what aspects of it are the most intriguing, uncertain, or conceptually rich.

The following example takes the previously considered topic—environmental concerns and Lake Mendota—and shows how this could be conceptualized as a particle, a wave, and a field as a way of generating possible writing ideas.

Particle: Consider Lake Mendota and its environmental concerns as they appear in a given moment. What are those concerns right now? What do they look like? Maybe it’s late spring and an unseasonably warm snap has caused a bunch of dead fish to wash up next to the Tenney Lock. Maybe it’s a summer weekend and no one can go swimming off the Terrace because phosphorous-boosted blue-green algae is too prevalent. Pick one, discrete environmental concern and describe it. Wave: Consider environmental concerns related to Lake Mendota as processes that have changed and will change over time. When were the invasive spiny water fleas first discovered in Lake Mendota? Where did they come from? What has been done to respond to the damage they have caused? What else could be proposed to resolve this problem. How is this (or any other environmental concern) a dynamic process? Field: Consider Lake Mendota’s environmental concerns as they relate to a range of disciplines, populations, and priorities. What recent limnology findings would be of interest to ice fishing anglers? How could the work being done on agricultural sustainability connect to the discoveries being made by chemists about the various compounds present in the water? What light could members of the Ho-Chunk nation shed on Lake Mendota’s significance? Think about how environmental and conservation concerns associated with this lake are interconnected across different community members and academic disciplines.

Moving Around

Get away from your desk and your computer screen and do whatever form of movement feels comfortable and natural for you. Get some fresh air, take a walk, go jogging, get on your bike, go for a swim, or do some yoga. There is no correct degree or intensity of movement in this process; just do what you can and what you’re most likely to enjoy. While you’re moving, you may want to zone out and give yourself a strategic break from your writing task. Or you might choose to mull your tentative ideas for your paper over in your mind. But whether you’re hoping to think of something other than your paper or you need to generate a specific idea or resolve a particular writing problem, be prepared to record quickly any ideas that come up. If bringing along paper or a small notebook and a pen is inconvenient, just texting yourself your new idea will do the trick. The objective with this technique is both to distance yourself from your writing concerns and to encourage your mind to build new connections through engaging in physical activity.

Numerous medical studies have found that aerobic exercise increases your body’s concentration of the proteins that help nerves grow in the parts of your brain where learning and higher thinking happens (Huang et al.). Similarly, from their review of the literature about how yoga benefits the brain, Desei et al. conclude that yoga boosts overall brain activity. Which is to say that moving physiologically helps you think.

Dr. Bonnie Smith Whitehouse, an associate professor of English at Belmont University and an alum of UW-Madison’s graduate program in Composition and Rhetoric Program and a former assistant director of Writing Across the Curriculum at UW-Madison, investigates the writerly benefits of walking. She provides a full treatment of how this particular form of movement can productively support writing in her book Afoot and Lighthearted: A Mindful Walking Log . In the following passage, she argues for a connection between creative processes and walking, but much of what she suggests is equally applicable to the beneficial value of other forms of movement.

A walk stimulates creativity after a ramble has concluded, when you find yourself back at your desk, before your easel, or in your studio. In 2014, Stanford University researchers Marily Opprezzo and Daniel L. Schwarz confirmed that walking increases creative ideation in real time (while the walker walkers) and shortly after (when the walker stops and sits down to create). Specifically, they found that walking led to an increase in “analogical creativity” or using analogies to develop creative relationships between things that may not immediately look connected. So when ancient Greek physician Hippocrates famously declared that walking is “the best medicine,” he seems to have had it right. When we walk, blood and oxygen circulate throughout the body’s organs and stimulate the brain. Walking’s magic is in fact threefold: it increases physical activity, boosts creativity, and brings you into the present moment.

Similarly, in her post about writing and jogging for the UW-Madison Writing Center’s blog, Literary Studies PhD student Jessie Gurd has explained:

What running allows me to do is clear my head and empty it of a grad student’s daily anxieties. Listening to music or cicadas or traffic, I can consider one thing at a time and turn it over in my mind. It’s a groove I hit after a couple of miles; I engage with the problem, question, or task I choose and roll with it until my run is over. In this physical-mental space, I sometimes feel like my own writing instructor as I tackle some stage of the writing process: brainstorming, outlining, drafting.

