sample essay questions with answers

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100 IELTS Essay Questions

Below are practice IELTS essay questions and topics for writing task 2. The 100 essay questions have been used many times over the years. The questions are organised under common topics and essay types. IELTS often use the similar topics for their essays but change the wording of the essay question.

In order to prepare well for writing task 2, you should prepare ideas for common topics and then practise applying them to the tasks given (to the essay questions). Also see model essays and tips  for writing task 2.

Below you will find:

• Essay Questions By Topic
• Essay Questions by Essay Type

Please also note that my new Grammar E-book is now available in my store along with my Ideas for Essay Topics E-book and Advanced Writing Lessons. To visit store, click here: Liz’s Store

1) Common IELTS Essay Questions

IELTS practice essay questions divided by topic. These topics have been reported by IELTS students in their tests. Essay questions have been recreated as accurately as possible.

• Art   (5 essay questions)
• Business & Money   (17 essay questions)
• Communication & Personality   (20 essay questions)
• Crime & Punishment   (12 essay questions)
• Education   (17 essay questions)
• Environment   (12 essay questions)
• Family & Children   (8 essay questions)
• Food & Diet (13 essay questions)
• Government (6 essay questions)
• Health   (9 essay questions)
• Housing, Buildings & Urban Planning (8 essay questions)
• Language (6 essay questions)
• Leisure (1 essay question)
• Media & Advertising   (12 essay questions)
• Reading  (5 essay questions)
• Society   (10 essay questions)
• Space Exploration (3 questions)
• Sport & Exercise   (6 essay questions)
• Technology  (6 essay questions)
• Tourism and Travel   (11 essay questions)
• Transport  (7 essay questions)
• Work (17 essay questions)

2) IELTS Essay Questions by Essay Type 

There are 5 main types of essay questions in IELTS writing task 2 (opinion essays, discussion essay, advantage/disadvantage essays, solution essay and direct question essays). Click on the links below to see some sample essay questions for each type.

• Opinion Essay Questions
• Discussion Essay Questions
• Solution Essay Questions
• Direct Questions Essay Titles 
• Advantage / Disadvantage Essay Questions

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IELTS Sample Essays

Here you will find IELTS Sample Essays for a variety of common topics that appear in the writing exam.

The model answers all have tips and strategies for how you may approach the question and comments on the sample answer.

You can also view sample essays with band scores on this page. 

Looking at IELTS essay topics with answers is a great way to help you to prepare for the test. 

These IELTS sample essays have been categorised in a way that makes it easy for you to see how certain essay question types require you to provide certain responses to ensure the question is fully answered. 

Specifically these are:

• Agree / Disagree
• Discuss Two Opinions
• Problems and Solutions
• Advantages and Disadvantages
• Other Types

Agree / Disagree Type Questions

In these types of question you are given one opinion and you then have to state the extent to which you agree or disagree with that opinion:

• Advertising
• Alternative Medicine
• Spending on the Arts
• Human Cloning
• Social Interaction & the Internet
• Airline Tax
• Free University Education
• Scientific Research
• Banning Smoking
• Employing Older People
• Vegetarianism
• Paying Taxes  
• Examinations or Formal Assessment 
• Multinational Organisations and Culture
• Internet vs Newspapers
• Technology Development  
• Dying of Languages
• Animal Extinction
• Truth in Relationships
• Role of Schools
• Return of Historical Artefacts

Discuss Two Opinions Type Questions

In this essay question type you are given two opinions, and you have to discuss both of these and then give your own view:

• University Education
• Reducing Crime
• Animal Rights
• Child Development
• Diet & Health
• Donating Money to Charity
• Closing Zoos   
• Becoming Independent  
• Formal and Informal Education  
• Influence of Scientists and Politicians
• Sources for Stories
• Searching for Extraterrestrial Life

Cause Type Questions

There are a variety of 'cause type' essay questions. In these you first have to give the reasons why something has happened, in other words the causes, but then discuss a different aspect of it, such as the effects, solutions or the extent to whether it is a positive or negative development:

Causes & Effects:

• Child Obesity
• Skin Whitening Creams
• Family Size
• Having Children Later in Life
• Time Away from Family

Causes and Solutions:

• Youth Crime
• Global Warming
• Paying Attention in Class
• International Travel & Prejudice 
• Museums & Historical Places
• Disappearance of Traditions
• Communication Between Generations

Causes, Pros & Cons:

• Family Closeness
• Living Alone
• Rural to Urban Migration

Problems & Solutions Type Questions

In these type of questions, instead of discussing the causes of a problem, you need to discuss the problems related to a particular issue in society, and then suggest what can be to solve these problems:

• Overpopulation
• Competing for Jobs  
• Professionals Immigrating

Advantage & Disadvantages Type Questions

In these type of questions you are asked to discuss the positive and negative sides of a particular topic. You will usually be asked this in the context of giving an opinion ( e.g. Do the advantages outweigh the disadvantages? Is it a positive or negative development? ): 

• Traffic Problems
• Food Additives
• Computer Games
• Age Discrimination at Work  
• Children using Tablets and Computers  
• Cell Phones, Internet, & Communication  
• Working from Home 
• Eating Locally grown  Produce  
• Oil and Gas Essay  
• Peer Pressure on Young People
• Online Fraud
• Decreasing House Sizes

'Hybrid' Types of Essay Question

There are sometimes questions that don't fit easily into a particular category as above. I've called these 'hybrid', as they are of mixed character, are composed of different elements from other types of essay, or are perhaps just worded differently. 

