fun college writing assignments

10 fun writing activities for the reluctant writer

  10 FUN WRITING ACTIVITIES FOR THE RELUCTANT WRITER

No doubt about it – writing isn’t easy. It is no wonder that many of our students could be described as ‘reluctant writers’ at best. It has been estimated by the National Association of Educational Progress that only about 27% of 8th and 12th Grade students can write proficiently.

As educators, we know that regular practice would go a long way to helping our students correct this underachievement, and sometimes, writing prompts just aren’t enough to light the fire.

But how do we get students, who have long since been turned off writing, to put pen to paper and log in the requisite time to develop their writing chops?

The answer is to make writing fun! In this article, we will look at some creative writing activities where we can inject a little enjoyment into the writing game.

COMPLETE DIGITAL AND PRINT FUN WRITING UNIT

25 FUN and ENGAGING writing tasks your students can complete INDEPENDENTLY with NO PREP REQUIRED that they will absolutely love.

Fully EDITABLE and works as with all DIGITAL PLATFORMS such as Google Classroom, or you can PRINT them for traditional writing tasks.

1. Poetry Scavenger Hunt

The Purpose: This activity encourages students to see the poetry in the everyday language around them while helpfully reinforcing their understanding of some of the conventions of the genre.

The Process: Encourage students to ‘scavenge’ their school, home, and outside the community for snippets of language they can compile into a piece of poetry or a poetic collage. They may copy down or photograph words, phrases, and sentences from signs, magazines, leaflets or even snippets of conversations they overhear while out and about.

Examples of language they collect may range from the Keep Out sign on private property to the destination on the front of a local bus.

Once students have gathered their language together, they can work to build a poem out of the scraps, usually choosing a central theme to give the piece cohesion. They can even include corresponding artwork to enhance the visual appeal of their work, too, if they wish.

The Prize: If poetry serves one purpose, it is to encourage us to look at the world anew with the fresh eyes of a young child. This activity challenges our students to read new meanings into familiar things and put their own spin on the language they encounter in the world around them, reinforcing the student’s grasp on poetic conventions.

2. Story Chains  

The Purpose: Writing is often thought of as a solitary pursuit. For this reason alone, it can be seen as a particularly unattractive activity by many of our more gregarious students. This fun activity exercises students’ understanding of writing structures and engages them in fun, creative collaboration.

The Process: Each student starts with a blank paper and pen. The teacher writes a story prompt on the whiteboard. You’ll find some excellent narrative writing prompts here . For example, each student spends two minutes using the writing prompt to kick-start their writing.  

When they have completed this part of the task, they will then pass their piece of paper to the student next to them. Students then continue the story from where the previous student left off for a given number of words, paragraphs, or length of time.

If organized correctly, you can ensure students receive their own initial story back at the end for the writing of the story’s conclusion .

The Prize: This fun writing activity can be used effectively to reinforce student understanding of narrative writing structures, but it can also be fun to try with other writing genres.

Working collaboratively motivates students to engage with the task, as no one wants to be the ‘weak link’ in the finished piece. But, more than that, this activity encourages students to see writing as a communicative and creative task where there needn’t be a ‘right’ answer. This encourages students to be more willing to take creative risks in their work.

3. Acrostic Associations

The Purpose: This is another great way to get students to try writing poetry – a genre that many students find the most daunting.

The Process: Acrostics are simple poems whereby each letter of a word or phrase begins a new line in the poem. Younger students can start off with something very simple, like their own name or their favorite pet and write this vertically down the page.

Older students can take a word or phrase related to a topic they have been working on or have a particular interest in and write it down on the page before beginning to write.

The Prize: This activity has much in common with the old psychiatrist’s word association technique. Students should be encouraged to riff on ideas and themes generated by the focus word or phrase. They needn’t worry about rhyme and meter and such here, but the preset letter for each line will give them some structure to their meanderings and require them to impose some discipline on their wordsmithery, albeit in a fun and loose manner.

4. The What If Challenge

The Purpose: This challenge helps encourage students to see the link between posing interesting hypothetical questions and creating an entertaining piece of writing.

The Process: To begin this exercise, have the students come up with a single What If question, which they can then write down on a piece of paper. The more off-the-wall, the better!

For example, ‘What if everyone in the world knew what you were thinking?’ or ‘What if your pet dog could talk?’ Students fold up their questions and drop them into a hat. Each student picks one out of the hat before writing on that question for a suitable set amount of time.

Example What If Questions

• “What if you woke up one day and found out that you had the power to time travel?”
• “What if you were the last person on Earth? How would you spend your time?”
• “What if you were granted three wishes, but each one came with a terrible consequence?”
• “What if you discovered a secret portal to another world? Where would you go, and what would you do?”
• “What if you woke up one day with the ability to communicate with animals? How would your life change?”

The Prize: Students are most likely to face the terror of the dreaded Writer’s Block when they are faced with open-ended creative writing tasks.

This activity encourages the students to see the usefulness of posing hypothetical What If questions, even random off-the-wall ones, for kick-starting their writing motors.

Though students begin by answering the questions set for them by others, please encourage them to see how they can set these questions for themselves the next time they suffer from a stalled writing engine.

5. The Most Disgusting Sandwich in the World

The Purpose: Up until now, we have looked at activities encouraging our students to have fun with genres such as fiction and poetry. These genres being imaginative in nature, more easily lend themselves to being enjoyable than some of the nonfiction genres.

But what about descriptive writing activities? In this activity, we endeavor to bring that same level of enjoyment to instruction writing while also cleverly reinforcing the criteria of this genre.

The Process: Undoubtedly, when teaching instruction writing, you will at some point cover the specific criteria of the genre with your students.

These will include things like the use of a title, numbered or bulleted points, time connectives, imperatives, diagrams with captions etc. You will then want the students to produce their own piece of instruction writing or procedural text to display their understanding of how the genre works.

 But, why not try a fun topic such as How to Make the Most Disgusting Sandwich in the World rather than more obvious (and drier!) topics such as How to Tie Your Shoelaces or How to Make a Paper Airplane when choosing a topic for your students to practice their instruction writing chops?

Example of a Most disgusting Sandwich Text

The Prize: As mentioned, with nonfiction genres, in particular, we tend to suggest more banal topics for our students to work on while internalizing the genre’s criteria. Enjoyment and acquiring practical writing skills need not be mutually exclusive.

Our students can just as quickly, if not more easily, absorb and internalize the necessary writing conventions while engaged in writing about whimsical and even nonsensical topics.

if your sandwich is entering the realm of horror, be sure to check our complete guide to writing a scary story here as well.

DAILY WRITING JOURNAL UNIT FOR ALL TEXT TYPES

Our FUN DAILY QUICK WRITE TASKS will teach your students the fundamentals of CREATIVE WRITING across all text types. Packed with 52 ENGAGING ACTIVITIES

6. Diary Entry of a Future Self

The Purpose: This activity allows students to practice personal writing within the conventions of diary/journal writing. It also challenges them to consider what their world will be like in the future, perhaps stepping a foot into the realm of science fiction.

The Process: Straightforwardly, after working through some examples of diary or journal writing, and reviewing the various criteria of the genre, challenge the students to write an entry at a given milestone in the future.

This may be when they leave school, begin work, go to university, get married, have kids, retire etc. You may even wish to get the students to write an entry for a series of future milestones as part of a more extended project.

Example of Message to Future Me Text

The Prize: Students will get a chance here to exercise their understanding of this type of writing , but more than that, they will also get an opportunity to exercise their imaginative muscles too. They will get to consider what shape their future world will take in this engaging thought experiment that will allow them to improve their writing too.

7. Comic Strip Script

The Purpose: Give your students the chance to improve their dialogue writing skills and to work on their understanding of character development in this fun activity which combines writing with the use of a series of visual elements.

The Process: There are two ways to do this activity. The first requires you to source, or create, a comic strip minus the dialogue the characters are speaking. This may be as straightforward as using whiteout to erase the words in speech bubbles and making copies for your students to complete.

Alternatively, provide the students with photographs/pictures and strips of cards for them to form their own action sequences . When students have their ‘mute’ strips, they can begin to write the dialogue/script to link the panels together.

The Prize: When it comes to writing, comic strips are probably one of the easier sells to reluctant students! This activity also allows students to write for speech. This will stand to them later when they come to produce sections of dialogue in their narrative writing or when producing play or film scripts.

They will also develop their visual literacy skills as they scan the pictures for clues of tone and context before they begin their writing.

Keep It Fun

Just as we should encourage our students to read for fun and wider educational benefits, we should also work to instil similar attitudes towards writing. To do this means we must work to avoid always framing writing in the context of a chore, that bitter pill that must be swallowed for the good of our health.

There is no getting away from the fact that writing can, at times, be laborious. It is time-consuming and, for most of us, difficult at the best of times. There is a certain, inescapable amount of work involved in becoming a competent writer.

That said, as we have seen in the activities above, with a bit of creative thought, we can inject fun into even the most practical of writing activities . All that is required is a dash of imagination and a sprinkling of effort.

8. Character Interviews

The Purpose: Character interviews as writing activities are excellent for students because they encourage creative thinking, character development, and empathy. The purpose of this activity is to help students delve deeper into the minds of the characters they are creating in their stories or reading about in literature. By conducting interviews with these characters, students gain a better understanding of their personalities, motivations, and perspectives.

The Process of character interviews involves students imagining themselves as interviewers and their characters as interviewees. They can either write out the questions and answers in a script-like format or write a narrative where the character responds to the questions in their own voice.

The Prize: Through character interviews, students learn several valuable skills:

• Character Development: By exploring various aspects of their characters’ lives, backgrounds, and experiences, students can develop more well-rounded and authentic characters in their stories. This helps make their fictional creations more relatable and engaging to readers.
• Empathy and Perspective: Conducting interviews requires students to put themselves in their characters’ shoes, considering their thoughts, emotions, and struggles. This cultivates empathy and a deeper understanding of human behavior, which can be applied to real-life situations as well.
• Voice and Dialogue: In crafting the character’s responses, students practice writing authentic dialogue and giving their characters unique voices. This skill is valuable for creating dynamic and believable interactions between characters in their stories.
• Creative Expression: Character interviews provide a creative outlet for students to let their imaginations run wild. They can explore scenarios that may not appear in the main story and discover new aspects of their characters they might not have considered before.
• Critical Thinking: Formulating questions for the interview requires students to think critically about their characters’ personalities and backgrounds. This exercise enhances their analytical skills and storytelling abilities.

Overall, character interviews are a dynamic and enjoyable way for students to delve deeper into the worlds they create or the literature they read. It nurtures creativity, empathy, and writing skills, empowering students to become more proficient and imaginative writers.

9. The Travel Journal

The Purpose: Travel journal writing tasks are excellent for students as they offer a unique and immersive way to foster creativity, cultural awareness, and descriptive writing skills. The purpose of this activity is to allow students to embark on a fictional or real travel adventure, exploring new places, cultures, and experiences through the eyes of a traveller.

The process of a travel journal writing task involves students assuming the role of a traveler and writing about their journey in a journal format. They can describe the sights, sounds, tastes, and emotions they encounter during their travels. This activity encourages students to use vivid language, sensory details, and expressive writing to bring their travel experiences to life.

The Prize: Through travel journal writing tasks, students will learn several valuable skills:

• Descriptive Writing: By describing their surroundings and experiences in detail, students enhance their descriptive writing skills, creating engaging and vivid narratives.
• Cultural Awareness: Travel journals encourage students to explore different cultures, customs, and traditions. This helps broaden their understanding and appreciation of diversity.
• Empathy and Perspective: Through writing from the perspective of a traveler, students develop empathy and gain insight into the lives of people from different backgrounds.
• Research Skills: For fictional travel journals, students might research specific locations or historical periods to make their narratives more authentic and accurate.
• Reflection and Self-Expression: Travel journals offer a space for students to reflect on their own emotions, thoughts, and personal growth as they encounter new experiences.
• Creativity and Imagination: For fictional travel adventures, students get to unleash their creativity and imagination, envisioning fantastical places and scenarios.
• Language and Vocabulary: Travel journal writing tasks provide opportunities for students to expand their vocabulary and experiment with expressive language.

Overall, travel journal writing tasks inspire students to become more observant, empathetic, and skilled writers. They transport them to new worlds and foster a sense of wonder and curiosity about the world around them. Whether writing about real or imaginary journeys, students develop a deeper connection to the places they encounter, making this activity both educational and enjoyable.

10. The Fairy Tale Remix

The Purpose: A fairy tale remix writing activity is a fantastic creative exercise for students as it allows them to put a unique spin on classic fairy tales, fostering imagination, critical thinking, and storytelling skills. This activity encourages students to think outside the box, reinterpret well-known tales, and explore their creative potential by transforming traditional narratives into something entirely new and exciting.

The process of a fairy tale remix writing activity involves students selecting a familiar fairy tale and altering key elements such as characters, settings, plot twists, or outcomes. They can modernize the story, change the genre, or even mix different fairy tales together to create a wholly original piece.

The Prize: Through this activity, students will learn several valuable skills:

• Creative Thinking: Students exercise their creativity by brainstorming unique concepts and ideas to remix the fairy tales, encouraging them to think imaginatively.
• Critical Analysis: Analyzing the original fairy tale to identify essential elements to keep and areas to remix helps students develop critical thinking skills and understand storytelling structures.
• Writing Techniques: Crafting a remix requires students to use descriptive language, engaging dialogue, and well-developed characters, helping them hone their writing techniques.
• Perspective and Empathy: Remixing fairy tales allows students to explore different character perspectives, promoting empathy and understanding of diverse points of view.
• Genre Exploration: Remixing fairy tales can introduce students to various genres like science fiction, fantasy, or mystery, expanding their literary horizons.
• Originality: Creating their own narrative twists and unexpected plots encourages students to take ownership of their writing and develop a unique voice.
• Storytelling: Students learn the art of compelling storytelling as they weave together familiar elements with innovative ideas, captivating their readers.

By remixing fairy tales, students embark on a creative journey that empowers them to reimagine well-loved stories while honing their writing skills and imaginative prowess. It’s an engaging and enjoyable way for students to connect with literature, explore new possibilities, and showcase their storytelling talents.

MORE FUN WRITING ACTIVITIES FOR YOU

7 Fun Writing Sub Plans for Substitute Teachers

25 Fun Christmas Writing Tasks for Students

5 Fun Seasonal Writing Activities Students and Teachers Love

10 Fun Classroom Writing Games to Improve Literacy Skills

The Writing Process

7 Evergreen Writing Activities for Elementary Students

9 Fun First Day at School Writing Activities

Short Story Writing for Students and Teachers

The content for this page has been written by Shane Mac Donnchaidh.  A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane’s latest Book, The Complete Guide to Nonfiction Writing , can be found here.  Editing and support for this article have been provided by the literacyideas team.

Explore our Premium Collection of WRITING PROMPTS

In-Class Writing Exercises

If you find yourself wishing your students would write more thoughtful papers or think more deeply about the issues in your course, this handout may help you. At the Writing Center, we work one-on-one with thousands of student writers and find that giving them targeted writing tasks or exercises encourages them to problem-solve, generate, and communicate more fully on the page. You’ll find targeted exercises here and ways to adapt them for use in your course or with particular students.

Writing requires making choices. We can help students most by teaching them how to see and make choices when working with ideas. We can introduce students to a process of generating and sorting ideas by teaching them how to use exercises to build ideas. With an understanding of how to discover and arrange ideas, they will have more success in getting their ideas onto the page in clear prose.

Through critical thinking exercises, students move from a vague or felt sense about course material to a place where they can make explicit the choices about how words represent their ideas and how they might best arrange them. While some students may not recognize some of these activities as “writing,” they may see that doing this work will help them do the thinking that leads to easier, stronger papers.

Brainstorming

In order to write a paper for a class, students need ways to move from the received knowledge of the course material to some separate, more synthesized or analyzed understanding of the course material. For some students this begins to happen internally or through what we call “thinking,” unvoiced mulling, sorting, comparing, speculating, applying, etc. that leads them to new perspectives, understanding, questions, reactions about the course material. This thinking is often furthered through class discussion and some students automatically, internally move from these initial sortings of ideas into complex, logical interpretations of material at this point. But, for more students, their thinking will remain an unorganized, vague set of ideas referring to the subject. Many will have trouble moving beyond this vague sense or simple reaction toward ideas that are more processed, complex, or what we often call “deep.” We can foster that move to a deeper understanding by providing opportunities to externalize and fix their ideas on paper so that they may both see their ideas and then begin to see the relationships between them. The following activities will help students both generate and clarify initial responses to course material:

• Free-writing. Find a clock, watch, or timer to help you keep track of time. Choose a topic, idea, question you would like to consider. It can be a specific detail or a broad concept-whatever you are interested in exploring at the moment. Write (on paper or on a computer) for 7-10 minutes non-stop on that topic. If you get stuck and don’t know what to say next, write “I’m stuck and don’t know what to say next…” or try asking yourself “what else?” until another idea comes to you. Do not concern yourself with spelling, grammar, or punctuation. Your goal is to generate as much as you can about the topic in a short period of time and to get used to the feeling of articulating ideas on the page. It’s ok if it’s messy or makes sense only to you. You can repeat this exercise several times, using the same or a variety of topics connecting to your subject. Read what you have written to see if you have discovered anything about your subject or found a line of questioning you’d like to pursue.
• Clustering/Webbing. Find a clock, watch, or timer to help you keep track of time. Put a word you’d like to explore in the center of a piece of paper and put a circle around it. As fast as you can, free-associate or jot down anywhere on the page as many words as you can think of associated with your center word. If you get stuck, go back to the center word and launch again. Speed is important and quantity is your goal. Don’t discount any word or phrase that comes to you, just put it down on the page. Jot words for between 5-10 minutes. When you are finished you will have a page filled with seemingly random words. Read around on the page and see if you have discovered anything or can see connections between any ideas.
• Listing. On a piece of paper list all the ideas you can think of connected to subjects you are considering exploring. Consider any idea or observation as valid and worthy of listing. List quickly and then set your list aside for a few minutes. Come back and read your list and do the exercise again.
• Cubing. This technique helps you look at your subject from six different points of view (imagine the 6 sides of a cube and you get the idea). Take your topic or idea and 1) describe it, 2) compare it, 3) associate it with something else you know, 4) analyze it (meaning break it into parts), 5) apply it to a situation you are familiar with, 6) argue for or against it. Write at a paragraph, page, or more about each of the six points of view on your subject.
• Journalistic questions. Write these questions down the left hand margin of a piece of paper: Who? What? Where? When? How? And Why? Think about your topic in terms of each question.
• What? So What? Now what? To begin to explore an idea first ask yourself, “What do I want to explore?” and write about that topic for a page or more. Then read what you have written and ask “So what?” of the ideas expressed so far. Again, write for a page or more. Finally ask yourself, “Now what?” to begin to think about what else you might consider or where you might go next with an idea.
• Defining terms. Although this suggestion is simple and may seem obvious, it is often overlooked. Write definitions for key terms or concepts in your own words. Find others’ articulations of the terms in your course readings, the dictionary, or in conversations, and compare these definitions to your own. Seek input from your instructor if you can’t get a working definition of a term for yourself.
• Summarizing positions. Sometimes it’s helpful to simply describe what you know as a way to solidify your own understanding of something before you try to analyze or synthesize new ideas. You can summarize readings by individual articles or you can combine what you think are like perspectives into a summary of a position. Try to be brief in your description of the readings. Write a paragraph or up to a page describing a reading or a position.
• Metaphor writing. Metaphors or similes are comparisons sometimes using the words “like” or “as.” For example, “writing is like swimming” or the “sky is as blue as map water” or “the keyboard wrinkled with ideas.” When you create a metaphor, you put one idea in terms of another and thereby create a new vision of the original idea. Sometimes it may be easier to create a metaphor or simile may help you understand your view of an idea before you can put it fully into sentences or paragraphs. Write a metaphor or simile and then explain to someone why your metaphor works or what it means to you.
• Applying ideas to personal circumstance or known situations. Sometimes ideas come clearest when you can put them in a frame that is meaningful to you. Take a concept from your reading assignments and apply it so a situation in your own life or to a current event with which you are familiar. You may not end up using this application in your final draft, but applying it to something you know will help you to understand it better and prepare you to analyze the idea as your instructor directs.