While Bonnie Smith Whitehouse walks as an important part of her writing process and Jessie Gurd runs to write, what intentional movement looks like for you can be adapted according to your interests, preferences, and abilities. Whether it’s strolling, jogging, doing yoga, or participating in some other form of movement, these physical activities allow you to take a purposeful break that can help you concentrate your mind and even generate new conceptual connections.

All aspects of writing require hard work. It takes work to develop organizational strategies, to sequence sentences, and to revise paragraphs. And it takes work to come up with the ideas that will fill these sentences and paragraphs in the first place. But if you feel burdened by the necessity to develop new concepts, the good news is that you’re not the first writer who’s had to begin responding to an assignment from scratch. You are backed by a vast history of other writers’ experiences, a history that has shaped a collective understanding of how to get started. So, use the experience of others to your advantage. Try a couple of these techniques and maybe even develop some other methods of your own and see what new ideas these old strategies can help you generate!

Works Cited

Aristotle. On Rhetoric: A Theory of Civic Discourse . Edited and translated by George Kennedy, Oxford University Press, 1991.

Burke, Kenneth. A Grammar of Motives . University of California Press, 1969.

Cicero, Marcus Tullius. On Oratory and Orators . Edited and translated by J.S. Watson, Southern Illinois University Press, 1986.

Desai, Radhika, et al. “Effects of Yoga on Brain Waves an Structural activation: A review.” Complementary Therapies in clinical Practice ,vol, 21, no, 2, 2015, pp. 112-118.

Gurd, Jessie. “Writing Offstage.” Another Word , The Writing Center at the University of Wisconsin-Madison, 7 October 2013, https://writing.wisc.edu/blog/writing-offstage/ . Accessed 5 July 2018.

Harris, Joseph. Rewriting: How to Do Things with Texts . Utah State University Press, 2006.

Huang, T. et al. “The Effects of Physical Activity and Exercise on Brain-Derived Neurotrophic Factor in Healthy Humans: A Review.” Scandinavian Journal of Medicine and Science in Sports , vol. 24, no. 1, 2013. Wiley Online Library , https://doi.org/10.1111/sms.12069 .

Oppezzo, Marily, and Daniel L. Schwartz. “Give Your Ideas Some Legs: The Positive Effect of Walking on Creative Thinking.” Journal of Experimental Psychology: Learning, Memory, and Cognition , vol. 40, no. 4, 2014, pp. 1142-52.

Smith Whitehouse, Bonnie, email message to author, 19 June 2018.

Young, Richard E., Alton L. Becker, and Kenneth L. Pike. Rhetoric: Discovery and Change . Harcourt College Publishing, 1970.

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5 Ways to Generate Great Essay Ideas

By Daniela McVicker

Writing an essay is a challenging undertaking. You have to research, take notes, write an outline, and then turn that outline into a rough draft. Finally, you have to repeatedly edit and refine your rough draft until it becomes a suitable final draft. It can take hours, even days, to complete an essay.

Of course, before any of this can happen, you need to come up with a great topic. It may seem like a simple task, but if you cannot think of an essay idea, you can’t even get off the starting blocks. So, what do you do when you are stuck and can’t think of anything to write about?

Here are 5 ways in which you can help yourself come up with a great essay idea.

1. Brainstorming

2. free writing, 3. look at your life story, 4. go back to your textbook, 5. if you are desperate, go with a generic essay topic.

Before you start a brainstorming session, remember that there is one rule. No idea is cast aside as being silly, too complex, not complex enough, too far off topic, etc. You can always pare down your list later on. It's better to jot down a few flops now, than it is to ignore an idea that might turn into something brilliant. A pen and paper may be all you need to get started, but a note-taking app like Evernote can help organize your ideas.

Brainstorming in a group is a bit different. Try Dragon Dictation , which records and transcribes your conversations as you bounce ideas off one another. Google Docs can save documents to the cloud so that everyone can access the list when it is time to make decisions. You will find that as you get into a brainstorming session, the ideas will come quickly.

Free writing is a stream-of-consciousness exercise where you simply write down whatever comes into your mind. We recommend making the process a little more disciplined. Rather than writing about anything, stick with a general subject area that is defined on the subject you are in studying in class.

