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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

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

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

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Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

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

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

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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What are the Different Types of Persuasive Essays?

Published by Grace Graffin at August 17th, 2021 , Revised On October 9, 2023

If you have been asked by your academic tutor to  write an essay  but are unsure what type of essay you should write, then this article will serve as a guide to help you distinguish between different types of essays.

Academic essays require authors to present their viewpoints and arguments on a range of topics with reasoning and evidence. So, what is a persuasive essay, and what are the different styles of persuasive essay writing?

This article aims to discuss the similarities and differences between the most common types of persuasive essays, including  argumentative ,   expository , discursive, and exegetical.

All these four types of essays can be combined under one essay group: persuasive essays. As the name suggests, persuasive essays are developed to persuade readers to believe the author’s opinions and arguments.

Here is all you need to know if you are unsure about the different types of persuasive essays.

Types of Persuasive Essays, with Definitions

Before you look into the similarities and differences between the different types of persuasive essays, it will be sensible to define these four kinds of essays briefly.

While it is important to recognise the characteristics and features that differentiate the various types of persuasive essays, it is equally important to consider the writer’s role.

Here is a similar article;  How to Write an Essay?

Argumentative Essays

Argumentative essays  give authors and scholars the chance to convince their readers that there is something new in their research area that needs to be considered. This is likely to be a result of collection of data by the author. Argumentative essays are the most popular type of essay at the college and university level.

A well written argumentative essay improves the scholar’s credibility and authority in the respective field of research.

The Purpose of an Argumentative Essay

•  An argumentative essay’s primary purpose is to add value to the existing literature in any given area of study.
•  It involves in-depth research and consideration of the opinions of others.
•  Arguments are backed by evidence.
•  Argumentative essays are generally longer than other types of essays.
•  The author should have implications and recommendations for other academicians in the future; they should be original and clearly positioned in existing debates surrounding the essay topic .

What is the Role of the Author in an Argumentative Essay?

The role of the author in an argumentative essay is significant. Based on a given thesis statement , you will be required to demonstrate that your own personal opinions and viewpoints should be considered a new approach, and focus on how this new approach will add value to the existing literature.

This type of essay should be based on rational thinking, with an objective approach from the author. Logic and evidence should take precedence.

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Expository Essays

This particular type of persuasive essay helps to persuade the readers to believe the conclusions of the author through a  critical evaluation  of the literature material. It should present a balanced and objective argument using readily available material on the topic. The word ‘expository’ is from the word ‘expose’, meaning to lay bare and reveal something. A likely part of your coursework , an expository essay reveals and discusses the evidence around the topic in question.

The Purpose of an Expository Essay

•  All expository essays intend to grab the attention of the readers by presenting a unique discussion about a topic.
•  You will be required to back your reasoning with solid evidence.
•  As an author of an expository essay, you must demonstrate your ability to create an argumentative view and provide the necessary framework.
•  You will be expected to showcase the ability to critically evaluate information.
•  An expository essay must include the reasoning for the readers to accept your view as convincing and conclusive.

What is the Role of the Author in an Expository Essay?

Your role in an expository essay assignment is substantial because you will be expected to convince the readers that they should consider your findings on the topic as the most formidable. This can be achieved through thoroughly critical and independent analysis.

The evidence you present for the argument should not be your own opinions and the essay should not show bias. As the essay progresses, it should become clear that one viewpoint or set of evidence is the more convincing; it should not be achieved through the subjective view of the author. Therefore, you should not use the pronouns ‘I’ or ‘you’.

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Discursive Essays

Discursive essays are the less common type of academic persuasive essays. They aim to convince the readers that there is another approach to a topic and that it is important to consider all sides of the debate before coming to any conclusion. It does not necessarily look at polarising for-and-against arguments, and there may be several competing, nuanced viewpoints.

If your tutor does not specifically state, “Write a discursive essay”, you can deduce the type of essay you are being asked to write from the thesis statement : It should not take any stance on the argument or ask you to do so. An example of such a thesis statement is this:

“Where some studies show that the use of IT in primary classrooms is beneficial to learning, other studies suggest there is no benefit or that it can be detrimental.”

The Purpose of a Discursive Essay

•  Discursive essays aim to discuss different viewpoints surrounding any given topic. The views presented in discursive essays can be either taken from recognised arguments in existing studies or be the writer’s own.
•  It should present both sides of an argument and then the author’s stance.
•  It should be based on correct logic and interpretation.
•  The author needs to showcase the ability to consider all views fairly and without any bias.

What is the Role of the Author in a Discursive Essay?

Discursive essays do not require the authors to play a significant role in terms of presenting their own views, except that they should clearly differentiate between arguments of other scholars and act as a guide to opposing interpretations. This said, the tone should be formal and balanced without use of the personal pronouns ‘I’ and ‘you’.

The author should be impartial to the various viewpoints. The essay body should develop all sides of the argument equally, providing the same quantity of evidence in support of each. The conclusion should not deliver a definitive answer, it should leave the reader in the position of being able to weigh up the evidence.

The main role of the author in a discursive essay is to present and explore ideas, not to persuade the readers that one idea is best.

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Exegetical Essay

Exegetical essays help writers persuade their readers to understand a certain concept in a new light – giving the writers the opportunity to demonstrate their abilities to understand and interpret challenging topics. This type of essay is frequently used in the examination of religious writings, as many ancient religious texts are interpreted in different ways.

The structure of an exegetical essay is similar to that of other persuasive essays. It has an introduction, a main body, and a conclusion.

The Purpose of an Exegetical Essay

• Exegetical essays aim to provide an exegesis (correct interpretation) of the theories and viewpoints of other authors who have explored a particular topic in the past.
• Appraisal of arguments and theories on the  topic is beyond the scope of this particular type of persuasive essay.
• The essay should provide reasoning, evidence, and logic concerning viewpoints and theories.

What is the Role of the Author in an Exegetical Essay?

The writer plays little to no role in exegetical essays because the aim is to present other authors’ views. The meaning of exegesis is to explain to the readers what the original writer said – to make it clearer and more accessible. It is not to argue, change, or add anything to that original view.

Difference Between Persuasive Essays and Scientific Articles

The most notable difference  between scientific articles and persuasive essays  is that scientific articles and journal papers present the facts as they can be seen by anyone else. In contrast, in persuasive essays, the author’s own opinions are the driving force.

How to Write Persuasive Essays

While there are similarities and differences between different types of persuasive essays, it is important to recognise the fact that the author of a persuasive essay may have to mix these approaches in one essay.

For example, you might have to present a brief exegesis of another author’s viewpoints to support your arguments as part of your own argumentative essay. It is possible to have many such combinations but in general, when working with an argumentative essay you will also need to use one or more of the other three styles: exegetical, discursive, and expository.

While there are four types of persuasive essays, all of them are argumentative in nature. You should not be surprised when you see people refer to all these styles of persuasive essay writing as argumentative essays.

The term “argumentative essay”, loosely speaking, is applicable to all four types of persuasive essays because they all involve an expert presentation of arguments to persuade the audience to believe something.

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Frequently Asked Questions

How do i know what type of essay to write.

Sometimes you will have clear instructions to write a particular type of essay . But on occasion you will have to deduce for yourself what is required by examining the key words in the prompt. The key words used in prompts are suggestive of what is required, but it is not a fixed code. There can be overlap where one key word could mean writing one type of essay or another. If you are unsure, you should seek help to make sure you have the appropriate approach when you start your essay .

Generally, when you see the words ‘assess’ or ‘argue’, you might be required to write an argumentative essay . The words ‘explain’ and ‘explore’, or being asked to ‘compare & contrast’ something suggests that an expository essay is needed. If you are asked to ‘demonstrate’ something, this is likely to require a discursive essay. An exegetical essay could be the requirement when you are asked to ‘clarify’, but the same essay could also be needed if asked to ‘explain’.

What is the most common type of essay required at university?

The most common form of essay at university is an argumentative essay . Argumentative is by no means a fixed and singular type – there are different types of essays under this heading. The large majority of academic writing comprises making arguments around a vast number of topics. There are several other types of essays; working out what you have been asked to write can often be found by examining the essay prompt or asking an expert .

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Are you a college or high school student ready to start on a journey through the fascinating world of essay writing ? Brace yourself because you'll encounter a variety of essay types that will challenge your writing skills and creativity.

Picture this: You're handed an assignment, a blank canvas on which to express your thoughts and ideas. But here's the catch – your teacher won't always specify the type of essay you should craft. It's up to you to solve the riddle hidden within the assignment question.

But fear not! 

In this blog, we'll discuss the four most common types of essays you're likely to encounter during your academic years. While these essays may share a common foundation and structure, each possesses its own unique characteristics. Let’s get started!

• 1. Major Types of Essays In Academic Writing
• 2. Argumentative Essay
• 3. Descriptive Essay
• 4. Expository Essay
• 5. Narrative Essay
• 6. Other Essay Types

Major Types of Essays In Academic Writing

When it comes to academic writing, understanding the different types of essays is essential. Each type serves a distinct purpose and requires a specific approach. Let's explore these essay types along with their descriptions and example prompts in the table below:

Understanding these major types of essays and the skills they assess will empower you to approach your academic writing with confidence. Depending on your assignment's requirements, you'll be better equipped to choose the appropriate essay type and showcase your writing abilities effectively. 

Each type offers a unique opportunity for you to express your ideas, and arguments and perfect your specific writing skills.

Here are the key types of essay formats explained in detail, along with examples to enhance your understanding.

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Argumentative Essay

An argumentative essay is an essay type that presents a well-structured argument supported by evidence and reasoning. The primary goal is to engage the reader in a discussion, provide evidence, and logically demonstrate why a particular viewpoint is more valid.

In simple words, the writer must provide evidence and remain consistent in their stance. While argumentative essays present both sides of an issue, they strongly support one perspective. 

Characteristics of Argumentative Essay

• Clear Thesis: It should have a clear thesis statement to state the writer's position.
• Balanced Presentation: An argumentative essay addresses opposing views.
• Evidence: It relies on credible and relevant evidence.
• Logical Reasoning: The essay presents arguments coherently and logically.
• Persuasive Techniques: It uses persuasive techniques like ethos, pathos, and logos effectively.
• Introduction: The introduction introduces the topic and thesis, engaging the reader's interest.
• Body: The body paragraphs present arguments with supporting evidence.
• Counterargument: It addresses opposing viewpoints and refutes them.
• Conclusion: The conclusion summarizes key points and reinforces the thesis, leaving a strong impression.