• Protecting Old Buildings
• Animal Testing
• Fear of Crime
• Communication Technology
• Influence of Children's Friends  

Sample Essays with Band Scores

You can also view some sample essays that have been written by candidates practising for the test and have band scores and comments by an experienced ex-IELTS Examiner based on the IELTS marking criteria. 

• IELTS Band 8 Essay Samples
• IELTS Band 7 Essay Samples
• IELTS Band 6 Essay Samples
• IELTS Band 5 Essay Samples
• IELTS Band 4 Essay Samples

Student Sample Essays

For more IELTS essay topics with answers you can also view essays that have been written by students. Some have feedback from other students or IELTS teachers:

• Student Model Essays  (with comments by other students)
• Student Model Essays (with comments by IELTS buddy)

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IELTS Writing Task 2: ✍️ Everything You Need to Know

When helping students prepare for the IELTS test, one of the biggest fears is how to do well in IELTS Writing Task 2. 

IELTS Writing Task 2 is the second part of the writing test, where you are presented with a point of view, argument or problem and asked to write an essay in response. Your essay should be in a formal style, at least 250 words in length and you should aim to complete it in under 40 minutes. 

IELTS Writing Task 2: Everything You Need to Know

In this video, I’ll outline exactly what you must do to create an IELTS Writing Task 2 essay that could score a Band 7, 8 or 9.

It doesn’t matter if you’re new to IELTS or if you’ve failed the exam before – I’ve broken everything down into a simple 3-step process that anyone can use to improve their scores! Watch the video above to find out what they are.

5 Steps to a Band 7 in IELTS Writing Task 2

1. Understand the question.

You must understand the question before you attempt to answer it. This way, you’ll know exactly what the examiner is looking for. One of the biggest mistakes students make is not answering the question fully, which stops them from getting a score higher than a Band 5.

To analyse the question , you must first identify the question type, then identify the keywords in the question and finally identify the instructions words. This will help you understand exactly what the examiner wants you to do with the question.

2. Plan your answer.

The students who get the highest marks in Writing Task 2 always plan their answers for up to 10 minutes. Planning helps you organise your ideas and structure your essay before you write it, saving you time and helping you produce a clear and coherent essay.

3. Write an introduction.

The introduction should answer the question directly. This tells the examiner that you know what you are doing straight away and helps you write your main body paragraphs.

4. Write the main body paragraphs.

This is where you give the examiner more detail . You do this by stating your main points and supporting these with explanations and relevant examples.

5. Write a conclusion.

In your conclusion , you should provide a summary of what you already said in the rest of your essay.

4 Ways to Improve your Score in IELTS Writing Task 2

Many people know they need to improve their writing skills but don’t know how to do it. Here are 4 ways you can boost your score in Writing Task 2:

1. Understand the exam.

You must first understand what IELTS Writing Task 2 is, what you are expected to do and how to give the examiners what they want. This is the first stage and one that is often overlooked.

There are many online resources, often with conflicting and poor-quality information, so finding a reliable source of information is key.

2. Identify your weak areas.

If your car breaks down, you would try and identify which part caused the problem. If you get sick, your doctor will run tests to determine the exact cause of your symptoms.

IELTS Writing Task 2 is the same. We must first identify WHY you are not getting the score you need before we can help you improve.

However, be very careful! You wouldn’t ask the average man on the street for medical advice, so make sure you find someone who knows what they are doing and has the expertise to help you with this.

3. Fix the problems.

Now that we know what the problems are, we must fix them.

If your grammar needs work, fix those issues. If your vocabulary is lacking, work on fixing this issue.

Just as a good doctor can help you fix a medical problem, a good IELTS teacher can help you fix your specific issues.

4. Practice and get feedback.

Practice alone will not help you. It is an essential part of your preparation, but you must also get feedback on your work if you are really going to improve.

You wouldn’t try to teach yourself how to drive without an instructor, would you?

Find someone who will give you accurate and helpful feedback on your work. Otherwise, you will not be able to move to the last stage.

Now that you have understood what you need to do, identified the exact areas you need to work on, improved those areas, and received feedback on your work, you are now ready to get the IELTS Writing Task 2 score you deserve.

Writing Task 2 Structures 

I want to warn you about structures because they are not a magic wand that will help you automatically get a higher score. They WILL help you, but please realise that they are just a small part of your overall score.

These structures provide a sentence-by-sentence template for all the main Task 2 question types, making your job much easier on exam day.