Once students have something on the page to work with, they can begin the decision-making process crucial to developing a coherent idea or argument. At this point, students will choose which ideas most appeal to them, which ideas seem to fit together, which ideas need to be set aside, and which ideas need further exploration. The following activities will help students make decisions as they shape ideas:

• Drawing diagrams. Sometimes it helps to look for the shape your ideas seem to be taking as you develop them. Jot down your main ideas on the page and then see if you can connect them in some way. Do they form a square? A circle? An umbrella with spokes coming down? A pyramid? Does one idea seem to sit on a shelf above another idea? Would equal signs, greater or less signs help you express the relationships you see between your idea? Can you make a flow chart depicting the relationships between your ideas?
• Making charts or piles. Try sorting your ideas into separate piles. You can do this literally by putting ideas on note cards or scraps of paper and physically moving them into different piles. You can do this on the page by cutting and pasting ideas into a variety of groups on the computer screen. You can also make charts that illustrate the relationships between ideas. Common charts include timelines, authors sitting around a dinner table, and comparison/contrast charts.
• Scrap pile. Be prepared to keep a scrap pile of ideas somewhere as you work. Some people keep this pile as a separate document as they work; others keep notes at the bottom of a page where they store scrap sentences or thoughts for potential use later on. Remember that it is sometimes important to throw out ideas as a way to clarify and improve the ones you are trying to develop along the way.
• Shifting viewpoints (role-playing). When you begin to feel you have some understanding of your idea, it sometimes helps to look at it from another person’s point of view. You can do this by role-playing someone who disagrees with your conclusions or who has a different set of assumptions about your subject. Make a list or write a dialogue to begin to reveal the other perspective.
• Applying an idea to a new situation. If you have developed a working thesis, test it out by applying it to another event or situation. If you idea is clear, it will probably work again or you will find other supporting instances of your theory.
• Problem/Solution writing. Sometimes it helps to look at your ideas through a problem-solving lens. To do so, first briefly outline the problem as you see it or define it. Make sure you are through in listing all the elements that contribute to the creation of the problem. Next, make a list of potential solutions. Remember there is likely to be more than one solution.
• Theory/application writing. If your assignment asks you to develop a theory or an argument, abstract it from the situation at hand. Does your theory hold through the text? Would it apply to a new situation or can you think of a similar situation that works in the same way? Explain your ideas to a friend.
• Defining critical questions. You may have lots of evidence or information and still feel uncertain what you should do with it or how you should write about it. Look at your evidence and see if you can find repeated information or a repeated missing piece. See if you can write a question or a series of questions that summarize the most important ideas in your paper. Once you have the critical questions, you can begin to organize your ideas around potential answers to the question.
• Explaining/teaching idea to someone else. Sometimes the most efficient way to clarify your ideas is to explain them to someone else. The other person need not be knowledgeable about your subject-in fact it sometimes helps if they aren’t familiar with your topic-but should be willing to listen and interrupt you when he or she doesn’t follow you. As you teach your ideas to someone else, you may begin to have more confidence in the shape of your ideas or you may be able to identify the holes in your argument and be more able to fix them.
• Lining up evidence. If you think you have a good idea of how something works, find evidence in your course material, through research in the library or on the web that supports your thinking. If your ideas are strong, you should find supporting evidence to corroborate your ideas.
• Rewriting idea. Sometimes what helps most is rewriting an idea over the course of several days. Take the central idea and briefly explain it in a paragraph or two. The next day, without looking at the previous day’s writing, write a new paragraph explaining your ideas. Try it again the next day. Over the course of three days, you may find your ideas clarifying, complicating, or developing holes. In all cases, you will have a better idea of what you need to do next in writing your draft.

As students have been working with their ideas, they have been making a series of choices about their ideas that will lead them to feel “ready” to put them in a more complete, coherent form; they will feel “ready to write” their ideas in something closer to the assignment or paper form. But for most, the tough moments of really “writing” begin at this point. They may still feel that they “have ideas” but have trouble “getting them on the page.” Some will suddenly be thrust into “writing a paper” mode and be both constrained and guided by their assumptions about what an assignment asks them to do, what academic writing is, and what prior experience has taught them about writing for teachers. These exercises may ease their entry into shaping their ideas for an assignment:

• Clarify all questions about the assignment. Before you begin writing a draft, make sure you have a thorough understanding of what the assignment requires. You can do this by summarizing your understanding of the assignment and emailing your summary to your TA or instructor. If you have questions about points to emphasize, the amount of evidence needed, etc. get clarification early. You might try writing something like, “I’ve summarized what I think I’m supposed to do in this paper, am I on the right track?
• Write a letter describing what the paper is going to be about. One of the simplest, most efficient exercises you can do to sort through ideas is to write a letter to yourself about what you are planning to write in your paper. You might start out, “My paper is going to be about….” And go on to articulate what evidence you have to back up your ideas, what parts still feel rough to you about your ideas. In about 20 minutes, you can easily have a good sense of what you are ready to write and the problems you still need to solve in your paper.
• Write a full draft. Sometimes you don’t know what you think until you see what you’ve said. Writing a full draft, even if you think the draft has problems, is sometimes important. You may find your thesis appears in your conclusion paragraph.
• Turn your ideas into a five-minute speech. Pretend you have to give a 5 minute speech to your classmates. How would you begin the speech? What’s your main point? What key information would you include? How much detail do you need to give the listener? What evidence will be most convincing or compelling for your audience?
• Make a sketch of the paper. Sometimes it helps to literally line up or order you evidence before you write. You can do so quickly by making a numbered list of your points. Your goal is something like a sketch outline—first I am going to say this; next I need to include this point; third I need to mention this idea. The ideas should flow logically from one point to the next. If they don’t-meaning if you have to backtrack, go on a tangent, or otherwise make the reader wait to see the relationship between ideas, then you need to continue tinkering with the list.
• Make an outline. If you have successfully used formal outlines in the past, use one to structure your paper. If you haven’t successfully used outlines, don’t worry. Try some of the other techniques listed here to get your ideas on the page
• Start with the easiest part. If you have trouble getting started on a draft, write what feels to you like the easiest part first. There’s nothing magic about starting at the beginning-unless that’s the easiest part for you. Write what you know for sure and a beginning will probably emerge as you write.
• Write the body of the paper first. Sometimes it’s helpful NOT to write the beginning or introductory paragraph first. See what you have to say in the bulk of your draft and then go back to craft a suitable beginning.
• Write about feelings about writing. Sometimes it’s helpful to begin a writing session by spending 5-10 minutes writing to yourself about your feelings about the assignment. Doing so can help you set aside uncertainty and frustration and help you get motivated to write your draft.
• Write with the screen turned off. If you are really stuck getting starting or in the middle of a draft, turn the monitor off and type your ideas. Doing so will prevent you from editing and critiquing your writing as you first produce it. You may be amazed at the quantity and quality of ideas you can produce in a short time. You’ll have to do some cleanup on the typos, but it may be well worth it if it allows you to bang out a draft.
• Write in alternatives (postpone decision-making). You may need to test out more than one idea before you settle into a particular direction for a paper. It’s actually more efficient to spend time writing in several directions i.e. trying out one idea for awhile, then trying out another idea, than it is to try to fit all of your ideas into one less coherent draft. Your writing may take the form of brief overviews that begin, “If I were going to write about XYZ idea, I would…” until you are able to see which option suits the assignment and your needs.
• Write with a timer. Sometimes what you need most is to get all of your ideas out on paper in a single sitting. To do so, pretend you are taking an essay exam. Set a timer for an appropriate amount of time (1 hour? 3 hours?) depending on the length of your draft. Assume that it will take you approximately 1 hour per page of text you produce. Set a goal for the portion of your draft you must complete during the allotted time and don’t get up from your seat until the timer goes off.

As students use language to shape ideas, they begin to feel the need to test their ideas or move beyond their own perspectives. Sometimes we have ideas that make good sense to us, but seem to lose or confuse readers as we voice them in conversation or on the page. Once students have a complete draft of a paper, they need ways to share their ideas to learn points where their ideas need further development. With feedback from an audience, students are better able to see the final decisions they still need to make in order for their ideas to reach someone. These decisions may be ones of word choice, organization, logic, evidence, and tone. Keep in mind that this juncture can be unsettling for some students. Having made lots of major decisions in getting their ideas down on the page, they may be reluctant to tackle another round of decision-making required for revising or clarifying ideas or sentences. Remind students that ideas don’t exist apart from words, but in the words themselves. They will need to be able to sell their ideas through the words and arrangement of words on the page for a specific audience.

• Talk your paper. Tell a friend what your paper is about. Pay attention to your explanation. Are all of the ideas you describe actually in the paper? Where did you start explaining your ideas? Does your paper match your description? Can the listener easily find all of the ideas you mention in your description?
• Ask someone to read your paper out loud to you. Ask a friend to read your draft out loud to you. What do you hear? Where does your reader stumble? Sound confused? Have questions? Did your reader ever get lost in your text? Did ideas flow in the order the reader expected them to? Was anything missing for the reader? Did the reader need more information at any point?
• Share your draft with your instructor. If you give them enough notice, most instructors will be willing to read a draft of a paper. It sometimes helps to include your own assessment of the draft when you share it with a teacher. Give them your assessment of the strengths and weaknesses of the draft, as you see it, to begin a conversation.
• Share your draft with a classmate. Arrange to exchange papers with a classmate several days before the due date. You can do so via email and make comments for revision using Word’s comment function.
• Look at your sentences. Often you will need to analyze your draft of the sentence level. To do so, break your paper into a series of discrete sentences by putting a return after each period or end punctuation. Once you have your paper as a list of sentences, you can more easily see and solve sentence level problems. Try reading the sentences starting with the last sentence of the draft and moving up. Doing so will take them out of context and force you to see them as individual bits of communication rather than familiar points.
• Discuss key terms in your paper with someone else. After you have completed a draft, it’s sometimes helpful to look back at the key terms you are using to convey your ideas. It’s easy, in the midst of thinking about an idea, to write in loaded language or code in which certain key words come to have special meaning for you that isn’t necessarily shared by a reader. If you suspect this is the case, talk about your key terms with a friend, and ask them to read your draft to see if the idea is adequately explained for the reader.
• Outline your draft. After you have a complete draft, go back and outline what you have said. Next to each paragraph write a word or phrase that summarizes the content of that paragraph. You might also look to see if you have topic sentences that convey the ideas of individual paragraphs. If you can’t summarize the content of a paragraph, you probably have multiple ideas in play in that paragraph that may need revising. Once you have summarized each paragraph, turn your summary words into a list. How does the list flow? Is it clear how one idea connects to the next?
• Underline your main point. Highlight the main point of your paper. It should probably be (although it will depend on the assignment) in one sentence somewhere on the first page. If it’s not, the reader will likely be lost and wondering what you paper is about as he or she reads through it. Your draft should not read like a mystery novel in which the reader has to wait until the end to have all the pieces fit together.
• Ask someone without knowledge of the course to read your paper. You can tell if your draft works by sharing it with someone outside of the context. If they can follow your ideas, someone inside the class will be able to as well.
• Ask a reader to judge specific elements of your paper. Share your draft with someone and ask them to read for something specific i.e. organization, punctuation, transitions. A reader will give more specific feedback to you if you give them some specific direction.

Implementing exercises

Many of these exercises can be used in short in-class writing assignments, as part of group work, or as incremental steps in producing a paper. If you’ve assigned an end-of-semester term paper, you may want to assign one or two activities from each of the four stages-brainstorming, organizing, drafting, editing-at strategic points throughout the semester. You could also give the students the list of exercises for each stage and ask them to choose one or two activities to complete at each point as they produce a draft.

If you’d like to discuss how these exercises might work in your course, talk about other aspects of student writing, contact Kimberly Abels [email protected] at the Writing Center.

Just Add Students

Tools to Help You Teach Middle School ELA

5 Creative Writing Activities Students Love

Need to engage your students?  Whether you are teaching a creative writing class or a traditional one, here are fun, quick writing activities you can use to any time to get your reluctant writers — writing!

They are great when:

• there are 20 minutes before the assembly starts
• one class gets ahead of another – and you need a “holding” lesson until you can get your classes aligned
• students are super-squirrelly, but still need to work
• your class is stagnant and everyone needs a boost (including you!)
• you’re looking for creative writing games
• students need a quick creative writing activity to warm them up
• you want to introduce a new writing unit

It’s great to have quick, fun creative writing exercises and lesson plans to turn to when you have extra class time to fill.

If students don’t finish, have them hold onto them for another day. There always seems to be a pocket of time you need to fill — and these quick creative writing prompts are perfect! No printed worksheets necessary!

1. Pass-back Stories

If you haven’t taught them, here is how they work:

• Every student has a blank piece of paper and pen.
• The teacher provides the story starter.  It can be something like, “Suddenly, the lights went out,” or “Our camping trip was going great until,” or “I knew it was a bad idea to…”
• The students write the story starter at the top of the page and then start writing the story.
• The teacher sets the timer (2 minutes or so); when the timer goes off, the students must pass their paper back to the person behind them.  The last person in the row, runs her paper up to the first person.  Students  must stop writing  when the teacher calls time — even if they are in the middle of a sentence!
• Continue with each student down the row adding to the story.
• After a few rounds, students will end up with their own paper again.  They then need to write a conclusion to their story.

Reasons to love this little lesson:

• It’s fast and fun
• Students love reading and adding to each other’s stories
• Students are practicing spontaneous writing – their imaginations are firing and their creative writing skills are being challenged.
• Reinforces writing skills – students know their story needs to have a beginning, middle, and end.
• Perfect to add to your back to school writing ideas.
• Provide creative writing exercises for beginners
• Review of when to start new paragraphs
• Works with middle school through high school students.
• If you’re looking for a fun end of the year activity , give this a try.

Adjustments you might want to make:

• Rearrange your classroom into even rows.
• Set some rules and restrictions.  For example, you may want to stipulate that no real people can be mentioned in the story, or that it must be rated G.
• Once students get the idea, you can have “challenge” items in each round.  For example, students have to include a groundhog, or must use the word “confetti.”  I announce this right before setting the timer.
• Play with the time limit.  The time limit makes it a fun writing game.  Try not too give them too much time; you want them to finish writing in the middle of an idea — that creates a challenge for the next writer!
• Collect all the stories at the end of the class.  Read a few of the best to the class the next day — or allow students to read their stories in small groups.  I like to collect and read to sort out any stories that might have pushed boundaries or forgotten the rules!

Once your students do this, they will beg you to write pass-back stories, but I wouldn’t recommend using them more that a few times in a school year.  That keeps them fresh and exciting!

2.  Guess-who Character Cards

If you haven’t taught it, here’s how it works:

• Provide each students with a picture of someone they are not familiar with.  It could be a picture from an ad, a “Guess Who” game card, or a photo you find online.  The important thing is that students don’t know the person.
• Have students write a quick description of the person.  Encourage them to create as clear a detailed description as possible.
• Collect descriptions, post pictures around the room, redistribute descriptions and challenge students to match the picture with the description.
• challenges students to look at details in a photo.  (If you need more descriptive writing activities, you might be interested in this post. )
• fun and fast — students love matching the description with the photo
• writing with a purpose – students know their descriptions must be accurate and specific
• encourages students to use descriptive words
• add to your beginner writing exercises to help students pay attention to details

Adjustments you may want to make:

• If you teach more than one section, swap descriptions so students need to read and match pictures and descriptions from a completely different class.
• Allow students to work with a partner
• Turn it into one of your writing games by providing points for correct matches.

3.  Guess-who Characters — with a twist!

How it works:

• Follow the directions for the Guess-who character description above  except instead of writing a description of the character, students write dialogue the character has.
• Students have the chance to see how dialogue tells us about a character.
• It provides writing with voice.
• P ractice writing dialogue .
• It’s one of those school writing prompts that really engages!
• Perfect to add to your creative writing lessons as a start of the year review of dialogue
• Allow students to work together with two different pictures.  The characters in the pictures might be having a conversation, argument, or debate.
• Extend the lesson into a full scene that involves the character.
• Challenge students to write a backstory about the character.

4. Quirky prompts

Students love learning about the oddball holidays that are so popular (you can find them in my “What to teach this month” posts ).

How to do this:

• Choose a quirky holiday. It doesn’t have to be the holiday of the day — any quirky day will work!
• Ask students to plan a celebration for the day. They can write a flyer, an ad, a commercial, or create a party plan.
• Or have students describe what happens at this celebration. They can include as much description as possible.
• students love the quirkiness of this assignment!
• creative and imaginative
• these work for extra practice for creative writing lessons for high school or middle school
• If you have more time, you can give students different holidays. They can describe the celebration without naming it. Later, students can try to match the holiday and the description.
• Allow students to include illustrations with their descriptions.
• Ask students to come up with slogans, flag, or fashion wear for the holiday. Make sure they can justify their creation.

5. Use story starters!

You can find 22 story starters in my store!

How to use them:

• Print the story starter writing prompts (you may want to use cardstock).
• Distribute them to your students & let them get started.

Reasons to love these:

• your students will want to know what story starter their classmates have, so this makes for a great opportunity for students to read their writing aloud!
• super easy to use! Print and use.
• flexible creative writing activities for elementary, middle, or high school
• you can also use these as a “fast finisher” prompt or a warm up .
• incorporate them into your creative writing class.
• perfect for the end of the school year or before a break begins
• students can trade story starters and start over.

Ready for more?

Once your students are warmed up, give them the opportunity to really stretch their writing skills by crafting a short story.

This story writing activity will take your students through the entire writing process. You can find this one and other school writing activities in my shop .

Creative writing activities can challenge and stretch your students — give one of these a try!

With gratitude,

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

The Best Creative Writing Prompts and Practice Tips

www.bestcolleges.com is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

Turn Your Dreams Into Reality

Take our quiz and we'll do the homework for you! Compare your school matches and apply to your top choice today.

The demand for creative writing on college campuses is on the rise: A 2017 report from the Associated Press reveals that in the last 40 years, more than 700 schools have started creative writing bachelor's programs for students who want to learn how to write fiction, nonfiction, poetry, and work for the stage and screen. Though overall enrollment in English majors has declined in recent years, Inside Higher Ed notes that the creative writing specialization has remained stable in terms of student enrollment.

Despite the popularity of the major, the debate continues to rage: Can creative writing be taught? According to some, creative writing is an innate talent, and good writers instinctively know how to evoke feeling and meaning through writing. Others argue that students must be taught how other writers construct their work until they have internalized the skills and can produce their own original material. It's the latter of these two assumptions that captures the aim of creative writing classes at the college level.

Though studying creative writing doesn't guarantee you'll land a job after graduation, mastering the craft has a number of benefits. For example, studying different genres of writing and learning to work within their confines sharpens problem-solving skills and teaches students to move freely through different modes of communication. The creative energy required to compose original works can also allow for evocative self-expression, itself an empowering, cathartic process.

Creative Writing Tips and Ideas: How to Learn Creative Writing

While many schools offer creative writing courses, majors, and even graduate-level degrees, it's important to remember that much of the work required to write successfully happens outside the classroom. Even with the best instructors, students who want to flourish in the world of creative writing must do a fair amount of self-teaching, too.

Read Books Like a Writer

When asked for advice on how to get started or how to improve one's writing, most writers will say the same thing: The easiest way to get better, whether you're self-taught or not, is to read. Pay attention to how a writer has put together their story. Study the poems or the fantasy novels you like and ask questions about the structure of each work as you consume it. Apply these methods to your own writing — how does the final product change when you make use of another writer's techniques?

Define Expectations and Outcomes

Having a sense of the piece you want to write can help tremendously in terms of finishing. In my own experience, the stories I've written aimlessly are the ones I abandon, and the ones for which I had clear ideas and intentions were easy to complete. It's important to understand what the essay you're writing is going to explore or why the screenplay you're writing will make a compelling movie. By defining your expected outcomes, it becomes easier to create a plot outline or even write toward a predetermined ending.

Revise With the "Big Picture" in Mind

Another common piece of advice is the mantra "writing is revising." This refers, of course, to low-level concerns like beautifying your word choices and making your writing more artful, but pay attention to the big picture, too. Often, it isn't until you finish the first draft that you develop a full sense of what you wrote, no matter how fastidiously you planned what the final product would look like. Reread your writing, keeping your previously decided goal in mind and asking yourself these questions: How successful is this piece in achieving that goal? What changes can you make that will enable the piece to succeed.

Creative Writing Prompts to Inspire You

1. retell a familiar tale.

Choose a myth or fairy tale with which you are familiar. Find a new way to tell it by choosing a different protagonist to reframe the narrative. Use the new perspective you've chosen to practice characterization by fleshing out the character's point of view. Observe how the details of the story change from this character's angle.

2. Write With Strict Conventions

Choose a poetic form that has very specific rules. A sonnet, for example, requires 14 lines of 10 syllables each that follow a particular rhyme scheme. Try writing a few poems using the constraints of the form you've chosen. The conventions will force you to approach language from new, exciting angles, which can lead you to create more innovative, interesting work.