Argumentative Essay Example

Before beginning the writing process, it is better to go through some expertly crafted argumentative essay examples . This approach enables you to grasp the argumentative essay outline and writing style more effectively.

Descriptive Essay

A descriptive essay is a form of writing that aims to immerse readers in a sensory-rich experience. Unlike informational or persuasive essays, its primary goal is to vividly depict a person, place, object, event, or experience.   The descriptive essay must evoke the senses and emotions of the reader. In simple terms, the reader should see what you saw and feel what you felt. To make it better, you can use several literary devices such as;

• Alliteration

All of them help in making the experience and your essay better.

Key Characteristics 

• Sensory Detail: Descriptive essays appeal to the five senses to create a multisensory experience.
• Vivid Imagery: They use figurative language and descriptive adjectives to bring the narrative to life.
• Emotional Connection: These essays often aim to establish an emotional bond between the reader and the subject.
• Structured Approach: They typically follow an introduction-body-conclusion structure.
• Introduction: Introduces the subject and purpose, sometimes with a thesis statement.
• Body Paragraphs: Focus on specific aspects or details using sensory language and vivid descriptions.
• Conclusion: Summarizes the central theme and leaves a lasting impression.

Descriptive Essay Example

Creating a perfect descriptive essay for an assignment is not difficult if you go through some expert descriptive essay examples first. 

Need more examples? Read our Descriptive Essay Examples and Writing Tips blog to get inspired!

Expository Essay

An expository essay is a type of writing that provides clear and objective explanations of a topic without expressing personal opinions. It aims to inform and educate by presenting factual information and analysis.

Therefore, it is important that you make a focused outline and stick to it throughout the process. 

An expository essay incorporates a wide array of essays such as:

• Cause and effect essays
• Process essays
• Analytical essays
• Compare and contrast essays

Key Characteristics

• Objective Presentation: Expository writing maintains an impartial tone, avoiding personal biases.
• Informativeness: They focus on explaining complex ideas or processes in a straightforward manner.
• Structured: These essays follow a clear structure with an introduction, body paragraphs, and a conclusion.
• Use of Evidence: They rely on credible evidence, facts, and examples to support the topic.
• Introduction: Introduces the topic and often includes a thesis statement.
• Body Paragraphs: Each paragraph focuses on a specific aspect and provides explanations and evidence.
• Conclusion: Restates the main idea and summarizes key points.

Expository Essay Example

Looking for more sample essays? Check out our Expository Essay Examples blog and take inspiration from a range of expository essays!

Narrative Essay

A narrative essay is a type of academic writing that tells a story or recounts a personal experience. Unlike other essays, its primary purpose is to engage and entertain the reader through storytelling.

• Narrative Structure: Follows a chronological sequence with an introduction, body, climax, and conclusion.
• First-Person Perspective: Typically written from the first-person point of view (e.g., "I" and "we") , sharing personal experiences and emotions.
• Vivid Description: Relies on descriptive language and imagery to create a clear picture of events, characters, and settings.
• Emotional Connection: Aims to establish an emotional bond with the reader by conveying the writer's thoughts and feelings.
• Introduction: Sets the stage and introduces the central theme or problem.
• Body: Presents events or experiences in chronological order with sensory details.
• Climax: Often includes a central event or turning point.
• Conclusion: Reflects on the narrative, offering insights, lessons, or resolution.

Narrative Essay Example

Wondering how to get your story into an interesting narrative? Learn the best way to write a perfect narrative essay with the help of expert narrative essay examples. 

For more examples visit our blog on narrative essay examples .

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Other Essay Types

In addition to the major types of essays discussed earlier, there are several other specialized types that cater to specific audiences. These essays provide diverse avenues for writers to communicate their ideas effectively. 

We will go through these essay types here.

Persuasive Essay

A persuasive essay is another type of academic essay. In this essay type, the writer utilizes logic and reasoning to show one’s idea is more convincing than another idea. 

In writing a persuasive essay, the main aim is to persuade the reader to accept a certain point of view. The presented argument or claim must use solid evidence and sound reasoning by stating facts, examples, and quotes. 

Persuasive Essay Example

Since persuasive essays are the most common type of essay, it is essential to get familiar with their writing style. For that, here is an interesting persuasive essay example that you can explore for your better understanding. 

Read our persuasive essay examples blog for more samples!

Analytical Essay

An analytical essay is a type of academic essay in which the writer analyzes a topic bit by bit. Writing an analytical essay is not about convincing readers of your point of view. But wanting readers to agree with what you have written. 

So, there is no need to use strong persuasive language in an analytical essay. Rather you should aim to provide enough analysis to make sure your argument is clear to the readers. 

Analytical Essay Example

Let’s take a look at a sample analytical essay: 

Read our analytical essay examples blog if you are looking for more sample essays!

Reflective Essay

A reflective essay type of essay requires you to examine your personal experiences through self-reflection. In the process of writing a reflective essay, you provide insight into what you have gained from those experiences. 

What makes reflective essays different from other essay types is the fact that it examine the past experience from the present. Reflective essays take the reader through a journey of self-growth. 

Reflective Essay Example

The following reflective essay example will help you get a clear idea of how to structure your analytical essay. 

Rhetorical Analysis Essay

It is a form of a textual analysis essay in which the student examines and analyzes a persuasive text. It is like an essay, speech, or visual art and analyzes the rhetorical devices used in it. Writing a rhetorical analysis essay is different from writing other essays because it will be more than adding facts only.

Rhetorical Analysis Essay Example

Here is a rhetorical analysis essay example that will help you learn better. 

Check out our rhetorical analysis essay examples blog for more samples!

Literary Analysis Essay

A literary analysis essay is based on close reading and analysis of a work of literature like poetry and novel. It identifies different literary factors like themes, setting,  characters, setting, and the kind of language used in it. A literary analysis essay has the same 5 paragraphs as any other essay but the main subject and topic are different.

Literary Analysis Essay Example

Need help with your literary analysis essay? Below is a sample essay to help you understand better.

Summing it Up! Now you know what are the different types of essays in academic writing that you are most likely to get assigned. However, if you still find it difficult to compose your essay, leave your piece of writing to our experts. 

Whether you need an argumentative essay, narrative essay,  descriptive essay, or expository essay we are here to help. Our expertise extends to all types of essays, ensuring that your academic writing needs are met with precision and excellence.

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Frequently Asked Questions

What is the most important element in any essay.

A thesis statement is the most important part of any essay. Other than the research itself, the thesis statement is the most important part of an essay or research paper. A thesis statement summarizes the main point and essence of the argument.

What type of essay is most common at university?

Usually, university students get argumentative kinds of essays. No matter what kind of essay you write, you will need to develop an argument.

Here are some kinds of essays and the kind of arguments added to them. 

• Analysis and interpretation of literary texts are discussed in literary analysis essays. 
• The importance of a particular event or theory is analyzed in a history argumentative essay. 
• A political theory is examined in a political argumentative essay. 

Besides, there are a number of different kinds of argumentative and analysis essays.

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The Difference Between Informative Essays and Persuasive Essays

Introduction, informative essay, persuasive essay, the differences between informative and persuasive essays.

In academic writing, there are many types of essays, each of which has its own peculiar structure and purpose. These include, for example, informative and persuasive essays, which both provide information and facts on the given issue. However, there are a number of differences between the two, as their objectives are markedly different.

An informative essay is such type of academic writing that informs the reader about a certain topic. Sometimes, it is also called an expository essay and basically consists in describing or explaining something to readers. The objective of such writing is not in giving an author’s opinion on a particular matter, but simply in providing the facts that are necessary for its understanding. In general, an informative essay might pursue the following goals: to educate the audience about some issue; to present the research on the given topic; to compare and contrast controversial ideas; to reveal cause-effect relationships; to state a problem and provide possible solutions. The typical structure of an informative essay comprises an introduction, a main body, and a conclusion. The statements in such an essay must be clear and supported by the reliable sources. Writing an informative essay, the author should always remain neutral and objective, as well as refrain from expressing their personal ideas and arguing in favor of one viewpoint over another.

A persuasive essay, also known as an argumentative essay, explains a certain topic while rationalizing the superiority of one idea over another. In other words, this type of academic writing aims at convincing the audience that the author’s position is the most logical, valid, and justified. In essence, a persuasive essay is a combination of facts and a writer’s personal ideas. In order to prove their point, the author has to conduct a prolific research and find sufficient evidence on the given topic. Typical means of persuasion in such writing are logical reasoning, facts, statistic, examples, and quotes. The basic structure of a persuasive essay includes an introduction with a clear thesis, a few body paragraphs with argumentative points, counterarguments and their rebuttal, and a conclusion that summarizes the paper. Even though an argumentative essay is often subjective, the author’s claims should always be justified and challenged with opposing views on the issue.

Clearly, there are some vital differences between informative and persuasive academic essays. The main difference is that an informative essay only presents information in order to explain a certain issue, while a persuasive essay uses information and facts that support a writer’s personal opinion. The basic structure of a persuasive essay is more complex and strict than that of an informative essay. One more crucial difference is that the opening sentence in informative writing introduces the topic, and in persuasive writing it states an argument. Last but not least, an informative essay should always provide an objective and balanced account of the issue, whereas a persuasive essay tends to be subjective and biased.

Informative and persuasive essays are pieces of academic writing that provide the audience with certain information. However, the purpose of an informative essay is to give an objective picture of an issue, while a persuasive essay aims to incline the reader towards a certain viewpoint. Nevertheless, in both cases, the data is obtained through profound research, and each statement must be supported with sufficient evidence.

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IvyPanda. (2023, October 29). The Difference Between Informative Essays and Persuasive Essays. https://ivypanda.com/essays/the-difference-between-informative-essays-and-persuasive-essays/

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1. IvyPanda . "The Difference Between Informative Essays and Persuasive Essays." October 29, 2023. https://ivypanda.com/essays/the-difference-between-informative-essays-and-persuasive-essays/.

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IvyPanda . "The Difference Between Informative Essays and Persuasive Essays." October 29, 2023. https://ivypanda.com/essays/the-difference-between-informative-essays-and-persuasive-essays/.

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Guide to Different Kinds of Essays

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An essay is a paper that discusses, describes or analyzes one topic. It can discuss a subject directly or indirectly, seriously or humorously. It can describe personal opinions, or just report information. An essay can be written from any perspective, but essays are most commonly written in the first person ( I ), or third person (subjects that can be substituted with the he, she, it, or they pronouns).

There are many different kinds of essays. The following are a some of the most common ones:

Descriptive Cause/Effect Argumentative Definition Narrative Critical Compare/Contrast Process

Descriptive:

Examples: A descriptive essay could describe . . .