• Task 2 Essay Structures

Essential Writing Task 2 Skills 

No matter how good your English is, you must still learn IELTS writing skills before taking the Writing Task 2 test. These helpful guides will take you through each of these skills step-by-step:

• How to Plan an Essay

Making a good plan actually saves you time when you write your essay. This guide will show you how to plan and write a clear essay every time.

• How to Think of Relevant Ideas

This guide provides 5 different methods to help you quickly think of relevant ideas that are directly linked to the question.

• How to Write a Complex Sentence

Complex sentences help you boost your score for grammar. They are actually very simple to write and are not complex at all.

• How to Paraphrase

Paraphrasing is one of the essential IELTS skills for all parts of the IELTS test. You should paraphrase the question in the very first sentence of your essay to help boost your vocabulary score in Writing Task 2.

• How to Write a Supporting Paragraph

Supporting paragraphs are the main body paragraphs and are the meat in the sandwich. This is where you provide the detail the examiner is looking for in the form of explanations and examples.

• How to Write a Thesis Statement

A thesis statement tells the examiner your opinion. Many IELTS Writing Task 2 questions specifically ask for your opinion, and if you don’t write it clearly, you have not answered the question properly. This article shows you how, where and when to give your opinion.

How many words should I write?

Around 250 words? Exactly 250 words or over 250 words? How many words over? How do I know how many words I have? Will I lose marks if I write too many words? This article answers all those questions.

• How to Understand and Analyse Any Question

A critical part of answering any question. This article shows you how to break down any Task 2 question and identify the keywords, micro-keywords and instruction words to help you answer the question effectively.

• How to Write a Great Introduction

The introduction is the first thing the examiner reads; therefore, we must give them a good first impression. I share a very specific sentence-by-sentence structure in this article to help you write introductions quickly and effectively.

• Task 2 Marking Criteria 

Do you know how Task 2 is marked? What is the difference between a Band 5 and a Band 8 answer? This article breaks down the marking criteria and explains it in simple language so you can give the IELTS examiners exactly what they want.

• How to Write a Conclusion

A good conclusion should be a summary of your main points. The conclusion is the last thing the examiner reads, and if you can write a good one, you will leave them with a very good impression.

• Using Examples

Each of your supporting paragraphs should have a specific example that supports and illustrates your main point. This is an essential skill to learn if you want to get one of the higher band scores.

• Cohesive Devices

Cohesive devices (sometimes called linking words) are one of the most misunderstood and misused elements of writing. Therefore, you must learn how to use them and when to use them.

• The Danger of Synonyms

While synonyms are very important, they can also really reduce your mark if used incorrectly.

• Paragraphing and Editing

This article will show you how to make your writing as clear and as easy to read as possible. It will also advise you on whether to use a pen or pencil.

• IELTS Writing Task 2: 8 Steps to Success

Read this blog now to access our 61-page Task 2 strategy.

• IELTS Writing Tips

I have compiled these tips after years of teaching IELTS, and all of them have been approved by IELTS examiners.

• Coherence and Cohesion

This is a video lesson that shows you in practical terms how to improve your coherence and cohesion score.

Writing Task 2 Common Topics 

Knowing the common topics can help you prepare for the test more efficiently. Here are the 10 most common topics over the last few years. Studying hard is great, but don’t forget to study smart.

The article below will show you the top 10 most common IELTS topics.

• Most Common Task 2 Topics 

Full IELTS Writing Task 2 Practice Lessons 

Here are some lessons that I have used when teaching students about IELTS Writing Task 2. I have changed them so that you can easily learn from home. They are very long but contain all the necessary information combined with the skills above.

• Agree or Disagree (Opinion) Lesson

In this lesson, we look at how to tackle an ‘agree or disagree’ question. Many people worry about whether to take one side of the other or discuss both sides. Additionally, people also worry about how to deal with ‘To what extent’ question types. We allay all of these fears in this lesson.

• Discussion Essay Lesson

‘Discuss both views’ questions often confuse people because you are asked to do many things in one essay. As such, it is very important to remember that the question asks you to discuss BOTH views AND give YOUR opinion.

• Problem and Solution Essay Lesson

These questions are much easier than you think. You probably discuss problems and solutions in your day-to-day life all the time. Keep it simple.

• Advantages and Disadvantages Lesson 

There are a couple of different types of advantages and disadvantages questions. This lesson will show you how to answer them.

• Writing Task 2 Exercise with Video

Writing is a skill, and just like any other skill, it is important to practice to improve.

• From Band 6.5 to 8 Demo Lesson

This is my most comprehensive free lesson on IELTS Writing Task 2. We show you how we took one VIP student from Band 6.5 to an amazing 8.

Sample Answers

You must have some good examples to compare your writing and see if you are on the right track. Click the link below for lots of sample answers and over 100 questions.