3. Capture Dialogue

In screen- and playwriting, much of your writing will be dialogue-specific. Record a conversation between you and someone else, then convert that conversation into a script. Transcribing your words will give you a handle on how dialogue flows naturally, which can be helpful if you find the dialogue in your writing is stilted.

4. Engage the Senses

Recall a memory you experienced. As you write it down, focus on engaging with as many sensory details as you can. Refining your use of concrete descriptions of sight, sound, taste, feel, and smell can help your readers connect more viscerally to the experiences you're writing about — physical connection to the prose invites the reader to participate in the memory along with you.

5. Observe the Unobserved

One popular technique in poetry is making strange images out of familiar things. Study household objects and items that are very familiar to you, focusing on details that you might otherwise ignore. What sort of unfamiliar images might you create based on these observations? For example, you might notice the front-facing camera on your phone looks like a single eye — from there, a simile comparing your phone to a Cyclops is born.

6. Adapt Across Genres

Take a novel, story, or memory from your own experiences. Write it not in prose but in a stage or screenplay format. Pay attention to how information is conveyed differently without a narrator to observe. For example, dialogue becomes more important than descriptions of the environment when a stage or movie set provides the backdrop of your story.

7. Create a Character Sketch

Write a short story where a character's life is interrupted by something unexpected that forces them to make a challenging decision. Work on including information early in the piece that clues the reader in to the decision the character will make in the end. Writing several of these sketches will help you with your character development skills.

8. Explain a Family Tradition

One of the challenges of writing a memoir is learning how to think outside your own perspective. Which of your behaviors might be strange or unfamiliar to other people? Learning that others may not understand your peculiarities is an important step in writing creative nonfiction. Practice this by writing in detail about a family tradition you have, no matter how mundane — focus on explaining the reasoning behind each aspect, capturing exactly how it all unfolds.

9. Poetic Technique Internalization

Find a poem you really enjoy and study it closely to determine how it was constructed — what rhythmic choices do you see? How did the writer employ line breaks to make their poem more powerful? Where is the figurative language, and why did the writer use it where they did? Imitate this poem by writing about a different subject, but stick to the structure of the original poem as closely as you can. Using these devices in your writing can help you internalize the tools of other writers and learn how to better deploy them in your own poetry.

10. Plot Twist

Write a piece of flash fiction (a story under 1,000 words) in which a plot twist occurs at the beginning of each paragraph. Let each plot twist build naturally from the information that the story has thus far provided to the reader — the eighth paragraph cannot suddenly reveal the presence of dragons if their existence hasn't at least been hinted at, for example. Let this exercise teach you about plot: Why do you choose each plot twist, and how does it affect your decisions about the story moving forward?

Explore More College Resources

10 free and affordable online writing tools for students.

MFA in Creative Writing Program Guide

How to Become a Freelance Writer

BestColleges.com is an advertising-supported site. Featured or trusted partner programs and all school search, finder, or match results are for schools that compensate us. This compensation does not influence our school rankings, resource guides, or other editorially-independent information published on this site.

Compare Your School Options

View the most relevant schools for your interests and compare them by tuition, programs, acceptance rate, and other factors important to finding your college home.

• Share full article

Advertisement

Supported by

student opinion

130 New Prompts for Argumentative Writing

Questions on everything from mental health and sports to video games and dating. Which ones inspire you to take a stand?

By The Learning Network

Note: We have an updated version of this list, with 300 new argumentative writing prompts .

What issues do you care most about? What topics do you find yourself discussing passionately, whether online, at the dinner table, in the classroom or with your friends?

In Unit 5 of our free yearlong writing curriculum and related Student Editorial Contest , we invite students to research and write about the issues that matter to them, whether that’s Shakespeare , health care , standardized testing or being messy .

But with so many possibilities, where does one even begin? Try our student writing prompts.

In 2017, we compiled a list of 401 argumentative writing prompts , all drawn from our daily Student Opinion column . Now, we’re rounding up 130 more we’ve published since then ( available here as a PDF ). Each prompt links to a free Times article as well as additional subquestions that can help you think more deeply about it.

You might use this list to inspire your own writing and to find links to reliable resources about the issues that intrigue you. But even if you’re not participating in our contest, you can use these prompts to practice the kind of low-stakes writing that can help you hone your argumentation skills.

So scroll through the list below with questions on everything from sports and mental health to dating and video games and see which ones inspire you to take a stand.

Please note: Many of these prompts are still open to comment by students 13 and up.

Technology & Social Media

1. Do Memes Make the Internet a Better Place? 2. Does Online Public Shaming Prevent Us From Being Able to Grow and Change? 3. How Young Is Too Young to Use Social Media? 4. Should the Adults in Your Life Be Worried by How Much You Use Your Phone? 5. Is Your Phone Love Hurting Your Relationships? 6. Should Kids Be Social Media Influencers? 7. Does Grammar Still Matter in the Age of Twitter? 8. Should Texting While Driving Be Treated Like Drunken Driving? 9. How Do You Think Technology Affects Dating?

10. Are Straight A’s Always a Good Thing? 11. Should Schools Teach You How to Be Happy? 12. How Do You Think American Education Could Be Improved? 13. Should Schools Test Their Students for Nicotine and Drug Use? 14. Can Social Media Be a Tool for Learning and Growth in Schools? 15. Should Facial Recognition Technology Be Used in Schools? 16. Should Your School Day Start Later? 17. How Should Senior Year in High School Be Spent? 18. Should Teachers Be Armed With Guns? 19. Is School a Place for Self-Expression? 20. Should Students Be Punished for Not Having Lunch Money? 21. Is Live-Streaming Classrooms a Good Idea? 22. Should Gifted and Talented Education Be Eliminated? 23. What Are the Most Important Things Students Should Learn in School? 24. Should Schools Be Allowed to Censor Student Newspapers? 25. Do You Feel Your School and Teachers Welcome Both Conservative and Liberal Points of View? 26. Should Teachers and Professors Ban Student Use of Laptops in Class? 27. Should Schools Teach About Climate Change? 28. Should All Schools Offer Music Programs? 29. Does Your School Need More Money? 30. Should All Schools Teach Cursive? 31. What Role Should Textbooks Play in Education? 32. Do Kids Need Recess?

College & Career

33. What Is Your Reaction to the College Admissions Cheating Scandal? 34. Is the College Admissions Process Fair? 35. Should Everyone Go to College? 36. Should College Be Free? 37. Are Lavish Amenities on College Campuses Useful or Frivolous? 38. Should ‘Despised Dissenters’ Be Allowed to Speak on College Campuses? 39. How Should the Problem of Sexual Assault on Campuses Be Addressed? 40. Should Fraternities Be Abolished? 41. Is Student Debt Worth It?

Mental & Physical Health

42. Should Students Get Mental Health Days Off From School? 43. Is Struggle Essential to Happiness? 44. Does Every Country Need a ‘Loneliness Minister’? 45. Should Schools Teach Mindfulness? 46. Should All Children Be Vaccinated? 47. What Do You Think About Vegetarianism? 48. Do We Worry Too Much About Germs? 49. What Advice Should Parents and Counselors Give Teenagers About Sexting? 50. Do You Think Porn Influences the Way Teenagers Think About Sex?

Race & Gender

51. How Should Parents Teach Their Children About Race and Racism? 52. Is America ‘Backsliding’ on Race? 53. Should All Americans Receive Anti-Bias Education? 54. Should All Companies Require Anti-Bias Training for Employees? 55. Should Columbus Day Be Replaced With Indigenous Peoples Day? 56. Is Fear of ‘The Other’ Poisoning Public Life? 57. Should the Boy Scouts Be Coed? 58. What Is Hard About Being a Boy?

59. Can You Separate Art From the Artist? 60. Are There Subjects That Should Be Off-Limits to Artists, or to Certain Artists in Particular? 61. Should Art Come With Trigger Warnings? 62. Should Graffiti Be Protected? 63. Is the Digital Era Improving or Ruining the Experience of Art? 64. Are Museums Still Important in the Digital Age? 65. In the Age of Digital Streaming, Are Movie Theaters Still Relevant? 66. Is Hollywood Becoming More Diverse? 67. What Stereotypical Characters Make You Cringe? 68. Do We Need More Female Superheroes? 69. Do Video Games Deserve the Bad Rap They Often Get? 70. Should Musicians Be Allowed to Copy or Borrow From Other Artists? 71. Is Listening to a Book Just as Good as Reading It? 72. Is There Any Benefit to Reading Books You Hate?

73. Should Girls and Boys Sports Teams Compete in the Same League? 74. Should College Athletes Be Paid? 75. Are Youth Sports Too Competitive? 76. Is It Selfish to Pursue Risky Sports Like Extreme Mountain Climbing? 77. How Should We Punish Sports Cheaters? 78. Should Technology in Sports Be Limited? 79. Should Blowouts Be Allowed in Youth Sports? 80. Is It Offensive for Sports Teams and Their Fans to Use Native American Names, Imagery and Gestures?

81. Is It Wrong to Focus on Animal Welfare When Humans Are Suffering? 82. Should Extinct Animals Be Resurrected? If So, Which Ones? 83. Are Emotional-Support Animals a Scam? 84. Is Animal Testing Ever Justified? 85. Should We Be Concerned With Where We Get Our Pets? 86. Is This Exhibit Animal Cruelty or Art?

Parenting & Childhood

87. Who Should Decide Whether a Teenager Can Get a Tattoo or Piercing? 88. Is It Harder to Grow Up in the 21st Century Than It Was in the Past? 89. Should Parents Track Their Teenager’s Location? 90. Is Childhood Today Over-Supervised? 91. How Should Parents Talk to Their Children About Drugs? 92. What Should We Call Your Generation? 93. Do Other People Care Too Much About Your Post-High School Plans? 94. Do Parents Ever Cross a Line by Helping Too Much With Schoolwork? 95. What’s the Best Way to Discipline Children? 96. What Are Your Thoughts on ‘Snowplow Parents’? 97. Should Stay-at-Home Parents Be Paid? 98. When Do You Become an Adult?

Ethics & Morality

99. Why Do Bystanders Sometimes Fail to Help When They See Someone in Danger? 100. Is It Ethical to Create Genetically Edited Humans? 101. Should Reporters Ever Help the People They Are Covering? 102. Is It O.K. to Use Family Connections to Get a Job? 103. Is $1 Billion Too Much Money for Any One Person to Have? 104. Are We Being Bad Citizens If We Don’t Keep Up With the News? 105. Should Prisons Offer Incarcerated People Education Opportunities? 106. Should Law Enforcement Be Able to Use DNA Data From Genealogy Websites for Criminal Investigations? 107. Should We Treat Robots Like People?

Government & Politics

108. Does the United States Owe Reparations to the Descendants of Enslaved People? 109. Do You Think It Is Important for Teenagers to Participate in Political Activism? 110. Should the Voting Age Be Lowered to 16? 111. What Should Lawmakers Do About Guns and Gun Violence? 112. Should Confederate Statues Be Removed or Remain in Place? 113. Does the U.S. Constitution Need an Equal Rights Amendment? 114. Should National Monuments Be Protected by the Government? 115. Should Free Speech Protections Include Self Expression That Discriminates? 116. How Important Is Freedom of the Press? 117. Should Ex-Felons Have the Right to Vote? 118. Should Marijuana Be Legal? 119. Should the United States Abolish Daylight Saving Time? 120. Should We Abolish the Death Penalty? 121. Should the U.S. Ban Military-Style Semiautomatic Weapons? 122. Should the U.S. Get Rid of the Electoral College? 123. What Do You Think of President Trump’s Use of Twitter? 124. Should Celebrities Weigh In on Politics? 125. Why Is It Important for People With Different Political Beliefs to Talk to Each Other?

Other Questions

126. Should the Week Be Four Days Instead of Five? 127. Should Public Transit Be Free? 128. How Important Is Knowing a Foreign Language? 129. Is There a ‘Right Way’ to Be a Tourist? 130. Should Your Significant Other Be Your Best Friend?

Trauma-Informed Practices in Schools

Teacher well-being, cultivating diversity, equity, & inclusion, integrating technology in the classroom, social-emotional development, covid-19 resources, invest in resilience: summer toolkit, civics & resilience, all toolkits, degree programs, trauma-informed professional development, teacher licensure & certification, how to become - career information, classroom management, instructional design, lifestyle & self-care, online higher ed teaching, current events, interesting writing assignments that take students beyond the essay.

How many five-paragraph essays do students write in their school career? A lot . How many standardized tests require an essay? Most of them . How many essays will students need to write after college? Eh, probably not that many. Essays have their function, but they’re certainly not the only academically rigorous form of writing, nor are they the sole way students can demonstrate their learning, thinking, or writing skills. Shake things up for your students and try something new with these five writing assignments.

Learning to Write

Students need to learn how to write. That’s not debatable. According to the most recent National Assessment of Educational Progress for writing, 75% of both 12th- and eighth-graders lack proficiency in writing. The New York Times reported last year that “Common Core State Standards, now in use in more than two-thirds of the states, were supposed to change all this. By requiring students to learn three types of essay writing — argumentative, informational, and narrative — the Core staked a claim for writing as central to the American curriculum. It represented a sea change after the era of No Child Left Behind, the 2002 federal law that largely overlooked writing in favor of reading comprehension assessed by standardized multiple-choice tests.” So with all of this incessant essay work, why are students still struggling? One reason, it could be argued, is that the over essay-ification of writing instruction has sucked the life out of writing practice and scaffolded the process so much that students can’t see beyond the rigid structure. When writing is taught as a formula, students fail to discover that their writing can truly engage readers,” says Tricia Ebarvia , an English educator in Pennsylvania. “And they have little chance to fall in love with writing, to feel how fun it can be, and to see how writing can help them solve problems and figure things out.” It sure seems like we can bring back some of the magic of writing without losing all the rigor. Let’s try.

Argument and Interpretation: Student Anthologies

Engage your students to become curators in creating their own anthologies. A popular staple of the Humanities, anthologies pull together collections of artwork, essays, poems, stories, etc., and students get to play editor, defending and explaining their choices. Anthologies can include typical book parts like a cover, title pages, table of contents, prologue, and epilogue. The Vanderbilt University Center for Teaching suggests that “Giving students guidance for their editorial responses to each selection is helpful. Some possibilities include the following:

• Argue for its significance
• Interpret its meaning
• Describe its historical and cultural context
• Write a biographical headnote using details most relevant to the selection
• Explain how it illustrates an important disciplinary theory or concept.”

Format and Content: Rewriting an Article

Often students get saddled by having to not only create original content but manage to learn and imitate a format. Help your students practice informational writing by rewriting and building upon an existing article. ”By rearranging how facts are presented, using a different title, and even bringing in additional facts and quotations from further research, they’ll see how this reworking can significantly change the tone and give readers a different perspective on the same topic,” says Rebecca Alber , faculty at UCLA_CenterX .

Writing Construction: Structure and Sequence

John Warner , author of Why They Can’t Write: Killing the Five-Paragraph Essay and Other Necessities , notes that one of the best writing assignments he ever did was in third grade. His teacher asked the class to write a how-to on making a peanut butter and jelly sandwich and then the class would try to make a sandwich live following the written instructions exactly word for word . Students, of course, would leave out things they expected would be obvious. For example, if they instructed their readers to spread peanut butter onto the bread, but didn’t mention a knife, things could get problematic. “That day, I learned that writers need to be careful with their words because if someone is asked to follow them, things can go very, very wrong.” says Warner. “Mrs. Goldman was teaching us a number of different things: genre awareness, audience, structure, and sequencing. None of it had anything to do with a standardized assessment. We were solving a writing-related problem. Most of all, we were absorbing the lesson that, above all, writing is done for audiences.” This is an especially useful assignment for English language learners!

Narrative Writing: Ethos, Pathos, Logos

In this exercise, students will go beyond the persuasive or narrative essay’s bland and formulaic construct to truly appeal to their reader. First, teach the basics. Chicago high school writing teacher Ray Salazar urges teachers to break down the rhetorical elements like this:

• “Ethos: the speaker’s/writer’s credibility
• Pathos: connecting with the audience’s emotions
• Logos: presenting information to make the audience think”

Next, he suggests watching a few speeches, and perhaps reading along, to allow students to see how the speakers/writers appealed to their audiences. Then, it’s time to get students writing. Using the Common Application prompts, he asks students to consider how to appeal to their audience, engage in freewriting, and then add sensory elements and deepen their descriptions. The writing process deepens with each iteration.

Creative Writing: Get Outside and Observe

Good writing is in the details, right? And many writers struggle with showing, instead of telling. Bring your students outside of the classroom — the schoolyard or just outside will do! — and inspire them to report on what they see, hear, feel, smell, and taste. “This outdoor writing activity is all about teaching your students how to describe things properly. Take a little walk with your students just outside the classroom. It doesn’t have to be far, but it should be somewhere that has plenty of different items for the students to choose from. Tell each student to pick one object and describe it in detail. Students should describe every curve, every scratch, every color, and every texture in their chosen item. Once the descriptions are written, have the students pair up. Then, have the students take turns guessing which object the other student wrote about based solely on the description. Read more on Outdoor Writing .

To dive deeper into the subject of writing and literacy, check out our Adolescent Literacy program.

Jennifer L.M. Gunn spent 10 years in newspaper and magazine publishing before moving to public education. She is a curriculum designer, a teaching coach, and high school educator in New York City. She is also co-founder of the annual EDxEDNYC Education Conference for teacher-led innovation and regularly presents at conferences on the topics of adolescent literacy, leadership, and education innovation.

You may also like to read

• How Teachers Can Increase the Impact of Essay Writing for Students
• 5 Ways to Exercise Essay Writing for Elementary Students
• Writing into Summer: Creative Assignments Can Keep Students Academically Engaged
• Examples of Outdoor Activities to Get Your Students Writing
• Current Events Assignments for Elementary Students
• How to Strengthen Students' Analytical Skills Outside of a Writing Assignment

Categorized as: Tips for Teachers and Classroom Resources

Tagged as: Assessment Tools ,  Curriculum and Instruction ,  Early Childhood and Elementary (Grades: PreK-5) ,  ESOL ,  High School (Grades: 9-12) ,  Language Arts ,  Mid-Career Teacher ,  Middle School (Grades: 6-8) ,  New Teacher ,  Veteran Teacher

• Online Education Specialist Degree for Teache...
• Online & Campus Master's in TESOL and ESL
• Online & Campus Bachelor's in Elementary Educ...

255 Unique Essay Topics for College Students [2023 Update]

The success of any college essay depends on the topic choice. If you want to impress your instructors, your essay needs to be interesting and unique. Don’t know what to write about? We are here to help you!

Our specialists will write a custom essay on any topic for 13.00 10.40/page

In this article by our Custom-Writing.org team, you will find 255 interesting essay topics for college students. We’ve also included some helpful tips on choosing a topic that will make your essay stand out.

• 🔝 Top 10 College Essay Topics
• 📋 How to Choose a Topic
• 🧑 Personal Essay Topics
• 🖌️ Descriptive Topics
• 🏺 Narrative Topics: History
• 🔮 Creative Writing Topics
• 🎓 Topics for Various Fields
• ✍️ Topics for Different Essay Types
• 🚫 Topics to Avoid

🔗 References

🔝 top 10 essay topics for college students, 📋 how to pick a college essay topic.

There is no universal advice on picking a great essay topic. However, the tips below will surely help you avoid choosing a mediocre one. Just follow these steps:

STEP #1: Start with brainstorming.

Relax and write down everything that comes to mind. It can be related to your personal life or areas of interest.

STEP#2: Use outside sources.

If you need additional inspiration, find a list of essay topic suggestions. Pick several options that appeal to you.

STEP#3: Select a topic.

Once you have your list of possible topics, do the following:

• Review the essay instructions or prompt, if you have one.
• Exclude ideas that are not suitable or compelling enough.
• Decide which of the remaining topics you want to write about. It might be the one you are interested in or understand best.

College Essay Topics: Fields & Disciplines

Now that you know how to choose a theme for your assignment, let’s examine this list of college essay ideas. These exceptional topics are arranged by subject, so you can go right to the section that interests you the most.

