english essays for grade 9

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Class 9 Essay Topics | Interesting Essay Writing Topics & Ideas for 9th Grade

May 2, 2023 by Veerendra

Get inspired with great narratives and Class 9 Essay Topics. Avail the Grade Specific Essay Writing Topics curated belonging to different categories. Bring up the Creative Mind and Imagination in you by referring to the 9th Standard Essay Topics. Enhance your Vocabulary with the Grade 9 Essay Writing Topics & Ideas and express your thoughts into essays on your own. 9th Std Essays are beneficial to win prizes in your competitions or speeches.

Essay Topics List for Grade 9 Students & Children

Not everyone can express their views in the form of Essays.  Try to read the Class 9th Essays belonging to diverse categories. All of them are given in an efficient manner and you can access the Grade 9 Essay Topics of different subjects via quick links available. The 9th Standard Essay Topics prevailing encourages self-study among kids and gives a fair idea on what to write on several topics.

• Essay on School’s Surroundings and Examinations
• Essay on Festivals
• Essay on Persons We Come Across
• Essay on About Myself
• Essay on Relationships
• Essay on Visits
• Essay on Scenes, Sights, and Journeys
• Essay on Health and Fitness
• Essay on Personalities/People
• Essay on Events
• Essay on Monuments
• Essay on Vacation/Holidays
• Nature Essay
• Essay on Sports
• Essay on Cities
• Essay on Life
• Essay on Animals
• General Essays
• Global Warming
• Essay on Environmental Issues & Awareness
• Essay Topics Based on Proverbs
• Essay on Moral Values
• Education Essay
• Essay on India
• Essay on Science & Technology
• Essay on Social Issues & Social Awareness
• Argumentative Essay Topics

FAQs on 9th Class Essay Writing Topics & Ideas

1. Where do I get Subject Specific 9th Standard Essay Topics?

You can get Subject Specific 9th Standard Essay Topics on our page.

2. How to access Grade 9 Essay Writing Topics & Ideas?

All you need to do is simply tap on the quick links available to access Class 9th Essay Writing Topics & Ideas.

3. Is there any website that provides the 9th Class Essay Suggestions free of cost?

Aplustopper.com is a trusted portal that provides the 9th Class Essay Suggestions free of cost on our page.

Hoping the knowledge shared regarding the 9th Std Essay Topics has helped you a lot. Do leave us your suggestions via the comment section and we will look into them and add them at the earliest. Stay in touch with our site to avail latest updates on Essays of Different Classes.

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205 Essay Topics for Grade 8, 9, 10, 12 + Writing Tips [2024]

We came up with this guide to make school essay writing easy for you. Need some creative writing topics for grade 8? Or recommendations for the 11th-grade expository paper? We’ve got you!

Helpful tips and essay topics for grades 8, 9, 10, 11, and 12— our Custom-writing.org team has advice for everyone. Here, you’ll find:

• 205 great essay ideas;
• tips on how to write argumentative and persuasive papers.

In fact, our recommendations will be perfectly suitable for both middle and high school students. Still, there will be some grade-specific information. So, start with the 8th-grade essay topics and tips and read till the end!

• ✏️ 8th Grade Essay
• 📜 9th Grade Essay
• 📚 10th Grade Essay
• 🧑‍🎓 11th Grade Essay
• 🎓 12th Grade Essay

🔗 References

✏️ essay or class 8: topics & tips, top 10 essay topics for grade 8  .

• The future of print books
• Aliens in science fiction
• Why do people need art?
• What’s the point of fashion?
• Why homework is useless
• A book that changed the world
• Should all education be free?
• Should people learn foreign languages?
• The world’s biggest secret
• The next scientific breakthrough

8th Grade Essay: How to Write

You already know how to write short, simple essays. In an 8th grade, however, you need to make a point , collect evidence , and present it in your paper. This is when learners start experiencing difficulties with their essay writing.

We want to present to you some helpful tips that will help you write excellent papers. Check them out:

• Do your research. It’s especially important with argumentative, persuasive, and analytical papers. So, before you start writing, you should go to a library or at least search for information online.
• Make outlines. 8th grade is the right time to start making outlines for your essays if you haven’t made them before. It’s best to write an outline after researching the topic since you need to organize all the information.
• Be positive. Thinking of your essay as a burden won’t do you any good. You can make things easier by being more positive. Try to pretend your essay is a story you want to tell your friends. It has a main storyline ( thesis statement ), plot twists (arguments), and you wrap everything up in the end.
• Make it interesting for yourself. Find the things that excite you the most about your topic. For example, you can try to think of surprising facts you’ve learned while researching it.
• Start with 5 sentences.  Feeling overwhelmed is another factor that makes it hard to write an excellent essay. The thing to remember is that at the core of any essay there are just 5 sentences. The rest is just additional information to back them up. So, what are these sentences? 
• Thesis statement.  This is where you describe the whole idea of your paper.
• Topic sentence 1.  The first sentence develops your thesis a bit more.
• Topic sentence 2.  You add a counterargument here.
• Topic sentence 3.  Here, you explain how that counterargument helps the case and introduce ways to solve the issue.
• Conclusion.  Summarize and wrap everything up.
• Write the body paragraphs first. After they’re done, it will be easier for you to write the conclusion and introduction since they both basically summarize your whole paper.
• Always proofread and edit your essays. 8th-grade teachers are strict when it comes to mistakes and inaccuracies.

Essay Topics for Class 8 in Various Subjects

The deadline is approaching, and you’re out of ideas? This section is for you. Topics provided below can prompt you to write an excellent paper:

• Noise pollution, or Let me hear nature. Noise pollution refers to exposure to high sound levels. In your paper, examine the level of noise pollution in modern cities. Alternatively, you may concentrate on the impact it has on people or domestic animals.
• Can robots replace people? Robots perform many tasks faster and better than people do. You can think of professions that may disappear in the near future because of it. You may also think about the spheres that robots can never dominate.
• Do children need handwriting skills? Many children (and adults) hate writing by hand. Some even say that people don’t need such skills anymore. Messages are mainly typed now. What do you think about the value of handwriting skills? Should students still be taught them?
• Can people live in isolation? The COVID-19 pandemic made countries launch strict lockdowns. People had to be isolated for many weeks. Such isolation leads to health problems, such as depression and anxiety. What does it tell us about the importance of communication?
• Age-based film ratings. Do you agree that age restrictions should exist? Can some movies be excessively violent and inappropriate for some age groups? Is it a kind of discrimination? What aspects should be considered to impose age restrictions?  
• Should people go to Mars or the Moon? Why or why not?
• What can make a person truly happy?
• Who is the mightiest hero among fictional characters?
• Write about the bad habits you have and how you can get rid of them
• What is the most essential discipline at school?
• Describe humanity’s best and worst qualities
• Explain how society benefits from using the Internet
• If you could change one part of your life , what would you change, and why?
• Is it possible to fall in love with someone you’ve never met?
• If you had a time machine, what time would you travel to?
• Can you judge people without knowing them and how they live their lives?
• How would humanity change if we knew the world would end in 10 years?
• What would it be like if you couldn’t use your smartphone for a month?
• What consequences may occur if artificial intelligence keeps developing?

📜 Essay for Class 9: Topics & Tips

Top 10 essay topics for grade 9.

• What is the right age to start dating?
• Choosing your future occupation.
• Solving urgent environmental issues.
• Should animal testing be banned?
• The difference between knowledge and wisdom.
• What is the greatest invention in history?
• How important is trust in a friendship?
• What misunderstandings do you have with your parents?
• Should students discuss controversial topics in classes?
• Why do some teenagers flee from their homes?

9th-Grade Essay: How to Write

Writing grade 9 essays amounts to improving your skills, gaining more knowledge, and developing your position on various issues. If you need more details about grade 9 essays, keep reading!

First, we want to talk about different types of written assignments that you may receive:

Essays are the most common academic paper assignment that you can master with our free tips:

• Use quotes. Sometimes, when researching for your essay, you may stumble across a source that perfectly describes your thesis or some other thought you wanted to use in your paper. Why not quote it, then? Just make sure to include your own ideas as well.
• Use Wikipedia the right way. If you’ve got a topic you know nothing about, Wikipedia will quickly help you familiarize yourself with it. Another way to use it is for finding sources. Read an article on your topic and then check its reference section to select some trustworthy ones.
• You’re not the only one writing a paper. Your teacher will probably read several more works like yours. This fact makes it even more important to make your text unique and exciting.
• Your teacher won’t have enough time to reread if something’s unclear. The clarity of information will definitely influence the result, so make sure that your writing is flawless.