As you start free writing, you may be surprised at the number of thoughts you have on the subject you are covering, and the amount of knowledge you have retained. Eventually, as you free write, you will see your writing become more and more focused. This is an excellent sign that you are narrowing in on the specific topic idea for your essay. Even better, as you free write, you may come up with a few things that you can paste almost directly into your essay.

What do you know that other people do not? What things do you understand that the average person does not understand? Do you have any relevant experience or special knowledge when it comes to the subject?

If you answered "yes" to any of these questions, you might be a step ahead of the game when it comes to figuring out the best essay topic for you. Something you know how to do or that you understand can be a great topic for a process essay. An experience you had can be fodder for a narrative essay. It gives you a unique point of view. Just don't allow yourself to show too much bias, or to ignore evidence in favor of your personal story. As a bonus, you will notice you will write much more quickly when you are relating a story from your life.

You have probably learned that the best way to study for tests and quizzes is to focus on the subheadings, bullet points, chapter questions, pictures, and graphs. If you are trying to come up with a good essay topic, you should also review these. They will remind you which elements are most important.

If you write your essay on something that is emphasized in your textbook, there is a pretty good chance you are on the right track. You will know that your topic is relevant, and you can impress your instructor by displaying your in-depth knowledge on that topic.

The truth is this: you may not come up with a brilliant essay idea each time you are given a writing assignment. However, that does not mean you cannot write an excellent paper. You can still write an essay that is well researched, thoughtful, and carefully written.

Plenty of essays are written by students who earn excellent grades, but are not very excited by the topic they have chosen. It’s better to write an essay on a less exciting topic than to turn it in late because you spent too much time searching for the “wow” factor.

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Daniela McVicker

Daniela McVicker is a young ambitious writer who believes that all her life is time for adventures, love and self-culture.

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How to Get the Perfect Hook for Your College Essay

What’s covered:, developing your hook.

• 5 College Essay Hook Examples

5 Tips and Examples for Crafting a Great Hook

Your essay is one of the best tools available for standing out in a crowded field of college applicants (many with academic portfolios similar to yours) when applying to your dream school. A college essay is your opportunity to show admissions committees the person behind the grades, test scores, and resume. To ensure your college essay receives the full attention of admissions committees, you need to lure them in with a great hook—that is, a compelling opening that makes your audience hungry for more.

You need a strong start to capture the attention of the admission committees. When it comes to college essays, first impressions are everything. In fact, there’s no guarantee that anyone is going to read more than your first sentence if you bore them to tears within a few words, which is why it’s essential to craft an effective and engaging hook.

There’s no one-size-fits-all strategy for composing an attention-grabbing hook. A well-crafted hook can be anything from an image to an anecdote to an interesting fact while factors like writing style, essay structure, and prompt can all influence what makes for a good hook. That said, memorable hooks share a number of attributes, most notably they draw readers in,  connect with the topic you’re writing about, and leave a lasting impression, often in a creative or unexpected way.

For example, let’s construct a hypothetical essay. Let’s say that after some careful consideration, Jane Doe has decided to write her personal essay about her experience running canine obedience classes. She isn’t quite sure how to start her essay, so she’s practicing with some proven essay hooks. If you’re ready to develop your own hook, check out four of our favorite college essay hook strategies and how they work for Jane below!

College Essay Hook Examples

There are a number of proven strategies that Jane can use to craft a compelling hook. A few tried-and-true hooks include:

1. Open with an Anecdote

People love stories, so it makes sense that telling one is a great way to attract readers. Detailing a relevant anecdote provides context for your essay and can give the reader an idea of what you are up against if you’re overcoming an obstacle or rising to a challenge.

On the day that I told my mother I wanted to start my own canine obedience school, she smiled and muttered something under her breath about the irony of my youthful disobedience and my newfound passion for enforcing rules. What she didn’t know then was that it was not in spite of, but rather because of, my tendency to push the boundaries that I was confident in my ability to succeed.

2. Set the Scene

One fantastic way to get your essay moving and to draw your readers in is to plunge them into the middle of an important scene. Provide readers with descriptive details and dialogue to make them feel like they’re watching a movie from your life and have just tuned in at a critical moment.

I jumped back as the dog lunged for my leg, teeth bared and snarling. “It’s okay, Smokey, it’s okay,” I soothed as I tried to maneuver closer to the post where I had tied his leash. In the back of my head, I heard my brother’s taunts swirling around.