The descriptive essay provides details about how something looks, feels, tastes, smells, makes one feel, or sounds. It can also describe what something is, or how something happened. These essays generally use a lot of sensory details. The essay could be a list-like description that provides point by point details. Or, it could function as a story, keeping the reader interested in the plot and theme of the event described.

Definition:

Examples: A definition essay may try and define . . .

A definition essay attempts to define a specific term. It could try to pin down the meaning of a specific word, or define an abstract concept. The analysis goes deeper than a simple dictionary definition; it should attempt to explain why the term is defined as such. It could define the term directly, giving no information other than the explanation of the term. Or, it could imply the definition of the term, telling a story that requires the reader to infer the meaning.

Compare/Contrast:

Examples:A compare/contrast essay may discuss . . .

The compare/contrast essay discusses the similarities and differences between two things, people, concepts, places, etc. The essay could be an unbiased discussion, or an attempt to convince the reader of the benefits of one thing, person, or concept. It could also be written simply to entertain the reader, or to arrive at an insight into human nature. The essay could discuss both similarities and differences, or it could just focus on one or the other. A comparison essay usually discusses the similarities between two things, while the contrast essay discusses the differences.

Cause/Effect:

Examples:A cause/effect essay may explain . . .

The cause/effect essay explains why or how some event happened, and what resulted from the event.

This essay is a study of the relationship between two or more events or experiences. The essay could discuss both causes and effects, or it could simply address one or the other. A cause essay usually discusses the reasons why something happened. An effect essay discusses what happens after a specific event or circumstance.

The example below shows a cause essay, one that would explain how and why an event happened.

If this cause essay were about a volcanic eruption, it might go something like this: “Pressure and heat built up beneath the earth’s surface; the effect of this was an enormous volcanic eruption.”

The next example shows an effect essay, one that would explain all the effects that happened after a specific event, like a volcanic eruption.

If this effect essay were about a volcanic eruption again, it might go something like this:

“The eruption caused many terrible things to happen; it destroyed homes, forests, and polluted the atmosphere.”

Examples:A narrative essay could tell of . . .

The narrative essay tells a story. It can also be called a “short story.” Generally, the narrative essay is conversational in style and tells of a personal experience. It is most commonly written in the first person (uses I ). This essay could tell of a single, life-shaping event, or simply a mundane daily experience.

Examples: A process essay may explain . . .

A process essay describes how something is done. It generally explains actions that should be performed in a series. It can explain in detail how to accomplish a specific task, or it can show how an individual came to a certain personal awareness. The essay could be in the form of step-by-step instructions, or in story form, with the instructions/explanations subtly given along the way.

Argumentative:

Examples: An argumentative essay may persuade a reader that . . .

An argumentative essay is one that attempts to persuade the reader to the writer’s point of view. The writer can either be serious or funny, but always tries to convince the reader of the validity of his or her opinion. The essay may argue openly, or it may attempt to subtly persuade the reader by using irony or sarcasm.

Examples: A critical essay may analyze . . .

A critical essay analyzes the strengths, weaknesses, and methods of someone else’s work. Generally, these essays begin with a brief overview of the main points of the text, movie, or piece of art, followed by an analysis of the work’s meaning. It should then discuss how well the author/creator accomplishes his/her goals and makes his/her points. A critical essay can be written about another essay, story, book, poem, movie, or work of art.

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Essay Types — Recognize The Four Main Types

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An academic essay , an essential tool in the realm of educational writing, can be approached in various formats, each with its unique purpose and structure. These formats, or types, are designed to cater to different needs and convey varied perspectives on a subject. The four main types serve a distinct role, whether it’s telling a story, painting a vivid picture, presenting information, or making a persuasive argument. Recognizing the differences among them can enhance one’s writing capabilities and adapt to diverse academic challenges.

Inhaltsverzeichnis

• 1 Essay Types – In a Nutshell
• 2 Definition: Essay types
• 3 Essay types: Argumentative
• 4 Essay types: Expository
• 5 Essay types: Narrative
• 6 Essay types: Descriptive

Essay Types – In a Nutshell

• An essay is a piece of writing meant to inform or persuade its readers . The purpose differs depending on the essay type.
• Four key essay types exist. These are argumentative essay , narrative essay , descriptive essay , and expository essay .
• The prompts for your essay will help you determine the essay types.

Definition: Essay types

An essay is an intensive piece of writing composed for informative or persuasive purposes . Various essay types exist. However, you can categorize them into four key categories ; argumentative, expository, narrative, and descriptive .

The purposes of academic pieces differ depending on the essay types. For instance, argumentative and expository essay types aim to convey information through clear points and facts. In contrast, narrative and descriptive essay types aim to portray creativity and trigger interest from readers.

Essay types: Argumentative

Argumentative papers are the most common essay types at the university level. An argumentative essay features an in-depth research and evidence-based argument on a topic with a strong thesis statement. The goal of an argumentative essay is to persuade the reader using evidence and strong analysis. An argumentative essay tests your capability to study and present your view on a topic. It is divided into the following sections:

Introduction The topic and thesis statement

Body Your evidence and arguments

Example paragraph of the body of an argumentative essay:

Essay types: Expository

Expository essay types focus on providing information on a specific topic without an original argument. So, instead of an argument, an expository essay offers a fair and organized view of a topic. Expository essay types aim to test how well you know a certain topic and your capability to convey well-organized information.

An expository essay contains:

Introduction Offers a general background on the subject.

Body Presents balanced and well-organized details on the topic

Example paragraph of an expository essay:

Essay types: Narrative

These essay types narrate a story. It is a personal type of essay that allows you to write about a personal experience. However, narrative essay types may also feature imaginative explorations.

Narrative essay types test how well you can construct a series of events in an interesting, creative, engaging, and well-structured manner. 1 They do not have a standard structure. However, these essay types should always begin with a set-up of the narrative and end by explaining the point of the story.

Example paragraph of a narrative essay:

Essay types: Descriptive

As the title suggests, these essay types provide a more detailed description of something. Like narrative essays, they are more creative. However, they are more strongly focused than narrative essays.

Descriptive essays should contain:

An introduction of what you want to describe

A conclusion containing an overall picture of your object of description

Example paragraph of  a descriptive essay:

Rhetorical analysis

A rhetorical analysis focuses on a persuasive text in terms of its rhetorical devices and its effectiveness. Its goal is to state if you concur with the author’s argument and analyze its construction. A rhetorical analysis contains:

Introduction Background information and a thesis statement

Body The analysis

Conclusion Summary and value emphasis

Sharon’s speech is infused with predictive language throughout. Even before the statement of the facts, the language sets an agenda and reveals the author’s bias. Sharon describes the events as ugly.

Literary analysis

Literary analysis essay types feature a close reading of pieces like novels or poems. They explore the author’s choices and the text’s theme. They’re an in-depth and extensive interpretation of the content.

A literary analysis article looks at elements like setting, themes, figurative language, and themes. It aims to analyze what the author conveys. It contains these sections:

Introduction Contains the text, background, and thesis statement

Body Close readings of the text (quotations) and analysis supporting your argument

Conclusion Emphasizes the value of your approach in telling more about the text

Dr Mark’s Dark Web is often looked at as a cautionary tale on the dangers of social networking. The protagonist in the tale represents the callous nature of modern science.

What essay types are most commonly used in academic writing?

The most common essay types in academic writing are argumentative, narrative, descriptive, and expository.

What is the difference between argumentative and expository essays?

Argumentative essays are longer, convey an original argument, and involve independent research. In contrast, expository essays are objective and do not need an original argument.

How are narrative and descriptive essays different?

Narrative essays aim to tell a compelling story. In contrast, descriptive essays aim to convey an intense description of an object, place, person, or concept.

How do you choose the essay type to write?

Your instructor will tell you the specific essay type you should write. However, the prompt will also help you decide.

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Types and characteristics of informative writing, 1. purpose of informative writing.

As you've learned, informative writing is a common form of essay writing. Some informative writing is also academic writing; some is not. Informative writing informs readers about something; it describes or explains something to them. It is intended to convey information without bias, unlike argumentative writing, for example, which is persuasive.

While the line between these two forms is sometimes crossed, informative writing usually refers to writing that's not meant to convince readers of anything.

Because the goal of informative writing is to inform readers about something, it's important for writers to be as objective as possible when writing in this way. They should do their best to set aside personal feelings and opinions and simply report information as clearly and as honestly as they can.

hint The best way to maintain objectivity is to use the rhetorical situation. Performing a meta-analysis of personal biases and assumptions, and addressing them accordingly, brings writers closer to an objective perspective, no matter the subject.

2. Types of Informative Writing

• Process writing
• Analytical writing
• Classification writing
• Definition writing
• Cause-and-effect writing

2a. Process Writing

Process writing describes the steps of a process in detail.

Process writing is used in a variety of settings. Following is a paragraph that details the steps in a process that is quite different from the one involved in the previous example.

When brewing beer, the first task is sanitization. When all equipment has been thoroughly cleaned to remove bacteria, the next steps are cooking the barley (or other grain) and making the wort (i.e., the sugar mix that the yeast uses to make alcohol).

2b. Analytical Writing

Analytical writing is often used in academic essays, especially those pertaining to composition and literature. Analytical writing evaluates a written work, an image, or a set of data.

The following piece of analytical writing is an excerpt from a review of the 2012 remake of the 1990s sci-fi movie Total Recall .

I could complain that the newest version of Total Recall fails to invoke the beautifully ambiguous, surreal quality of the first movie, but if I did, I'd have to admit that the story from which the "original" got its material (i.e., Phillip K. Dick's "We Can Remember It for You Wholesale") is guilty of the same crime. This movie, like many before it, is another version of an older story, not the same story.

Note that this paragraph is not only about the surface details of the movie. It also considers the film's context and history, while informing readers about the current version. It's not a critique, which would require more judgment or argument than is provided in this excerpt.

2c. Classification Writing

Classification writing is used to divide or organize things into categories.

Read the following excerpt from an article about freshwater kayaks.

Many of those who have never tried it believe there's only one way to paddle a river: whitewater. But in places like South Dakota's Big Sioux River, you will see all kinds of watercraft during the summertime: touring kayaks loaded with gear, sporters strapped to their little six-foot boats, and longer, more stable, sit-on-top kayaks. There's a lot to choose from.

Classification writing does more than just list things in categories. It filters and interprets data, and accounts for readers' familiarity (or lack of familiarity) with the subject.