🧑 Personal Essay Topics for College

• Your perfect date.
• Settling an argument.
• What’s usually in your bag.
• Your most memorable purchase.
• What your upbringing was like.
• One quote that inspired you the most.
• What you do to make the world better.
• Where you want to spend your life.
• When the effort was worth the result.
• An unusual feeling you’ve experienced.
• A life-changing adventure.  There are many ways to write about  adventure in an essay . You can describe an interesting situation from your own life or one experienced by another individual, perhaps a famous figure.
• Positive and negative leadership examples. Typically, essays on leadership describe a specific person or a situation. A more interesting perspective on this subject is highlighting episodes of disastrous leadership. Some examples include the expansion of fascism after World War I or exploitation under European colonialism .
• Decision making. Both mundane and monumental, earth-shattering decisions make great essay topics. You can choose a situation and describe what the decision-maker did correctly or incorrectly.
• Deciding what to wear today.  This might be the most mundane decision that everyone makes daily. However, just because it’s so ordinary, it might yield a fascinating college essay if explored thoughtfully.
• President Truman’s decision to drop atomic bombs on Japan. This decision may have been the most significant of human history. It marked the introduction of a technology that could annihilate the human race. This decision may have been the most significant of human history. It marked the introduction of a technology that could annihilate the human race.
• Purchasing decisions in the supermarket. Similarly, everyone decides what to eat several times every day. In an essay on this subject, focus on the most interesting factors influencing grocery shopping decisions.
• Picking a book to read. According to The Atlantic, an  average modern American reads fewer books  than at any earlier time in history. With this in mind, consider writing an essay on selecting a book to read. This is particularly interesting when you recognize that more books are being published nowadays than ever before.
• Childhood experiences as behavioral drives. An analysis of childhood experiences can help interpret individual character traits. Any challenge and achievement play a part in the formation of behavioral drives. You can discuss them in the context of one’s mental development .
• Parenting styles and motives. Everyone knows that the role of parents in children’s lives is crucial. For your essay, you can choose to evaluate specific approaches to interacting with a child. Obtain reliable data about a child’s habits and find correlations with social adaptation principles.
• Problem-solving skills in everyday life. Problem-solving skills allow a person to overcome challenges. You may assess these skills from your perspective. This essay can also highlight the traits that enable you to cope with difficulties.
• Negotiation skills and conflict resolution attainments.   The ability to compromise is a valuable personal quality. It can be helpful in different areas of interpersonal communication. In your paper, analyze ways to enhance this skill for successful conflict resolution.
• Bill Gates’ initiative to create Microsoft and change the world.  Thanks to Bill Gates , computer technologies became available to everyone. Assessing his career path can help identify specific components of success. What valuable lessons can we learn from him?

🖌️ Descriptive Essay Topics for College Students

• What your hometown is like.
• What you dislike about the Internet.
• If emotions were personified.
• How you experience art.
• Holiday season and nostalgia.
• Your personal teaching experience.
• How regular workout makes you feel.
• The impact of music on your body.
• National holidays in different countries.
• Traditions you observed around the world.
• Marriage: then and now. In bygone eras, most children were born within wedlock. In the contemporary world, fewer marriages take place than before. What are the reasons behind it?
• Pressure on women to marry. In the past, women were coerced into marriage more forcefully than men. Unfortunately, this tendency remains in many societies even today. You can choose this topic to investigate sexism in everyday life.
• Sports in your life.  Everywhere in the world, fans fervently adore  sports . It’s a spectacular subject for an essay, no matter if your tone is serious or lighthearted.
• Football : pros and cons.  An essay about this popular American sport will surely spark your readers’ interest. For instance, you may explore the long-term health risks associated with concussions.
• Basketball as a global sport. After soccer, basketball is the most rapidly growing sport globally. Your  basketball essay  could delve into the geopolitical implications of this newly globalized sport.
• What is love ? It is the quintessential  human emotion , and that’s why it’s a timeless topic for any writing assignment.
• Happiness and how to achieve it. Love and happiness go together, so it is no surprise that  happiness is a fruitful writing topic . You can choose to concentrate on pursuing happiness, simply being happy, or anything else.
• The 19 th  century origins of Christmas carols .  You could write about the origins of Christmas carols, most of which date back to the 19 th  century. Before that, Christmas songs were restricted to church hymns .
• Christmas carols around the world. Every country with a significant population of Christians celebrates Christmas uniquely, making the global diversity of Christmas carols one of the more interesting essay topics.
• Personal feelings evoked by Christmas carols. Once again, you can focus on your personal experience. Simply describe how Christmas carols make you feel. feel.

🏺 Narrative Essay Topics for College Students: History

• The life of Socrates.
• Nero and the Roman Empire.
• Everyday life of Puritans.
• Events of Mexican-American War.
• Life during the Great Depression.
• Women in Trojan War.
• The start of the Nuclear Age.
• Heroes of the Space Race.
• Pearl Harbor through the eyes of a witness.
• The fall of the Sumer civilization.
• Local heroes.  You can write a fantastic college essay on a historical personality who is highly appraised in your state. What is this person’s contribution, and what makes them outstanding?
• Real-life villains. The Ivy League essays often include an analysis of notorious people’s deeds or personalities. You can write about Adolf Hitler, Joseph Stalin , Mao Zedong, Pol Pot, Josef Mengele, H. H. Holmes, Caligula, and many others.
• Influential people in any area. Your college essay can focus on some notable figures in politics, finance, science, literature, architecture, visual arts, music, sports, or pop culture.
• The most influential women. You can write about women who achieved a lot in the “men’s world.” Choose between Elizabeth I , Margaret Thatcher , Indira Gandhi, and many other renowned figures.
• Scientists who changed the world.  You may write a great college essay about the contributions of Nikola Tesla, Charles Darwin , Thomas Edison , and other scientists. What areas of our lives have changed thanks to these people?
• Great conquerors and their power. Alexander the Great, Genghis Khan , Attila, and other commanders were outstanding people of their time. They expanded their territories thanks to successful military campaigns. Your essay may focus on one of these great conquerors.
• Hitler’s decision to unleash World War II .  Adolph Hitler’s personality is often explored in academic works. Your paper can explore what prompted the German leader to popularize Nazism in Europe . Understanding it may help prevent the repetition of such events.
• Religious figures.  Explore individuals who developed essential doctrines and spiritual teachings. Your essay may include the key ideas of people such as Thomas Aquinas and Joseph Smith Jr.
• Fighters for justice and equality.  Democratic societies were significantly influenced by those who struggled for human rights. Freedom of people around the world was their primary goal. Your essay can assess the roles of Mahatma Gandhi, Nelson Mandela, or Martin Luther King Jr .
• Voyagers and discoverers.  Thanks to the great explorers of the past, the world as we know it today was shaped. You can write about Christopher Columbus , Ferdinand Magellan, and others in your paper.
• Roman emperors .  Ancient Rome was the greatest civilization of its time. Throughout its history, individual emperors have contributed to its prosperity. Julius Caesar , Nero, and other rulers can be the focus of your essay.

🔮 Creative Writing Topics for College Students

• A conversation with yourself from the past.
• What would life be like on a rogue planet?
• If you were an ancient conqueror.
• A children’s fairy tale.
• What if there is no money in the world?
• A new perspective on a famous story.
• If you lived in another era.
• What are animals thinking?
• A perfect world as you see it.
• A horror story in the style of Kafka.
• Detective stories . Suspense is often the key to interesting essays. You can write a unique story about a murder in a castle, a theft in your college dorm, or fraud in a famous (or fictional) company.
• The world of your fantasy. Write an outstanding college essay that describes a brave new (or beautiful) world. Your dreams, books, films, or even news you’ve heard can be the source of your inspiration.
• Stream of consciousness . It can be the most straightforward task you have ever completed. Just write about your thought, dreams, and ideas. Whatever comes to your mind! Make sure to edit it afterward.

• Description of a dystopian world. Come up with a dystopian scenario to assess contemporary vices and problems. Use descriptive words to make your essay stand out.
• A new look at traditional values. For a creative essay, try rethinking traditional values. For instance, you may provide new perspectives on compassion, charity, respect, and other essential components of a civilized society.
• A short movie script. One of the ideas is to write a short film script on any topic. This task will allow you to showcase your storytelling skills .
• The future as you imagine it. You can pay particular attention to social issues and their development. Will the situation improve in the future?
• Reporter experience. Conduct an investigation and report your findings in a creative essay. This work may include interviews, illustrations, and the analysis of issues. This approach allows moving away from traditional forms of essay writing .
• On behalf of another person. Take an opportunity to explore an issue from someone else’s perspective. For instance, you can assess the difficulties faced by people of the opposite sex. It can help analyze the problems of interpersonal communication .

🎓 College Essay Topics for Various Fields

College life essay topics.

• Making a choice. You can write your college essay about making a decision. For example, how did you choose your college? Are you happy with your choice?
• Good and bad habits . Write about the patterns that affect your academic life. How can you get rid of the unproductive ones?
• Major challenges . In your college experience essay, you can describe the major issues you have faced during your school years. How did you handle them?
• Time-management practices. College studies are often stressful. That’s why multitasking is an important skill. In your essay, explore the topic of time management. Analyze the algorithms for competent task distribution.
• Memorable events. Did you ever have a life-changing experience? You can write a perfect college essay about it.
• University life: expectations vs. reality. You can also try to imagine your future and write an essay on your expectations related to university life .
• Interaction with classmates. An interesting topic for a college life essay is building relationships with classmates. It can be helpful to study the basics of teamwork. Conflict resolution practices are also important factors of interpersonal peer communication.
• Freshman experience. You can describe it in anecdotes or conduct some research. For instance, assess the challenges and barriers that first-year students face. Then, determine optimal mechanisms to overcome them.
• Teamwork and group activities. Describe appropriate ways to communicate with people in groups. Or, you can focus on the crucial features of effective teamwork .
• Research work experience. College education involves conducting many kinds of research. They refer to theoretical training and the practical study of subjects. In this regard, you can describe your personal research experience.
• The importance of self-education. Students often face the need to study some subjects on their own. Self-education and its aspects can be an exciting topic to explore. Focus on honing individual skills and overcoming academic challenges.
• A comparison of high school and college. For many high school students, the idea of college study is different from reality. You can describe the distinctions between the two levels of education. Give personal views on the learning process and common pitfalls.

Health Topics for College Students

• Healthy eating . In the wealthiest and poorest countries on Earth, healthy eating has very different meanings. Focusing on cultural variations of healthy eating has plenty of potential.
• Fast food and its popularity. People have never eaten so much fast food as they do now. Consider writing about this interesting trend and its health implications.
• Childhood obesity as a global health issue . Because of all the high-calorie foods available today, many children in industrialized countries have weight problems. This issue has some extraordinary potential for persuasive writing.
• The problem of alcoholism . Substance abuse problems such as alcoholism have been an exemplary subject of writing for a long time. You can contemplate the implications of this problem in your college essay.
• Teen pregnancy: risk factors . In many regions of the world, teen pregnancy rates are higher than ever . The phenomenon is often associated with poverty and lower levels of education.
• Smoking in public . Should it be outlawed? Is it a public health hazard or just fundamental liberty that the government is unjustified to control or even regulate?

• Why do people smoke ? All smokers have their initial justifications for starting to smoke, so perhaps use your essay to explore one or several reasons.
• Quitting smoking . Some people use tobacco substitutes like candies or even nicotine gum. Whatever the methods are, everyone struggles when trying to overcome an addiction.
• Smoking should be banned . This is an extremely strong stance, but these are often the most entertaining essays to write.
• Smoking and mood. Studying the linkage between smoking and mood is undeniably intriguing, especially if you smoke or know a smoker.
• Dangers of secondhand smoke . When a person smokes, nearby people also breathe in many of the toxins. You could write about the moral implications or the societal and health impacts of this phenomenon.
• Smoking and cancer. Everyone understands that tobacco use is linked to cancer, so attempt to take a novel perspective if you choose this topic.
• Smoking and cardiovascular disease. Long-term smoking has been linked to heart disease and chronic obstructive pulmonary disease (COPD.) Try to convince your reader of these very clear dangers in your essay.
• Peer pressure and tobacco use. The vast majority of smokers develop this habit at a young age because their friends or acquaintances are already smoking.
• Smoking in pop culture. In the past, movies and TV shows often depicted smoking. Your essay could explore how this pattern has evolved.
• Acquiring bad habits from family members. As pointed out by a famous public service announcement from the 1980s, addictions such as smoking can run in families. You could explain the implications of it.

Ideas for College Essay on Ethics and Society

• Abortion as a controversy . You could use this topic for an abortion debate essay. Rather than taking one position, try to do your best to present different perspectives.
• The case against abortion . In writing a pro-life essay , you need to offer various reasons to oppose abortion.
• The case for access to abortion. You may also consider a pro-choice essay . In this type of abortion persuasive essay, you need to emphasize the costs to individuals and society when women are denied access to abortions.
• Shoplifting and its consequences. Your essay could explore the motivation for this practice, methods of discouraging it, or even its implications to retail businesses. Maybe you can even detail a personal story about a friend who has shoplifted .
• Domestic violence in developed countries. Violence against women and children is frequent in all societies, so you can use your essay as an opportunity to explore domestic violence .
• Types of animal cruelty . Another woefully widespread form of abuse is animal cruelty. It can range from dog fights to factory farming and everything in-between.
• Capital punishment: pros and cons. The vast majority of governments have banned this barbaric practice. When judicial systems have the authority to take lives as punishment for crimes , there are profound social implications.
• Current events analysis. If you have difficulty picking a topic, open up a newspaper or go to your favorite news website . Your next essay can be on the first article you read that captures your attention.
• History of child labor . Under this subject, you could survey the decline of child labor over time. You might also want to consider atypical counterexamples of this trend.
• Child labor laws . Child labor doesn’t occur on a larger scale because it is banned by law. Take some time to research the effectiveness of these laws.
• Child labor across the world. In this essay, try to evaluate how child labor practices vary from one geographic region to another.
• Unemployment and child labor. Sometimes, there aren’t enough jobs even for the adults in a nation, not to mention children. Consider exploring why this happens.

Environmental Issues Essay Topics for College

• Local environmental issues .  Success in college essay writing largely depends on one factor: you should pick a problem you are interested in or know a lot about. For example, describe what environmental issues you and your community face.
• The most urgent ecological problems. Burning issues such as pollution, deforestation , biodiversity loss , and scarcity of natural resources can jeopardize the existence of the human race if solutions are not found. You can come up with a perfect essay on any of these challenges.
• Solutions to environmental problems.  Winning college essays often include describing and analyzing efficient or inefficient solutions. You can write about emissions restrictions , the use of renewable energy sources, and so on. Why are some solutions ineffective?
• Renewable energy.  Solar energy, windmills, electric vehicles, and many other solutions are implemented every year, but environmental issues persist. Your essay can answer the following questions: Why is  renewable energy  underused? Why is the production of electric vehicles in its infancy, although it started at the beginning of the 20th century?
• Global and political perspectives on sustainability.  Some countries, especially in Western Europe, are making significant progress in developing sustainable practices. However, some states focus on gaining economic well-being or supremacy, especially in the developing world. Will the US be one of the global polluters in the future?
• Global warming and how to stop it.  This is an urgent contemporary issue that deserves particular attention. An essay on a climate catastrophe may prompt readers to discuss the problem. Describe the ways to avoid adverse consequences for nature and humanity.
• Water and air pollution.  Write about the impact of pollution on individual spheres of life. For example, focus on the correlation between contamination and economy.
• The depletion of natural resources.  Ecological issues are often connected with natural resources. They’re essential in industrialized societies. You can discuss the depletion of these resources in your college essay.
• The issues of waste disposal. Environmental activists are concerned about severe soil pollution . They also address the negative impact of landfills on ecology. All of this shows that waste disposal is an urgent issue. Study how much of a threat it poses for humanity.
• The dangers of animal extinction.  Over the past few decades, many species have become endangered . You can review this problem as a consequence of industrial development.
• Deforestation’s consequences. This topic is closely related to the issue of mass extinction. Forests are a habitat for countless species of animals and plants. What adverse effects does deforestation entail?
• The economic impact of environmental problems.  Focus on financial aspects and budget spending on pollution control . You can also highlight the importance of addressing challenges associated with climate change.

Topics for Funny College Essays

• Humorous stories and personal experiences. University essay writing can be enjoyable and even entertaining. Describe some of your adventures or make up a funny story for your assignment. Be creative !
• Interesting historical facts. You can find tons of funny stories if you dig deeper into history. Many entertaining events are well-documented. Choose one and write an essay about it.
• Funny and awkward situations. All students know what it’s like to be in an uncomfortable situation. Try to describe such an event in a comical way. It will allow you to look at it from a different perspective.
• Dealing with unexpected tests. Sometimes professors don’t warn their students about upcoming tests . Did it ever happen to you? You probably didn’t enjoy these experiences. Still, why not describe them in a humorous essay?
• Your personal teaching experience . This topic is suitable for student teachers. Have you tried teaching a whole classroom of noisy children? Successful or not, these experiences make great anecdotes.
• Excessive efforts. Some students put too much effort into education. Sometimes it pays off, and other times it’s all in vain. Does it sound familiar to you? Write an essay about it!
• Poor time management. Delays, late deadlines, and other time management catastrophes can form the basis of this essay.
• Jokes on classmates. Innocent pranks help maintain a friendly environment and even serve as team building . Describe the memories of such humorous situations in your essay.
• Your professors’ jokes. Not only students but also teachers are often inclined towards humor. Occasional jokes on their part can be a good essay topic for college. Such gags can contribute to maintaining interest in a learning environment .
• Least favorite lessons. Describe the most boring or unpleasant class you can remember in a humorous manner.
• Making friends with other students. Awkward and funny situations often accompany these experiences. They can serve as a topic for a great essay.
• Unexpected praise. It’s always a pleasure to receive unexpected recognition from teachers. It’s especially gratifying when you do something well by accident or without even trying. Did anything like that ever happen to you? Then write a short story about it!

Best College Essay Topics on Gender Issues

• Machismo: what is it?  How was the term coined? What are areas of life negatively affected by this phenomenon? Think about sports, politics, or popular culture.
• Gender roles in modern societies.   Many Harvard essays provide answers to the following questions. How are gender roles distributed in your country, community, family? What factors led to this distribution?
• Famous feminists.  Explore the contributions of Lucrezia Marinella, Anne Bradstreet, Emmeline Pankhurst, Eleanor Roosevelt , Marlene Dietrich, Alice Walker, Hillary Clinton, Oprah Winfrey, and many other renowned women.
• Men’s views on gender.  Writing a good college essay involves an analysis of different perspectives. It can be fascinating to examine men’s attitudes towards gender issues .
• Matriarchy as a social system.  You can write about modern societies such as Bribri or Garo. Or, you can find examples of matriarchy in the past. What about Neolithic Ages or Bronze Age ?
• Biological differences between sexes.  It can be an eye-opening experience to explore physical differences between men and women. Are they that different?
• Patriarchal society in today’s world. Assessing patriarchy as a trend can help identify key stereotypes and stigmas. How can we facilitate women empowerment ?
• Workplace gender discrimination .  Even today, many women struggle to get promoted due to gender stereotypes. Biased attitudes are unacceptable in modern organizations. Where do they originate from, and what should be done about it?
• Conflicts between boys and girls at school. The foundations of interpersonal interaction are laid in a collective environment. Analyze students’ behavior patterns related to interactions between boys and girls. What are the most common causes of conflicts?
• Family violence from a gender perspective.  Family violence is a grave social problem. In your paper, identify the underlying determinants of domestic abuse .
• The role of women in science .  Assess the contribution of women scientists from different eras. You can focus on their specific achievements and auxiliary work. Both the humanities and the sciences are suitable for analysis.
• Individual duties in parenting.  The roles of fathers and mothers in families are often separated. In your essay, analyze stereotypes and behavioral patterns related to parenthood. You can use specific variables such as the time spent with children.
• Women in male-dominated occupations.  Assess the performance of women in positions usually occupied by men. You can study female CEOs, firefighters, or filmmakers. What are the career prospects for women in these fields?

Titles for College Essays on Diversity

• Cultural diversity’s importance .  Many Stanford essays explore issues associated with cultural diversity and how it can affect individuals, workplaces, and societies.Many Stanford essays explore issues associated with cultural diversity and how it can affect individuals, workplaces, and societies.
• Ethnic diversity in different countries.  The US is one of the most conventional examples of a melting pot. How do people of different cultural backgrounds co-exist there? What challenges do they face? How do they solve conflicts?
• Variety of religious beliefs.   Religion is one of the most interesting subjects to write an essay on. You can concentrate on Christianity, Islam, Judaism, Buddhism, and dozens of other religions. Scientology or Happy Science can also be excellent essay subjects.
• Diversity related to sexual identity . You can write an outstanding argumentative essay on same-sex marriages or the inclusion of issues such as transgender identity in the K-12 curriculum.
• Personal contribution to diversity development.  Address the promotion of diversity as an important social phenomenon. Your essay will raise awareness of this practice.
• Children’s and adults’ views on diversity and ethnicity.  This essay can highlight crucial aspects of interpersonal communication. You can pose questions from a child’s perspective. Do other people’s ethnic backgrounds play an essential role for children compared to adults?
• Cross-cultural management in modern organizations. Leaders of various companies promote this valuable practice. It’s highly relevant in today’s business environment. The trend of globalization is one of its crucial factors.
• Gender diversity in the management field.  Issues related to the distribution of leadership roles are often discussed in the context of gender. In your paper, evaluate the perception of male and female managers. This analysis may reveal the existing trends and views on the issue of diversity .
• Gender diversity from a criminological perspective .  You can evaluate the current situation in the legal field. Assess offenses committed by people of different genders. The proportion of female prisoners, the severity of crimes, and other essential aspects can be used as criteria for comparison. This work may help assess potential bias.
• Gender diversity in the army.  Attitudes towards women in military service are interesting to discuss. In an essay, you can present distinctive opinions. Mention the importance of involving people of all genders.