“A dog trainer?” he had scoffed. “What kind of person would hire you as a dog trainer?!”

I pushed the thoughts away and grasped the leash, pulling it tightly to my side as Smokey, surprised by my sudden confidence, fell into stride beside me.

3. Ask a Question

Asking a question at the beginning of your essay can activate your reader’s critical thinking and get them hungry for the answer that you won’t offer until later. Try to come up with a question that’s broad enough that they won’t know the answer right away, but specific enough that it isn’t a generic hook that could work on just any college essay.

How do you respond when you’re faced with a very real physical threat to your safety, yet you literally can’t afford to back down? This is the question I faced on my very first day as a dog trainer.

4. Use a Metaphor or Simile

A metaphor or simile can pull readers in by helping them make connections between seemingly unrelated topics or by encouraging them to think about topics from a different point of view.

Running canine obedience classes is a lot like navigating high school. It’s a dog-eat-dog world with a lot to learn, many personalities to manage, peril around every corner, and everyone anxious to graduate.

Selecting the right hook is a great first step for writing a winning college essay, but the execution is also important.

1. Narrow Down Your Scope

Sometimes the best way to tackle big projects like writing an attention-grabbing hook or captivating college essay is to think small. Narrow down on a specific incident or even a moment that leads into your topic.

It’s my first time teaching a canine obedience class. I’m surrounded by strangers and the dogs are barking so loud I can’t hear myself think, but I have a gnawing feeling that I’m losing control. I put my fingers to my lips and let out the loudest whistle I’m capable of. Suddenly there was silence.

2. Use Adjectives

Adjectives are used to add a description and make your writing clearer and more specific. In other words, they’re the details that make your writing stand out and suck readers in. Jane didn’t simply reward the dog for sitting, she…

It was a battle of wills between me and the eight-month-old Australian Shepherd—defiance was in his sparkling blue eyes, but so was desire for the bit of hot dog hiding in my hand. Reluctantly he sat, earning his treat while I claimed my alpha status.

3. Use Emotion

Use emotion to connect and entice your reader. Emotions make readers feel, pulling them into your essay, and are memorable. You can use them for everything from sharing a fact about yourself to putting the reader in your shoes.

When I was young, I would have been extremely lonely if not for my dog Trevor. I struggled to make friends and Trevor provided companionship, helped me overcome my shyness (he was a great icebreaker), and is responsible for shaping who I am today. When Trevor passed away in high school, I set out to train canine obedience and help dogs become the best versions of themselves—just like what Trevor did for me.

4. Short and Sweet

Admissions committees have a lot of essays to read, so the quicker you get to the point and capture their attention, the better.

Mere moments into my dream job, someone had already peed on the floor and another had bitten a person. Welcome to the life of a dog trainer.

5. Just Start Writing

Sometimes the hook of your college essay isn’t clear. Rather than getting hung up, start developing your essay and see if it adds clarity as to how to best implement a hook. Some students even find that it’s easiest to write a hook last, after writing the body of the personal statement.

Where to Get Feedback on Your Essay Hook

Wondering if you created an effective hook? It’s difficult to evaluate your own writing, especially a line or two you read and reworked numerous times. CollegeVine can help. Through our free Peer Essay Review tool , you can get a free review of your hook, and overall essay, from another student. Then you can pay it forward and improve your own writing skills by reviewing other students’ essays.

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

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• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

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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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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How to Find a Catchy Title for Your Paper/Essay

Last Updated: February 23, 2023 Fact Checked

This article was co-authored by Stephanie Wong Ken, MFA . Stephanie Wong Ken is a writer based in Canada. Stephanie's writing has appeared in Joyland, Catapult, Pithead Chapel, Cosmonaut's Avenue, and other publications. She holds an MFA in Fiction and Creative Writing from Portland State University. There are 7 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,072,164 times.

Coming up with an effective title can end up being the most difficult part of your essay. A catchy title can make your paper stand out from the pile and give your reader a sense of the content, slant, and perspective of your essay. To craft a strong title, you need to focus on the three elements of a standard title: the hook, the key terms, and the source or location. This structure applies specifically to academic essays, but you can also apply this structure to narrative essays.

Understanding the Structure of a Title

• The hook can be collection of keywords, an image, a play on words, or a quote from your essay.