Task 2 Sample Answers

• Agree or Disagree Sample Essays
• Task 2 Band 9 Sample Essay
• Latest Real Task 2 Questions
• Official Sample Test Questions
• Cambridge Sample Questions
• Free Practice Test
• How To Use Task 2 Samples
• Recent Confusing Questions
• IELTS Writing Practice Guide

IELTS Writing Task 2 Essential Information

• You must write an essay in response to a question.
• You must write 250 words or more.
• Task 2 is worth 2/3 of your total mark on the Writing test.
• You should spend around 40 minutes on this part of the test.
• General Training and Academic are essentially the same for Task 2. However, they are different for Task 1.
• There are certain types of questions that you will be asked, for example, opinion, discussion etc. See below for more detail on these.
• Task Achievement (25%)
• Coherence and Cohesion (25%)
• Lexical Resource (25%)
• Grammatical Range and Accuracy (25%)

Grammar and Vocabulary

Grammar is one of the four things you will be marked on in the Writing Task 2 test. Finding out what your common grammar mistakes are and then fixing them is a very powerful way to boost your score in this area. Here are some common grammar mistakes I have found after making hundreds of tests.

• Top 10 Grammar Mistakes

For most IELTS students, the problem is not grammar in general. In fact, it is usually just 1-2 problem areas. Therefore, when you fix these main weaknesses, you’ll be able to improve your grammar and your writing score dramatically.

• Using Personal Pronouns

Hint- They aren’t as big of a deal as you think.

See the interactive tool below for the answers to the most commonly asked questions we receive about IELTS Writing Task 2: 

IELTS Writing Task 2 FAQs

How can i improve my writing.

You will find all the resources you need on our Writing Task 2 page. Click the link below:

Writing Task 2

We also have two Task 2 courses for those that need to improve their Task 2 skills and strategy. They are both based online and completely free of charge. Learn more about them below:

Task 2 5 Day Challenge

Task 2 Essay Builder

If you need serious help or personalised feedback, you should check out our VIP Course. There is a waiting list, but you can add your name here:

How can I get a Band 7, 8 or 9?

The answer to this question is different for every individual IELTS student, as it depends on a number of factors, including your work ethic, English skills and exam strategy. You'll find a guide to answering this question in this article

If you need serious help with improving your IELTS scores, you should check out our online writing course. There is a waiting list, but you can add your name by clicking the link below:

Can you correct my writing?

Please click the link below and it will give you all the information you need about our writing correction service:

Writing Correction Service

Do you have any sample answers?

Yes, you will find them at the link below:

Will using 'high level' or 'academic' words help me improve my score?

Probably not.

Read my recent article about IELTS vocabulary here:

5 Things You Need to Know about IELTS Vocabulary

Can I use idioms?

No, you should not write idioms for Task 2.

Can I use personal pronouns?

You should avoid using personal pronouns, but it is fine to use them when giving your personal opinion.

Do you write a conclusion for Task 2?

Yes, it is very difficult to get a good score in Task 2 if you haven't finished your essay with a conclusion. You will find an in-depth lesson on conclusions here:

How to Write an Effective Task 2 Conclusion

How many paragraphs should I write?

Most IELTS task 2 essays follow the same basic four paragraph structure:

• Introduction
• Supporting Paragraph 1
• Supporting Paragraph 2

However, you can find more comprehensive help with structuring your Task 2 essays here:

5 Day Challenge

Do I need to plan my essay?

I would highly recommend planning your essay. A good plan acts like a map that guides you through the essay, ensuring that you give the examiner exactly what they need to award you the score you need. You can find help with planning your essays here: How to Plan an IELTS Essay

You must write at least 250 words in Writing Task 2.

I would suggest that you aim to write around 270-280 words in total. Aiming for 20-30 words more than the required amount makes you more likely to reach the word limit without setting an unrealistic goal.

Will I lose marks if I don't write enough words?

Yes, if you don't write the required number of words, you will lose marks in 'Task Achievement' for not answering the question fully. Read more here .

Can I use contractions?

No, should not use contractions when you are writing an academic essay.

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Short Answer & Essay Tests

Strategies, Ideas, and Recommendations from the faculty Development Literature

General Strategies

Save essay questions for testing higher levels of thought (application, synthesis, and evaluation), not recall facts. Appropriate tasks for essays include: Comparing: Identify the similarities and differences between Relating cause and effect: What are the major causes of...? What would be the most likely effects of...? Justifying: Explain why you agree or disagree with the following statement. Generalizing: State a set of principles that can explain the following events. Inferring: How would character X react to the following? Creating: what would happen if...? Applying: Describe a situation that illustrates the principle of. Analyzing: Find and correct the reasoning errors in the following passage. Evaluating: Assess the strengths and weaknesses of.

There are three drawbacks to giving students a choice. First, some students will waste time trying to decide which questions to answer. Second, you will not know whether all students are equally knowledgeable about all the topics covered on the test. Third, since some questions are likely to be harder than others, the test could be unfair.

Tests that ask only one question are less valid and reliable than those with a wider sampling of test items. In a fifty-minute class period, you may be able to pose three essay questions or ten short answer questions.