Essay Topics for Class 9 in Various Subjects

Below you will find unique topics for argumentative or persuasive essays:

• What is the future of music? Many people don’t like modern pop music and believe that it was better back in the day. What’s your opinion on it? Discuss what’s in store for pop music. What directions of music development can you predict?
• What makes people come up with conspiracy theories? Some people believe in the secret world government or Americas’ fake Moon mission. You can describe a particularly interesting conspiracy theory. You may also explore the reasons for the existence of such ideas.
• Can humans prevent or at least slow down global warming? Scientists are sure that human negative impact on the environment is significant. What do they think of our ability to address the problem? To what extent can we affect life on the planet?
• How much should parents control their children? Rearing children is difficult, and it’s hard to set the balance between restrictions and freedom. Should children and adolescents be allowed to behave the way they want? How can it affect children’s self-esteem in the future?
• Do best friends exist? This essay can start with the definition or description of a good friend. Can two people really be best friends ? In what situations is it impossible? Are all people able to be good friends? How can you detect fake friends?
• What extracurricular activities should be available in all schools (a specific kind of sport or art)?
• Is it a threat to people’s privacy to use cameras as a security measure?
• When is the right time to allow children to make their own life decisions?
• How does a feeling of importance influence a person’s ego?

📚 10th-Grade Essay Topics & Tips

Top 10 essay topics for grade 10.

• What makes a good parent?
• Fantasy: origins and future
• Friendships in the Information Age
• Marriage vs. cohabitation
• Your most memorable trip
• What defines a hero?
• Millennials vs. Gen Z
• Is urbanization a positive trend?
• Communism: a dream that failed
• Things to do before graduating

Grade 10 Essay: How to Write

Like any typical sophomore, you want to get good grades and write excellent essays. But what if your written assignments never grade higher than a B? Don’t give up! We can help you with it.

What follows next are the necessary attributes of an A+ essay. Pay attention to them while writing and you will surely succeed:

Read the tips below and learn about the essentials of writing excellent essays.

• Resort to advanced storytelling. Even if you’re not working on a narrative essay, you can try applying the following 3-act structure to your writing. According to Indiana University, the structure consists of 3 parts: setup, confrontation, and resolution . The acts set an uninterrupted narrative flow. As a result, the reader doesn’t even notice the transition from one part of the work to another. Here’s how to use this technique:

• Don’t let go of your ideas . The thing is always to be prepared for writing, just in case you suddenly find inspiration or a brilliant idea pops into your head. Don’t risk trying to remember it and write it down later—you’ll likely end up forgetting it. To avoid such regrettable situations, make sure to always have a notebook with you.
• Check out other people’s essays. Apart from getting ideas for the content of your essay, you’ll also be able to consider the writing style and format of the paper. The more samples you can look through, the better. You’ll see all the possible options and variations of how this type of assignment can be done.

10th-Grade Essay Topics in Various Subjects

Need creative essay ideas? Check out this list:

• Censorship and social media. Answer these questions: What is censorship related to social media content? Should any topics be considered taboo? What are the adverse outcomes of such a practice? Where is the line between censorship and fundamental rights violation?
• Music and student productivity. The essay can examine the latest findings regarding the effects of different music genres on people’s cognitive abilities. What have neuroscientists discovered? Why does music influence people in such a way? You can describe your personal attitudes and anecdotes.
• Why do people have holidays? All nations have their unique holidays. Why is that so? Do people just need more days to rest from work? Do Americans need more national holidays? You may explore the role different holidays play in the development of a nation.
• Should individuals, nations, or international bodies interfere in other people’s affairs? Thousands of messages regarding people’s suffering appear every minute. Individuals, charities, governments, and international institutions try to help people across the globe. Is this involvement always justified? Can such interference be regarded as a form of cultural expansion?
• What can national cuisine tell about a nation? Compare the national food of several countries in your essay. Think about whether the environment plays a role in developing cuisines.
• Would societies develop without the use of fossil fuels ?
• Does science fiction influence the development of technology or vice versa?
• How has school life changed throughout the last 20 years?
• What’s the best way to choose which school to go to?
• How vital is a personal understanding of people’s lives ?
• What are the consequences of having too much money?
• Do teens need to follow all of their parents’ guidelines?
• Does doing less homework make you a better student?
• How do celebrities influence the way teenagers look and behave?

Grade 10 English Essay Topics

If you’re a 10-grader, you probably write many essays for your English classes. Can’t choose a topic? Have a look at these ideas:

• The role fairy tales play in people’s lives. This essay can be concerned with the way fairy tales contribute to the norms as well as prejudice. Why do people create fairy tales? What is their place in world literature? Can children develop properly without reading them?
• The history and significance of comic books. Some people think comic books are inferior to literary works. Do you agree with this viewpoint? What role do comic books play in American society? Why did this art form appear?
• The role the setting plays in literary works. You can analyze a specific genre or a text. For example, explore how the setting reflects Emily’s character in A Rose for Emily by William Faulkner.
• Should all plastic be banned? Writing an argumentative essay is always a good idea. Students may try to decide whether plastic should be prohibited. Can people (especially in developing countries) live without plastic? What can be a cost-effective replacement?
• Oscar Wilde: a master of epigrams. Focus on his plays or The Picture of Dorian Gray . What characteristic features can be found in Wilde’s epigrams? What is the purpose of their use?
• What makes Macbeth one of the greatest literary works in English (and world) literature?
• Should students read ancient literature, such as The Epic of Gilgamesh ?
• What can we learn from books written by politicians?
• What distinguishes the epistolary genre?
• How the image of the vampire evolved: from folklore to pop culture
• Female writers in antiquity and Middle Ages
• What is the future of world literature ?

Grade 10 Essay Topics for Creative Writing

The following list of topics will inspire an outstanding composition or even a short story:

• A detective story of a failed assignment/meeting/ exam. Students become genuinely creative when they try to explain the reasons for not doing their homework . Why not make it an essay topic? Describe a force majeure that made doing something impossible.
• A dystopia or a utopia. You can create your own world based on an optimistic or pessimistic view. How perfect can a society be? What atrocities can become accepted in the future? What hierarchies, political orders, or economic models can emerge?
• A letter from a historical leader. Imagine you are a ruler of Medieval France or any other monarch. You can write a letter to your royal relative or enemy. A letter from Elizabeth I to future generations can make an excellent essay!
• Creative description. Come up with a detailed description of an interesting thing, person, or event. For example, describe a charm on your bracelet and its meaning. Describing someone’s personality traits can be another option.
• Writing memoirs . Create a biography of a historical person, fictional character, or modern celebrity. Or, imagine you became famous and write about your way to glory.
• A narrative about the most remarkable or tiresome waiting experience
• A poem about first love
• A parody of A Song of Ice and Fire
• Pretend to be a future historian analyzing a current popular song or movie (or any other artifact)
• Ponder on the nature and relevance of creativity
• Your stream of consciousness (the road to school, a minute in a class, enjoying the sunrise, and so on)
• Elaborate on the theory regarding the nature of Agent Smith of The Matrix
• Write down the associations connected with your favorite song
• Description of the dream you had last night

🧑‍🎓 Grade 11 Essay Topics & Tips

Top 10 essay topics for grade 11.

• Can positive discrimination be beneficial?
• Is violence a human invention?
• Should we give scientists more funding?
• Should science interfere with natural processes?
• Reasons for keeping a journal.
• Which country is the most difficult to live in?
• Can online education replace other forms of schooling?
• Should all countries give up their nuclear arsenals?
• Reasons why Donald Trump lost the 2020 elections.
• The role of successful athletes in popularizing sports.

11th Grade Essay: How to Write

You can consider 11th-grade essay writing to be a combination of everything you’ve learned in the previous 3 years. One of its main goals is to demonstrate that you have a clear understanding of all essential writing elements.

You’re going to have the chance to practice various forms of writing. The following tips will help you excel at it.