2d. Definition Writing

Definition writing characterizes and/or describes something. Good definition writing does so in new and thoughtful ways.

The following example of definition writing could be an excerpt from a magazine or website devoted to ranching or rodeos, settings in which the quarter horse is commonly found.

Not everyone considers the quarter horse to be a distinct breed, like the Arabian or Appaloosa, but there are qualities that all quarter horses share, like their small, stocky build and ability to outrun other breeds over short distances. The name "quarter horse" refers to their ability to cover distances of a quarter mile or less faster than other breeds.

2e. Cause-and-Effect Writing

Cause-and-effect writing details why or how a cause produces (or will produce) a specific effect.

The following paragraph is a less academic example of cause-and-effect writing. It is an excerpt from a fictitious letter to the editor about how city workers who paint over graffiti are less than effective.

Every time the city sends workers to repaint the underside of the bridge, the "artists" arrive right after they finish. Sometimes the walls remain gray for one night, as if the artists are waiting for the paint to dry so they can start again. From a graffiti-control standpoint, it's a waste of time, but maybe that's not the city's goal. Maybe this is how we fund the arts nowadays. I'll wait and see how long it takes for the art to reappear next time.

Although this passage does not identify graffiti as a problem, or specify a solution, it comes close to doing so. Simply stating a cause-and-effect relationship sometimes amounts to an argument about what should be done, even when the argument is only implied (as is the case in this passage).

summary In this lesson, you learned that the purpose of informative writing is to provide the reader with information in an objective tone. There are several main types of informative writing that you might encounter, both inside and outside of an academic context: process writing , analytical writing , classification writing , definition writing , and cause-and-effect writing . Best of luck in your learning!

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Education Blog

Exploring different types of essays: descriptive, narrative, expository, and persuasive.

Welcome to the vibrant world of essays, a realm where words weave realities, narrate tales, invite debate, and enlighten minds. Whether you’re a student, an educator, or a curious learner, understanding the different types of essays is fundamental to mastering the art of written communication. This article delves into the heart of descriptive, narrative, expository, and persuasive essays, offering insights into their unique characteristics and tips on how to craft them effectively. So, let’s embark on this literary journey together, exploring the diverse landscape of essays.

Understanding Essays

At its core, an essay is a structured piece of writing that presents the author’s argument or perspective on a particular topic. Essays serve as a powerful tool in the arsenal of education and communication, bridging the gap between thought and expression. They encourage critical thinking, creativity, and the development of coherent arguments, making them indispensable in both academic and professional settings. If you’ve ever been overwhelmed by the task at hand, wondering who can write my essay , you’re not alone. This sentiment is shared by many who aim to master the art of essay writing.

Types of Essays

The world of essays is rich and varied, with each type serving a distinct purpose and requiring a unique approach. There are many types of essays . Here, we explore the four main types: descriptive, narrative, expository, and persuasive.

1) Descriptive Essays

Imagine painting with words; that’s what descriptive essays are about. They aim to bring a person, place, thing, or event to life through detailed observation and vivid language. The goal is not just to describe but to evoke the senses, enabling the reader to see, hear, smell, touch, and taste the essence of the subject.

Features of Descriptive Essays

• Vivid Imagery: Use of metaphorical and descriptive language to create vivid images.
• Sensory Details: Inclusion of details that appeal to the five senses.
• Focused on Details: Emphasis on specific details to enhance the reader’s experience.

Descriptive Essay Tips

• Engage the Senses: Make extensive use of sensory details to immerse the reader in the scene.
• Show, Don’t Tell: Use vivid descriptions to show the reader what you’re describing, rather than simply telling them.

2) Narrative Essays

Narrative essays are the storytelling giants of the essay world. They recount a real or imagined event in a way that captivates the reader, often weaving in personal experiences or insights. The narrative essay is not just about telling a story; it’s about crafting a journey that resonates emotionally with the audience.

Key Elements of Narrative Essays

• Plot: The sequence of events in the story.
• Characters: The individuals who play roles in the narrative.
• Setting: The time and place where the story unfolds.
• Point of View: The perspective from which the story is told.

Narrative Essay Tips

• Develop a Strong Narrative Arc: Ensure your story has a clear beginning, middle, and end.
• Include Dialogue: Dialogue can add depth to characters and enhance the storytelling.

3) Expository Essays

Expository essays are the informers. They explain, clarify, or instruct, shedding light on a topic in a clear, concise, and logical manner. Unlike descriptive or narrative essays, expository essays are grounded in facts and devoid of personal emotions or opinions.

Structure of Expository Essays

• Introduction: Presents the topic and thesis statement.
• Body: Contains paragraphs that explain the topic in detail.
• Conclusion: Summarizes the information and reinforces the thesis.

Expository Essay Tips

• Stay Objective: Keep your writing free from personal bias or opinion.
• Organize Logically: Present information in a logical order that’s easy for the reader to follow.

4) Persuasive Essays

Persuasive essays are the debaters, designed to convince the reader of a particular viewpoint or argument. They require the author to take a stand on an issue, present evidence, and use logic and reason to persuade the reader to adopt their perspective.

Characteristics of Persuasive Essays

• Clear Position: Clearly states the author’s stance on the issue.
• Logical Argumentation: Uses logic and reason to support the position.
• Evidence: Incorporates facts, statistics, and examples as evidence.
• Writing Tips for Different Essays

Persuasive Essay Tips

• Know Your Audience: Tailor your argument to appeal to your audience’s values and beliefs.
• Use Rhetorical Devices: Employ ethos, pathos, and logos to strengthen your argument.

Comparing and Contrasting Essay Types

While each essay type serves a unique purpose, they all require clarity, coherence, and a structured approach. The key differences lie in their objectives and the techniques used to achieve them.

Choosing the Right Type of Essay

Selecting the appropriate type of essay depends on your objectives, audience, and the message you intend to convey. Whether you aim to describe, narrate, explain, or persuade will guide your choice.

Common Mistakes to Avoid in Essay Writing

To excel in essay writing, be wary of common pitfalls like straying off topic, neglecting the audience, or weak structuring.

The Role of Research in Essay Writing

Research underpins effective essay writing, providing the factual basis for expository and persuasive essays, and enriching descriptive and narrative ones.

Improving Your Essay Writing Skills

Practice is key to mastery. Engage in regular writing exercises, seek feedback, and utilize resources like writing workshops or online courses.

Exploring the nuances of different essay types enriches your writing repertoire, enabling you to articulate thoughts and stories more effectively. Embrace the diversity of essays and harness their unique strengths to communicate your ideas compellingly.

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Types of Essay — List of the Different Writings & their Characteristics

Guide on the different types of essay writings & their features.

TYPES OF ESSAY – Here is a list of the different types of writings, the characteristics of each, and the skills tested when writing.

A lot of different activities are usually done at school. One of the tasks usually assigned by the teachers to students is to write an essay about a certain subject. In most cases, the type of essay is not specified but there are situations when you really need to have a knowledge about the different types of essay.

There are actually many types of essay. To be able to distinguish one from the other, it is best to know their characteristics, the goal in writing each type of essay, and the skills they test on the part of the author.

Here is a list of the different writings and a description about their main purposes and how they differ from each other:

Narrative Essay

Among the many types of essay, the most popular is the narrative essay. It is usually used in telling stories and is often written from the first person point-of-view. The author usually writes about his/her personal experiences.

In writing a narrative essay, creativity in the presentation of a story is tested. Writing this type of essay also tests the imagination of the author.

Argumentative Essay

Also called the Persuasive Essay, this type of essay is written to expose a rational argument supported by facts. The intention is often to persuade or convince the reader to agree with the author but this type of essay can also be written in the pursuit to investigate topics fairly.

The writing of an argumentative essay tests the authors stand on particular topics as well as the ability to do in-depth research to support the stand. The arguments must be evidence-based.

Cause and Effect Essay

As its name suggests, this type of essay is written to explain in-depth the cause of a certain incident or phenomena. It is an expository writing that state facts and avoid subjective opinion. It uses the analytical structure to show the relationship between two (2) things.

Writing this type of essay tests the author’s research skills as well as understanding on how things happen. It will also test the writer’s capacity to present the explaination in a comprehensive way.

Compare and Contrast Essay

Also one of the types of essay is the compare and contrast essay which, as its name suggests, a piece of writing with the purpose of compare and contrasting or writing down the similarities and differences of two people, animals, event, things, etc.

Informative Essay

One of the most common types of essay written by college students is the informative essay which presents facts about something from an in-depth research. It aims to provide a body of knowledge to the readers about a particular subject.

Reflective Essay

Have you been assigned to write a reflection after watching a film or doing an activity? It is a Reflective Essay that you will be writing and it is personal as it explores the point of view of the author towards a subject.

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Different Types Of Persuasive Writing

• Smodin Editorial Team
• November 17, 2023

Have you ever found yourself needing to write an essay where you convince the reader of your point of view? Then, persuasive writing is what you need!

A persuasive essay or text aims to convince the person reading your words that a particular point is correct. It’s one of the oldest forms of writing and has been used in politics, business, and religion over the years.

Despite there being different types of persuasive writing, they all have one thing in common: allowing the reader to understand (and believe) the writer’s position on any given matter.

But, there is a time and a place for each type, and you need to know when to choose which one to achieve your goals.

Read on to learn more about the three main techniques used for persuasive writing and how to hone your writing skills to have people believe your point of view.

What Is Persuasive Writing?

Persuasive writing is any text that convinces the reader of the writer’s opinion.

There are different techniques and types, which will be discussed later, but each is intended for a specific context and purpose.

For example, if you are trying to get an extension on your essay deadline, you will write an email with a formal tone of voice to your professor. If you’re convincing your roommate to go grab a drink, your text will be far more informal.

You may not even notice it, but persuasive writing is all around us – in the media, in advertisements, in the news, and on social media.

No matter your purpose or context, all persuasive writing has the following in common:

• Evidence to back your claims
• Appealing to the reader’s emotion
• Logical arguments

Why Is Persuasive Writing Important?

Whether you’re a high school student or new to the working world, persuasive writing is an invaluable skill to have in your toolkit.

You may have to write convincing and/or persuasive essays for school to score top marks, or you have to write a convincing cover letter to go with your resume to get the job of your dreams.

But it’s more than that. Knowing how to write in a way to convince others of your personal opinion is a good way to sharpen your writing and negotiation skills. It teaches you how to research, fact-check, and construct concise and clear arguments – tools you can use your entire life.

If you end up in marketing or content writing one day, it is a good tool to have in your writing arsenal. But even if you turn towards charity work, you can use your persuasive writing skills to get donations and rally people to your cause.