To reduce students' anxiety and help them see that you want them to do their best, give them pointers on how to take an essay exam. For example:

• Survey the entire test quickly, noting the directions and estimating the importance and difficulty of each question. If ideas or answers come to mind, jot them down quickly.
• Outline each answer before you begin to write. Jot down notes on important points, arrange them in a pattern, and add specific details under each point.

Writing Effective Test Questions

Avoid vague questions that could lead students to different interpretations. If you use the word "how" or "why" in an essay question, students will be better able to develop a clear thesis. As examples of essay and short-answer questions: Poor: What are three types of market organization? In what ways are they different from one another? Better: Define oligopoly. How does oligopoly differ from both perfect competition and monopoly in terms of number of firms, control over price, conditions of entry, cost structure, and long-term profitability? Poor: Name the principles that determined postwar American foreign policy. Better: Describe three principles on which American foreign policy was based between 1945 and 1960; illustrate each of the principles with two actions of the executive branch of government.

If you want students to consider certain aspects or issues in developing their answers, set them out in separate paragraph. Leave the questions on a line by itself.

Use your version to help you revise the question, as needed, and to estimate how much time students will need to complete the question. If you can answer the question in ten minutes, students will probably need twenty to thirty minutes. Use these estimates in determining the number of questions to ask on the exam. Give students advice on how much time to spend on each question.

Decide which specific facts or ideas a student must mention to earn full credit and how you will award partial credit. Below is an example of a holistic scoring rubric used to evaluate essays:

• Full credit-six points: The essay clearly states a position, provides support for the position, and raises a counterargument or objection and refutes it.
• Five points: The essay states a position, supports it, and raises a counterargument or objection and refutes it. The essay contains one or more of the following ragged edges: evidence is not uniformly persuasive, counterargument is not a serious threat to the position, some ideas seem out of place.
• Four points: The essay states a position and raises a counterargument, but neither is well developed. The objection or counterargument may lean toward the trivial. The essay also seems disorganized.
• Three points: The essay states a position, provides evidence supporting the position, and is well organized. However, the essay does not address possible objections or counterarguments. Thus, even though the essay may be better organized than the essay given four points, it should not receive more than three points.
• Two points: The essay states a position and provides some support but does not do it very well. Evidence is scanty, trivial, or general. The essay achieves it length largely through repetition of ideas and inclusion of irrelevant information.
• One point: The essay does not state the student's position on the issue. Instead, it restates the position presented in the question and summarizes evidence discussed in class or in the reading.

Try not to bias your grading by carrying over your perceptions about individual students. Some faculty ask students to put a number or pseudonym on the exam and to place that number / pseudonym on an index card that is turned in with the test, or have students write their names on the last page of the blue book or on the back of the test.

Before you begin grading, you will want an overview of the general level of performance and the range of students' responses.

Identify exams that are excellent, good, adequate, and poor. Use these papers to refresh your memory of the standards by which you are grading and to ensure fairness over the period of time you spend grading.

Shuffle papers before scoring the next question to distribute your fatigue factor randomly. By randomly shuffling papers you also avoid ordering effects.

Don't let handwriting, use of pen or pencil, format (for example, many lists), or other such factors influence your judgment about the intellectual quality of the response.

Write brief notes on strengths and weaknesses to indicate what students have done well and where they need to improve. The process of writing comments also keeps your attention focused on the response. And your comments will refresh your memory if a student wants to talk to you about the exam.

Focus on the organization and flow of the response, not on whether you agree or disagree with the students' ideas. Experiences faculty note, however, that students tend not to read their returned final exams, so you probably do not need to comment extensively on those.

Most faculty tire after reading ten or so responses. Take short breaks to keep up your concentration. Also, try to set limits on how long to spend on each paper so that you maintain you energy level and do not get overwhelmed. However, research suggests that you read all responses to a single question in one sitting to avoid extraneous factors influencing your grading (for example, time of day, temperature, and so on).

Wait two days or so and review a random set of exams without looking at the grades you assigned. Rereading helps you increase your reliability as a grader. If your two score differ, take the average.

This protects students' privacy when you return or they pick up their tests. Returning Essay Exams

A quick turnaround reinforces learning and capitalizes on students' interest in the results. Try to return tests within a week or so.

Give students a copy of the scoring guide or grading criteria you used. Let students know what a good answer included and the most common errors the class made. If you wish, read an example of a good answer and contrast it with a poor answer you created. Give students information on the distribution of scores so they know where they stand.

Some faculty break the class into small groups to discuss answers to the test. Unresolved questions are brought up to the class as a whole.

Ask students to tell you what was particularly difficult or unexpected. Find out how they prepared for the exam and what they wish they had done differently. Pass along to next year's class tips on the specific skills and strategies this class found effective.

Include a copy of the test with your annotations on ways to improve it, the mistakes students made in responding to various question, the distribution of students' performance, and comments that students made about the exam. If possible, keep copies of good and poor exams.