Short Essay Topics for College

• Teenagers’ concerns .  You can write a simple essay on the appropriate age to vote or the proper age to buy alcohol. You may also want to examine major reasons for misunderstanding between teenage children and their parents.
• Best something ever.  An excellent way to start a college essay is to write about something you admire, such as your favorite movie. What can you learn from it?
• Someone inspirational. For example, why not write an essay about your favorite teacher? How did this person change your life?
• Political issues in the US.  Many short college essays are concerned with political life. You can write a winning essay about Electoral College or the flaws in the US voting system.
• An abstract concept.  You can define an idea in your short essay. For instance, write about consumerism and the existing definitions of this term. Which one is the most appropriate? Why?
• Modern social values .  The topic refers to the shift in moral values. For example, you can discuss the roles of wealth and personal beliefs. Compare them with the values of past eras to highlight the changes.
• Contemporary addictions and methods to deal with them. Explore excessive smartphone use, gaming , and other new addictions. Include the ways of dealing with these problems.
• A management theory overview. This paper can summarize individual findings related to management. Alternatively, you can present one of the theories of business development.
• Proposal of a legal act. This topic is perfect for a law essay. For example, discuss the document’s purpose, stakeholders , and industry-specific implications. The intersection with other regulations is optional.
• A geographic location.  A short essay format is convenient for a description of a specific place. You can start by providing the basic facts about it. Include its population, area, resources, and several other parameters.
• Definition of an economic term.  In this short essay, analyze a term of your choice. For instance, discuss inflation , capital, clearing, or any other definition. Explain the term you’ve chosen in simple words.
• A science to study. Choosing a science to learn is a potentially daunting task. In your essay, assess any field of study you like. Describe their benefits and pitfalls. You can also mention career prospects.

Great College Essay Ideas in Visual Arts

• Historical periods in art.  Your paper can dwell upon a specific era. Why did the Renaissance occur? What are the central peculiarities of Postmodernism ?
• Artists and their personalities.  Countless Cornell essays on art provide insight into artists’ legacy. Your essay writing can become a fascinating process if you focus on Leonardo, Paul Gauguin, Claude Monet, Andy Warhol , Artemisia Gentileschi , or Barbara Kruger.
• Prospects of artistic forms.  You can use your imagination and think of the world in the 2100s. Try to predict the movements that will become popular in 100 years.
• Masterpieces. Essay writing practice is associated with the ability to narrow topics down. You can choose a specific work for your analysis from the following list:  The Birth of Venice ,  The Scream ,  Starry Night , and Girl with a Pearl Earring .
• Different genres and styles in visual art .  Many distinctive genres characterize visual arts. They differ in style, period, and other aspects. In your essay, you can describe impressionism, surrealism , cubism, abstract art, and other genres.
• Mediums in visual arts.  Every art form is distinguished by the use of materials. Explore the peculiarities of oil paintings, prints, or watercolors.
• Art galleries to visit around the world.  You may want to choose one art gallery and describe its history. Your essay will be even more interesting if you add the descriptions of the most famous artworks found in the museum.
• How auction houses work.  Numerous art pieces and collectibles are sold at auctions. One of the world’s most famous auction houses is Sotheby’s. In your paper, present the workings of an auction of your choice. Add individual examples of profitable deals from its history.
• The most expensive art objects .  The cost of many classical paintings is enormous. The prices are usually estimated by qualified experts. Explore this topic in your essay and include information on the most expensive art objects.
• The comparison of classical and contemporary art forms.  Art is a dynamic environment that is constantly evolving. New genres and forms of expression appear regularly. In your paper, compare classical canvases with modern means of creative expression such as graffiti . What influences the emergence of new art forms?
• Rescued artworks and their history.  History knows examples of great artworks that were found centuries after their disappearance. Your essay can study several art objects saved during wars.

Conspiracy-Related College Essay Topics That Stand Out

• Space exploration . If your essay requirements concerning the topic are not too strict, you can try to answer some of the following questions. Did “a giant leap for mankind” really occur? Why was the Moon project shut down? Is there life on Mars ?
• Wealth distribution. An excellent essay for college students can focus on the allocation of resources. Is there a league of people who own or control all the resources ? How did the world’s wealthiest people earn their money?
• Secret societies of the past and present. Does the Illuminati exist? Can such a secret society persist in the modern world?
• Catastrophes and reasons behind them. Why did Titanic drown? Was the curse of the Pharaoh real? Was the Chernobyl nuclear disaster an accident , or was it an unsuccessful experiment of KGB?
• JFK’s assassination . Who killed the most loved president? Why was the investigation so inadequate? Were any other countries’ agents involved?
• Aliens among us. Does Area 51 exist? What do governments hide? With questions like these, essay writing for college students can be exciting!
• Did Adolf Hitler escape after World War II? One of the most mysterious conspiracy theories is the possible escape of Adolf Hitler. Some people believe that the Nazi leader moved to Argentina after World War II . Your essay may discuss whether his suicide was staged.
• Is HIV an experimental biological weapon against humanity? The end of the 20th century was a difficult time. During this period, a suspicion arose that HIV was a biological weapon. Pharmaceutical companies and governments were blamed for this. What caused this conspiracy?
• Did Elvis Presley fake his death? Elvis Presley , the idol of millions, passed away long ago. However, many fans don’t believe in this outcome. A conspiracy theory was born that the musician faked his death. You can explore its implications and determine what it says about American pop culture.
• 5G cell towers exposure and accusations against Bill Gates . Explore the public fears related to the potential exposure to 5G cell towers. Include the experts’ opinions and assess the role of Bill Gates as one of the promoters of fast Internet.
• Flat Earth theory and its followers. In recent years, many flat Earth proponents have emerged worldwide. In your essay, compare their arguments with officially existing data. Why is this conspiracy so widespread?
• COVID-19 conspiracy theory. Certain groups of people doubt the threat of the pandemic. They believe that the coronavirus is a fictional problem. Your essay might focus on the evidence for the virus’s existence.

✍️ Topics for Different College Essay Types

Below you’ll find writing prompts for problem solution, cause and effect, and definition essays. There’s also a section with personal statement essay topics. Check them out!

• In a problem-solution essay , you need to introduce an issue and suggest several ways to fight it. Usually, each body paragraph describes a different solution. This essay aims to convince the audience that these scenarios are the best ways to eliminate the problem.
• In a cause and effect essay , you need to discuss a problem, its reasons, and possible consequences. It’s better to pay attention to topics that involve multiple studies of the issue (you can read our cause and effect essay guide to learn more.)
• In a definition essay , you need to explain a term, concept, or idea. Sometimes a definition is only a part of a more extensive research paper. It’s crucial to study the topic from different perspectives to provide an extended definition. Before you start working on your essay, make sure that the meaning of the word you’ve chosen is not too simple.
• In a personal statement , you write about yourself. Writing a personal statement or a transfer essay is crucial when applying to college. How do you make it a winning paper? Read our personal statement guide .

Problem Solution Essay Topics for College Students

• How can students contribute to educational system changes in the United States?  Discuss student communities and their impact on college life. Do students need to have more power and control over changes in the educational system?
• Ensuring access to clean water in developing African countries.  Describe the achievements of charities that aim to help countries such as Ethiopia . You may also write about the costs of technologies that filter water. What are the possible solutions with a limited budget?
• How can you help make energy cleaner?  Try to think about what you can do on campus that will enable clean energy access. Decide whether it should be a part of your curriculum.
• Ways of reducing plastic waste in oceans.  Research the current efforts of environmental organizations and big businesses. Then, evaluate them and find the best solution.
• Healthy eating habits among children.  Think about the right age to start educating children on healthy eating . Find several possible ways to develop the proper habits without forcing children.
• How can students address sustainability and climate change?  Describe your participation in ecological projects, communities, etc. You can also discuss the possible things you and other students can do without spending too much time and money.
• Ways of stopping healthcare rising costs in the United States.  Highlight the current problems of the healthcare model . What measures does the government take to solve them? Try to find the best way to optimize the resources.
• Psychological support for children who suffered from violence.  Research the techniques specialists use when working with children. What do you find more preferable: therapy or medication ? Suggest how we can protect children from further offenses.
• How can we provide equal chances to children who want to receive an education?  For this essay, find as much information as possible about financial aid , including grants, loans, and other projects. What’s the best way to make education accessible to everyone?
• Reducing homelessness in the United States.  Study the factors that make people homeless and what the government does to fight it. Then try to come up with an action plan.

Cause and Effect Essay Topics for College Students

• The effects of regular alcohol consumption on women’s health.  Everyone knows that excessive alcohol consumption has highly adverse effects. In your essay, you can discuss the causes of alcoholism in women. Try to find specific information about diseases, psychological problems, and lifestyle changes related to them.
• What causes bullying among preschool children? Children might get violent due to many factors. Describe what beliefs and behavioral patterns influence their actions at preschool age.
• What are the economic effects of the 2020 lockdown ?  Write about the changes in the labor market, remote jobs, and new opportunities. How did small businesses manage to survive in extreme circumstances?
• Lack of education in African countries: causes and effects.  Discuss why children in some African countries don’t have access to education. Then, explain how it affects labor markets and economies. Make sure to choose only one country as a research subject.
• What will be the effects of implementing higher taxes on tobacco ?  Will it inspire people to quit smoking or buy fewer tobacco products? Study the previous cases of such measures and predict the outcomes. 
• How does social media affect communication in families? For this essay, research the impact of social media on family relationships. Do social media users communicate more or less with their closest relatives?  on family relationships. Do social media users communicate more or less with their closest relatives?
• The causes and effects of glacier melting .  Global warming, ozone depletion, and many other factors contribute to this process. Discuss how this issue influences people and animals.
• What would happen if everyone started using electric cars? Study the benefits and drawbacks of electric vehicles . You might discuss the CO2 emissions and safety.
• What are the effects of animal hunting in the United States.  We can call hunting a hobby, a sport, and even an illegal activity. In your essay, describe the current laws and why people want to hunt. How do these activities influence animals’ populations?
• The causes and effects of chemical pollution in China. China is the biggest manufacturer of goods in the world. However, the waste that the factories produce becomes dangerous for its ecology. In your essay, research how chemical pollution affects the everyday life and health of the Chinese people.

Definition Essay Topics for College

• Behaviorism in psychology and philosophy. Consider writing your essay on behaviorism as a psychological movement at the beginning of the 20 th century. Additionally, you can provide a broader definition by researching behaviorism in philosophy. century. Additionally, you can provide a broader definition by researching behaviorism in philosophy.
• How can we define egoism ?  People interpret human behavior and character traits in different ways. Someone who seems to be an egoist to you can seem like someone with a sense of self-worth to another person. You can provide your own viewpoint on this issue.
• What is the definition of evil ?  Some people believe in eternal evil , while others see evil even in the littlest bad things that happen to them. In your opinion, what makes someone or something evil?
• Does the term “commodification” only apply to goods?  In the modern world, everything has value. Discuss the moral aspects of commodification and the limits of its application.
• What is your definition of the word “endurance” ?  You can compare the physical abilities of athletes and non-athletes. Don’t forget to mention mental stamina that involves dealing with psychological pressure and overcoming difficulties.
• Does the word “ambition” have a positive or negative meaning?  Naturally, you can’t give a single answer to this question. Instead, you can discuss both sides of this concept in your paper.
• How can you define the word “dualism”? Describe all the meanings of the word “ dualism ” in philosophy and daily life. Don’t forget to provide your understanding of the concept. You may also explain why this term is controversial.
• What does the word “identity” make you think of? Cover all the meanings of this word. Begin with a set of qualities that defines a person. Also, you may include a psychological interpretation of the term.
• What is your interpretation of the word “justice”?  Discuss the legal definition of this concept. Also, you can write about the moral aspects and the subjective meaning of the term. Describe how justice is related to rewards and punishments and its place in the modern world.
• What are your thoughts about realism ?  This term is used in many disciplines. For example, it’s prominent in literature and art. In your essay, you may describe realism as a philosophical concept and its different forms and perceptions.

Themes for Your Personal Statement Essay

• Your academic credentials. When writing about your academic achievements , it is appropriate to mention the major things like your degree or courses you’ve had. It’s better to focus on the moral lessons you’ve learned rather than your grades and certificates.
• Your personality traits. A successful acceptance essay will reveal your character. Admission officers want to know who the applicants are. Every university has its specific culture, so they should make sure you can fit in.
• An event that changed your life. Of course, your college entry essay can’t be just an enumeration of character traits. Describe some circumstances where your personal qualities manifested themselves. Again, it’s best to focus on the lessons you’ve learned!
• Commitment as your character trait. Your college admittance essay should also show your dedication. Why do you want to study there? Why do you want to take the course you’ve chosen? What are you ready to do for your alma mater?
• Humor in your life. Even Harvard personal statement essays are often characterized by humor. Write about your failures in a funny way, and admission officers will see your ability to stand up and fight.
• Academic goals and ways to achieve them. Choosing a field to study is a responsible step. You can describe this process in a personal statement . Justify your choice and mention the academic skills necessary for this particular field.
• Creative writing . When applying to a course in English, it can be effective to write a poem rather than a typical description of your educational background.
• Views on society and contemporary values. You can impress the committee by discussing your opinions. One convenient approach is to focus on modern society and its values. Analyze the foundations of a particular cultural environment and assess interaction gaps.
• Professional objectives you want to achieve. Without mentioning professional goals, a personal statement will be incomplete. One effective strategy is to evaluate the desired prospects you want to achieve. They can be related to education as well as work. Pay attention to relevant resources needed to acquire optimal skills.
• Cultural background from an ethnic perspective. A personal statement can be focused not only on your academic experience but also on your cultural background . Include the basic facts about your ethnicity, parents, beliefs, family values, and other information. This way, you’ll present yourself comprehensively and impartially.
• Self-evaluation over time: personal strengths and skills. Both short- and long-term perspectives are worth mentioning. Assessing individual development and career growth can provide you with a helpful timeline.

🚫 College Essay Topics to Avoid

When it comes to college essays, some topics might produce a wrong impression or offend your audience. That is why you need to know what kind of content is not suitable for your academic writing.

Here are the most common examples of the topics that you should avoid:

• Your personal life. Better leave the stories about your breakups aside. For a successful application essay, you can focus on the other areas of your life. Try to choose a topic that will show how well you are suited for the college.
• Inappropriate humor. Provocative, mean, or cruel jokes are not suitable for college essays. Your audience probably won’t consider such humor clever or funny. If you are unsure if a joke fits your task, don’t hesitate to ask your professor.
• Tragic stories. This trope is critical to avoid when writing essays about yourself. It’s okay to mention tragic events, but it’s best to avoid making a pessimistic narrative out of your paper. Instead, you can describe such occurrences as challenges to overcome and focus on the positives.
• Sensitive or controversial topics. Avoid them if you know that they may offend your readers. Politics, religion, abortions, and cruelty are not the best topics for college essays. If your assignment requires writing an essay on one of those topics, make sure you don’t make bold statements or provoke your audience.
• Cliché topics. It’s better to avoid writing about your academic achievements, volunteering, or winning a sports competition. Admissions officers and professors have read similar essays thousands of times.
• Overly narrow topics . It’s good to choose a topic that stands out because it’s not cliché. However, it becomes harder to find enough relevant information if it’s too obscure or limited. Choose a topic like this only if you are sure you will have enough data to research.
• Insulting someone. Offensiveness is a wrong approach to your assignment that creates a negative impression. It’s crucial to stay objective and professional when it comes to academic writing.
• Fancy words. Avoid overcomplicating your essay’s title and its contents. It’s also not a great idea to begin your essay with a trite quote. Instead, it’s best to prioritize logic and clear structure during writing.
• Vague topics . It will likely make your essay lack a focus, which will come off as unprofessional. Make sure to always narrow your topic down to a particular issue.
• Untrue and unrealistic topics. It might be interesting to fantasize about impossible scenarios and get creative. Still, remember that you need to support your statements with solid evidence. It’s much harder to do when you deal with unrealistic topics.

We hope these college essay topics helped you make a great choice. If you need more proposal argument essay topics, feel free to use our topic generator . Let us know in the comments what topic you’ve chosen!

This might be interesting for you:

• College Essay Writing 101—the Comprehensive Guide
• How to Write a Creative Essay: Tips, Topics and Techniques
• Descriptive Writing Exercises to Boost Your Imagination
• Terrific Essay Tools for Fast and Simple Writing
• How to Use the Right Gender-Neutral Pronouns
• How to Write an Outline That Will Earn an A+ Grade

✏️ College Essay Topic FAQ

Think about something that makes you genuinely interested. You will need to research the subject. So if you are bored from the outset, you won’t be able to do a good job and impress your readers.

A good topic doesn’t have to be very serious. It means that the subject under study should fascinate you. Then you would be able to make it enjoyable for others, too. Study something connected with your hobby, favorite author, or even a country.

To choose a good topic, you need to think about your assignment. Different issues are appropriate for argumentative, persuasive, and other types of essays. The main thing is that the subject should interest you. Your essay would be more exciting for the readers if you have fun writing it.

If you are lucky enough to choose a topic for yourself, you can have fun writing the essay. Don’t waste this opportunity! To figure out the best subject, think about your favorite things. If you want to share something with others, write an essay about it.

• Writing Tips: Thesis Statements: Writers Workshop, The Center for Writing Studies, Illinois
• Essay Introductions: UMGC, the University System of Maryland
• How to Read an Assignment: William C. Rice, for the Writing Center at Harvard University
• Thesis Statements: The Writing Center, University of North Carolina at Chapel Hill
• Essay Writing: University of Wollongong
• How to Write High-Quality Papers and Essays More Quickly: Ransom Patterson, College Info Geek
• Essay Tips from Andrew K. Strickler, Dean of Admission and Financial Aid: Connecticut College
• Essays that Worked: Hamilton College
• Popular Application Essay Topics: The Princeton Review
• Women’s Health Topics: US Food & Drug Administration
• Essay Topics: Yale College Undergraduate Admissions
• Essay Topics and Tips: College of Arts and Sciences, Lewis & Clark
• Essay Prompts: Seattle Pacific University
• Essay Questions, Undergraduate Admissions: University of Michigan
• Writing the College Essay: Babson College
• The Essay: NYS Higher Education Services Corporation
• Over 1,000 Writing Prompts for Students: The New York Times
• How to Write a College Essay: Sofia Tokar, Southern New Hampshire University
• Personal Essay Topics and Prompts: ThoughtCo
• Who’s the Most Significant Historical Figure?: The Guardian
• The Dos and Don’ts of Campus Life: CollegeXpress
• Climate Change: National Geographic
• 4 Types of Parenting Styles and Their Effect on Kids: Very Well Family
• Campus Life: What to Expect: My Future
• Gender Equality and Women Empowerment: United Nations
• 100 Creative Writing Prompts for Writers: Writer’s Digest
• 13 Benefits and Challenges of Cultural Diversity at Workplace: Hult International Business School
• 7 Benefits of Gender Diversity at Workplace: Workplace.com
• Artists: The Art History
• Art Movements: Artyfactory
• 36 of the Most Popular Conspiracy Theories in the US: Insider
• Personal Statements: University of Connecticut
• Share to Facebook
• Share to Twitter
• Share to LinkedIn
• Share to email

Well, I really liked studying it. This post offered by you is very effective for proper planning.

Glad you found this post useful. Thanks for your feedback and be back for more helpful tips!

I do accept as true with all of the ideas you have offered in your post. They are very convincing and can definitely work. Still, the posts are very brief for starters. Could you please extend them a bit from subsequent time? Thanks for the post.

Firstly, thanks for your feedback. I appreciate it. I’ll definitely take into consideration your request.

All people like adventures and traveling. Adventure essay writing is a nice opportunity to tell about the most amazing events of this kind you had in your life.