3 Types Of Persuasive Writing Techniques

There are three main types of persuasive writing techniques, dating back to ancient Greece. These are:

The Greek philosopher Aristotle coined these terms back in the day, but they are still very applicable today when it comes to argumentative essays or any kind of text that needs to convince the reader.

Most persuasive writing examples use a variety of these techniques, as the combination of them strengthens your arguments.

“Ethos” is the Greek word for “character.” This technique uses writing that appeals to the reader’s character and virtues. For that reason, this style of writing is also called “ personal appeal. ”

This kind of writing plays on the reader’s sense of right and wrong. The writer establishes themselves as a trustworthy and knowledgeable character, and because of that, the readers will agree with what they have to say.

Some examples of ethos writing include:

• “My family has been farming in Texas for four generations, and I’ve been working in food production for 25 years. So, trust me when I say that we need to avoid genetically modified produce.”
• “I spent my entire childhood and most of my teenage years in Eureka Springs. I know most of you from school. Please, listen to me when I say: we need to put money towards restoring the Winona Springs Church – you all know it’s the right thing to do.”

Pathos means either “suffering” or “experience” in Greek. This type of writing targets the emotions of the reader, which is why it’s also called “ emotional appeal. ”

The goal of this type of writing is to trigger an emotional response in the reader, which causes them to trust what you have to say.

You can influence readers by eliciting a variety of emotions, including:

Here are some examples of how you can use the pathos technique in persuasive essays:

• “Are you really willing to stand by and watch as millions of unwanted dogs in the Humane Society shelters are euthanized each year?”
• “Business owners say Gen Z is scared to work, but the real reason is that they’re not paying their staff fair wages.”

“Logos” is the origin of the word “logic”. This technique is also called “ logical appeal. “It is mainly focused on logical arguments, presenting facts to convince the reader that you are speaking the undeniable truth.

Each statement that is written is backed up by facts, enhancing the writer’s credibility.

It’s possible that a writer may twist facts to fit in with their narrative, but many readers can spot this manipulative style of writing.

Some examples of the logos technique are:

• “If you know nicotine is bad for your health, why are you still grabbing your vape as soon as you wake up?”
• “Passenger cars emitted 374.2 million metric tons of CO2 in 2021. If we truly want to slow down climate change, we need to skip the short car trips to the store and walk instead.”

Bonus technique: Kairos

So, this technique wasn’t grouped by Aristotle with the three discussed above. However, he did believe that this was a fourth way to persuade readers to see your point of view.

Kairos means “the opportune moment.” To use this technique, the writer or speaker must create (or take advantage of) the perfect moment to deliver their message.

As an example: after a major storm in the U.S. Virgin Islands, human rights charities in the area may have more success in raising funds for their causes as they can appeal to people’s emotions.

As you can see, this example combines kairos and pathos.

Persuasive Writing Examples

As is evident from the above, persuasive writing can take many forms. Although the main goal is always to influence readers, the applications of persuasive texts are vast.

Below are just some examples of where you might use persuasive writing:

1. Persuasive essays

In persuasive essays – also called argumentative essays – the writer makes a specific claim about a topic and then uses facts and evidential data to drive the point home.

A persuasive essay aims to convince the reader that the writer is correct and that the evidence can’t be disputed in any way.

This type of persuasive writing requires a lot of research and fact-checking from the writer – it’s about more than just their opinion.

Examples of an argumentative essay include:

• School essay
• Thesis statement

2. Opinion pieces

An opinion piece is just the thing you need if you have strong feelings about a certain topic and want to express your views with the hope of convincing others. These are less focused on facts and instead play on the reader’s emotions.

Examples of opinion pieces include:

3. Cover letters

The job market is tough. Hundreds of applicants are vying for the same position. A convincing cover letter and job application can really make you stand out from the crowd. Using persuasive writing in cover letters can help you sell yourself to the recruiter, convincing them that you’re the only one for the job.

Reviews are typically opinion-based, but they can still make use of ethos, pathos, and logos to convince the reader of your opinion.

Say, for example, you are writing a book review on The Hobbit for school. Here are some ways in which you can adopt the three main techniques mentioned above:

• Ethos: “I’ve devoured dozens of fantasy novels, and I believe that J.R.R. Tolkien’s world-building in The Hobbit is the best. He is able to create detailed imaginary worlds like no other writer.”
• Pathos: “The journey of Bilbo Baggins filled me with a sense of wonder and excitement, reminding me of the magic of friendship and having a keen sense of adventure.”
• Logos: “Tolkein’s use of detailed maps and a sensible timeline makes the story of Bilbo Baggins much more believable, as it lends a sense of logic to a fantasy realm.”

How To Excel At Persuasive Writing

Do you want to become a pro at persuasive writing? Learn by doing!

Here are some tips on how to develop your persuasive writing skills. Follow these pointers, and you’ll hone your skills enough to convince a night owl to become an early bird (with enough practice).

1. Conduct thorough research

Humans are emotional beings, but appealing to emotions alone just isn’t enough at times.

If your readers are analytical, they might not respond to emotional writing. That’s why you need to back up your persuasive writing with cold, hard facts.

Plus, having indisputable proof to substantiate your claims makes you seem a lot more trustworthy. By providing stats, facts, case studies, and references, readers will believe your words to be true.

Of course, you need to write your facts and evidence in your own words to avoid plagiarism. Smodin’s AI Paraphrasing Tool can help you write evidence-based text in your own writing style.

2. Be empathetic

Sometimes, all anyone wants is to feel heard and understood. You can provide your readers with this understanding by addressing, and relating to, their pain points. If you can offer them a solution to their problems, that’s even better!

Showing empathy allows you to identify with your readers. They need to know that you understand them. Only then will they realize that what you say truly matters.

If you show you can relate, and that you can help your audience, they’ll be more inclined to trust your solutions.

3. Use tools to help you write

Sitting down and writing an argumentative or persuasive essay or speech from scratch can be very daunting. Writer’s block is real, and sometimes you may have strong opinions but struggle to formulate your words.

There are plenty of tools on the market, but none are as effective in helping you write persuasive essays as Smodin’s AI Writer and Advanced AI Essay Writer.

The AI Writer can help you write shorter texts and sprinkle some persuasive writing into your work, for example. The smart AI technology can even cite your references to add to your credibility.

The Advanced AI Essay Writer is specifically for helping you craft persuasive essays from scratch. It’s so simple, all you have to do is give the tool five words and it will begin to write a powerful, structured essay.

But of course, writing a persuasive essay with AI is not always ideal, especially if your institution uses AI detection tools. The good news is that Smodin has a solution for you: the Smodin AI Detection Remover .

4. Make use of rhetorical questions

One surefire way to grab your reader’s attention is to use rhetorical questions. These questions don’t require answers, but they are thought-provoking. They’re used to make a point (either negative or positive) and will keep your audience hooked.

Here are some examples:

• “How can we expect to progress as a society if we can’t take care of our homeless?”
• “What’s the point of technological advancement if we lose touch with our cultural heritage?”
• “How can we expect positive changes if we’re not willing to stand up for what we believe in?”

5. Repeat yourself

Repetition is a great tool in persuasive writing. By using this technique strategically, you can emphasize your key points while adding value to your argumentative essay.

You can tell stories, paraphrase what someone else said, or use metaphors to bring your point across.

In other words, you’re repeating the same opinion, without becoming redundant.

6. Choose your words carefully

No matter the kind of persuasive content you’re producing, you need to understand your audience.

There’s no point in writing in Elvish if your audience has never read Lord of the Rings!

It depends on the context, but usually, colloquial language is best for persuasive writing. It allows your audience to relate to you (and not make them feel like you’re better than them).

You’ll also want to avoid jargon or technical terms that not everyone will understand. Rather write inclusively, keeping your target audience in mind.

7. Adapt your tone of voice

A persuasive essay for college will have a different tone of voice than political speeches delivered by world leaders.

There isn’t one tone that works for all persuasive texts. Instead, it depends on the context and the readers. The tone you use goes hand in hand with your vocabulary, and can be:

• Professional
• Authoritative
• Encouraging

Can I use persuasive writing in everyday life?

Absolutely! It’s not just about school essays and oral presentations. Persuasive writing and speaking can be used in discussions, cover letters, and texts to your friends… even if you just want to convince them to watch a movie with you.

How can I balance pathos and logos in persuasive writing?

Finding the balance between an emotional and logical appeal is key to your success. First, you need to understand your audience. This will allow you to appeal to their emotions. Then, you can reinforce your emotional triggers with well-researched facts and sound logic.

Wrapping Up

It is clear that persuasive writing is a very powerful skill to have. It can be used in various contexts, helping you to convince the reader about certain issues. Whether you simply want to bring your point across or motivate readers to take action, persuasive writing can help you achieve these goals.

The key to persuasive writing is understanding who your audience is. You need to tailor your words to relate to them.

Fortunately, Smodin offers a whole suite of tools to facilitate your writing process. Smodin can save you a lot of time, stress, and pre-essay tears as it assists you in writing compelling, hassle-free persuasive content.

Essay Types

Writing an essay is a hard work for students, find a bunch of free essay samples on our site.

• Argumentative Essay
• Informative Essay
• Cause and Effect Essays
• Descriptive Essay
• Narrative Essay
• Persuasive Essay
• Definition Essay
• Controversial Essays
• Evaluation Essay
• Exploratory Essay
• Expository Essays
• Analytical Essay
• Compare and Contrast Essay
• Exemplification Essays
• Reflective Essays
• Process Essay
• Problem Solution Essay
• Process Analysis Essay
• Proposal Essay
• Satire Essay
• Research Essay
• Critical Essay
• Classification Essays
• Personal Statement
• Rhetorical Analysis Essay
• Synthesis Essay
• Creative Essays
• Autobiography Essays
• Response Essays
• Personal Narrative Essay
• Profile Essay
• Quantitative Research Essays
• Self Evaluation Essay
• Speech Analysis Essays
• Memoir Essay
• Qualitative Research Essay
• Opinion Essay
• Explicatory Essay
• Inductive Essay
• Deductive Essay

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Argumentative Essay vs. Informative Essay

What's the difference.

Argumentative essays and informative essays both aim to present information to the reader, but they have different purposes and approaches. Argumentative essays are meant to persuade the reader to agree with the writer's point of view on a controversial topic, presenting evidence and logical reasoning to support their argument. On the other hand, informative essays are focused on providing objective information on a topic, presenting facts, statistics, and research without trying to persuade the reader to take a specific stance. While both types of essays require thorough research and organization, the tone and purpose of each differ significantly.