• Keep in mind good titles never state the obvious or contain generic terms or phrases. Titles like “Paper on 1950s China” or “Report on Shakespeare” are too general and do not give the reader a sense of the content of your paper. Avoid general and non specific terms like “society” “culture” “the world” or “mankind” in your title.

• For example, a paper about Mao’s Great Leap Forward in Communist China in the late 1950s may have a title that has a hook (catchy phrase), one or two key terms, and the source or location (1950s Communist China). A possible title could be: “The Failure of One, the Fall of Many: Mao’s Great Leap Forward in 1950’s Communist China”.

Using Keywords or Images

• For example, the title of an essay about the Great Leap Forward might be something simple, professional, and clear, such as: "The Failure of the Great Leap Forward: China in the late 1950s". An essay about Shakespearean comedy may be more playful, such as: " Love's Labour Lost and Other Comedies."

• For example, an essay about the Great Leap Forward in 1950s China may focus on the failed use of industries like steel and farming by Mao’s government and the resulting mass famine in China. Three words that sum up the paper may be: steel, land, famine. A possible title of the essay could be: “Steel, Land, and Famine: The Failure of the Great Leap Forward”.

• Look for two to three keywords that are short, descriptive, and clear. Consider if the words fit together in some way, or how they are very different. For example, your introduction on 1950s China may have keywords like “industrialization” “collectivization” and “collapse”. A possible title for the essay could then be: “The Collapse of Collectivization in 1950s China”.
• In an essay on the conventions of Shakespearean comedy, the tone of the essay may be less serious or rigid, and you can look for keywords that are playful or humorous. For example, your conclusion may have keywords like “lovers” “obstacles” and “improbable” or “supernatural”. A possible title for the essay could then be: “Lovers in an Improbable Situation: The Conventions of Shakespearean Comedy.”

• For example, a paper about a volcano could have the title: “The Day the Earth Bled: The Eruption of Mount Vesuvius”.

Using a Quote or a Play on Words

• For example, an essay on Shakespearean comedy may quote A Midsummer Night’s Dream , where a character named Theseus professes his love to his betrothed, the Amazonian queen Hippolyta. “Hippolyta, I woo'd thee with my sword/ And won thy love doing thee injuries,/ But I will wed thee in another key,/With pomp, with triumph, and with reveling.”
• A possible title for the essay may then be: “With pomp, with triumph, and with reveling: The Conventions of Shakespearean Comedy”.
• Alternatively, you can look up a key quote or phrase that is not in your essay but reinforces central ideas or themes in your essay. Type keywords from your essay into a search engine, along with the word “quote” and see what comes up. You can then take a fragment of the quote and use it in your title.
• For example, for an essay on Mao’s Great Leap Forward, you may use quotes from propaganda posters for the Great Leap Forward made by the Mao government, which are available online. A propaganda quote like “Brave the wind and the waves, everything has remarkable abilities” could be shortened to a title like: “Brave the wind and the waves: False Promises by Mao’s The Great Leap Forward”.

• An essay on Shakespearean comedy could use the cliche “laughter is the best medicine” and change it into “laughter is thy best medicine.” A possible title could be: “Laughter is Thy Best Medicine: The Conventions of Shakespearean Comedy”.

• For example, an essay about missionaries in West Africa during the colonial period could have a title that plays on two key words, such as: “Prophets or profits: The European Colonial Invasion of West Africa”.

Community Q&A

• There are also tools available online that can generate essay titles for you based on your topic. However, the effectiveness of these title generators vary and the quality of the titles may not be as high as if you take the time to create your own. Thanks Helpful 0 Not Helpful 0

Tips from our Readers

• Your title is the first thing readers will look at, so remember it's an important part of your essay! Pick one that really captures what your paper is about.
• Take your time picking a good title. If you're stuck, take a break and come back to it later.