• Try practicing ACT Writing. ACT Writing is a test that requires you to create an essay in just 40 minutes. There are several limitations and requirements associated with it (if you want to learn more, you can check out this article by Southern Utah University on ACT tests and their characteristics ). Practicing this kind of writing with a timer can be highly beneficial for developing your skills. Here’s what you need to keep in mind:
• Ideas and analysis.  Answer the question given in the prompt as clearly as possible. You also need to demonstrate your perspective and analyze how it relates to other aspects under discussion.
• Development and support.  Explain all the points you make. The trick here is to make each explanation fit into 2 or 3 sentences—not because of word count requirements, but due to the time limit.
• Language use.  While writing your essay, make your sentences clear and easy to understand. You should also avoid repetition. You may use some terms or fancy words, but if you do, make sure you know what they mean.
• Organization.  Even though there are no strict rules for formatting your paper, it doesn’t mean you can turn it into a chaotic mess. The easiest thing to do is to separate each of your ideas into a paragraph. Make sure that the overall structure is logical, and take care of smooth transitions.
• Try the Elevator Pitch. It’s a technique salespeople use when developing a short, catchy product summary. When using this technique to write an essay for high school, you boil your ideas down to the essentials. Even though it’s a challenging task, it leaves you with a perfect summary . And you can use it to write an introduction that will undoubtedly grab your reader’s attention.
• Know the limits. It’s important to know when to stop. This statement is especially true when you’re selecting a position to take or choosing the main point you want to prove in your essay. Your argument needs to be compelling enough to capture your reader’s attention. But at the same time, you don’t want to overdo it.

Here are some other things that are better to avoid:

• An overly broad or poorly written thesis statement.
• Topic sentences without a proper focus.
• Off-topic writing.
• Inadequate conclusion.
• Inability to foresee and refute objections.
• Talking about things that are too obvious to discuss.

Essay Topics for Grade 11 in Various Subjects

Senior students are required to write about serious subjects. Here we’ve compiled a list of great thought-provoking topics to kickstart your writing:

• Pros and cons of criminalizing the sales of alcohol. Alternatively, you can think about the consequences of banning cigarettes.
• Nature vs. nurture. Researchers are still unsure whether the environment or inborn traits play a key role in people’s personal development . You may try to provide an answer to this challenging question. You can concentrate on the notorious case of Three Identical Strangers . The examination of the ethical issues related to this kind of research is also a good idea.
• Career path plans. Naturally, eleventh-graders need to consider their future careers. It can be a good idea to write a professional development plan. What kind of higher education or skills do you need? How can you acquire them?
• Autocratic and democratic regimes in the times of pandemics. You may try to compare the effectiveness of authoritarian or democratic countries when addressing the COVID-19 crisis. How do different regimes address the problem? What role does access to information play in the process? Compare the outcomes of the measures undertaken in the US and China.
• Identity in the cyber world. Adolescence is the period of paying considerable attention to one’s identity. The Internet has changed our lives, including the process of identity-making. Why do young people create fake identities in the digital environment? Do these identities affect their authentic selves?
• Can English be replaced as an international communication language any time soon?
• Is it necessary to punish those who download content from the Internet illegally?
• What digital devices can be used to improve education?
• Should everyone switch to electric or environmentally friendly vehicles?
• Do the world’s wealthiest countries help poor ones enough?
• Is it appropriate for students and teachers to interact on social media?

Grade 11 Essay Topics for Narrative Writing

Choosing the most exciting and potentially successful topic can be challenging. Here are some ideas for the best narrative papers.

• The hardest goodbye you’ve ever said. A common approach to this topic is to write about saying goodbye to a friend or loved one. Creative students may describe the moment when they said goodbye to their childhood.
• A disaster that led to good outcomes. Write about an event or action that seemed like a mistake but turned out to be beneficial. It can be connected to extracurricular activities, going to a party, taking up responsibility, etc.
• Science in our daily lives. It may seem that science is just a school subject. However, every person has conducted at least one experiment or observation in their lifetime. The narrative composition of this essay can deal with such an observation.
• The evolution of your professional inclinations. Children often dream of being athletes or movie stars. Some want to be teachers or writers. You may describe the way your idea of a dream job changed throughout your life. What factors affected this evolution?
• Conflict management. Describe a situation when you used conflict management skills. These cases can include working on a project, debating with other students, or distributing chores. What skills are needed to manage conflicts effectively?
• The most challenging aspects of being an adolescent
• Describing the first time doing something ( first day at college , first driving experience, etc.)
• The most significant event in a specific year or century
• The first considerable success in your life
• Growing up in the 21st century
• When did Murphy’s Law work in your life?
• A day in the life of the world’s happiest person
• The most important piece of advice someone gave you

11th Grade Writing Prompts & Topics for Argumentative Essays

Select a topic from the the list below and impress your teacher with a stunning essay:

• Should the system of American presidential elections be changed? During the past few years, Americans have started criticizing the existing presidential election system. The Electoral College seems outdated to many. In this essay, you may share your views on the strengths and weaknesses of the voting system.
• Should female students be encouraged to study science rather than humanities? Many researchers point out that the scientific world is highly disproportioned when it comes to gender. Women often choose to study humanities rather than sciences due to bias or lack of confidence. How can we encourage talented girls to pursue scientific careers?
• Restrictions and totalitarianism. Can governments impose restrictions related to certain areas of people’s lives? Is it a pathway to dictatorship? Can people be responsible enough to have personal limits? You can focus on such aspects as marriage age and access to information.
• Student loans: an opportunity or a burden? Student loans have become a serious issue leading to substantial economic constraints for individuals and the educational system. Older generations stress that they managed to work and pay their tuition fees . Should young people use student loans? Can they receive higher education without this financial burden?
• Is conservation a proper approach to treating endangered species? Many species are on the brink of extinction due to various reasons. Governments and non-governmental organizations try to preserve natural diversity. Conservation is one of the employed methods. Is it effective? Do people have the right to interfere with the natural evolution of species?

• Autocratic leaders and technological breakthroughs: the cases of Steve Jobs and Elon Musk
• Should physical punishment make a comeback in the American educational system?
• Should humans consume products containing GMOs?
• Should the US government invest in the exploration of outer space ?

Essay Topics for Grade 11: Persuasive Writing

When writing persuasive essays, students need to find the right words to convince their opponents or the reader. Here are some ideas for such a paper:

• Nudging is manipulation, so it should be banned. Companies and even governments often influence people’s choices. Using a coffee smell to boost the sales of food is one such technique. Is it ethical?
• Cigarettes should be banned altogether. Everybody knows of the long-term effects of smoking. The negative impact of cigarettes is severe and compatible with substance abuse. Is it necessary to make smoking cigarettes illegal?
• Blogging for young people. Many adolescents find blogging a sphere where they can excel. For some, blogging becomes a profession. However, to be a successful blogger , a person should have experience, knowledge, and skills. Do you agree that young people should study hard instead of blogging?
• Zoos cannot exist in the modern world. Animal rights gained momentum decades ago, but zoos are still popular places visited by millions. In modern zoos, animals live in cages that can be pretty spacious. However, this does not make them an appropriate place for wild animals. Is it possible to stick to wildlife parks as an alternative?
• Birth control. Birth control is a common area of concern for many countries. The Chinese government even had a policy regarding the number of children in a family. Should such policies exist? Are they effective?
• Should the age of presidential candidates be changed?
• Silent praying time at public schools: is it necessary?
• Standardized tests in schools should be banned
• Teachers should pass qualification testing regularly
• Toy manufacturers shouldn’t advertise their products on kids’ channels
• Children committing violent crimes require appropriate punishment
• Sex education is necessary for public schools

🎓 Grade 12 Essay Topics & Tips

Top 10 essay topics for grade 12.

• How do you survive isolation?
• What makes politicians lie?
• Causes of obesity in low-income groups
• Taxation as a way to address the income gap
• Outsourcing as a viable business model
• The geography of your hometown
• The end of Sumer civilization
• Low-performing schools should be closed
• Teachers should follow a dress code
• The role of economics in our everyday lives.

Grade 12 Essay: How to Write

Grade 12 essays are very similar to those you have completed before. They’re just a bit longer and require more effort and knowledge from you. Here are our tips that will help you write such essays:

• Organize your essays adequately and write strong thesis statements.
• Make your arguments well-grounded and support them with evidence.
• Use terms and various sentence structures.
• Make sure your text is grammatically correct.

Bonus: College Essay Tips

When it comes to grade 12, the trickiest writing assignment you’re likely to receive is a college application essay. Don’t worry, though: the tips below will help you ace it! Have a look:

• Keep the right amount of detail. To make your college essay memorable, choose the most exciting event from your life. Describe it in great detail, without wasting space on boring trivia. This way, you’ll paint a clear picture of what happened and how it influenced you.
• Avoid clichés. Clichés are words and phrases that are often overused and don’t add any value to our writing. Thinking outside the box and using a couple of witty phrases is a good thing. But using age-old clichés defeats the purpose.
• Make yourself memorable. Your story needs to stay in the minds of those who are going to read it. Make a strong personal statement so that even sometime later, they can pick your essay up and say, “Yes, I know this one…it’s about that student.”
• Check your essay yourself after writing the first draft. Does the story leave a powerful impression? If not, what can you do to make it better? The committee will appreciate that you’ve put some serious work into writing a personal essay.
• Don’t settle for an average result. You can do much better than that. To understand the task better, look through some college essay examples and make your work far superior to those.