Further Detail

Introduction.

Argumentative essays and informative essays are two common types of academic writing that students encounter in their educational journey. While both essays serve different purposes, they also share some similarities in terms of structure and organization. In this article, we will compare the attributes of argumentative essays and informative essays to help students understand the differences between the two.

The primary purpose of an argumentative essay is to persuade the reader to adopt a particular point of view or take a specific action. This type of essay presents a claim or argument and provides evidence to support it. On the other hand, an informative essay aims to educate the reader about a particular topic without persuading them to agree with the author's viewpoint. Informative essays provide facts, data, and information to help readers understand a subject better.

Both argumentative essays and informative essays follow a similar structure, including an introduction, body paragraphs, and a conclusion. However, the content and focus of each section differ between the two types of essays. In an argumentative essay, the introduction presents the thesis statement or main argument, while the body paragraphs provide evidence and analysis to support the claim. The conclusion restates the thesis and summarizes the main points. In contrast, an informative essay introduces the topic in the introduction, presents information and facts in the body paragraphs, and concludes with a summary of the key points discussed.

The tone of an argumentative essay is often persuasive and assertive, as the author aims to convince the reader of their viewpoint. This type of essay may use strong language, logical reasoning, and emotional appeals to make a compelling argument. In comparison, the tone of an informative essay is more neutral and objective, focusing on presenting facts and information in a clear and concise manner. Informative essays avoid using biased language or personal opinions to maintain an unbiased perspective on the topic.

Use of Evidence

Both argumentative essays and informative essays rely on evidence to support their claims and arguments. However, the type of evidence used in each type of essay differs. In an argumentative essay, the evidence is used to persuade the reader of the validity of the author's argument. This evidence may include statistics, research studies, expert opinions, and examples. In contrast, an informative essay uses evidence to provide factual information and support the key points discussed. The evidence in an informative essay is used to educate the reader rather than persuade them to agree with a particular viewpoint.

In conclusion, argumentative essays and informative essays serve different purposes and have distinct characteristics. While argumentative essays aim to persuade the reader of a particular viewpoint, informative essays focus on educating the reader about a topic. Both types of essays follow a similar structure but differ in tone, use of evidence, and overall approach. By understanding the differences between argumentative essays and informative essays, students can improve their writing skills and effectively communicate their ideas in academic settings.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

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Speech Writing and Types of Speeches

• July 28, 2023

Table of Contents:

Introduction, what is speech writing, different kinds of speech writing, entertaining speech,  informative speech, demonstrative speech, persuasive speech, debate speech, essential elements and detailed insights.

Many important things in human history can be traced to that well-written and well-delivered speech. As long as they are well thought out, speeches can move countries or touch hearts. This is why we should all try to get good at making and speech writing.

But “speech” is often too broad and general of a word. That’s why in this blog post, we will look at what speech writing is and the different kinds of speeches.

Speech writing is the art of writing a clear, concise, and easy-to-understand speech. For more insights into effective writing, explore 8 Tips for Writing Short Film Scripts That Connect. It is a way to communicate your ideas to an audience in a persuasive, informative, or entertaining way.

When writing a speech, it is important to consider the purpose of the speech, the audience, and the topic. The speech should be tailored to the audience’s needs and interests. It should also be well-organized and easy to follow.

Many different types of speeches can be written, including informative, persuasive, and entertaining speeches. Discover more about the art of narrative in Fiction vs. Non-Fiction . Each type of speech has its purpose and should be written accordingly.

Even though the main goal of a speech is to get the point across, we can still divide them into 4 main types: entertaining, informing, demonstrating, debating and persuading.

Although you don’t need to always write a speech yourself, you can hire a ghostwriter or a speech writing services provider to do it for you. But even then, you must know these different types of speeches to understand what you are delivering better.

Entertaining speeches are fun and funny speeches that make people laugh. They are often used at special events, like weddings, awards ceremonies, and birthday parties. For more on creating memorable events.

Entertaining speeches use humor, stories, and personal experiences to entertain the audience, much like the engaging tales found in Most Prestigious Book Awards . They are usually less formal than other types of speeches and often use slang and informal language.

Some examples of entertaining speeches include:

• The acceptance speech at an awards ceremony
• The principal gave the speech at a school assembly

Entertaining speeches can be a great way to break the ice at a party or to make people feel more comfortable. They can also be a way to share personal stories and connect with the audience personally.

Informative speeches are used to teach people about something. They differ from persuasive speeches because they do not try to convince people. They want people to believe or do something, but they simply provide information.

You have often seen your teachers give these types of speeches in schools. Often, they are used in businesses and other organizations as They can be about any topic, like how to improve your branding and publicity or sales, etc.

But they are usually about something new (like a change in numbers in business), (innovative processes) or unfamiliar.

You must research and gather information about your topic to write an informative speech, and for guidance on gathering and organizing your thoughts, consider How to Write a Personal Statement . You also need to organize your information in a way that is easy for the audience to understand.

When you give an informative speech, it is important to be clear and concise. You should avoid jargon or technical terms the audience may not understand. You should also use visuals, such as charts and graphs, to help illustrate your points.

Here are some examples of informative speeches:

• A teacher giving a lecture on the solar system
• A doctor giving a presentation on a new medical treatment
• A business leader giving a speech about the company’s new product

Informative speeches can be a great way to share information and knowledge. They can also be a way to help people learn new things and to expand their understanding of the world.

A demonstrative speech is a speech that teaches people how to do something. For more on teaching and explaining complex ideas, check out How to Write Non-Fiction Book . It differs from an informative speech because it provides information and shows people how to do something.

Demonstrative speeches often use visuals, such as props or demonstrations, to help the audience understand the process. They can also be very interactive, with the speaker asking the audience to participate in the demonstration.

Some examples of demonstrative speeches include:

• A cooking class where the instructor shows the audience how to make a dish.
• A workshop on how to change a tire.
• A speech by a software engineer who demonstrates how to use a new piece of software.

Demonstrative speeches can be a great way to teach people new skills. They can also be a lot of fun, and they can help people to learn in a more hands-on way.

Have you ever listened to a TED talk and felt like you must do everything to succeed or change or life today? Well, then, you must be aware of this type of speech.

Persuasive speeches are used to convince people to believe or do something. They are different from other types of speech writings because they are trying to change the audience’s mind.

Persuasive speeches can be either logical or emotional. Logical persuasive speeches use facts and evidence to show the audience why the speaker’s point of view is correct.

Emotional persuasive speeches use stories, humor, or other emotional appeals to get the audience to feel a certain way.

Some examples of persuasive speeches include:

• A political speech
• A commercial advertisement

Persuasive speeches can be very effective but can also be very difficult to write. The speaker needs to understand the audience’s point of view and then use logic or emotion to change their mind.

This is a different kind of speech writing not used by anyone or everyone.

Debate speeches are similar to persuasive speeches. These speeches are not for publicity, but evidence and logic are used to support a claim. However, debate speeches are different in not convincing the audience to agree with the speaker’s point of view. Instead, they try to justify the speaker’s stance on a particular issue.

Debate speeches are often improvised because it is impossible to anticipate all of the arguments that the other debaters might make. For honing such skills, Comedy Writing Services can offer unique perspectives and techniques. This makes debate speeches a great way to develop critical thinking skills and public speaking skills.

Many types of speech writings can be given, each with its purpose. The most common types of speech writing are informative, demonstrative, persuasive, and debate speeches.

Speech writing and giving can be a challenging but rewarding experiences. Following these tips, you can write effective speeches to inform, entertain, and persuade your audience.

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Informative, Compare and Contrast, and Persuasive Essay Composing of Fifth and Seventh Graders: Not All Essay Writing Is the Same

Matt davidson.

1 University of Washington, Seattle, USA

Virginia Berninger

Typically developing writers in fifth ( n = 110, M = 10 years 8 months) or seventh ( n = 97, M = 12 years 7 months) grade wrote informative, compare and contrast, and persuasive essays for which the content was held constant—two mountains with a history of volcanic eruption. Relevant background knowledge was provided by reading text and showing colorful illustrations to the students before writing each genre. Results showed considerable variability between genre pairs within and across individual writers in content quality, organization quality, and length. Results, which support multiple expository genres, are consistent with prior research showing multiple genres (narrative vs. expository or even within narrative). Results are discussed in reference to the importance of assessing multiple genres in inferring composing expertise as emphasized by Olinghouse and colleagues.

Sources of Variation in Written Composition

Generativity of language.

Any assessment study that wishes to draw conclusions about writing ability based on written products faces a host of confounding variables and numerous sources of variance. Chomsky (2006) called attention to the generativity of language—the same language units can be combined in multiple ways to express thought. Likewise, the same word can be used to express different ideas, and the same idea can be expressed with different words ( Stahl & Nagy, 2005 ). Words can be combined in different ways within syntax to express comparable ideas, and the same idea can be expressed in multiple multi-word syntactic structures (Chomsky). Likewise, written composition is generative: Thought can be translated into a variety of genres or discourse structures, and discourse structures can be translated into a variety of kinds of thoughts ( Fayol, Alamargot, & Berninger, 2012 ). Thus, generativity of language is one source of individual differences in composing.

Features of the writing prompt, which establishes the topic, may also be an important source of variance in essay ratings. Schoonen (2005) had sixth-grade students write four essays, each of which was analyzed both holistically and analytically by raters, in terms of their organization, content, and language use. Using a structural equation model to estimate the variance components in students’ scores, he found, among other things, more variance due to different writing prompts than due to raters. Kobrin, Deng, and Shaw (2011) , who studied prompt characteristics for SAT writing tasks, found that prompts which presented two sides of an argument led writers to produce slightly longer texts. On the other hand, the topic may not be the only source of variance in quality of writing. In their study, van den Bergh, De Maeyer, van Wiejen, and Tillema (2012) found that holistic ratings of essay quality were not so dependent on topics. Regardless of the prompt used, a single writing topic may not be adequate to assess composing ability, as explained in the next section, “Genre.”

Writing genre may also matter in assessing composing ability. Olinghouse, Santangelo, and Wilson (2012) examined the validity of “single-occasion, single-genre, holistically scored” pieces of writing (p. 55). They specifically investigated the validity of drawing an inference from a single score to the student’s writing ability across both genres and curricular requirements. After having participants compose in three genres (story, informative, and persuasive), the authors computed correlations of individual compositions across genre pairs. They argued that strong correlations would indicate similar rank ordering across genre, while low or moderate would show different orderings for students. For their set of fifth-grade participants, Olinghouse et al. (2012) found moderate correlations across genre pairs for the holistic quality ratings (.37–.48), with lower correlations for genre elements (.12–.23).