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• ↑ https://www.grammarly.com/blog/how-to-write-a-hook/
• ↑ https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6398294/
• ↑ http://canuwrite.com/article_titles.php
• ↑ https://writing.umn.edu/sws/assets/pdf/quicktips/titles.pdf
• ↑ https://www.grammarly.com/blog/essay-title/
• ↑ https://libguides.usc.edu/writingguide/title
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To find a catchy title for your paper or essay, start by thinking of 1 or 2 keywords or phrases to include in the title that applies to the topic of your essay and will hook your reader in. You can also try looking for a key quote or phrase and using part of it in your title. Alternatively, reword a cliche or familiar phrase so that it is specific to your essay. To give your title some punch, use a play on words or double entendre, like “Prophets or profits: The Colonial Invasion of West Africa,” which will show off your creativity. For more tips from our Writing reviewer, like where and how to find good keywords to use, keep reading! Did this summary help you? Yes No

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

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

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

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

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How to Title an Essay: Guide with Creative Examples [2024]

It’s not a secret that the reader notices an essay title first. No catchy hook or colorful examples attract more attention from a quick glance. Composing a creative title for your essay is essential if you strive to succeed, as it:

• causes the first impression;
• reflects the tone, topic, and the purpose of the writing;
• indicates the author’s credibility.

Thus, how you name your paper is of the same importance as the paper itself.

Good titles for essays should be concise and eye-catching. Nobody likes long and cumbersome headings that do not reflect the point of the paper. While tilting your work, pay enough attention to the word choice. How do you come up with a good title? Use your common sense and imagination. For more details, our experts prepared the sections below.

• 💭 What Are Good Titles?

✔️ Finish Your Essay

🤲 sum it up, 🏷️ define the keywords, 🖊️ follow the format, ⚖️ change words, ✨ 23 creative title examples, 💭 what are good titles for essays.

A title is a critical part of any academic paper, so you must understand what to include and how to choose it. Here are some features that your heading has to show.

👩‍🏫 How to Title an Essay?

Are you struggling with formulating a heading? Yes, this task is quite challenging. But let’s figure out the basic rules.

The title of any paper should reveal:

• What the paper is about. Cover the general idea of your work in the title.
• Why the reader might be interested in it. Prove the relevance of your paper to the audience.
• The context of the issue. A good title previews the full picture of the topic regarding its “when” and “where.”

To nail your essay heading, follow the guide below. Check our title examples if you are not sure about your abilities. You can also try and use a creative title page generator for a faster result.

Before writing a title to your essay, you should finish your paper. This way, you’ll be able to reread and get the whole idea to incorporate it into your title.

Moreover, you’ll see how long a title should be for an essay after finishing the entire piece. But remember: not too lengthy and not too wordy.

The essay title depends on the type of essay:

• Narrative essay . For this kind of essay, the title should not provide any detailed info or reflect your position. It should only present the general idea of your piece of writing. For example, the narrative essay topic may look like this: My Thorny Pass to Success.
• Argumentative essay . The title for an argumentative essay should clearly state the point you are going to support. For instance, you can choose the following heading: Social Media Has a Negative Effect on Teenagers.
• Cause and effect essay . For this kind of essay writing, the title should be clear and provide a background of the issue. The reader should immediately understand what the problem is, what its cause is, what an effect is. Usually, writers use the words “due to” or “because” to highlight the cause-effect correlation. Look at the example: Because Coronavirus Attacks, People Start to Explore New Ways of Remote Working.
• Persuasive essay . A persuasive essay should have a dynamic title that immediately calls to action. Moreover, the topic has to be relevant to the audience. For example, for students, the following title would be compelling: Sleep 7-8 Hours a Day: the Lack of Sleep Affects Academic Performance.

The most straightforward way of creating an essay title is summarizing. Sum up the whole paper in one sentence, focus on the central idea, cut the details, and use it as the title.

For this purpose, you can take your thesis statement and restate it, adding creativity. Or use the best summary generator you can find to simplify the task. But don’t forget to make sure that it sounds catchy and explains why the potential reader should check your essay.

For example:

Let’s imagine, you are writing about Artificial Intelligence, and your thesis statement sounds like this:

The purpose of this paper is to explore the advantages of Artificial intelligence’s influence on society and to discover possible outcomes.

Then, the title may be the following:

Artificial Intelligence – the Next Step into the Bright Future.

Every essay includes the key concepts that you explored and the terms that you used for this. You should find essential words and phrases and incorporate them into the essay titles. The keywords will focus the reader’s attention on the central topic of your paper.

You are writing about the negative impact of deforestation on the environment. These are your keywords, as they are the most vital ones. Thus, the title would sound like this:

Protecting the Environment: Deforestation Should be Stopped.