For more helpful tips and topics, check out our article on writing successful college essays .

Essay Topics for Grade 12 in Various Subjects

Here are some of the current topics that can inspire an outstanding essay:

• The future of space exploration . Elon Musk has revolutionized space exploration, giving it a new life. What countries will be leaders in this sphere in the nearest future? Will people colonize Mars any time soon?
• What is the background of the Black Lives Matter movement? Discuss what connects BLM and the Civil Rights movements. What factors led to its rise in the late 2010s? What about other ethnic groups and minorities?
• Living in a post-COVID era. Will communication become more digitalized? Can we transform healthcare systems accordingly? How did the pandemic affect people’s personal lives?
• The future of movie theaters. Can they recover completely from pandemic-related restrictions? Is watching blockbusters at home a more comfortable option?
• Body positivity . Can the body-positive approach lead to unhealthy behaviors? The focus on being too slim or too fat is harmful. Is it better to focus on health and wellness? Should we establish a new health-positive trend instead of the existing appearance-based movements?
• The background of the gender pay gap in the scientific world
• To what extent can communities interfere with people’s family lives?
• The limits of the First Amendment in the contemporary USA
• How can we make political debates more civil and focused on solving problems?
• If you were a senior mentor, what wisdom would you pass on to a first-year student?
• What are effective ways of convincing people to exercise more?
• What skills should students have to convince a school that they deserve a scholarship?
• What might be the cause of World War III? What would be the consequences?
• Are books still relevant, or should we all switch to computers, iPhones, and tablets?
• How do the obstacles we encounter in life make us better?
• What sparks your desire for personal growth and self-development ?
• Without which fact, quality, or story would your life be incomplete?

Essay Topics for Grade 12: Creative Writing

Creative writing can be challenging for some students. However, an essay’s success often depends on the chosen topic. The following ideas will boost your creative potential.

• When Hulk met Mr. Hyde. It can be interesting to imagine a meeting or a battle between Mr. Hyde and his later version, Hulk. Which one is stronger? Who is more malicious?
• Happy new holiday! Come up with a brand-new holiday for the US. What can it be based on? Why do Americans need this celebration?
• Being a book on a shelf. It can be exciting to write from the perspective of a mundane object found in any home. What could books on the shelves think of? What are the biggest fears of a fridge?
• The best robot ever! Imagine that you live in a future where all people can own robots. What qualities will such robots have? What kinds of chores can they do? Can they complete school assignments for students? What ethical concerns could exist in the society of the future regarding robots?
• Home alone. The story of the eight-year-old Kevin is well-known. What would you do in his place? How challenging or relaxing can such an experience be? How soon would you feel lonely?
• Should evil be romanticized in literature and cinema?
• Being in a 14 th -century classroom
• The class in the fantasy world with fictional characters
• Imagine a global government of the future
• Being a President of the US and proclaiming an inaugural speech
• If God were one of us
• Lessons from creative people of the past
• How to find true love: a guide

Grade 12 Essay Topics for Narrative Writing

Tell your own unique story with one of our imaginative topic ideas:

• Being an activist. Youth activism is now on the rise. You can write about your personal contribution or analyze existing movements. What activities are appropriate for students of your age? Where is the line between activism and delinquency?
• Talk about your family’s values. Are they culture-based? How did religious beliefs affect these values ? Why should families have such values?
• People are responsible for those they have tamed. What did Antoine de Saint-Exupéry mean by this? What kind of responsibility is it? Does it refer to pets or people? You can write your own story of being responsible for someone.
• What to do with a billion dollars. Imagine you received an enormous sum of money. What would be the first thing to do? Think of any purchases or orders such as a house, a journey around the world, or even your own island . With this topic, it’s easy to be creative!
• The most embarrassing moment of your life . Write from experience or imagination. You can focus on a fictional or famous person. What awkward moments can politicians and movie stars go through?
• Things to say to your future self
• Becoming a true leader for peers and family
• Self-improvement plan to follow after the graduation
• Who is the role model for modern children?
• Is being a teenager as bad as people say?
• The most profound moment in your life
• The most striking news of the past year

If you need more ideas, you can try using our topic generator .

Have you found what you were looking for? We hope our guide helped you with your school essay writing. Make sure to share your experience in the comments below!

This might be interesting for you:

• Primary School Essay: Simple Writing Guide
• What Does an Excellent Essay Look Like?
• 1000-Word Essays: Quick Answers
• Breaking Down the Types of Essays
• A Complete Guide to Essay Writing
• How to Write a Good 5 Paragraph Essay
• 140 Excellent Analysis Essay Topics & Questions
• 200 Interesting Cause and Effect Essay Topics & Ideas
• 260 Good Descriptive Essay Topics and Writing Tips
• 150+ Excellent Narrative Essay Topics
• 420 Good Compare and Contrast Essay Topics
• 180 Process Essay Topics

❓ School Essay FAQ

Students write essays on every educational level. Naturally, middle school essays are different from that of a high school. But the general principle is to choose a good topic, research it, make an outline, write the essay, and proofread it.

On that level, the best choice would be to write an argumentative, informative, or narrative essay. Pick a topic that is familiar, interesting, or not too difficult for you. Then, research it, make an outline, and write your essay.

To write a 9th-grade essay, you need to:

1. Choose a suitable topic; 2. Do your research in a library or online; 3. Outline your essay; 4. Write the body paragraphs; 5. Write the introduction and the conclusion.

It’s better not to pick overly narrow college-level topics for an 8th-grade essay. It is better to write about the environment, career choice, nature, or yourself. Choose something broad enough to identify several pros and cons, causes and effects, and other essay components.

• How to Do Research: A Step-By-Step Guide, Get Started: LibGuides at Elmira College
• Overview of the Academic Essay: Harvard College Writing Center
• A Comprehensive Guide for Writing Research Papers, Humanities Edition: Southwestern University
• Student Guide to Academic Writing & Research: Accredited Online Schools
• Generate Topic Ideas Quickly and Easily: Online Research Library, Questia
• Thesis Statements: KU Writing Center
• Narrative Essays: Literacy Education Online
• Writing Topics: Thoughtful Learning K-12
• 50 Writing Prompts for All Grade Levels: Edutopia, George Lucas Educational Foundation
• 100 Persuasive Essay Topics: Grace Fleming, ThoughtCo
• Essay Tips: 7 Tips on Writing an Effective Essay: The Fastweb Team
• Essay Topics: Oral Roberts University
• Essay Topics and Tips: College of Arts and Sciences, Lewis & Clark
• UChicago Supplemental Essay Questions: The University of Chicago
• 50 Narrative Essay Topics: Reading and Writing Resource
• High School Essay Writing Course: Time4Writing
• Creative Writing Prompts: The Write Practice
• 81 Creative Writing Prompts for Writers: Writer’s Digest
• Short Story Ideas: Creative Writing Now
• 25 Controversial Topics: The Best Schools
• Research Topic Ideas: University Michigan-Flint
• Climate Change: ProCon
• Prompts for Narrative and Personal Writing: The New York Times
• Interesting Debate Topics: Udemy
• 10 Creative Writing Prompts for Story Ideas: MasterClass
• Research Topics: Frontiers
• Research Topics: National Archives
• Essay Topic Suggestions: Gallaudet University
• Past Essay Topics: University of Warwick
• Literature Topics and Research: Purdue University
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Okay, so I’m in extension English (highest English), and we’ve just written our first essay on To Kill A Mockingbird. Last year I was getting high C’s, mostly B’s and the odd A. But this year, I have a different teacher, and he is not so satisfied with my writing. I got a C- for my first essay this year. He said my ideas were great, logical, and enthusiastic, but the way I’m writing it is not as appealing, motivating and persuasive. How can I improve my writing, so that I can easily get my ideas on the page without making them less effective?

Hi, It’s cool that you want to improve your writing. These are a few suggestions from our experts: 1) use strong thesis statements in your papers (examples are here: https://custom-writing.org/blog/thesis-statement-examples) or download our guide on how to write a thesis statement (you can see it on a pop-up when you come to our blog); 2) use examples to illustrate your position; 3) avoid using too long sentences, so that readers could follow your train of thoughts; 4) subscribe to our bi-monthly newsletter (in the upper right sidebar of the blog) and receive our expert tips directly to your e-mail. Good luck! We are sure that you will learn how to write only A+ papers pretty soon. See you!