The Strategies, Ideas and Recommendations Here Come Primarily From:

Gross Davis, B. Tools for Teaching. San Francisco, Jossey-Bass, 1993.

McKeachie, W. J. Teaching Tips. (10th ed.) Lexington, Mass.: Heath, 2002.

Walvoord, B. E. and Johnson Anderson, V. Effective Grading. San Francisco, Jossey-Bass, 1998.

And These Additional Sources... Brooks, P. Working in Subject A Courses. Berkeley: Subject A Program, University of California, 1990.

Cashin, W. E. "Improving Essay Tests." Idea Paper, no. 17. Manhattan: Center for Faculty

Evaluation and Development in Higher Education, Kansas State University, 1987.

Erickson, B. L., and Strommer, D. W. Teaching College Freshmen. San Francisco:

Jossey-Bass, 1991.

Fuhrmann, B. S. and Grasha, A. F. A Practical Handbook for College Teachers. Boston:

Little, Brown, 1983.

Jacobs, L. C. and Chase, C. I. Developing and Using Tests Effectively: A Guide for Faculty.

San Francisco: Jossey-Bass, 1992.

Jedrey, C. M. "Grading and Evaluation." In M. M. gullette (ed.), The Art and Craft of Teaching.

Cambridge, Mass.: Harvard University Press, 1984.

Lowman, J. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1984.

Ory, J. C. Improving Your Test Questions. Urbana:

Office of Instructional Res., University of Illinois, 1985.

Tollefson, S. K. Encouraging Student Writing. Berkeley:

Office of Educational Development, University of California, 1988.

Unruh, D. Test Scoring manual: Guide for Developing and Scoring Course Examinations.

Los Angeles: Office of Instructional Development, University of California, 1988.

Walvoord, B. E. Helping Students Write Well: A Guide for Teachers in All Disciplines.

(2nded.) New York: Modern Language Association, 1986.

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SAT Practice and Preparation

From free practice tests to a checklist of what to bring on test day, College Board provides everything you need to prepare for the digital SAT.

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A guide to the SAT for international students to learn how to prepare for test day. It covers the structure of the digital test, how to download the app and practice, information about policies, and testing rules.

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Information about SAT School Day, sample test materials, and test-taking advice and tips.

SAT Practice Quick Start Guide

Learn how to practice for the SAT with this step-by-step guide.

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Aprende cómo practicar para el SAT con esta guía de inicio rápido.

Why Should I Practice for the SAT?

This resource informs students about the benefits of practicing for the SAT and provides links to free practice resources.

¿Por qué debería practicar para el SAT?

Este folleto ofrece información sobre los beneficios de practicar para el SAT e incluye enlaces hacia recursos de práctica.

A Parent/Guardian's Guide to Official SAT Practice: Getting Your Teen Ready for the SAT

This resource provides parents and guardians with a schedule outline to help their child prepare for the SAT and includes links to free official practice materials.

A Parent/Guardian's Guide to Official SAT Practice: Getting Your Teen Ready for the SAT (Spanish)

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Romeo and Juliet

By william shakespeare, romeo and juliet essay questions.

In what way do Romeo and Juliet break gender conventions? How do these roles fluctuate throughout the play?

At the beginning of the play, the young lovers' behavior reverses common gender conventions – Romeo acts in a way that his friends call feminine, while Juliet exhibits masculine qualities. Romeo is by no means an archetypal Elizabethan man; he is disinterested in asserting his physical power like the other male characters in the play. Instead, Romeo chooses to stew in his pensive melancholy. On several instances, Romeo's companions suggest that his introspective behavior is effeminate. On the other hand, Juliet exhibits a more pronounced sense of agency than most female characters in Shakespeare's time. While the women around her, like her mother, blindly act in accordance with Lord Capulet's wishes, Juliet proudly expresses her opinion. Even when she has lost a battle (like when Lord Capulet insists she consider marrying Paris), she demonstrates a shrewd ability to deflect attention without committing to anything. In her relationship with Romeo, Juliet clearly takes the lead by insisting on marriage and proposing the plan to unite them. As the play progresses, Romeo starts to break out of his pensive inaction to the point that Mercutio notices this change. Romeo also makes a great shift from his cowardly attempt at suicide in Act III to his willful decision in Act V. Overall, Romeo and Juliet are arguably a good match because they are so distinct. Juliet is headstrong, while Romeo is passive until passion strikes and inspires him to action.

Contrast Romeo's attempted suicide in Act 3 with his actual suicide in Act 5. How do these two events reveal changes in his character and an evolving view of death?

Romeo considers suicide in both Act 3 and Act 5. In Act 3, Romeo's desire to take his own life is a cowardly response to his grief over killing Tybalt. He is afraid of the consequences of his actions and would rather escape the world entirely than face losing Juliet. Both Friar Laurence and the Nurse criticize Romeo for his weakness and lack of responsibility - taking the knife from his hands. In contrast, Romeo actually does commit suicide in Act V because he sees no other option. He plans for it, seeking out the Apothecary before leaving Mantua, and kills himself out of solidarity with Juliet, not because he is afraid. While suicide is hardly a defensible action, Romeo's dual attempts to take his life reveal his growing maturity and his strengthened moral resolve.