You’re absolutely right, Jacob! Thanks for taking a moment and writing the feedback. Hope you’ll be back 🙂

Thanks Thanks Thanks! This totally helped me write my adventure essay! I love your blog, so helpful with writing various types of academic papers.

Such a pleasure to read your warm feedback, Julia! Thanks!

Recommended for You

192 Free Ideas for Argumentative or Persuasive Essay Topics

Looking for a good argumentative essay topic? In need of a persuasive idea for a research paper? You’ve found the right page! Academic writing is never easy, whether it is for middle school or college. That’s why there are numerous educational materials on composing an argumentative and persuasive essay, for...

Easy Persuasive Speech Topics: 285 Simple Ideas for 2023

A persuasive speech on any topic is a performance designed to convince people about something and prove your point. Choosing a suitable topic is crucial for your speech’s success. Do you need some help with finding easy topics for a persuasive speech? Then check these fantastic and easy ideas from...

Good Informative Speech Topics: How to Get Thunders of Applause

Do you know the secret place where people go to get their good informative speech topics? Looking for an interesting topic for speech? Congratulations, because you’ve just found it! So, if you’re ready to get some really good topics for an informative speech, all you need to do is to...

348 Interesting Proposal Essay Topics and Ideas for 2023

A proposal argument is an essay in which you describe a specific issue that needs fixing. It focuses on problem solutions. Are you interested in writing high-quality proposal essays? Or maybe you’re wondering what can make your writing truly outstanding? Here you will find answers to these questions as well...

217 Motivational & Inspirational Essay Topics

Sometimes you just wish there was a marketplace with vendors shouting, “Topics for argument essays! Who wants inspirational topics to write about?” Well, you are lucky enough: you’ll find plenty of inspiring things here! Coming up with some argument essay topics is quite easy! In this article, you’ll find some...

260 Controversial Debate Topics and Questions for Discussion

Are you searching for original, thought-provoking, and really controversial debate topics? Here they are! Selecting any of these 25 controversial topics for debate from Custom-writing.org, you can guarantee a heated dispute in class or exciting polemics with your friends. But first, let’s figure it out, what is debate and how you should pick up great...

Search form

How to write the best college assignments.

By Lois Weldon

When it comes to writing assignments, it is difficult to find a conceptualized guide with clear and simple tips that are easy to follow. That’s exactly what this guide will provide: few simple tips on how to write great assignments, right when you need them. Some of these points will probably be familiar to you, but there is no harm in being reminded of the most important things before you start writing the assignments, which are usually determining on your credits.

The most important aspects: Outline and Introduction

Preparation is the key to success, especially when it comes to academic assignments. It is recommended to always write an outline before you start writing the actual assignment. The outline should include the main points of discussion, which will keep you focused throughout the work and will make your key points clearly defined. Outlining the assignment will save you a lot of time because it will organize your thoughts and make your literature searches much easier. The outline will also help you to create different sections and divide up the word count between them, which will make the assignment more organized.

The introduction is the next important part you should focus on. This is the part that defines the quality of your assignment in the eyes of the reader. The introduction must include a brief background on the main points of discussion, the purpose of developing such work and clear indications on how the assignment is being organized. Keep this part brief, within one or two paragraphs.

This is an example of including the above mentioned points into the introduction of an assignment that elaborates the topic of obesity reaching proportions:

Background : The twenty first century is characterized by many public health challenges, among which obesity takes a major part. The increasing prevalence of obesity is creating an alarming situation in both developed and developing regions of the world.

Structure and aim : This assignment will elaborate and discuss the specific pattern of obesity epidemic development, as well as its epidemiology. Debt, trade and globalization will also be analyzed as factors that led to escalation of the problem. Moreover, the assignment will discuss the governmental interventions that make efforts to address this issue.

Practical tips on assignment writing

Here are some practical tips that will keep your work focused and effective:

–         Critical thinking – Academic writing has to be characterized by critical thinking, not only to provide the work with the needed level, but also because it takes part in the final mark.

–         Continuity of ideas – When you get to the middle of assignment, things can get confusing. You have to make sure that the ideas are flowing continuously within and between paragraphs, so the reader will be enabled to follow the argument easily. Dividing the work in different paragraphs is very important for this purpose.

–         Usage of ‘you’ and ‘I’ – According to the academic writing standards, the assignments should be written in an impersonal language, which means that the usage of ‘you’ and ‘I’ should be avoided. The only acceptable way of building your arguments is by using opinions and evidence from authoritative sources.

–         Referencing – this part of the assignment is extremely important and it takes a big part in the final mark. Make sure to use either Vancouver or Harvard referencing systems, and use the same system in the bibliography and while citing work of other sources within the text.  

–         Usage of examples – A clear understanding on your assignment’s topic should be provided by comparing different sources and identifying their strengths and weaknesses in an objective manner. This is the part where you should show how the knowledge can be applied into practice.

–         Numbering and bullets – Instead of using numbering and bullets, the academic writing style prefers the usage of paragraphs.

–         Including figures and tables – The figures and tables are an effective way of conveying information to the reader in a clear manner, without disturbing the word count. Each figure and table should have clear headings and you should make sure to mention their sources in the bibliography.

–         Word count – the word count of your assignment mustn’t be far above or far below the required word count. The outline will provide you with help in this aspect, so make sure to plan the work in order to keep it within the boundaries.

The importance of an effective conclusion

The conclusion of your assignment is your ultimate chance to provide powerful arguments that will impress the reader. The conclusion in academic writing is usually expressed through three main parts:

–         Stating the context and aim of the assignment

–         Summarizing the main points briefly

–         Providing final comments with consideration of the future (discussing clear examples of things that can be done in order to improve the situation concerning your topic of discussion).

Normal 0 false false false EN-US X-NONE X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;}

Lois Weldon is writer at  Uk.bestdissertation.com . Lives happily at London with her husband and lovely daughter. Adores writing tips for students. Passionate about Star Wars and yoga.

7 comments on “How To Write The Best College Assignments”

Extremely useful tip for students wanting to score well on their assignments. I concur with the writer that writing an outline before ACTUALLY starting to write assignments is extremely important. I have observed students who start off quite well but they tend to lose focus in between which causes them to lose marks. So an outline helps them to maintain the theme focused.

Hello Great information…. write assignments

Well elabrated

Thanks for the information. This site has amazing articles. Looking forward to continuing on this site.

This article is certainly going to help student . Well written.

Really good, thanks

Practical tips on assignment writing, the’re fantastic. Thank you!

Leave a comment

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Stanford Home
• Maps & Directions
• Search Stanford
• Emergency Info
• Terms of Use
• Non-Discrimination
• Accessibility

© Stanford University , Stanford , California 94305 .

• Online Degree Explore Bachelor’s & Master’s degrees
• MasterTrack™ Earn credit towards a Master’s degree
• University Certificates Advance your career with graduate-level learning
• Top Courses
• Join for Free

19 College Essay Topics and Prompts

Not sure what to write for your college essay? We've got you covered with a number of topics and prompts to help shape your unique story.

As part of your college application materials, you'll likely be asked to submit a college essay. These tend to be between 250 and 650 words , and are a unique opportunity to showcase your personality. Admissions panels are typically looking for students who will positively represent the school as a whole. In the end, your goal is to show them that you and the college are a good match. 

When drafting your college essay, you may be expected to answer a prompt or come up with a topic on your own. In this article, we've rounded up several ideas to get you thinking—and writing.

19 college essay topics

Each school sets different requirements around the college essay, so it's important to review the expectations around every application you intend to submit. Some give you creative freedom, while others expect you to respond to a pre-developed prompt. Either way, a strong college essay conveys to the admissions team who you are, why you want to attend that particular school, and what matters to you. It's a way to personalize an application that often focuses on quantitative data, such as GPA and SAT scores.

If you're given the creative freedom to write about whatever you want, consider a college essay topic that allows you to be honest and original. We've compiled the following ideas to help you brainstorm:

What's an important issue you care about? How have you gotten involved?

Have you changed your mind about something in recent years? What was it and why?

What's a situation that caused you to grow?

Explain a time when you failed. What did you learn from that moment?

Share a surprising pastime or hobby and what interested you about it.

What extracurricular activity are you involved in that speaks to your personality?

Detail a meaningful volunteer experience.

Dive into a meaningful travel experience.

Who do you most admire and why?

If you have a unique background, share a bit about it. How did you get where you are?

What's the best advice you've ever received?

Was there ever a time when you had to stand up for something—or someone?

What's something you might change about the world to make it better?

What do you hope to accomplish by attending college?

Is there something you want to do after graduating college?

Have you ever made or created something? Talk about it.

Do you have a big idea that could potentially impact your community?

What is most valuable to you? Dive into your values and share an example.

What are you most passionate about? Why?

Pre-developed college essay prompts

Some colleges and universities will give you a series of prompts to choose from. These will vary from school to school, and can either be questions or statements. Here are a few examples of both.

Sample question prompts:

What excites your intellectual curiosity?

How has your upbringing shaped the person you are today?

Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?

Sample statement prompts:

Talk about an unusual circumstance in your life

Share how you hope to use your college education

Discuss a list of books you have read in the last year

Common App essay prompts

Common App is an online platform designed to simplify the college application process. Over 900 colleges use Common App, making it possible for you to fill out one application that's then submitted to multiple schools.

If you choose to complete the Common App, you'll have a choice of several distinctive prompts that change every academic year. Here's a sample of the 2022-2023 essay prompts [ 1 ]:

Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.

The lessons we take from obstacles we encounter can be fundamental to later success. Recount a time when you faced a challenge, setback, or failure. How did it affect you, and what did you learn from the experience?

Reflect on something that someone has done for you that has made you happy or thankful in a surprising way. How has this gratitude affected or motivated you?

Stick to the prompt.

No matter what type of prompt you receive, it's your job to stick to it. The admissions team has a lot of essays to read, so you'll have a better chance of standing out if you develop a cohesive response that stays on topic.

Start by identifying the prompt's main topic, then spend some time brainstorming to find the idea that resonates most with you. For many people, it's the topic that makes them feel some sort of emotion or reminds them of an entertaining story. Understanding what you're being asked to write about should make staying on topic throughout the entire composition easier.

5 additional college essay tips

Once you decide what you'd like to write, follow the tips below to craft a standout essay. You can also find more advice about college essays in our article College Essay Format: Writing and Editing Tips .

1. Be considerate with humor.

Showing off your sense of humor lets your personality show through your words and can make reading the essay more entertaining. Try including a few sentences that you think will bring a smile to the reader's face, or use adjectives to insert some colorful comedy.

2. Offer insight.

Beyond recounting an event, experience, or memory, a great essay shows insight aka an ability to highlight meaningful takeaways. For example, if you choose to write about your unique hobby, try to discuss what you've learned from that pastime—or how you've grown as a result of it.

3. Add details

Great essays also invite the reader to connect with the story on an emotional level. With that in mind, it can help to recount a specific memory rather than answer a prompt without those colorful details. More than discussing something on a surface level—or vaguely—you want to provide enough particulars to keep your readers engaged. For example, if you choose to write about the best advice you ever received, set the scene and take the reader back to that moment.

4. Have an editor.

Your essay should ideally be error-free. Ask a trusted friend or family member to review your essay and suggest edits. An editor can help you catch grammatical errors or points out ways to better develop your response.

Avoid passing your paper along to too many people, though, so you don't lose your own voice amid all of the edits and suggestions. The admissions team wants to get to know you through your writing and not your sister or best friend who edited your paper.

5. Revise your essay.

Your first draft is just that: a draft. Give yourself plenty of time to read and revise your first pass and make sure you fully developed your response, stayed on topic, and shared your personality.

When revising your essay, you may find it helpful to read it aloud so you hear the words as you're saying them. Some people prefer to print a copy on paper and write notes by hand. Both options give your brain a new way to process the information to catch details you may miss if you keep everything in your head and on the computer.

Watch to find out why the essay many admission counselor's favorite part of the application:

Next steps: Apply with confidence

Earn your bachelor's degree online from prestigious global universities on Coursera. Many even offer performance-based admission, meaning you can complete a course or two online and earn admittance with a passing score.

Article sources

Common App. " First-year essay prompts , https://www.commonapp.org/apply/essay-prompts." Accessed February 8, 2023.

This content has been made available for informational purposes only. Learners are advised to conduct additional research to ensure that courses and other credentials pursued meet their personal, professional, and financial goals.

Develop career skills and credentials to stand out

• Build in demand career skills with experts from leading companies and universities
• Choose from over 8000 courses, hands-on projects, and certificate programs
• Learn on your terms with flexible schedules and on-demand courses

• Mailing List
• Search Search

Username or Email Address

Remember Me

Resources for Teachers: Creating Writing Assignments

This page contains four specific areas:

Creating Effective Assignments

Checking the assignment, sequencing writing assignments, selecting an effective writing assignment format.

Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Instructors can often help students write more effective papers by giving students written instructions about that assignment. Explicit descriptions of assignments on the syllabus or on an “assignment sheet” tend to produce the best results. These instructions might make explicit the process or steps necessary to complete the assignment. Assignment sheets should detail:

• the kind of writing expected
• the scope of acceptable subject matter
• the length requirements
• formatting requirements
• documentation format
• the amount and type of research expected (if any)
• the writer’s role
• deadlines for the first draft and its revision

Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis.

The following areas should help you create effective writing assignments.

Examining your goals for the assignment

• How exactly does this assignment fit with the objectives of your course?
• Should this assignment relate only to the class and the texts for the class, or should it also relate to the world beyond the classroom?
• What do you want the students to learn or experience from this writing assignment?
• Should this assignment be an individual or a collaborative effort?
• What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study?

Defining the writing task

• Is the assignment sequenced so that students: (1) write a draft, (2) receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and (3) then revise it? Such a procedure has been proven to accomplish at least two goals: it improves the student’s writing and it discourages plagiarism.
• Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the paper’s main focus should be? Can you reduce the number of sub-questions?
• What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? Making the purpose(s) of the assignment explicit helps students write the kind of paper you want.
• What is the required form (e.g., expository essay, lab report, memo, business report)?
• What mode is required for the assignment (e.g., description, narration, analysis, persuasion, a combination of two or more of these)?

Defining the audience for the paper

• Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students.
• What is the probable attitude of the intended readers toward the topic itself? Toward the student writer’s thesis? Toward the student writer?
• What is the probable educational and economic background of the intended readers?

Defining the writer’s role

• Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a “professional in training” who uses the assumptions, the perspective, and the conceptual tools of the discipline.

Defining your evaluative criteria

1. If possible, explain the relative weight in grading assigned to the quality of writing and the assignment’s content:

• depth of coverage
• organization
• critical thinking
• original thinking
• use of research
• logical demonstration
• appropriate mode of structure and analysis (e.g., comparison, argument)
• correct use of sources
• grammar and mechanics
• professional tone
• correct use of course-specific concepts and terms.

Here’s a checklist for writing assignments:

• Have you used explicit command words in your instructions (e.g., “compare and contrast” and “explain” are more explicit than “explore” or “consider”)? The more explicit the command words, the better chance the students will write the type of paper you wish.
• Does the assignment suggest a topic, thesis, and format? Should it?
• Have you told students the kind of audience they are addressing — the level of knowledge they can assume the readers have and your particular preferences (e.g., “avoid slang, use the first-person sparingly”)?
• If the assignment has several stages of completion, have you made the various deadlines clear? Is your policy on due dates clear?
• Have you presented the assignment in a manageable form? For instance, a 5-page assignment sheet for a 1-page paper may overwhelm students. Similarly, a 1-sentence assignment for a 25-page paper may offer insufficient guidance.

There are several benefits of sequencing writing assignments:

• Sequencing provides a sense of coherence for the course.
• This approach helps students see progress and purpose in their work rather than seeing the writing assignments as separate exercises.
• It encourages complexity through sustained attention, revision, and consideration of multiple perspectives.
• If you have only one large paper due near the end of the course, you might create a sequence of smaller assignments leading up to and providing a foundation for that larger paper (e.g., proposal of the topic, an annotated bibliography, a progress report, a summary of the paper’s key argument, a first draft of the paper itself). This approach allows you to give students guidance and also discourages plagiarism.
• It mirrors the approach to written work in many professions.

The concept of sequencing writing assignments also allows for a wide range of options in creating the assignment. It is often beneficial to have students submit the components suggested below to your course’s STELLAR web site.

Use the writing process itself. In its simplest form, “sequencing an assignment” can mean establishing some sort of “official” check of the prewriting and drafting steps in the writing process. This step guarantees that students will not write the whole paper in one sitting and also gives students more time to let their ideas develop. This check might be something as informal as having students work on their prewriting or draft for a few minutes at the end of class. Or it might be something more formal such as collecting the prewriting and giving a few suggestions and comments.

Have students submit drafts. You might ask students to submit a first draft in order to receive your quick responses to its content, or have them submit written questions about the content and scope of their projects after they have completed their first draft.

Establish small groups. Set up small writing groups of three-five students from the class. Allow them to meet for a few minutes in class or have them arrange a meeting outside of class to comment constructively on each other’s drafts. The students do not need to be writing on the same topic.

Require consultations. Have students consult with someone in the Writing and Communication Center about their prewriting and/or drafts. The Center has yellow forms that we can give to students to inform you that such a visit was made.

Explore a subject in increasingly complex ways. A series of reading and writing assignments may be linked by the same subject matter or topic. Students encounter new perspectives and competing ideas with each new reading, and thus must evaluate and balance various views and adopt a position that considers the various points of view.

Change modes of discourse. In this approach, students’ assignments move from less complex to more complex modes of discourse (e.g., from expressive to analytic to argumentative; or from lab report to position paper to research article).

Change audiences. In this approach, students create drafts for different audiences, moving from personal to public (e.g., from self-reflection to an audience of peers to an audience of specialists). Each change would require different tasks and more extensive knowledge.

Change perspective through time. In this approach, students might write a statement of their understanding of a subject or issue at the beginning of a course and then return at the end of the semester to write an analysis of that original stance in the light of the experiences and knowledge gained in the course.

Use a natural sequence. A different approach to sequencing is to create a series of assignments culminating in a final writing project. In scientific and technical writing, for example, students could write a proposal requesting approval of a particular topic. The next assignment might be a progress report (or a series of progress reports), and the final assignment could be the report or document itself. For humanities and social science courses, students might write a proposal requesting approval of a particular topic, then hand in an annotated bibliography, and then a draft, and then the final version of the paper.

Have students submit sections. A variation of the previous approach is to have students submit various sections of their final document throughout the semester (e.g., their bibliography, review of the literature, methods section).

In addition to the standard essay and report formats, several other formats exist that might give students a different slant on the course material or allow them to use slightly different writing skills. Here are some suggestions:

Journals. Journals have become a popular format in recent years for courses that require some writing. In-class journal entries can spark discussions and reveal gaps in students’ understanding of the material. Having students write an in-class entry summarizing the material covered that day can aid the learning process and also reveal concepts that require more elaboration. Out-of-class entries involve short summaries or analyses of texts, or are a testing ground for ideas for student papers and reports. Although journals may seem to add a huge burden for instructors to correct, in fact many instructors either spot-check journals (looking at a few particular key entries) or grade them based on the number of entries completed. Journals are usually not graded for their prose style. STELLAR forums work well for out-of-class entries.

Letters. Students can define and defend a position on an issue in a letter written to someone in authority. They can also explain a concept or a process to someone in need of that particular information. They can write a letter to a friend explaining their concerns about an upcoming paper assignment or explaining their ideas for an upcoming paper assignment. If you wish to add a creative element to the writing assignment, you might have students adopt the persona of an important person discussed in your course (e.g., an historical figure) and write a letter explaining his/her actions, process, or theory to an interested person (e.g., “pretend that you are John Wilkes Booth and write a letter to the Congress justifying your assassination of Abraham Lincoln,” or “pretend you are Henry VIII writing to Thomas More explaining your break from the Catholic Church”).

Editorials . Students can define and defend a position on a controversial issue in the format of an editorial for the campus or local newspaper or for a national journal.

Cases . Students might create a case study particular to the course’s subject matter.

Position Papers . Students can define and defend a position, perhaps as a preliminary step in the creation of a formal research paper or essay.

Imitation of a Text . Students can create a new document “in the style of” a particular writer (e.g., “Create a government document the way Woody Allen might write it” or “Write your own ‘Modest Proposal’ about a modern issue”).

Instruction Manuals . Students write a step-by-step explanation of a process.

Dialogues . Students create a dialogue between two major figures studied in which they not only reveal those people’s theories or thoughts but also explore areas of possible disagreement (e.g., “Write a dialogue between Claude Monet and Jackson Pollock about the nature and uses of art”).

Collaborative projects . Students work together to create such works as reports, questions, and critiques.