Every educational institution requires to format the academic papers for a particular writing style. Among a wide diversity of citation styles , the most popular ones are APA and MLA formats.

There are a lot of specific requirements regarding the essay title formats. So, let’s investigate these styles.

The APA style requires a title page at the beginning of your research paper. Here, where the readers first meet the heading. The title page should include the following:

• The paper’s title. Centered, bold, capitalized, 3-4 lines below the top margin.
• The author’s name (first name, middle initial, last name). Centered, not bold, two lines below the title.
• The author’s affiliations. Centered, not bold, immediately after the name.
• Number and name of the course.
• The instructor’s name and title.
• Page number in the top right corner.

See the example of an APA title page below:

The MLA style does not require a separate title page. Still, some formatting rules are to be strictly followed.

• The MLA paper should start one inch from the top of the document, flush left.
• Write the author’s name, then the instructor’s name, the course number, and the date. Each item should be on a separate double-spaced line.
• Add the title of your paper. It should be centered and capitalized.
• Do not put quotation marks, underline, italicize, or boldface your MLA title. Just make it centered and capitalized.

Here is an example of an MLA title formatting.

Before choosing a title, figure out is the tone of your essay. Is it more formal or friendly? Do you write it for a college or a personal blog?

Change the wording to make your title sound more catchy and positive. Or serious and official. You can try something new and come up with a creative title for your essay.

You need to write an article about the benefits of healthy eating for university and your online blog. For an academic essay, your title would probably look like this:

A Well-Balanced Diet Is a Key to a Healthy Organism.

In contrast, for a blog article, it would be better to write something like this:

An Apple a Day Keeps a Doctor Away: How Healthy Eating Helps us Be Fit.

Do you see the magic? One topic, different wording, and completely diverse tones as a result. So, try until you reach the most appropriate version of the title for your piece of writing.

Are you still struggling with the selection of a heading for your paper? Take a look at our creative essay title examples! Inspire, then turn on your imagination, and create a personal title.

Argumentative Essay Titles.

• Intercultural Community at University: Prosperity or Constant Encounters.
• Leadership Nature: a Congenital or an Acquired Feature?
• Do Energetic Drinks Help or Harm the Organisms?
• Why Should Sex Education Be Taught at Schools?
• Should the Law Punish Bullying?
• Guns Legalization is an Unsafe Way of Self-Protection.

Narrative Essay Titles.

• Lady Macbeth – One of the Most Frightening Female Characters of Shakespeare.
• The Art of Overcoming Failures: How to Deal with the Downfalls Easily.
• Steve Jobs: from a Poor Student to a Multi-billionaire.
• The Most Influential Person in my Life.
• Three Biggest Events of my Life that Shaped me as a Person.
• What Does it Mean to be a Loving Kid for your Parents?
• What Does “Family” Mean to You?

Persuasive Essay Titles.

• Never Judge the Person by their Appearance.
• Music Should be Implemented as a Medical Treatment.
• In the Battle Between E-Books and Paper Books, the Last Ones Should Win.
• Remote Learning Cannot Replace Face-to-Face Classes.
• Technology Addiction is a Threat to the Future Generation.
• Murderers Should be Sentenced to Death Penalty.

Cause and Effect Essay Titles.

• Because of Traveling Around the World, People Expand their Horizons.
• Due to Massive Immigration, Countries Lose their Cultural Identity.
• Home Abuse as a Cause of Depression and Suicide as its Effect.
• Drug Addiction: a Cause for Psychological Disorder or an Effect?

Thank you for reading our article. Now you get how to come up with a good title for an essay. Don’t forget to share our page with your friends.

• Writing an Effective Title: Quick Tips, Student Support Writing Center, University of Minnesota
• Choosing a Title, Organizing Your Social Sciences Research Paper: Research Guides at University of Southern California
• How Do I Write a Great Title: U-M LSA Sweetland Center for Writing, College of Literature, Science, and Arts, University of Michigan
• General Format: Purdue Online Writing Lab, College of Liberal Arts, Purdue University
• Formatting a Research Paper, Heading and Title: The MLA Style Center
• Title Page Setup: APA Style, American Psychological Association
• APA Title Page (Cover Page) Format, Example, Template: Saul McLeod, Simply Psychology
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How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

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Full index of topics

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