I came to college as a mature student. Now I need to write a 4-page essay. I need help.

Hi Sarah, Thank you very much for stopping by. We would be happy to help you with your paper. You are welcome to visit other posts on our blog, or even contact our Live Chat so that our experienced writers could help you. See you, and good luck!

Thank you so much! It’s a big help. I hope I get an A* for my O/L exams this year May. Wish me luck!

Katherine, we aren’t going to wish you luck! You don’t need it:) You will get A+, that’s for sure! 🙂

But if you’re that superstitious – GOOD LUCK! 🙂

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30 Essay Writing Topics for Grade 8 | 9 | 10 | 11 and 12

Here is a good list of essay topics you can write about for all grades, starting from Grade 8, 9, 10, 11 and 12. Whether you are writing a descriptive, narrative, argumentative essay, these topics are good for all areas.

Essay Writing Topics for Grade 8 | 9 | 10 | 11 and 12

You can simply learn how to write an essay by using some of examples here.

Descriptive Essay Topics

A descriptive essay presents a detailed picture of a person, place, object, or event. It uses specific details to make the subject come alive for the reader. The goal is to create a vivid image in the reader's mind.

This type of essay focuses on the sensory details like sight, sound, smell, taste, and touch. It often uses adjectives and adverbs to describe the subject.

1.           Your favorite place to relax.

2.          A day in the life of your pet.

3.          The best birthday party you’ve ever had.

4.          What your dream school would look like.

5.          Describe your favorite meal and why you love it.

6.          Your most cherished holiday memory.

7.          The view from your bedroom window.

8.          A profile of your best friend – what makes them special?

9.          Your favorite hobby and what it involves.

10.         A memorable trip with your family.

You may also look: 5 Good AI Essay Writers for Students

Narrative Essay Topics

A narrative essay tells a story from the writer's perspective. It has a clear beginning, middle, and end, like a story. The essay includes characters, a setting, and a plot. It often has a lesson or moral at the end . The writer uses descriptive details to make the story interesting and engaging for the reader.

• The day you learned how to ride a bike.
• A time when you helped someone and felt proud of it.
• Your first day at a new school.
• An adventure in the park.
• The best gift you’ve ever received.
• A scary moment that turned out to be funny.
• The day you lost something important and found it.
• A fun family tradition.
• Your first experience with snow (or another weather event).
• How you solved a problem you had with a friend.

You may also read:   How to Write an Essay

Argumentative Essay Topics

An argumentative essay presents a clear position on a topic and supports it with evidence and reasoning. It aims to persuade the reader to agree with the writer's point of view.

The essay includes an introduction with a thesis statement, body paragraphs with arguments and evidence, and a conclusion . The writer must consider and refute counterarguments. The language is formal and logical.

1.           Should homework be banned?

2.          Are school uniforms a good or bad idea?

3.          Should kids have cell phones?

4.          The importance of sports in school.

5.          Can video games be educational?

6.          Should there be pets in school?

7.          The best school lunch food.

8.          Is summer vacation too long?

9.          Should there be more field trips in school?

10.         Reading books vs. watching movies: Which is better for learning?

Understanding the differences between descriptive, argumentative, and narrative essays is crucial for effective writing. Each type serves a distinct purpose: descriptive essays paint a detailed picture, argumentative essays present and support a viewpoint, and narrative essays tell a story with a lesson. By mastering these essay types, writers can communicate their ideas more clearly and engage their readers more effectively.

• essay topics
• argumentative essay
• narrative essay
• descriptive essay
• how to write an essay
• essay topics for grade 12
• narrative essay topics

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Essays on Various Topics - List of Essay Writing Ideas

Essay writing is not everyone’s cup of tea. Most students find it difficult to begin writing. Essays can be made easier if students start thinking about the topic either through brainstorming or by putting them down on a sheet of paper. After getting the ideas, they need to know how to organise them to form an essay. For this, they need to practise essays on different topics. Here, we have compiled a list of Essays on various topics.

These are the general essay topics which are most likely to be asked in the exam. Some of these essay topics are also picked from past year papers. Students of Classes 6 to 10 can go through these essays and know the right way of expressing their thoughts to form a perfect essay. Apart from the CBSE , students of ICSE and other state boards can also use these topics to prepare for their English exams.

Essay Topics: List and Writing Ideas

Usually, one essay is asked in the English paper. The essay writing question mainly comes under the writing section and comprises 5 to 10 marks. By having a look at the essays on the below-mentioned topics, students can easily score these marks in the exam.

We will be soon updating more Essays.

Characteristics of a Good Essay

A composition on a particular topic consisting of more than one paragraph is an essay. The characteristics of a good essay are:

1) Unity: The essay should deal with the main subject and all parts of it should be clearly linked with that subject.

2) Coherence: There should be a logical sequence of thought. This requires a logical relationship between ideas, sentences and paragraphs.

3) Relevance: Unimportant information should not be included.

4) Proportion: Give more space to important ideas.

Students can also get the essays for class 2 and class 3 to improve their writing skills.

Types of Essays

Essays are mainly ways of expressing one’s ideas and thoughts. Essays vary in how one narrates a personal experience, describes an issue, or convinces the reader to accept a certain viewpoint. So, essays are mainly classified into four major types, as mentioned below:

1) Narrative Essays: Telling a Story

While writing a narrative essay, students must consider the topic as if telling a story. Through these essays, they can express themselves in a creative way. These essays are usually written in the first person, so as to engage the readers.

2) Descriptive Essays: Painting a Picture with Words

In a descriptive essay, students have to paint a picture with words. They have to describe something. It can be an object, person, place, experience, emotion, situation or anything else. These essays allow students a great deal of artistic freedom.

3) Expository Essays: Presentation of the Facts

An expository essay is an informative piece of writing that presents a balanced analysis of a topic. To write a good expository essay, students need to investigate the topic, evaluate evidence, express the idea, and set forth an argument clearly and concisely. It can be done by comparison and contrast, definition, example, the analysis of cause and effect, etc.

4) Persuasive Essays: Convince Me

A persuasive essay is one in which a writer tries to convince the reader to accept his/her viewpoint. It presents all sides of the argument but clearly communicates the writer’s personal opinion.

CBSE Unseen Passages

Students can increase their scores in the reading section of the English paper by practising the comprehension passages. To help them, below, we have listed the links to unseen passages.

Students must have found these Essay Topics helpful for their studies. For more study material and latest updates on the CBSE / ICSE / State Board / Competitive exams, keep visiting BYJU’S. Also, download the BYJU’S App for interactive study related videos.

Frequently Asked Questions on Essay writing Essay

How should students practise essay writing.

The following points should be remembered while practising essay writing: 1. Constant written practice is required for honing essay writing skills. Writing alone tests the competency of the students to ideate and execute a proper essay within a specified time. 2. In-depth knowledge on various topics is a prerequisite for students preparing to write essays in school exams and competitive examinations. Such knowledge can be acquired by regularly developing a habit of reading extensively — especially newspapers and magazines — and following other news sources on various media available to them. 3. Developing a good vocabulary is another important factor students should focus on. Essay writing demands a more formal and extensive vocabulary as the range of topics asked are so wide-ranging. Every topic will demand familiarity with words and phrases pertaining to it. Use of good idiomatic English rich with apt vocabulary will help students pen memorable essays.

How to write an essay on an unknown or unfamiliar topic?

If an essay topic is unfamiliar then students can try to write in general about topics which are related to the main topic. Reading magazines and books can help in acquisition of knowledge in various subject matters.

How to score high marks in essay writing?

Given below are some of the points to be considered to ensure that students can score high marks in essay writing. 1. Maintain flow of text in essay: Ensure that the essay follows a natural progression from introduction to conclusion. Make sure that each paragraph is thematically or logically connected to successive paragraphs. Only then will the essay be evocative and easy to read and comprehend. 2. Phrase the essay is a relatable way: Keep the target audience in mind while drafting the essay and use images and language that resonate with them. Otherwise it would fail to connect with the reader, even if you have come up with a decent essay. 3. Be creative: Show the audacity to think out of the box and to deviate from traditional ways of writing essays while coming up with ideas to present your viewpoints in the essay. Readers will be immediately drawn to a piece of writing that gives them a fresh perspective, even if you are writing on a very common topic. But too much creativity and idiosyncratic writing will only mar an otherwise well-researched essay. 4. Present the essay in a better manner: Always think of new ways and strategies to present your ideas which you may have drawn from multiple sources. Doing background research is definitely essential. But that does not mean that you have to present the content you found in the same way. A fresh approach can turn a boring essay into a very engaging one. 5. Do not be over confident: Essays usually require students to state personal opinions as well as facts. Be prudent in voicing your opinions as well as in stating facts – make sure you don’t hurt the sentiments of readers when writing on sensitive and controversial topics. Practice diligence, not overconfidence, while writing essays as a best practice.