25 Creative College Essay Prompts

In case that colleges don't provide creative college essay prompts we've listed 25 creative college essay prompt to help you write your best possible personal statement:

1. Describe an experience where you were unsuccessful in achieving your goal. What lessons did you learn from this experience?

2. Think back to a situation in your life where you had to decide between taking a risk and playing it safe. Which choice did you make? What was the outcome of your choice? Would you have made the same decision looking back on the experience or would you have made a different decision?

3. What movie, poem, musical composition, or novel has most influenced your life and the way that you view the world? Why?

4. Describe an experience that forever changed your life and your outlook on life.

5. Why have you chosen to spend the next four years of your life in college?

6. What do you plan on doing after you graduate from college?

7. As of right now, what do you see as your long-term goals in life?

8. If you were given the ability to change one moment in your life, would you do so? Why or why not? If so, what moment would you change and why?

9. Presuming there was only one open admission spot remaining, why should this college choose to accept your application and not that of another student?

10. What would you describe to be your most unique or special skill that differentiates you from everyone else?

11. Describe some tasks that you have accomplished over the past two years that have no connection to academic studies.

12. If you had the chance to have a 30-minute conversation with any person in human history (either living or deceased), who would be the person you choose? Why? What topics would you discuss with this person?

13. If you could be any animal in recorded history, what animal would you choose? Why?

14. If you were given the capability to travel back in time to any period in history, where would you head to and why?

15. What do you consider to be the best advice you ever received? Who gave you that advice and did you follow that advice or not?

16. What do you consider to be the most important political or social movement of the 20th century? Why?

17. What advice would you offer to a student just beginning his/her high school career?

18. Devise a question that is not on this college admission form and provide a complete, thoughtful answer to it.

19. Choose one quotation that defines who you are and explain why that quotation describes you so well.

20. How has the neighborhood you've grown up in molded you into the person you are today?

21. Imagine that you have written a 400-page autobiography of your life to this point. What would page 150 of that autobiography say?

22. Choose the invention that you think has had the most negative impact on our world and explain why you chose that invention.

23. If you had the ability to read other people's minds (a.k.a. telepathy), would you use this ability or not? Why?

24. Tell a story that directly or indirectly illustrates the type of person you are.

25. Describe the most embarrassing moment of your life and explain what you learned from that experience and how it has made you a better or stronger person today.

The 25 creative college essay prompts listed above should give you a starting point to write your own personal statement. The personal statement is used by most colleges to help them evaluate the type of person you are, which can help differentiate yourself from other applicants who have similar academic backgrounds to yours. By considering the 25 creative college essay prompts above, you can be more prepared to write an engaging personal statement that will let your personality shine through and will help you to be accepted into the college of your choice.

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

Department of English

First-Year Writing

Classroom activities.

FYW courses put a primary emphasis on the circulation and development of ongoing academic projects rather than coverage of a specific content or explicit instruction in discrete skills. A FYW course functions as an academic seminar and, in this way, is built on the contributions of its members.

Because student projects provide the central focus of the course, then, working with student writing should be a part of most class sessions .

Ways to Feature Student Work

• Circulate drafts in process or portions of drafts in any number of ways (volunteers, random selection, copying a page (or even various sentences) from several drafts, asking students to choose a favorite paragraph or a place where they work with more than one text, etc.).
• Ask students to characterize, frame, or situate each other’s work (perhaps in a genre such as headnote, introduction, afterword, blog post, or even review).
• Build things together in a shared online space (e.g., a Course Bibliography in a Google Doc; an annotation or glossary of key terms in a Google Doc; a HuskyCT blog or discussion thread exploring potential extensions of the texts).
• Have students post drafts as discussion threads, allowing all students access and assigning a peer review process (with guidelines) for all group members.
• Build some peer reviewing in class and some out of class (through email or course management software).
• Help students build “affinity networks” or writing groups around similar projects.
• Feature a particular project from one student or from a collection you’ve made to help work through a problem or issue.
• Share reflective writing and process notes.
• Assign cover letters, informal (mid-process) presentations, formal presentations, or re-mediation projects (putting the larger project into a new genre or context).

Examples of Class Activities

Below is a list of in-class activities that instructors use in classes. These activities are not meant to be picked to “fill time.” They should be chosen to facilitate writing and group work and to meet that day’s specific learning outcomes. These are not the only activities you could or should do in class, but they should help instructors conceptualize the work of a single class period.

When students do individual or group work in class, be sure to have time afterward for the whole class to come together to reflect on and/or discuss the work that has been done. To avoid having students simply list what they discussed or found, it may be useful to structure that time as informal presentations, or to have groups upload their findings/ work to a common HuskyCT or Google Drive area. Some instructors also have groups write what they’ve done on the board or large-sized paper if a classroom is not tech-enabled.

The following examples are organized by generalized types of activities.

Working with Difficult Texts

Unpacking Difficult Passages

Prepare a handout with difficult passages from the text, or have students identify difficult passages in the reading. Assign students to different groups based on a particular passage.  In groups, have students trace how a term or concept is used in a particular passage and in the text as a whole. They should pull specific quotes that help them back up their understanding. Groups should use the textual evidence as a means to begin “translating” the passages. Afterward, they should go back to the text and reflect on why the author(s) used a specific term or concept in the text.

Visually Mapping a Text

A variation of this activity is to have students map the key terms visually. Together in groups, students should map and link key terms used by the author. Maps might not (and perhaps should not) be linear—students are encouraged to see the many ways the terms seem to interact in the text. Afterward, groups can compare maps to add lines or connections that they may not have noticed previously.

Exploring the Uses of a Text

Current, Past, or Future Contexts

Depending on your course inquiry and assignments, you may want students to consider how class readings can apply to and work in relation to different contexts, especially in the beginning stages of a larger assignment. Your specific learning goals will help determine which context will make most sense for your class to explore.

Current Context: Choose a current issue or have students work together to find a current issue that relates to your course inquiry and the text. Choose yourself or have students select key terms or concepts from the reading to help them examine or analyze the issue. Students will need to conduct research on the issue in groups. Then, on their own, in writing, students should draw connections between the text and issue.

Past Context: Ask students to bring a laptop or tablet to class, or divide them into groups (at least one student in each group should have a laptop). Using their devices, students should explore the sociohistorical context of the reading in order to consider how it might have affected the text’s rhetoric (or vice versa).

Future Contexts: Have students consider how the text might be useful for future conflicts, issues, or developments in society or academia. The future context may be best paired with either the current or past contexts to demonstrate the development of ideas or movements over time. Students should explore self- or group-generated questions through individual writing, then discuss or otherwise share their ideas.

What’s Missing?

In small groups, students brainstorm for situations or concepts that the reading doesn’t seem to account for and why or how that situation or concept might be important to include or discuss in the conversation. The class makes a list of these various missing pieces, and then students individually reflect on how these choices reflect the priorities and rhetorical strategies of the author. What do their choices reveal about their aims?

What Is This Text? Who Is This Author?

Any assigned text can be accompanied with a small research component designed to help students place the text in a larger context. If you assign a text by Judith Butler, for exam- ple, students could be assigned roles to establish this context. One set of students could research Butler the person; another set could say more about what her influential writings are (and what they seek to do); a third set of students could trace the reception and influence of these texts. Based on this research, have students reflect in writing on the significance of these contexts and what these findings demonstrate about academic writing and this specific conversation. Next, use the contexts explored as a jumping-off point for students to begin exploring their next assignment.

Information Literacy and Handling Sources

Citation Trail

One way to begin the conversation about Information Literacy (InfoLit) and how to use sources effectively is to ask students to explore how other writers use sources. Working with the texts used in class, invite students to choose, in groups, one of the works that the author has cited. Have students locate that source, read it (in its entirety if it’s short or just the relevant section if it’s long).

After reading the source, ask students to freewrite on the source’s main idea, what kind of source it is, and why the author used it. Then, in groups, have students discuss how the author of the class text used the source and how the source is contributing to the class text’s author’s main claims.

After facilitating a brief class discussion of the groups’ findings, have students reflect, individually in writing, on the different ways a writer can use sources and how such choices can inform their own writing.

InfoLit Through Terms, Search Engines, and Databases

As a class, have students brainstorm a research question that engages with the next essay prompt. Afterward, have students brainstorm the kind of sources that may be useful for exploring said question, the fields that may already discussing or provide insight on the topic (like specific news sources or subject specific databases). Then, for each kind of source or each discipline, have students brainstorm key terms and discuss why certain terms are more useful than others in certain searches. After the list has been made, have students determine where to look for this information. From this point, you can decide whether to proceed with the search as a class or to have students to break into groups to explore different terms, search engines, and databases.

You may want to engage your students in a conversation about research questions before this activity or in a prior class period. Students will likely not be sure how to craft meaningful research questions. Be sure that you build in moments for students to reflect in writing on what the activity means for their own research processes.

Documenting the Research Process

As a take-home assignment, have students take screenshots of their research process for a larger project (including pictures of the key terms they use, the search results, the articles they select, etc.) or record their research process. Students can either save the images on their computer or print them (whichever is more convenient). If they took a video, ask them to bring in their computer with the video. In class, have students map out the process—from where they began to where they ended. It may be best to do this on large sheets of paper, index cards, or construction paper. As they map out the process, have students make connections through a freewrite between the choices they made (e.g., how one term led to a new term, how they followed several hyperlinks and where that led them). Once they have finished their map/web and their freewrite, have students pair up and talk through their process and connections. In pairs, students should help each other identify gaps in their research and brainstorm new terms, websites, databases, etc., to explore. At the end, have students write out a research plan for the next portion of their assignment.

Annotated Bibliography

Have students bring an annotated bibliography and the original sources to class. It’s important to stress that this research often includes a lot of excess—simply choosing the first hit is often not the right match for a research project. Have students write about the choices they made in selecting their sources and reflect on how these sources contribute to their developing projects.

An alternative or add-on to this activity is to make students’ in-class work multimodal. With their annotated bibliographies, have students use either Prezi or construction paper and string to create a web that represents connections between sources. Students can address these questions: How do the sources talk to each other? How do they agree or disagree or qualify each other’s discussions? After students create their webs, have them reflect on the gaps that seem to exist in their web or identify the outlying sources that no longer work in their developing projects.

Depending on your course, you may want to make the annotated bibliography a collaborative project, where students contribute the sources they have found to a class archive that other students are encouraged to draw on in their writing projects. Google Docs (or a similar technology) can enable your class to create a “living” bibliography that each student can alter, add to, and improve throughout the semester.

Using Sources

Working with Other Voices

Have students highlight all the material borrowed or quoted from another source (including their own previous projects) in their essays in one color, and in a different color highlight all the places where they respond to or analyze those passages. Then ask them to evaluate their use of other voices—or trade papers and discuss with a partner. Are the  passages adequately unpacked, explained, and analyzed? Is the reader left hanging? Are there more quotations than the students’ own words? How does the student build on and revise or drop things they wrote about in the previous assignment?

This activity could work well alongside a discussion of the difference between summary and analysis.

Outside View

Have students pass their essays around in groups. Each student should choose at least one quotation in their peer’s paper and answer the following questions: Do you know where the quote is from? Does the writer describe how or why the quote is useful for considering something interesting or troubling about their project? Is the quote integrated into the discussion of the paragraph? Afterward, students can return their papers to the original writer, and students can spend five to ten minutes revising their use of that quote.

Exploring Structure

Reverse Outline

Have students create a reverse outline of a reading, thinking about questions like: Where is the agenda, the method, and the evidence? Is the argument linear? Does the reading present a compelling argument or an interesting idea? Students can do this work individually, in groups, or together as a class. They can also identify what work each paragraph of a challenging section is doing in the author’s argument (beyond what each paragraph is saying). For instance, is a paragraph introducing a key term or idea? Illustrating a key point of evidence?

Be sure to give students time to reflect on what they have discovered through the reverse outline and how it can apply to their own writing. You may want to give them an in-class writing activity that asks them to take their own draft and model it after the essay and reflect on how the new structure influences the content and purpose of their draft.

Mapping the Text

Using the whiteboard, blank paper, or colored construction paper, have students, in groups, create a visual map of the text that they read for class. Encourage them to make design choices that reflect the author’s purpose in the text. Students can then discuss the choices the writer made in response to a specific audience or conversation.

Introduction Workshop

Project (or copy and distribute) a student’s introduction to the class and have students write what in the introduction is helpful for them as readers and what they might still need information on (for instance, if the required texts for the assignment haven’t been introduced). Have them restate the author’s project in their own words. Afterward, students s hould gather in groups to discuss various strategies for addressing potential issues that may have arisen, and then the whole class can discuss approaches to revision.

Also, before looking at student writing, you might have students consider introductions from the assigned readings, especially if you’re asking students to write in a similar genre. Discussing the readings can then serve as a jumping-off point for looking at student work.

Collaborative Revision

Revision can be one of the toughest aspects of writing for students to fully grasp and take advantage of. Extensively working with revising in class to demonstrate what effective revision can look like helps students to understand that revision is more than simply correcting grammar and word choice. At any stage in the drafting process, working on revision with the entire class can help students conceptualize how revising can be done effectively. Depending on your class and its needs, you may either want to pre-select students whose essays best exemplify an issue the majority of the class is grappling with or have students volunteer their work themselves. If you pre-select students, you’re most likely going to gear your discussion toward a particular issue that the sample drafts exemplify. Self-volunteered drafts may engage several different issues. As students look at the samples, have them think about how the project might be supported with texts from the class, how it contributes new knowledge, and how the writer might move forward in the essay. It may be helpful to have the student identify a specific location where they’re having trouble. As you go about your discussion, you will be modeling ways of responding to texts in peer review. Be sure to make that explicit to the students.

Topic-Specific Workshop

After reading a round of student drafts, you may find that there are common challenges that students are working through. These common issues can be the basis of in-class workshops to help students navigate these particular challenges. Below are two examples, but there are many other writing challenges to work with in class.

Transitions: Some students may be listing their major points in the body of the paper rather than developing a project; consequently, you might call on a student volunteer, or project two anonymous paragraphs from a student paper, to examine how one paragraph moves to the next. Ask students how the two paragraphs might be related and, in groups, have them rewrite the ends and beginnings of the two paragraphs so as to make explicit how the ideas in the paragraphs build on and relate to one another. Have each group present their revisions and discuss their strategies.

In-Text Citations/Using Sources: Using sources effectively in a text is a challenge for many students. Students must not only cite information correctly, but also integrate the quote into their own language and consider how the quote is working with their argument. You may first want to examine an assigned text and, as a whole class or in smaller groups, analyze the author’s use of quotations and other outside sources. Try to push students to  decipher the different ways that sources can be used to support a point (using a text like Joseph Harris’s or FYW’s webpage Why Quote? can give students a vocabulary or starting point for discussion). From here, get a volunteer from class (or choose a student ahead of time) and project or distribute a paragraph from their essay. As a class, discuss how the writer could revise their quotations and citations. Then, have students turn to their own texts and work on the way that they use sources in their projects.

Paired Read-Alouds

Pair students and have them read each other’s paper aloud. Paired read-alouds can be used at different points in the drafting process for different purposes. With a rough draft, you can ask: Does the new set of eyes see more places to push the project further? Are there places where the evidence is unclear? Where might more textual support be needed? At a more polished stage, read-alouds can highlight fluency, sentence structure, and grammatical errors.

Useful for working through difficult readings, reverse outlines are also beneficial to students during drafting. Have students reverse outline their own papers, identifying the individual aims and rhetorical moves of each paragraph, and then have them reflect on what they have noticed. Or have students swap papers and reverse outline their peers’ papers, and then return the papers to their original authors. The students could also reflect on what they notice from their peers’ rendering of their projects. In any case, at the end of the activity, give students time to write about and reflect on what the reverse outline has revealed to them about their work and how they’ll use it to move forward with their draft.

For a more multimodal approach, students can create their reverse outlines using Prezi, construction paper, or the like.

Creating Revision Plans from Feedback

Students don’t always know what to do with comments after they receive your feedback or feedback from peers, so it might be useful to build in time for them to prioritize and plan. Have students look at a sample paper with comments first; then engage them in a discussion of how to prioritize and use feedback. Afterward, give them the opportunity to reflect on their own feedback and write a revision plan.

If you’re doing a portfolio in your course or wish for students to document their writing process, you may want to collect and respond to their revision plans or stress that they keep track of these documents.

Writing About Their Own Writing

At any stage in the writing process, ask your students to reflect on the writing that they have done so far, using the following prompts for in-class, informal, ungraded writing: What personal investment do you have in this issue? Why does your argument matter? What counter-interpretations might work against your emerging claims? What are you struggling with most as you approach the draft? How does how you are writing aid (or complicate) your answers to these first questions? If you choose to, you can discuss these writings as a class or in small groups.

Representing the Writing Process

Have students use markers, pencils, Play-Doh, pipe cleaners—check out the art cart in the FYW office—to draw, make, or sculpt a representation of a certain part of the writing process (perhaps right after students have completed an assignment). Afterward, give them a few minutes to write about their representation. In small groups, students can share their various processes. Doing so allows students to unpack what approaches and strategies worked—it also gives them a chance to see how others approached a similar task.

Creative Synthesis

Near the end of the semester, have students read over their major essays and extract one or two “keywords” or important themes from each. (For instance, if a student wrote an essay about capitalist values in Maus, one keyword from that essay might be “capitalism,” or “homo economicus.”) In a new document, have students write their lists of keywords at the top of the page. They should then write a brief story in class that in some way touches on each of these themes.

It’s not necessary to use the word itself—so, if one keyword is “masculinity,” the student doesn’t actually have to say “masculinity” somewhere in the story, so long as the idea is present. For example, if a student’s keywords were “capitalism,” “dystopia,” and “masculinity,” the student might write a story about a young man in a dystopian society who, in order to prove his masculinity and support his paralyzed father, has to engage in gladiatorial combat. Maybe this gladiatorial combat is televised, with pauses in the fighting for advertisements for men’s deodorant, etc.

“One-Minute Papers”

At the end of a class session, you can ask your students to write short responses to questions like: What is the one big idea or new insight you’ve taken from today’s class? What is still confusing for you? This will help students practice metacognition by allowing them to consider what in their thinking has changed and what remains a challenge for them moving forward.

Writing Across Technology

Key Terms and Infographics

Students can mine a text for key terms and concepts in groups. After discussing the terms and concepts in a larger group, the small groups can then use Piktochart or Canva to create an infographic to help explain how a specific term is being used in a text. This exercise can be framed with the following question: Assuming that your audience is future students in this class, how can you visually explain how the author is using [a particular key term]?

Critical and Creative Captioning

Practice using captioning software for videos, such as with YouTube or Amara. Students can consider how captioning functions rhetorically and depends on concepts of audience, context, and purpose. This activity can be used as students work on their own videos (such as a Concept in 60 video), or students can work in groups to caption sections of a short video in class. (Movie trailers often work pretty well here.)

Cover Design

Ask students to use the design concepts from The Academic Writer to analyze the design of a visual text—a book cover works well. After evaluating the effectiveness of the design choices in the text, let students work in groups to propose alternative covers. This can be done on computers (using software like Word, PowerPoint, GIMP, or Illustrator) or with paper and markers. Students can then present their designs (explaining why these designs are effective) and vote on the elements they’d like to include in a reprint of the text.

Electronic Discussion

If all students have access to bring-your-own personal technology (laptops, smartphones, or other mobile devices with internet access), discussions can become hybrid spaces with the use of platforms like Twitter, Padlet, and Socrative. Allowing students to participate in discussions through technology can help second-language writers, students who are shy, and students with disabilities—and can, in fact, help all students contribute in more thoughtful ways, because writing an answer allows for more time to think. The platform being used can be projected, giving everyone easy access to responses. The instructor can choose to read these responses aloud to focus and direct the discussion or ask students to take a couple of moments to quietly compose responses to spark new avenues of inquiry.

Screencasting the Writing Process

Have students use a program like Kaltura or PowerPoint to screencast their writing as they work through a draft at home. Once they have turned in the essay, have students bring the video to class to watch individually. As they watch their videos, have them describe what’s happening and take notes on what they’re noticing about how they write. Afterward, have them discuss in groups what they noticed. After the discussion, have students review their notes and reflect on what went well and what could be worked on as they proceed in their next assignment.