Others have studied the genre-related linguistic skills needed for written composing. Some of this line of research on genre has been related to taking annual tests yoked to state standards ( Troia & Olinghouse, 2013 ). For example, Beck and Jeffery (2007) investigated which genres students were producing for high-stakes state assessments in Texas, California, and New York. The authors provided a framework for detecting genre features related to specific linguistic structures such as particular phrases that are associated with a particular genre. Indeed, much of the current research on genre is grounded in prior research showing that oral as well as written discourse knowledge informs quality of genre writing ( Gillespie, Olinghouse, & Graham, 2013 ; Olinghouse & Graham, 2009 ; Scott, 1994 ) and so does vocabulary knowledge ( Olinghouse & Wilson, 2013 ).

Yet others have studied the contrasting cognitive processes involved in composing different genres, ranging from the hard work to the play involved, as illustrated by the two examples that follow. Olive, Favart, Beauvais, and Beauvais (2009) studied the cognitive effort required to compose narrative and argumentative texts using a reaction time task in which fifth and ninth graders pressed a button with their non-dominant hand each time they heard a beep during a writing task. Ninth graders appeared to exert less effort than fifth graders only for the argumentative texts. The researchers also measured the number and diversity of types of connectives, such as transition words, conjunctions, and logical connectors which tie text together, in each genre. They found that ninth graders used more, and more diverse, connective phrases in general than fifth graders, but that more connectives were used by both fifth and ninth graders in argumentative than narrative genre. Boscolo, Gelati, and Galvan (2012) , in contrast, studied play with multiple narrative genres in written expression. For example, personal narratives and third person narratives may have very different text content and organization and use different vocabulary choices.

Genre also influences writing through writing–reading relationships. Much of school writing involves writing summaries of what has been read or writing reports based on a variety of source material, which also varies in genres ( Moore & MacArthur, 2012 ). So genre may influence both read and written texts.

Research Aims of the Current Study

In contrast to some studies that investigate only one of the many writing genres, this study investigated multiple writing genres within expository writing; although essay writing is sometimes assumed to be a homogeneous genre in contrast to narrative writing, there are actually multiple genres of essay writing. Little is known, however, about whether a single aptitude for expository writing underlies all essay writing or is specific to the kind of essay being written. Whereas some research on multiple writing genres has focused on the early grades (e.g., Kamberelis, 1999 ), the current study focused on multiple genres in the upper elementary (fifth) and middle of middle school (seventh) grades. A sizable body of research has investigated effective ways to teach developing writers to compose in a variety of genres—both typically developing and those who struggle for a variety of reasons, including but not restricted to specific learning disabilities (SLDs; e.g., Boscolo et al., 2012 ; Epstein-Jannai, 2004 ; Troia, 2009 ). In contrast, the current study was designed to be part of the larger line of research on improving assessment of composition across genres. Such assessment research could have important applications to (a) large-scale writing assessments of genre for all students in the Common Core Era including those with SLDs (e.g., Olinghouse & Colwell, 2013 ), and (b) individually administered clinical assessments for students with a variety of school-related learning problems or talents.

Both correlations and mean difference were examined for assessing three kinds of essays during middle childhood and early adolescence—informative, compare/contrast, and persuasive. Two kinds of correlations were examined—Pearson product moment correlations ( r s) and intra-class correlation coefficients (ICCs). The first is sensitive to intra-individual differences within students. The second is sensitive to inter-individual differences among students. The first hypothesis tested was that fifth graders and seventh graders would exhibit intra-individual differences across the three kinds of essays, as evidenced by low to moderate r s across pairs of essays on quality ratings for content and organization. That is, each student may exhibit relative strengths or relative weaknesses in the kinds of essay writing that is easier for her or him. The second hypothesis tested was that the fifth and seventh graders would show significant and sizable ICCs, indicating sizable differences among participants in the different kinds of essay writing. Evidence of such differences within and among students would provide further evidence for the generativity of composing across three genres of essay writing.

Participants

Both groups were in Year 5 of a 5-year longitudinal study of typical oral and written language development when the writing samples analyzed in the current study were collected. One group, which began in first grade, was in fifth grade ( n = 110; 44% male, 56% female). Their mean age was 10 years 8 months (128.50 months, SD = 3.64). They represented the diversity present in the local school population where the study was conducted: European American (64.8%), Asian American (23.4%), African American (6.3%), Hispanic (1.6%), Native American (1.6%), and other (2.3%). The other group, which began in third grade, was in seventh grade ( n = 97; 49.5% male, 50.5% female). Their mean age was 12 years 7 months (151.21 months, SD = 3.71). They were similarly representative of the local diversity: European American (65.5%), Asian American (21.2%), African American (9.7%), Hispanic (0.9%), and other (2.7%). A variety of educational levels were also represented by parents, from no high school education to completion of a graduate degree, of students at both grade level, but the mode was college.

Writing samples were collected during the 4-hr annual visit to the university where the research was conducted with frequent breaks in between activities. Each child wrote three essays, each representing a different genre of expository writing, with topic held constant (Mt. Rainier and Mt. St. Helens). All essays were written on the same day, with brief breaks in between, in a constant order, as is common in longitudinal psychoeducational assessment research. To control for potential differences in background knowledge, before each essay, the researcher gave each participant paper copies of background information about the mountains, and then read that information out loud as the student read along silently. Essays were written in the following constant order by all participating typically developing writers: an informative essay discussing the seasonal changes on Mt. Rainier, an essay comparing and contrasting Mt. St. Helens and Mt. Rainier, and a persuasive essay, stating and defending an opinion on some controversies about the mountains. Participants were given 5 min to write each composition, and if they stopped writing before 5 min elapsed, they could be prompted up to twice to keep writing. Specific instructions were as follows:

• Please read silently while I read aloud this text about Mt. Rainier, which has the title, “The Many Seasons at Mt. Rainier National Park.” Now look at these post cards that depict the different seasons at the mountain and how the mountain seems to change with the seasons. Now please write an informative essay that describes Mt. Rainier which has the title, “The Changing/Changeless Mt. Rainier,” so that someone who has never visited the mountain can visualize what it looks like.
• Please read silently while I read aloud this text that contains many facts about both Mt. St. Helens and Mt. Rainier. Now compare and contrast these mountains. Write a descriptive essay that tells how the mountains are alike and that tells how they are different. (Allow up to 5 min to write.)
• Now read along silently while I read aloud another text about the controversies regarding these mountains. Controversies mean that different people have different opinions or points of view. Now I want you to write a persuasive essay in which you explain the different points of view about each controversy, give your opinion or point of view about each controversy, and defend your argument and convince the reader against the opposing opinion or point of view.

Content and organization coding scheme

All essays were coded for the quality of the content and the quality of the organization. A description of that coding, which was developed by the coauthors over a 3-month period based on much reading and rereading of the essays and related discussion, is presented next. This coding was constructed to be comparable across all three expository essay types—informative, compare and contrast, and persuasive. All coding was on a scale of 0 ( low ) to 5 ( high ).

Content quality

• Content is not relevant.
• Some content is relevant, but simply repeats facts that were given.
• All content is relevant, but simply repeats facts that were given.
• Content is relevant and elaborates on given facts.
• Content is relevant and sophisticated, and qualifies, elaborates, and uses the information.

Organization quality

• Ideas are presented in a list and are confusing.
• Ideas are in sentences, but do not progress logically.
• Organization is logical, but has little to no framing (e.g., topic sentences).
• Some framing of ideas, as well as logical progression, is evident.
• A lot of good framing, as well as logical progression, is evident.

Inter-rater reliability was calculated separately for Grades 5 and 7. For fifth grade, three essays from each of the 10 students were rated separately by both researchers. The initial correlation between those ratings was .66. After discussing all ratings where the researchers differed by two or more points, the coding scheme was updated to take into account text features that both researchers had attended to, as is customary in linguistic coding research. Once ratings were adjusted based on the discussion, the correlation for fifth grade was re-computed to be .89. For seventh grade, the same procedures were used. After coding the 10 essays separately, the correlation between raters was .68. All differences of two or more points were discussed, and changes made in the coding scheme based on those discussions. After the changes from discussion in the coding schemes, the essays were recoded by each rater, as is customary in linguistic coding; the correlation of inter-rater reliability across coding schemes was then re-computed to be .88 for seventh grade. Once inter-rater reliability was established at the standard level in discourse coding (.80 or above) to be .89 for fifth grade and .88 for seventh grade, the first author completed all the coding within a brief time. At the time the data analyses were completed, both coders (the co-authors) reviewed the coding procedures for a randomly selected subsample and found almost complete agreement even though a new coefficient was not computed.

Number of words written

For each essay, the number of complete words was also counted. Misspelled words were counted as words, but neither incomplete nor scratched out words were counted in the totals.

Data Analyses

Pearson product–moment correlations ( r s) were computed for the content and organization ratings for each genre. ICCs were computed for content and organization ratings and number of words. Repeated measures ANOVA was used to test the differences in means across the three expository genres at each grade level.

Descriptive Statistics and Correlations—Grade 5

Table 1 presents the means, standard deviations, and ICC values for all measures across the three expository essays for Grade 5. Correlations of these measures across genre pairs, per Olinghouse et al. (2012) , were computed for Grade 5. For content quality, informative and compare/contrast essays were correlated .65, informative and persuasive essays were correlated .60, and compare/contrast and persuasive essays were correlated .55. For organization quality, informative and compare/contrast essays were correlated .65, informative and persuasive essays were correlated .56, and compare/contrast and persuasive essays were correlated .60. All correlations were significant at the p < .001 level. Squaring the correlations shows that participants shared only modest variance across the genres. Likewise, the high ICC values for these typically developing writers suggest that much of the variation between the genres was due to participant differences.

Descriptive Statistics for Expository Essays Grade 5.

Note. ICC = intra-class correlation, obtained from repeated measures (RM) ANOVA analyses (see Table 3 ).

Descriptive Statistics and Correlations—Grade 7

Table 2 presents the means, standard deviations, and ICC values for all measures across the three expository essays for Grade 7. Correlations of these measures across genre pairs, per Olinghouse et al. (2012) , were also computed for Grade 7. For content quality, informative and compare/contrast essays were correlated .52, informative and persuasive essays were correlated .57, and compare/contrast and persuasive essays were correlated .67. For organization quality, informative and compare/contrast essays were correlated .56, informative and persuasive essays were correlated .56, and compare/contrast and persuasive essays were correlated .55. All correlations were significant at the p < .001 level. Squaring the correlations shows that participants shared only modest variance across the genres. Likewise, the high ICC values for these typically developing writers suggest that much of the variation between the genres was due to participant differences.