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Grade 9 English Language Arts

Description.

The New York State grade 9 curriculum modules offer a wide range of quality texts that span the canonical to the contemporary. The grade 9 curriculum balances classic works by William Shakespeare, Sophocles, and Emily Dickinson with contemporary writing by authors such as Temple Grandin, Karen Russell, and Marc Aronson. Through the study of a variety of text types and media, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration, and communication skills.

About Downloadable Resources

Grades 9-12 ELA Curriculum Map : Click the links below to download the curriculum map for grades 9 - 12 ELA.

Prefatory Material : This is a comprehensive English Language Arts curriculum designed to fit the demands and instructional shifts of the Common Core State Standards (CCSS).

Scaffolding Instruction for English Language Learners, Resource Guides for English Language Arts : provides guidance to educators on how to take the curriculum materials on EngageNY and provide additional scaffolds for ELL students according to their level of English language proficiency.

There may be cases when our downloadable resources contain hyperlinks to other websites. These hyperlinks lead to websites published or operated by third parties. UnboundEd and EngageNY are not responsible for the content, availability, or privacy policies of these websites.

• Grade 9 ELA Curriculum Map
• Grades 9-12 ELA Curriculum Map
• Prefatory Material
• Show More ...
• Scaffolding Instruction for English Language Learners: Resource Guides for English Language Arts
• Show Less ...
• David Mitchell ,
• Diana Henriques ,
• Edgar Allan Poe ,
• Emily Dickinson ,
• Karen Russel ,
• Liaquat Ahamed ,
• Rainer Maria Rilke ,
• Sophocles, translated by Ian Johnston ,
• Temple Grandin and Catherine Johnson ,
• Walter Mosley ,
• William Shakespeare
• Animals in Translation: Using the Mysteries of Autism to Decode Animal Behavior ,
• Black Swan Green ,
• How Bernard Madoff Did It ,
• I felt a Funeral, in my Brain ,
• Letters to a Young Poet ,
• Oedipus the King ,
• Romeo and Juliet ,
• St. Lucy's Home for Girls Raised by Wolves ,
• The Tell-Tale Heart ,
• The Wizard of Lies ,
• True Crime: The roots of an American Obsession

In This Grade

• module 1: Reading Closely and Writing to Analyze
• module 2: Working With Evidence and Making Claims
• module 3: Building and Communicating Knowledge Through Research: The Inquiry Process
• module 4: Understanding and Evaluating Argument
• Writing Module: Argument, Informative, and Narrative Writing
• core proficiencies: Developing Core Proficiencies Curriculum

Related Guides and Multimedia

Our professional learning resources include teaching guides, videos, and podcasts that build educators' knowledge of content related to the standards and their application in the classroom.

There are no related guides or videos. To see all our guides, please visit the Enhance Instruction section here .

• Inspiration

Ninth grade language arts

IXL offers more than 100 ninth grade language arts skills to explore and learn! Not sure where to start? Go to your personalized Recommendations wall to find a skill that looks interesting, or select a skill plan that aligns to your textbook, state standards, or standardized test.

Reading strategies

A. main idea.

• 1 Determine the main idea of a passage

B. Audience, purpose, and tone

• 1 Which text is most formal?
• 2 Identify audience and purpose
• 3 Compare passages for subjective and objective tone
• 4 Compare passages for tone

C. Literary devices

• 1 Identify the narrative point of view
• 2 Interpret the meaning of an allusion from its source
• 3 Recall the source of an allusion
• 4 Interpret figures of speech
• 5 Classify figures of speech: euphemism, hyperbole, oxymoron, paradox
• 6 Classify figures of speech: review
• 7 Analyze the effects of figures of speech on meaning and tone

D. Analyzing literature

• 1 Match the quotations with their themes
• 2 Analyze short stories: set 1
• 3 Analyze short stories: set 2
• 4 Identify elements of poetry

E. Analyzing informational texts

• 1 Analyze the development of informational passages: set 1
• 2 Analyze the development of informational passages: set 2
• 3 Trace an argument: set 1
• 4 Trace an argument: set 2
• 5 Analyze rhetorical strategies in historical texts: set 1
• 6 Analyze rhetorical strategies in historical texts: set 2

F. Novel study

• 1 Analyze passages from To Kill a Mockingbird : Part 1
• 2 Analyze passages from To Kill a Mockingbird : Part 2

G. Nonfiction book study

• 1 Analyze passages from Night : Part 1
• 2 Analyze passages from Night : Part 2

H. Business documents

• 1 Read workplace emails and memos
• 2 Read business letters and notices

I. Graphic organizers

• 1 Read graphic organizers

Writing strategies

J. organizing writing.

• 1 Order topics from broadest to narrowest
• 2 Organize information by topic

K. Topic sentences and thesis statements

• 1 Choose the topic sentence that best captures the main idea
• 2 Identify thesis statements

L. Developing and supporting arguments

• 1 Distinguish facts from opinions
• 2 Identify stronger and weaker evidence to support a claim
• 3 Choose the best evidence to support a claim
• 4 Identify supporting evidence in a text
• 5 Evaluate counterclaims
• 6 Choose the analysis that logically connects the evidence to the claim
• 7 Transition logically between claims, evidence, analysis, and counterclaims
• 8 Classify logical fallacies

M. Persuasive strategies

• 1 Identify appeals to ethos, pathos, and logos in advertisements
• 2 Use appeals to ethos, pathos, and logos in persuasive writing

N. Creative techniques

• 1 Use personification

O. Writing clearly and concisely

• 1 Transitions with conjunctive adverbs
• 2 Avoid double, illogical, and unclear comparisons
• 3 Identify sentences with parallel structure
• 4 Use parallel structure
• 5 Remove redundant words or phrases

P. Active and passive voice

• 1 Identify active and passive voice
• 2 Rewrite the sentence in active voice

Q. Editing and revising

• 1 Use the correct frequently confused word
• 2 Identify and correct errors with frequently confused words
• 3 Identify and correct errors with frequently confused pronouns and contractions
• 4 Correct errors with commonly misspelled words
• 5 Correct errors with signs
• 6 Correct errors in everyday use
• 7 Suggest appropriate revisions

R. Research skills

• 1 Understand a Works Cited entry (MLA 8th–9th editions)
• 2 Recognize the parts of a Works Cited entry (MLA 8th–9th editions)
• 3 Use in-text citations (MLA 8th–9th editions)
• 4 Identify plagiarism

S. Prefixes and suffixes

• 1 Word pattern analogies
• 2 Word pattern sentences
• 3 Words with pre-
• 4 Words with re-
• 5 Words with sub-
• 6 Words with mis-
• 7 Words with un-, dis-, in-, im-, and non-
• 8 Words with -ful
• 9 Words with -less
• 10 Words with -able and -ible

T. Greek and Latin roots

• 1 Sort words by shared Greek or Latin roots
• 2 Use Greek and Latin roots as clues to the meanings of words
• 3 Use words as clues to the meanings of Greek and Latin roots
• 4 Determine the meanings of Greek and Latin roots
• 5 Determine the meanings of words with Greek and Latin roots

U. Homophones

• 1 Use the correct homophone
• 2 Identify and correct errors with homophones

V. Foreign words and expressions

• 1 Use etymologies to determine the meanings of words
• 2 Use context as a clue to the meanings of foreign expressions
• 3 Use the correct foreign expression

W. Word choice and usage

• 1 Choose the word whose connotation and denotation best match the sentence
• 2 Use words accurately and precisely
• 3 Replace words using a thesaurus
• 4 Explore words with new or contested usages

X. Analogies

• 1 Analogies
• 2 Analogies: challenge

Y. Context clues

• 1 Determine the meaning of words using synonyms in context
• 2 Determine the meaning of words using antonyms in context
• 3 Use context to identify the meaning of a word

Z. Reference skills

• 1 Use dictionary entries
• 2 Use dictionary definitions
• 3 Use dictionary entries to determine correct usage
• 4 Use thesaurus entries

Grammar and mechanics

Aa. sentences, fragments, and run-ons.