Recorded Elevator Pitches

Sometimes students work through ideas best when they talk about them aloud. When they’re early in the writing or research process, have them pitch their developing ideas to each other in a minute or less and use their smartphones to record their pitch. At the end of the pitch, peers should provide feedback. As students move on to the next partner, they should incorporate the previous partner’s feedback (or make revisions based on their own observations). At the end, have students listen to their pitches and reflect on what changed from one pitch to the next.

tag manager container

• Employee Hub
• Directories

University Writing Program

• Mission Statement
• Course Description
• Assignments
• Research Tools
• Recommended Texts
• English 2000 Teachers
• Policies and Procedures
• Grade Appeals
• Policies and Procedures: Plagiarism
• Teaching Strategies
• In-Class Strategies
• Research Strategies
• Peer Response Strategies
• Important Links
• Resources | University Writing Program

For Teachers: 1001 Assignments

Below is a list of recommended assignments for English 1001. In some cases, descriptions are followed by links with sample assignments and other related resources.

Annotated Bibliography : An annotated bibliography helps students think through a research topic. In addition to bibliographical entry, each source is followed by a concise analysis of its main points. Annotations may also include a short response or a statement of potential uses for the source. These annotations are intended to be tools for students as they work on later essays; annotations should be designed to help them quickly remember how each source might be useful in their writing. How to Prepare an Annotated Bibliography (with sample) | Assignment Sheet

Causal Analysis : In a causal analysis, students are asked to investigate the known or possible causes of a situation, trend, or phenomenon through extensive research. At its most basic, a causal analysis seeks to answer the question "Why?" Since complex trends and phenomena are not easy to trace step-by-step, causal analysis typically relies on informed speculation of causes using reliable evidence and firsthand experience. Causal Analysis Assignment Sheet

Evaluation of a Source : During research, students should be able to read their sources for credibility and rhetorical appeals as well as for information. This type of reading can be expanded into an evaluation of a source, in which students must conduct a rhetorical analysis of their own materials. As part of this evaluation, students can examine the presentation of information, underlying assumptions, audience awareness, and possible uses of the source in future projects.

Event Analysis : In an event analysis, students are asked to explain the contexts and controversies surrounding a particular event. The event can be something in the past or something that students experience firsthand. An event analysis may examine the causes of the event, the activities during the event, the circumstances surrounding the event, or the consequences of the event. But the focal point is always the particular event and the parties involved. Sample Assignment Sheet

Habit Analysis : In a habit analysis, students are asked to examine the naturalized behaviors (or habits) that help to construct our personal identities and social norms. In one sense, a habit analysis is a rhetorical analysis focusing on ethos , the art of identifying oneself and earning trust. However, a habit analysis can also examine other kinds of behavior, such as personal writing habits or established social customs.

Issue Analysis : (*REQUIRED*) In an issue analysis, students are asked to explain the debate surrounding a contested issue. Because issues involve multiple perspectives, students must locate a wide range of sources in order to present each perspective fairly and thoughtfully. The ultimate goal of an issue analysis is to introduce the debate to an uninformed audience without favoring one argument. All sections of English 1001 must include an issue analysis in order to complete the end-of-semester assessment . Find assignment sheets, scoring matrices, and sample issue analysis essays in the English 1001 Teachers  topic on the community moodle    page.

Literacy Analysis : In a literacy analysis, students are asked to reflect on the experiences and events that have shaped them as both readers and writers. This assignment is useful because it introduces writing itself as a topic of inquiry and identity-formation. Furthermore, it allows students and teachers to share both frustrations and insights about writing as a "literate" activity through self-reflexive analyses of students' writing practices. Click on the following links for sample documents: Assignment Sheet || Sample Rubric 1 | 2 || Sample Literacy Analysis || Digital Archive of Literacy Narratives

Presentation: For the presentation, students are asked to present their analysis of an issue, text, or image to the entire class. Some teachers ask students to work collaboratively, use technology such as Power Points, or use other visual media. Group Visual Presentation Assignment | Individual Oral Presentation Assignment

Process Analysis : In a process analysis, students are asked to take readers through a chronological sequence of steps. Informational process analyses describe how something occurs, while instructional process analyses describe how something is done (such that it can be duplicated). Processes analyzed should be neither too technical nor too simplistic, and students should be able to explain the importance of the process to readers.

Rhetorical Analysis : In a rhetorical analysis, students are asked to examine a spoken or written text for argumentative appeals, including logos (appeals to make logical connections), ethos (appeals to build credibility), and pathos (appeals to win sympathy or incite emotion). Other topics of analysis include kairos (or context), stated or implied purpose, intended audience, thesis and background information. Prewriting worksheet | Sample prewriting | Rhetorical Strategies | Ethos, Pathos and Logos: 1 | 2 || Assignment sheet || Sample essays: basic | 1 | 2  || Rubric

Synthesis:  Most analytical writing requires some form of synthesis; it is an essential skill for the required issue analysis, as well as for any researched essay. Some teachers create assignments to isolate and target this skill, which ask students to pull together multiple sets of ideas in order to compare, contrast, evaluate and discover new insights.   Synthesis essay and in-class practice | Literature review and synthesis

Textual Analysis : In a textual analysis, students are asked to examine a non-literary text (such as a scholarly article) and describe the way that it functions or serves a specific purpose. Analyzable texts may include scholarly sources, resumes, bibliographies, and so on. The criteria for analysis may vary depending on the text's purpose. For example, students can conduct textual analyses of each other's work based on grading criteria.

Visual Analysis : In a visual analysis, students are asked to examine an ad, website, or other form of visual media. Visual analyses can be conducted in a number of ways. For example, students might examine formal elements, such as color and perception. Visual analysis can also be combined with rhetorical analysis (explaining appeals to logic, credibility, emotion and context) and literary analysis (interpreting metaphors, representation, and authorship). In-class activity | Advertising Analysis Assignment  

• Teaching Tips

20 Interactive Classroom Activities for College Students [Plus: Free List of 45+ Activities]

Planning to use interactive classroom activities intentionally can really transform the learning dynamic. Here are 20 activities to get you started.

Top Hat Staff

How interactive are your classroom activities? Do you have less energy for class than you used to? Do you find student grades declining? And are the teaching methods you’ve always relied on not working as well as they once did? We spoke to two college instructors, Chris Merlo and Monika Semma. Their strategies for interactive classroom activities will energize your class and get the discussion moving again.

Table of contents

• Why are interactive activities important in college?

6 community-building activities

5 communication activities for college students, 3 motivational activities for college students.

• 6 team-building activities for college students

Interactive classroom activities, in short

Why are interactive classroom activities important.

Merlo, a computer science teacher, says that interactive classroom activities are not new to students, and one main reason why teachers have trouble connecting is that they fail to adapt to their students’ perspectives.

“My six-year-old son doesn’t find iPads amazing; to him, they’ve always just existed. Similarly, to a lot of students today, experiences like team exercises and flipped classrooms, while foreign to many instructors are not new.

“If we care about reaching today’s students, who seem to have a different idea of student responsibilities than we had, perhaps we have to reach them on their terms.

“In my thirties, I could still find a lot of similarities with my twenty-something students. But now, in my forties? Not so much. What I’ve started to realize is that it isn’t just the little things, like whether they’ve seen Ghostbusters. (They haven’t.) It’s the big things, like how they learn.”

Semma, a humanities TA, found that the chalk-and-talk approach failed on her first day in front of a class. “It was a lot like parallel parking in front of 20 people,” she said. “I looked more like a classmate. I dropped the eraser on my face whilst trying to write my name on the board. One of my students called me ‘mom.’”

“I chalked it up to first day jitters, but that same quietness crept its way back into my classroom for the next tutorial, and the next tutorial and the next. While nearly silent in class, my students were rather vocal in the endless stream of emails that flooded my inbox. That way I knew they wanted to learn. I also knew that I had to find a way to make tutorials more engaging.”

From these experiences, Merlo and Semma now share some interactive classroom activities for students and for teachers that can turn a quiet classroom full of people unwilling to speak up to a hive of debate, making the student learning experience more collaborative for everyone.

Energize your college classroom and get discussions flowing. Download The Best Classroom Activities for College Courses to engage and motivate students.

1. Open-ended questions

Chris Merlo: Open-ended questions don’t take any planning. All they take is a class with at least one student who isn’t too shy. I remember a class a few semesters ago that started with nine students. Due to a couple of medical conditions and a job opportunity, three of the students had to drop the semester. The problem was that these three students were the ones I counted on to ask questions and keep the class lively! Once I was left with six introverted people, conversations during class seemed to stop.

By luck, I stumbled on something that got the students talking again. I said, “What has been the most difficult thing about [the project that was due soon]?” This opened the floodgates—students love to complain, especially about us and our demands. This one simple question led to twenty minutes of discussion involving all six students. I wasn’t even sure what a couple of these students’ voices sounded like, but once I gave them an open-ended opportunity to complain about an assignment, they were off to the races. A truly successful classroom activity.

2. What’s wrong with this example?

Chris Merlo: Students also love to find a professor’s mistakes—like me, I’m sure you’ve found this out the hard way. When I teach computer science, I will make up a program that, for instance, performs the wrong arithmetic, and have students find the bug. In a particularly quiet or disengaged class, you can incentivize students with five points on the next exam, or something similar.

If you teach history, you might use flawed examples that change a key person’s name, such as “King Henry VIII (instead of King John) signed the Magna Carta in 1215,” or match a person to an incorrect event: “Gavrilo Princip is considered to have fired the first shot in the Spanish Civil War (instead of World War I).” Beam these examples on the whiteboard, and let the students’ competitiveness drive them to get the right answer before their classmates.

3. Let students critique each other

Chris Merlo: This can go badly if you don’t set some ground rules for civility, but done well, classroom activities like this really help open up collaborative learning. One of my colleagues devised a great exercise: First, give students about half of their class time to write instructions that an imaginary robot can understand to draw a recognizable picture, like a corporate logo, without telling students what will happen later. Then assign each student’s instructions to a randomly chosen classmate, and have the classmate pretend to be the robot, attempting to follow the instructions and draw the same logo.

After a few minutes, introduce a specific student who can share their results with the class, then ask their partner to share the initial instructions. This method gives students a chance to communicate with each other (“That’s not what I meant!”) and laugh and bond, while learning an important lesson.

This exercise teaches computer science students the difficulty and importance of writing clear instructions. I have seen this exercise not only teach pairs of such students meaningful lessons but encourage friendships that extended beyond my classroom.

4. Pass the “mic”

Monika Semma: As an instructor, it’s amazing how much information you can gather from a student-centered review session. Specifically, if you leave the review in the hands of your students, you can get an easy and thorough assessment of what is being absorbed, and what is being left by the wayside. The more you encourage participation, the more you’ll see where your class is struggling and the more comfortable students will become with course material. Here’s how to transform a standard review into one of your more popular classroom activities:

• A week before the review, ask students to email you two to five key terms or theories that they feel they need to brush up on. Take all that data and compress it until you have a solid working list of what students want to review most.
• In class, provide students with visual access to the list (I found writing all the terms on a chalkboard to be most effective). Instruct the class to have their notes out in front of them, with a pad of paper or blank Word document at their fingertips, and encourage them to take notes as the review is in progress.
• A trinket of sorts (I highly recommend a plush ball), used as a “microphone,” helps to give students equal opportunity to direct the review without putting individuals on the spot too aggressively. The rules are simple: she or he who holds the “mic” can pick one term from the list and using their notes, can offer up what they already know about the term or concept, what they are unsure of, or what they need more elaboration on.
• Actively listen to the speaker and give them some positive cues if they seem unsure; it’s okay to help them along the way, but important to step back and let this review remain student-centered. Once the speaker has said their piece, open the floor to the rest of the class for questions or additional comments. If you find that the discussion has taken a departure from the right direction, re-center the class and provide further elaboration if need be.
• Erase each term discussed from the list as you go, and have the speaker pass (or throw) on the “mic” to a fellow classmate, and keep tossing the ball around after each concept/term is discussed.

Students will have a tendency to pick the terms that they are most comfortable speaking about and those left consistently untouched will give you a clear assessment of the subjects in which your class is struggling, and where comprehension is lacking. Once your class has narrowed down the list to just a few terms, you can switch gears into a more classic review session. Bringing a bit of interaction and fun into a review can help loosen things up during exam time, when students and teachers alike are really starting to feel the pressure.

5. Use YouTube for classroom activities

Monika Semma: Do you remember the pure and utter joy you felt upon seeing your professor wheel in the giant VHS machine into class? Technology has certainly changed—but the awesome powers of visual media have not. Making your students smile can be a difficult task, but by channeling your inner Bill Nye the Science Guy you can make university learning fun again.

A large part of meaningful learning is finding interactive classroom activities that are relevant to daily life—and I can think of no technology more relevant to current students than YouTube.

A crafty YouTube search can yield a video relevant to almost anything in your curriculum and paired with an essay or academic journal, a slightly silly video can go a long way in helping your students contextualize what they are learning.

Even if your comedic attempts plunge into failure, at the very least, a short clip will get the class discussion ball rolling. Watch the video as a class and then break up into smaller groups to discuss it. Get your students thinking about how the clip they are shown pairs with the primary sources they’ve already read.

6. Close reading

Monika Semma: In the humanities, we all know the benefits of close reading activities—they get classroom discussion rolling and students engaging with the material and open up the floor for social and combination learners to shine. “Close reading” is a learning technique in which students are asked to conduct a detailed analysis or interpretation of a small piece of text. It is particularly effective in getting students to move away from the general and engage more with specific details or ideas.

If you’re introducing new and complex material to your class, or if you feel as though your students are struggling with an equation, theory, or concept; giving them the opportunity to break it down into smaller and more concrete parts for further evaluation will help to enhance their understanding of the material as a whole.

And while this technique is often employed in the humanities, classroom activities like this can be easily transferred to any discipline. A physics student will benefit from having an opportunity to break down a complicated equation in the same way that a biology student can better understand a cell by looking at it through a microscope.

In any case, evaluating what kinds of textbooks, lesson plans and pedagogy we are asking our students to connect with is always a good idea.

Brainwriting

Group size: 10 students (minimum)

Course type: Online (synchronous), in-person

This activity helps build rapport and respect in your classroom. After you tackle a complex lecture topic, give students time to individually reflect on their learnings. This can be accomplished through guided prompts or left as an open-ended exercise. Once students have gathered their thoughts, encourage them to share their views either through an online discussion thread or a conversation with peers during class time.

Concept mapping

Collaborative concept mapping is the process of visually organizing concepts and ideas and understanding how they relate to each other. This exercise is a great way for students to look outside of their individual experiences and perspectives. Groups can use this tactic to review previous work or to help them map ideas for projects and assignments. For in-person classes, you can ask students to cover classroom walls with sticky notes and chart paper. For online classes, there are many online tools that make it simple to map out connections between ideas, like Google Docs or the digital whiteboard feature in Zoom.

Group size: Groups of 5–10 students 

Propose a topic or issue to your class. Group students together (or in breakout rooms if you’re teaching remotely) according to the position they take on the specific issue. Ask the groups of students to come up with a few arguments or examples to support their position. Write each group’s statements on the virtual whiteboard and use these as a starting point for discussion. A natural next step is to debate the strengths and weaknesses of each argument, to help students improve their critical thinking and analysis skills. 

Compare and contrast

Group size: Groups of 5–10 students

Ask your students to focus on a specific chapter in your textbook. Then, place them in groups and ask them to make connections and identify differences between ideas that can be found in course readings and other articles and videos they may find. This way, they can compare their ideas in small groups and learn from one another’s perspectives. In online real-time classes, instructors can use Zoom breakout rooms to put students in small groups.

Assess/diagnose/act

This activity will improve students’ problem-solving skills and can help engage them in more dynamic discussions. Start by proposing a topic or controversial statement. Then follow these steps to get conversations going. In online classes, students can either raise their hands virtually or use an online discussion forum to engage with their peers. 

• Assessment: What is the issue or problem at hand?
• Diagnosis: What is the root cause of this issue or problem?
• Action: How can we solve the issue?

Moral dilemmas

Group size: Groups of 3–7 students 

Provide students with a moral or ethical dilemma, using a hypothetical situation or a real-world situation. Then ask them to explore potential solutions as a group. This activity encourages students to think outside the box to develop creative solutions to the problem. In online learning environments, students can use discussion threads or Zoom breakout rooms.

Conversation stations

Group size: Groups of 4–6 students 

Course type: In-person

This activity exposes students’ ideas in a controlled way, prompting discussions that flow naturally. To start, share a list of discussion questions pertaining to a course reading, video or case study. Put students into groups and give them five-to-ten minutes to discuss, then have two students rotate to another group. The students who have just joined a group have an opportunity to share findings from their last discussion, before answering the second question with their new group. After another five-to-ten minutes, the students who haven’t rotated yet will join a new group.

This or that

Course type: Online (synchronous or asynchronous), in-person

This activity allows students to see where their peers stand on a variety of different topics and issues. Instructors should distribute a list of provocative statements before class, allowing students to read ahead. Then, they can ask students to indicate whether they agree, disagree or are neutral on the topic in advance, using an online discussion thread or Google Doc. In class, use another discussion thread or live chat to have students of differing opinions share their views. After a few minutes, encourage one or two members in each group to defend their position amongst a new group of students. Ask students to repeat this process for several rounds to help familiarize themselves with a variety of standpoints.

6 team-building classroom activities for college students

Snowball discussions  .

Group size: 2–4 students per group

Assign students a case study or worksheet to discuss with a partner, then have them share their thoughts with the larger group. Use breakout rooms in Zoom and randomly assign students in pairs with a discussion question. After a few minutes, combine rooms to form groups of four. After another five minutes, combine groups of four to become a larger group of eight—and so on until the whole class is back together again.

Make it personal

Group size: Groups of 2–8 students

After you’ve covered a topic or concept in your lecture, divide students into small discussion groups (or breakout rooms online). Ask the groups questions like “How did this impact your prior knowledge of the topic?” or “What was your initial reaction to this source/article/fact?” to encourage students to reflect on their personal connections to the course concepts they are learning.

Philosophical chairs

Group size: 20–25 students (maximum)

A statement that has two possible responses—agree or disagree—is read out loud. Depending on whether they agree or disagree with this statement, students move to one side of the room or the other. After everyone has chosen a side, ask one or two students on each side to take turns defending their positions. This allows students to visualize where their peers’ opinions come from, relative to their own.

Affinity mapping

Group size: Groups of 3–8 students 

Course type: Online (synchronous)

Place students in small groups (or virtual breakout rooms) and pose a broad question or problem to them that is likely to result in lots of different ideas, such as “What was the greatest innovation of the 21st century?” or “How would society be different if  _____ never occurred?” Ask students to generate responses by writing ideas on pieces of paper (one idea per page) or in a discussion thread (if you’re teaching online). Once lots of ideas have been generated, have students begin grouping their ideas into similar categories, then label the categories and discuss why the ideas fit within them, how the categories relate to one another and so on. This allows students to engage in higher-level thinking by analyzing ideas and organizing them in relation to one another. 

Socratic seminar

Group size: 20 students (minimum)

Ask students to prepare for a discussion by reviewing a course reading or group of texts and coming up with a few higher-order discussion questions about the text. In class, pose an introductory, open-ended question. From there, students continue the conversation, prompting one another to support their claims with evidence from previous course concepts or texts. There doesn’t need to be a particular order to how students speak, but they are encouraged to respectfully share the floor with their peers.

Concentric circles

Group size: 20 students (maximum)

Students form two circles: an inner circle and an outer circle. Each student on the inside is paired with a student on the outside; they face each other. Pose a question to the whole group and have pairs discuss their responses with each other. After three-to-five minutes, have students on the outside circle move one space to the right so they are standing in front of a new person. Pose a new question, and the process is repeated, exposing students to the different perspectives of their peers.

Making your classes more interactive should help your students want to come to class and take part in it. Giving them a more active role will give them a sense of ownership, and this can lead to students taking more pride in their work and responsibility for their grades.

A more interactive class can also make things easier for you—the more work students do in class, the less you have to do. Even two minutes of not talking can re-energize you for the rest of the class.

Plus, these six methods outlined above don’t require any large-scale changes to your class prep. Set up a couple of activities in advance here and there, to support what you’ve been doing, and plan which portion of your class will feature them.

The reality remains that sometimes, students do have to be taught subject matter that is anything but exciting. That doesn’t mean that we can’t make it more enjoyable to teach or learn. It may not be possible to incorporate classroom activities into every lecture, but finding some room for these approaches can go a long way in facilitating a positive learning environment.

And let’s not forget, sometimes even an educator needs a brief departure from the everyday-ordinary-sit-and-listen-to-me-lecture regimen.

Recommended Readings

Workforce Readiness Begins By Nurturing These 5 Essential Skills

A Guide to Navigating College and Career Readiness (+ Quiz)

Subscribe to the top hat blog.

Join more than 10,000 educators. Get articles with higher ed trends, teaching tips and expert advice delivered straight to your inbox.