Several characters criticize Romeo for falling in love too quickly. Do you believe this is true? Does his tendency towards infatuation give the audience occasion to question Romeo's affection for Juliet?

This question obviously asks for a student opinion, but there is evidence to support both sides of the argument. In Act 2, Friar Laurence states his opinion that Romeo does indeed fall in love too quickly. Romeo is arguably in love with being in love more than he is in love with any particular woman. The speed with which his affections shift from Rosaline to Juliet – all before he ever exchanges a word with the latter – suggests that Romeo's feelings of 'love' are closer to lust than commitment. This interpretation is supported by the numerous sexual references in the play, which are even interwoven with religious imagery in Romeo and Juliet's first conversation. However, it also possible to argue that Romeo's lust does not invalidate the purity of his love. Romeo and Juliet celebrates young, passionate love, which includes physical lust. Furthermore, whereas Romeo was content to pine for Rosaline from afar, his love for Juliet forces him to spring into action. He is melancholy over Rosaline, but he is willing to die for Juliet. Therefore, a possible reading is that Romeo and Juliet's relationship might have been sparked by physical attraction, but it grew into a deep, spiritual connection.

Examine the contrast between order and disorder in Romeo and Juliet . How does Shakespeare express this dichotomy through symbols, and how do those motifs help to underline the other major themes in the play?

The contrast between order and disorder appears from the Prologue, where the Chorus tells a tragic story using the ordered sonnet form. From that point onwards, the separation between order and disorder is a common theme. Ironically, violence and disorder occurs in bright daylight, while the serenity of love emerges at night. The relationship between Romeo and Juliet is uncomplicated without the disorderly feud between their families, which has taken over the streets of Verona. The contrast between order and disorder underscores the way that Shakespeare presents love - a safe cocoon in which the lovers can separate themselves from the unpredictable world around them. At the end of the play, it becomes clear that a relationship based on pure love cannot co-exist with human weaknesses like greed and jealousy.

Many critics note a tonal inconsistency in Romeo and Juliet . Do you find the shift in tone that occurs after Mercutio's death to be problematic? Does this shift correspond to an established structural tradition or is it simply one of Shakespeare's whims?

After the Prologue until the point where Mercutio dies in Act III, Romeo and Juliet is mostly a comic romance. After Mercutio dies, the nature of the play suddenly shifts into tragedy. It is possible that this extreme shift is merely the product of Shakespeare's whims, especially because the play has many other asides that are uncharacteristic of either comedy or tragedy. For example, Mercutio's Queen Mab speech is dreamy and poetic, while the Nurse's colorful personality gives her more dimension than functional characters generally require. However, it is also possible to see the parallels between this tonal shift and the play's thematic contrast between order and disorder. Shakespeare frequently explored the human potential for both comedy and tragedy in his plays, and it is possible that in Romeo and Juliet , he wanted to explore the transition from youthful whimsy into the complications of adulthood. From this perspective, the play's unusual structure could represent a journey to maturity. Romeo grows from a petulant teenager who believes he can ignore the world around him to a man who accepts the fact that his actions have consequences.

Eminent literary critic Harold Bloom considers Mercutio to be one of Shakespeare's greatest inventions in Romeo and Juliet . Why do you agree or disagree with him? What sets Mercutio apart?

One of Shakespeare's great dramatic talents is his ability to portray functional characters as multi-faceted individuals. Mercutio, for example, could have served a simple dramatic function, helping the audience get to know Romeo in the early acts. Then, his death in Act 3 is a crucial plot point in the play, heightening the stakes and forcing Romeo to make a life-changing decision. Mercutio barely appears in Arthur Brooke's Romeus and Juliet , which Romeo and Juliet is based on. Therefore, Shakespeare made a point of fleshing out the character. In Mercutio's Queen Mab speech, Shakespeare has the opportunity to truly delve into the bizarre and often dangerous sexual nature of love. Further, Mercutio's insight as he dies truly expresses the horrors of revenge, as he declares a plague on both the Montague and Capulet families. He is the first casualty of their feud - and because he transcends functionality, the audience mourns his untimely death and can relate to Romeo's capricious revenge.

How does Shakespeare use symbols of gold and silver throughout the play? What does each element represent?

Shakespeare uses gold and silver as symbols to criticize human folly. He often invokes the image of silver to symbolize pure love and innocent beauty. On the other hand, he uses gold as a sign of greed or desire. For example, Shakespeare describes Rosaline as immune to showers of gold, an image that symbolizes the selfishness of bribery. Later, when Romeo is banished, he comments that banishment is a "golden axe," meaning that banishment is merely a shiny euphemism for death. Finally, the erection of the golden statues at the end of the play is a sign of the fact that neither Lord Capulet nor Lord Montague has really learned anything from the loss of their children. They are still competing to claim the higher level of grief. Romeo, however, recognizes the power of gold and rejects it - through him, Shakespeare suggests a distinction between a world governed by wealth and the cocoon of true love.