• 1 Is the sentence declarative, interrogative, imperative, or exclamatory?
• 2 Identify sentence fragments
• 3 Identify run-on sentences
• 4 Choose punctuation to avoid fragments and run-ons

BB. Phrases and clauses

• 1 Is it a phrase or a clause?
• 2 Identify prepositional phrases
• 3 Identify appositives and appositive phrases
• 4 Identify dependent and independent clauses
• 5 Is the sentence simple, compound, complex, or compound-complex?
• 6 Combine sentences using relative clauses
• 1 Form and use plurals: review
• 2 Form and use plurals of compound nouns

DD. Pronouns

• 1 Identify and correct errors with subject and object pronouns
• 2 Subject and object pronouns review
• 3 Pronouns after "than" and "as"
• 4 Identify and correct pronoun errors with "who"
• 5 Use relative pronouns: who and whom
• 6 Use relative pronouns: who, whom, whose, which, and that
• 7 Identify vague pronoun references
• 8 Identify all of the possible antecedents
• 9 Correct inappropriate shifts in pronoun number and person

EE. Verb types

• 1 Identify transitive and intransitive verbs
• 2 Identify linking verbs, predicate adjectives, and predicate nouns
• 3 Identify participles and what they modify
• 4 Identify gerunds and their functions
• 5 Identify infinitives and infinitive phrases

FF. Subject-verb agreement

• 1 Identify and correct errors with subject-verb agreement
• 2 Identify and correct errors with indefinite pronoun-verb agreement
• 3 Identify and correct verb agreement with compound subjects

GG. Verb tense and mood

• 1 Form the progressive verb tenses
• 2 Form the perfect verb tenses
• 3 Identify and correct inappropriate shifts in verb tense
• 4 Identify the verb mood
• 5 Correct errors with verb mood

HH. Adjectives and adverbs

• 1 Choose between adjectives and adverbs
• 2 Form and use comparative and superlative adjectives
• 3 Good, better, best, bad, worse, and worst
• 4 Form and use comparative and superlative adverbs
• 5 Well, better, best, badly, worse, and worst

II. Conjunctions

• 1 Use the correct pair of correlative conjunctions

JJ. Misplaced modifiers

• 1 Misplaced modifiers with pictures
• 2 Select the misplaced or dangling modifier
• 3 Are the modifiers used correctly?

KK. Restrictive and nonrestrictive elements

• 1 What does the punctuation suggest?
• 2 Commas with nonrestrictive elements
• 1 Commas with direct addresses, introductory words, interjections, interrupters, and antithetical phrases
• 2 Commas with series, dates, and places
• 3 Commas with compound and complex sentences
• 4 Commas with coordinate adjectives
• 5 Commas: review

MM. Semicolons, colons, and commas

• 1 Use semicolons and commas to separate clauses
• 2 Use semicolons, colons, and commas with lists
• 3 Semicolons, colons, and commas: review

NN. Dashes, hyphens, and ellipses

• 1 Use dashes
• 2 Use hyphens in compound adjectives
• 3 Decide whether ellipses are used appropriately

OO. Apostrophes

• 1 Identify and correct errors with plural and possessive nouns
• 2 Identify and correct errors with compound and joint possession

PP. Capitalization

• 1 Correct capitalization errors

QQ. Formatting

• 1 Formatting quotations and dialogue
• 2 Capitalizing titles
• 3 Formatting titles
• 4 Formatting and capitalizing titles: review

9th Grade Essays

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Why Your 9th Grader Should Practice Essay Writing Now

Whether or not your high schooler enjoys writing, it’s a skill she’ll need to master. As you probably know, writing is something your student will be doing throughout high school—and the rest of her life. So, how can you help her practice and master the art of essay writing now—and why does she need to start early? Read on to find out.

Writing is an essential skill your student will need throughout high school and college.

In college, your student will be doing a lot of writing. While she may not be writing at a college level now, it’s not too early to start developing the skills she will need then, since her instructor will expect her to have mastered at least the basics.

Read How to Prepare for College-Level Writing in High School for advice.

But writing isn’t just something your student will need to do in college. She’ll also need to do it in high school. She should start getting into the habit of working on crafting formal essays now so she won’t have to learn as many new skills later.

It will gear your teen up for the SAT.

The SAT has a Writing and Language section. Plus, if your child chooses to complete the SAT Essay (or ACT Writing) , she’ll need to learn how to compose a structured essay and make a solid argument for the test.

Gaining practice with essay writing prepares your high schooler for standardized test writing since she’ll have experience developing ideas and brainstorming quickly.

It will get your high schooler’s ideas flowing for the college essay.

How your student says it is more important than what she says. Practicing now will allow her to learn how to develop ideas, use rhetorical devices, and learn language nuances. Check out How to Write an Impressive College Essay: A Step-by-Step Guide for tips on crafting a stellar essay.

Your student will also learn how to “speak” to her audience , avoid cliches, and write according to her audience’s needs.

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It will build and provide an outlet for creativity.

Writing is an important tool for self-expression. It’s probably not news to you that teens have angst, and it can be helpful to let out their feelings on paper. Your student doesn’t need to limit her writing to formal essays, either; journaling, creative writing, and blogging can also serve as outlets. Read 10 Easy Ways to Help Your Teen Become a Better Writer for more ideas.

If your high schooler is passionate about writing as an art, check out Creative Writing Opportunities for High School Students to find out about activities and programs to help her hone her talent.

It will prepare your student for the real world.

Writing is necessary for nearly every career . Even if your student isn’t planning on going into a humanities field, she’ll still need strong writing skills for tasks like emails, reports, and general daily communication.

If your student does want to pursue a career in the humanities, she will need writing even more. (Be sure to check out 15 Surprising Career Opportunities for Potential Humanities Majors for career-path ideas.)

Why Writing Matters

Writing is one of the most important skills your child will need throughout her life—from high school into her career. That’s why it’s imperative for her to start mastering it now. Encourage your student to write both inside and outside of school. There are plenty of outlets beyond formal essay writing to help her hone her craft. Who knows? She may even find that it’s her calling.

Want help with your college essays to improve your admissions chances? Sign up for your free CollegeVine account and get access to our essay guides and courses. You can also get your essay peer-reviewed and improve your own writing skills by reviewing other students’ essays.

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Grade 9 English Writing

Guided composition topics.

• Your school asked for volunteers to entertain, for a day, a small group of young people from another country. You were one of the chosen. Write an account of what you did, considering some or all of the following points. - Tour of the school - Surrounding area - Local activities - Meeting friends and family - Food
• One of your teachers is about to retire. She has taught in your school for many years and, therefore, you know her quite well. You have been asked to write a farewell letter to her on behalf of your class, thanking her and wishing her well in the future. Use the following information. - She has not been well lately - She teaches English - She is very strict but always fair - She is good at comforting depressed students - She likes flowers, especially orchids - She has taken your class on several school trips - She is intending to travel to Europe soon
• An election is to be held in your school for members of the student council – a group set up to advice the principal on matters concerning student welfare and discipline. One of your friends hopes to be elected. You are preparing a speech in support of your friend. You have the following notes to help you. - Helpful and responsible prefect - Top in examinations - Active in school clubs - Excellent games player - Great organiser of events

Write out your speech in full, using the list above and adding ideas of your own.

Model answer

Respected principal, teachers, and fellow students, a very good morning to you all.

The excitement is in the air! The student council of our school is about to be set up and we will have our representatives soon, to assist the principal in student matters.

On this occasion, it is with great pride and pleasure that I stand here, to talk to you about Jason Lee, my classmate and friend, of Form 5S. Dear friends, let me tell you why he is an excellent candidate for the student council.

Jason Lee has been a prefect for the last two years. We have all seen and experienced how responsible he has been in carrying out the duties assigned to him. A laudable quality about him is how he helps new students, joining junior classes, feel at home in the new environment. I have come to know, personally, of instances where the junior students approached him for help in settling a disagreement and seen how well he managed the situation.

Jason can truly said to be an all-rounder. He tops our examinations every time and has even represented the school in the Maths and Science Olympiad. But it is not only in studies that he excels. He is an excellent games player, and, as you all know, led the red house to victory, as the house captain, in our recent sports meet.

How about extra-curricular activities? Yes, here also, Jason has left his mark. He is an active member of the debating and public speaking club of our school that has its activities every Tuesday.