Descriptive Statistics for Expository Essays Grade 7.

Comparing Three Genres for Fifth Graders on Multiple Outcome Measures

Repeated measures ANOVAs were performed for 110 fifth graders to examine mean differences between essay genres for each of three outcome measures: rating of content quality, rating of organization quality, and number of words written. Where Mauchley’s test was significant, indicating a violation of sphericity, Greenhouse-Geisser-adjusted F tests are reported. These ANOVA results, which are reported in Table 3 , demonstrate that at least one of the essay types significantly differed from the others for each outcome measure. Follow-up pairwise t tests were conducted using a Dunn–Sidak adjustment to see which essay types were significantly different from each other. Each model will be discussed in turn.

Descriptives and Results for RM ANOVA Grade 5.

Note. df = degree of freedom.

Content quality ratings

Follow-up tests found a significant decrease in content ratings between the compare/contrast essay and the persuasive essay, as well as between the informative essay and persuasive essay ( p = .024 and p = .002, respectively). Consistently, content ratings were lower for persuasive essays even though they were written last after more practice in writing about the mountains. Trend contrasts for essay type showed that the change in content scores had significant linear components (as illustrated by the mean values in Table 1 ), with the contrast F test p value < .01. As expected, participants varied significantly from each other on content ratings, Var = 2.31, F (1, 109) = 1420.48, p < .001, ICC = .84.

Organization quality ratings

Follow-up t tests only found a significant difference in scores between the informative essay and the compare/contrast essay ( p = .006). Trend contrasts showed that the change in organization scores had significant linear and quadratic components, with contrast F test p value < .05. Ratings decreased between the informative essay and compare/contrast essays, and then increased between the compare/contrast essays and persuasive essays, as shown by the mean values presented in Table 3 . Understandably, organizational demands may be greater for compare/contrast than informative essays. Of interest, even though content ratings were lower for persuasive essays than compare/contrast essays, organizational ratings were higher for persuasive essays than compare/contrast essays. So the lower content ratings for persuasive essays cannot be attributed to their being written at the end of the series of essay genres. As expected, participants varied significantly from each other on organization ratings, Var = 2.95, F (1, 109) = 1087.08, p < .001, ICC = .85.

Number of words written (length)

Follow-up t tests found significant differences in the number of words written between each pair of essays (all p values < .01). Trend contrasts showed a significant linear and quadratic effect for number of words written across the essays, with both contrast F test p values < .001. Although the number of words written decreased between the informative essay to the compare/contrast essay ( M = 10.40), there was a large increase between the compare/contrast and the persuasive essays ( M = 16.17), which surpassed the mean number of words written in the informative essay, as shown in Table 3 . Of interest, this pattern of results paralleled those for the organizational ratings, but not the content ratings. As expected, participants varied significantly from each other on the number of words written, Var = 1000.62, F (1, 109) = 755.92, p < .001, ICC = .88.

Comparing Three Genres for Seventh Graders on Multiple Outcome Measures

Repeated measures ANOVAs were performed for 97 seventh graders to examine mean differences of the three kinds of essays on content quality rating, organization quality rating, and number of words written (length). Greenhouse-Geisser adjusted F tests are reported as needed, as in the fifth-grade analysis above. Results for these ANOVAs are reported in Table 4 .

Descriptives and Results for RM ANOVA Grade 7.

No significant effect of essay type was found on content ratings at Grade 7, in contrast to what was found at Grade 5. However, participants accounted for significant variance in content scores, Var = 1.82, F (1, 96) = 2520.20, p < .001, ICC = .84.

A significant effect was found for essay type on organization ratings, and a trend analysis found significant linear components ( p = .001). Follow-up t tests using a Dunn–Sidak adjustment found that the mean differences were only significant between the informative essays and persuasive essays. In contrast to the fifth graders, the seventh graders showed lower organizational ratings for persuasive than informative essays. As expected, participants accounted for significant variance in organization scores, Var = 1.71, F (1, 9) = 2779.04, p < .001, ICC = .80.

A significant effect was found for essay type on the number of words written. Trend analysis indicated significant linear and quadratic components to the trend of words written (both p values < .001). Follow-up t tests with a Dunn–Sidak adjustment found a significant decrease in words written between informative essays and compare/contrast essays ( M = 12.44), as well as a significant increase between the compare/contrast essays and persuasive essays ( M = 23.98), and the informative essays and persuasive essays ( M = 11.54), all p values < .001. Although the first two findings replicated those for fifth grade, the third pattern of results occurred only in the seventh grade. As expected, participants accounted for significant variance in the number of words written, Var = 1139.47, F (1, 96) = 1266.77, p < .001, ICC = .87.

First Tested Hypothesis

The first hypothesis was confirmed. Results for fifth and seventh graders are consistent with findings of Olinghouse et al. (2012) and Boscolo et al. (2012) , who have reported evidence for intra-individual differences across genres in developing writers during middle childhood and early childhood, respectively. These differences occur not only between narrative and expository writing ( Olinghouse et al., 2012 ) and within narrative writing ( Boscolo et al., 2012 ) but also across different genres of expository writing—informative, compare and contrast, and persuasive essays, as shown in the current study for fifth and seventh graders. These findings have important implications for high-stakes assessments of writing, classroom assessments given by teachers, and individual assessments given by psychologists and speech and language specialists because they demonstrate that multiple written compositions representative of different genres must be used to draw conclusions about a student’s written composing ability.

Second Tested Hypothesis

For fifth graders, this hypothesis was confirmed. Differences were found among the participants across the genres. However, for seventh graders, the hypothesis was only partly confirmed—for organization ratings but not content, and for length, one of the patterns for contrasts between essay genres for seventh graders was different from the fifth graders, although two were the same. Thus, the transition from upper elementary in fifth grade to middle of middle school in seventh grade in writing multiple essay genres is characterized by some constants and some variables.

Educational Applications

Of educational significance, the current findings show that not all expository essays are created equally—different types of expository essays are likely to produce different results for the same student (intra-individual differences) and different students (inter-individual differences). Specific kinds of individual differences depend, to some extent, on criteria employed to evaluate the quality of composing—content, organization, and length—and grade level. A single annual assessment of a single written composition may not be adequate to conclude whether students meet common core or other high-stakes standards in writing, or to capture an individual student’s ability to write different kinds of expository essays, or to create a plan to translate assessment findings into educational practice. Both high-stakes tests and individually administered psycho-metric tests should assess multiple grade-appropriate genres for determining composition ability/abilities. Both profiles for composing across genres and an overall score based on indicators of writing in multiple genres, similar to that used in assessing scholastic aptitude(s), would contribute to psychoeducational assessment of composing.

Clearly, future translation of research into educational practice should include development of assessment tools for writing that are evidence-based. Annual tests that are based only on a “pass–fail criterion” are not evidence-based. Currently, normed tests exist for assessing various aspects of handwriting, spelling, and sentence-level composing. Regrettably lacking are standardized, psychometric, normed measures of text level composing for a variety of text genres within the same instrument , so that relative strengths and weaknesses for specific genres as well as writing ability across genres can be identified with an instrument standardized on the same population. Traditional approaches to reliability of assessment attribute variation in performance to unreliability of the test instrument, but in the case of a process such as written composing, which is inherently generative ( Chomsky, 2006 ), the variation may be fundamental to the process being assessed. Given the generative nature of composing written language, which is fundamentally an open-ended process and challenging to assess in a standardized way, innovative approaches to assess composing for multiple genres and to link assessment findings to writing instruction in developmentally appropriate ways remain to be developed.

Moreover, the writing genres assessed with normed measures should reflect the kinds of composing required for school writing assessments. Although much writing for pleasure may involve narrative writing, narrative composing is not sufficient to complete the kinds of writing and integrated reading–writing required for successful completion of written assignments at school and for homework during middle childhood and adolescence. Hopefully, prior research on multiple genres reviewed in the introduction and the new findings reported in the current study will contribute to development of such standardized, normed assessment tools for multiple genres that have ecological validity for the kinds of writing students are expected to do at school.

In addition, writing portfolios might be used to collect and periodically review classroom writing assignments across the school year. Both first drafts and revisions can be included in the portfolios as well as extended writing that may be co-constructed with classmates and/or the teacher. Assessment tools might be developed for periodic review of the writing portfolios at specific grade levels. Such periodic reviews should include teachers, students, and parents.

Limitations and Future Directions

The topics chosen for each of the genres were constrained by a desire to keep the topics as constant as possible—the mountains familiar to the participating students in the study—and provide constant background knowledge to all participants before engaging in essay genre composing. Future research might investigate the interaction of topics and genres by comparing multiple genres on a variety of topics common to each. Also, the nature of the longitudinal assessment did not permit linking assessment results with classroom instruction other than sharing assessment results for normed measures (not researcher-designed measures) in an annual assessment report that parents were encouraged to share with schools to use as teachers found useful. Future research should address the dynamic interplay of assessment-instruction links throughout the school year at specific grade levels.

The current research on multiple genres was restricted to two time points in writing development and schooling—middle childhood during the upper elementary grades and early adolescence during middle school. Given both the constants and variations in essay writing observed between upper elementary and middle school, future research should explore development of composing multiple genres from P to 12 and beyond in postsecondary education and the world of work. Moreover, the current study involved a one-time assessment in a larger project, much as the annual testing linked to high-stakes standards involves a one-time assessment in a given school year. Future research on multiple genres of written composition should involve multiple assessments within a grade level and the relationships of assessment findings to ongoing writing instruction in the classroom—both designing it and evaluating responses to it.

Although the current study expanded the study of genres beyond the usual narrative/expository divide to three kinds of expository essays, not all possible or relevant genres, expository or otherwise, were investigated, which hopefully future assessment and instructional research will do. Consistent with the generative nature of writing genres, our research group continues to be amazed at the creativity of the genres observed in developing writers, even for the same written assignment (manuscripts in preparation). Despite the limitations of the current research and need for much future research on multiple genres of composing across development and schooling, the current study does provide converging evidence for the reported findings of Olinghouse and colleagues and Boscolo and colleagues. Hopefully, these and other relevant studies will inspire others—both practitioners and researchers—to approach writing assessment from the perspective of multiple genres in writing given the generativity of language for thought expression.

Acknowledgments

Funding  

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by HD P50HD071764 and HD25858 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) at the National Institutes of Health (NIH), USA.

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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