Do a character analysis of Friar Laurence. What motivates him? In what ways does this motivation complicate his character?

Friar Laurence is yet another character who transcends his functional purpose. When Romeo first approaches the Friar to plan his marriage to Juliet, the older man questions the young man's sincerity, since Romeo openly pined for Rosaline only a few days before. However, the Friar shows a willingness to compromise by agreeing to marry the young lovers nevertheless. What ultimately motivates Friar Laurence is his desire to end the feud between the Capulets and the Montagues, and he sees Romeo and Juliet's marriage as a means to that end. While his peaceful intentions are admirable, his devious actions to achieve them – conducting a marriage that he explicitly questions – suggests he is more driven by politics than by an internal moral compass. The fact that a religious figure would compromise one of the Church's sacraments (marriage) further suggests that the Friar wants his power to extend beyond the confines of his Chapel. He also displays his hubris by helping Juliet to fake her death, rather than simply helping her get to Mantua to be with Romeo. While Friar Laurence is not an explicit villain, his internal contradictions speak to Shakespeare's ability to create multi-faceted characters.

Should Romeo and Juliet be considered a classical tragedy (in which fate destroys individuals)? Or is it more a tragedy of circumstance and personality? Moreover, could the tragic ending of Romeo and Juliet have been avoided?

In classical tragedy, an individual is defeated by Fate, despite his or her best efforts to change a pre-determined course of events. A classical tragedy both celebrates an individual's willpower while lamenting the fact that the universe cannot be bested by mankind. The tragic elements in Romeo and Juliet are undeniable - two young lovers want nothing more than to be together and fall victim to an ancient feud and rigid societal conventions. However, while Romeo and Juliet's deaths result from human folly, the immovable power of fate also has a hand in sealing their destinies. For instance, Romeo and Juliet had many opportunities to simply run away together instead of being separated after Romeo is banished from Verona. Furthermore, many of the tragic occurrences are contingent on antagonistic characters running into one another, and then choosing to pursue vengeance rather than simply walk away. Based on this evidence, it is possible to read Shakespeare's intent as suggesting that behavioral adjustment can often prevent tragic events.

How is Romeo and Juliet a criticism of organized religion? Examine the play's secularism to develop your answer.

While Romeo and Juliet does not present explicit attacks against religion, Shakespeare reveals his skepticism of Christianity in subtle ways. In many ways, Romeo and Juliet must reject the tenets of Christianity in order to be together. In their first meeting, they banter, using religious imagery to share their sexual feelings. In this exchange, the lovers acknowledge the omnipresence of Christianity, but cheekily use religious images in an unexpected context. Further, Christian tradition would have required Juliet to submit to her father's desire, but instead, she manipulates his expectations to distract him from her real agenda. Even Friar Laurence, an explicitly religious figure, uses Christianity as a tool towards his own ends. In this way, the play implicitly suggests that the rigid rules of religion often work in opposition to the desires of the heart - and to pursue true happiness, one must throw off the shackles of organized faith.

Romeo and Juliet Questions and Answers

The Question and Answer section for Romeo and Juliet is a great resource to ask questions, find answers, and discuss the novel.

Can you find verbal irony in the play? Where?

One example of verbal irony would be Romeo's reference to the poison he has purchased as a "sweet medicine". A cordial is a sweet liquor or medicine.

Come, cordial and not poison, go with me To Juliet's grave; for there must I use thee.

What do we learn about Mercutio in queen man speech?

The whole speech is based on pagan Celtic mythology. Mercutio’s speech is laced with sexual innuendo. The words “queen” and “mab” refer to whores in Elizabethan England. As his speech goes on we notice the subtext get increasingly sexual...

What does Romeo fear as he approaches Capulet house? What literary device would this be an example of?

Romeo feels something bad is going to happen.

I fear too early, for my mind misgives Some consequence yet hanging in the stars

Looks like foreshadowing to me!

Study Guide for Romeo and Juliet

Romeo and Juliet study guide contains a biography of William Shakespeare, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.

• About Romeo and Juliet
• Romeo and Juliet Summary
• Romeo and Juliet Video
• Character List

Essays for Romeo and Juliet

Romeo and Juliet essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of Romeo and Juliet by William Shakespeare.

• Unity in Shakespeare's Tragedies
• Fate in Romeo and Juliet
• Romeo and Juliet: Under the Guise of Love
• The Apothecary's Greater Significance in Romeo and Juliet
• Romeo and Juliet: Two Worlds

Lesson Plan for Romeo and Juliet

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to Romeo and Juliet
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• Romeo and Juliet Bibliography

E-Text of Romeo and Juliet

Romeo and Juliet e-text contains the full text of Romeo and Juliet by William Shakespeare.

• List of Characters

Wikipedia Entries for Romeo and Juliet

• Introduction
• Date and text