There is more. He is an excellent organiser. Don’t you remember that end of the year party that we organised for the outgoing students last year? Wasn’t it a great success? Well, the chief organiser of that party, as many of you know, was Jason. Need I say more?

Dear friends, you wouldn’t find a more committed and dedicated student councillor than Jason. Vote for him, and we can be sure that our interests will be well looked after.

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Essay Topics – List of 500+ Essay Writing Topics and Ideas

List of 500+ essay writing topics and ideas.

Essay topics in English can be difficult to come up with. While writing essays , many college and high school students face writer’s block and have a hard time to think about topics and ideas for an essay. In this article, we will list out many good essay topics from different categories like argumentative essays, essays on technology, environment essays for students from 5th, 6th, 7th, 8th grades. Following list of essay topics are for all – from kids to college students. We have the largest collection of essays. An essay is nothing but a piece of content which is written from the perception of writer or author. Essays are similar to a story, pamphlet, thesis, etc. The best thing about Essay is you can use any type of language – formal or informal. It can biography, the autobiography of anyone. Following is a great list of 100 essay topics. We will be adding 400 more soon!

But Before that you may wanna read some awesome Essay Writing Tips here .

Get the Huge list of 100+ Speech Topics here

Argumentative Essay Topics

• Should plastic be banned?
• Pollution due to Urbanization
• Education should be free
• Should Students get limited access to the Internet?
• Selling Tobacco should be banned
• Smoking in public places should be banned
• Facebook should be banned
• Students should not be allowed to play PUBG

Essay Topics on Technology

• Wonder Of Science
• Mobile Phone

Essay Topics on Festivals on Events

• Independence Day (15 August)
• Teachers Day
• Summer Vacation
• Children’s Day
• Swachh Bharat Abhiyan
• Janmashtami
• Republic Day

Essay Topics on Education

• Education Essay
• Importance of Education
• Contribution of Technology in Education

Essay Topics on Famous Leaders

• Mahatma Gandhi
• APJ Abdul Kalam
• Jawaharlal Nehru
• Swami Vivekananda
• Mother Teresa
• Rabindranath Tagore
• Sardar Vallabhbhai Patel
• Subhash Chandra Bose
• Abraham Lincoln
• Martin Luther King
• Lal Bahadur Shashtri

Essay Topics on Animals and Birds

• My Favorite Animal

Essays Topics About Yourself

• My Best Friend
• My Favourite Teacher
• My Aim In Life
• My Favourite Game – Badminton
• My Favourite Game – Essay
• My Favourite Book
• My Ambition
• How I Spent My Summer Vacation
• India of My Dreams
• My School Life
• I Love My Family
• My Favourite Subject
• My Favourite Game Badminton
• My Father My Hero
• My School Library
• My Favourite Author
• My plans for summer vacation

Essay Topics Based on Environment and Nature

• Global Warming
• Environment
• Air Pollution
• Environmental Pollution
• Water Pollution
• Rainy Season
• Climate Change
• Importance Of Trees
• Winter Season
• Deforestation
• Natural Disasters
• Save Environment
• Summer Season
• Trees Our Best Friend Essay In English

Essay Topics Based on Proverbs

• Health Is Wealth
• A Stitch in Time Saves Nine
• An Apple a Day Keeps Doctor Away
• Where there is a will, there is way
• Time and Tide wait for none

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Essay Topics for Students from 6th, 7th, 8th Grade

• Noise Pollution
• Environment Pollution
• Women Empowerment
• Time and Tide Wait for none
• Science and Technology
• Importance of Sports
• Sports and Games
• Time Management
• Cleanliness is next to Godliness
• Cleanliness
• Rome was not Built in a Day
• Unemployment
• Clean India
• Cow Essay In English
• Describe Yourself
• Festivals Of India
• Ganesh Chaturthi
• Healthy Food
• Importance Of Water
• Plastic Pollution
• Value of Time
• Honesty is the Best Policy
• Gandhi Jayanti
• Human Rights
• Knowledge Is Power
• Same Sex Marriage
• Childhood Memories
• Cyber Crime
• Kalpana Chawla
• Punctuality
• Rani Lakshmi Bai
• Spring Season
• Unity In Diversity
• Artificial Intelligence
• Online Shopping
• Indian Culture
• Healthy Lifestyle
• Indian Education System
• Disaster Management
• Environmental Issues
• Freedom Fighters
• Grandparents
• Save Fuel For Better Environment
• Importance Of Newspaper
• Lal Bahadur Shastri
• Raksha Bandhan
• World Environment Day
• Narendra Modi
• What Is Religion
• Charity Begins at Home
• A Journey by Train
• Ideal student
• Save Water Save Earth
• Indian Farmer
• Safety of Women in India
• Sarvepalli Radhakrishnan
• Capital Punishment
• College Life
• Natural Resources
• Peer Pressure
• Nature Vs Nurture
• Romeo And Juliet
• Generation Gap
• Makar Sankranti
• Constitution of India
• Girl Education
• Importance of Family
• Importance of Independence Day
• Brain Drain
• A Friend In Need Is A Friend Indeed
• Action Speaks Louder Than Words
• All That Glitters Is Not Gold
• Bhagat Singh
• Demonetization
• Agriculture
• Importance of Discipline
• Population Explosion
• Poverty in India
• Uses Of Mobile Phones
• Water Scarcity
• Train Journey
• Land Pollution
• Environment Protection
• Indian Army
• Uses of Internet
• All that Glitters is not Gold
• Balanced Diet
• Blood Donation
• Digital India
• Dussehra Essay
• Energy Conservation
• National Integration
• Railway Station
• Sachin Tendulkar
• Health And Hygiene
• Importance Of Forest
• Indira Gandhi
• Laughter Is The Best Medicine
• Career Goals
• Mental Health
• Save Water Save Life
• International Yoga Day
• Winter Vacation
• Soil Pollution
• Every Cloud Has A Silver Lining
• Indian Culture And Tradition
• Unity Is Strength
• Unity is Diversity
• Wildlife Conservation
• Cruelty To Animals
• Nelson Mandela
• Of Mice And Men
• Organ Donation
• Life in a Big City
• Democracy in India
• Waste Management
• Biodiversity
• Afforestation
• Female Foeticide
• Harmful Effects Of Junk Food
• Rain Water Harvesting
• Save Electricity
• Social Media
• Social Networking Sites
• Sound Pollution
• Procrastination
• Life in an Indian Village
• Life in Big City
• Population Growth
• World Population Day
• Greenhouse Effect
• Statue of Unity
• Traffic Jam
• Beti Bachao Beti Padhao
• Importance of Good Manners
• Good Manners
• Cyber Security
• Green Revolution
• Health And Fitness
• Incredible India
• Make In India
• Surgical Strike
• Triple Talaq
• A Good Friend
• Importance of Friends in our Life
• Should Plastic be Banned
• Nationalism
• Traffic Rules
• Effects of Global Warming
• Fundamental Rights
• Solar System
• National Constitution Day
• Good Mother
• Importance of Trees in our Life
• City Life Vs Village Life
• Importance of Communication
• Conservation of Nature
• Man vs. Machine
• Indian Economy
• Mothers Love
• Importance of National Integration
• Black Money
• Greenhouse effect
• Untouchability
• Self Discipline
• Global Terrorism
• Conservation of Biodiversity
• Newspaper and Its Uses
• World Health Day
• Conservation of Natural Resources
• A Picnic with Family
• Indian Heritage
• Status of Women in India
• Child is Father of the Man
• Reading is Good Habit
• Plastic Bag
• Terrorism in India
• Library and Its Uses
• Life on Mars
• Urbanization
• Pollution Due to Diwali
• National Flag of India
• Vocational Education
• Importance of Tree Plantation
• Summer Camp
• Vehicle Pollution
• Women Education in India
• Seasons in India
• Freedom of the Press
• Caste System
• Environment and Human Health
• Mountain Climbing
• Depletion of Natural Resources
• Ishwar Chandra Vidyasagar
• Health Education
• Effects of Deforestation
• Life after School
• Starvation in India
• Jan Dhan Yojana
• Impact of Privatization
• Election Commission of India
• Election and Democracy
• Prevention of Global Warming
• Impact of Cinema in Life
• Subhas Chandra Bose
• Dowry System
• Ganesh Chaturthi Festival
• Role of Science in Making India
• Impact of Global Warming on Oceans
• Pollution due to Festivals
• Ambedkar Jayanti
• Ek Bharat Shreshtha Bharat
• Family Planning in India
• Democracy vs Dictatorship
• National Festivals of India
• Sri Aurobindo
• Casteism in India
• Organ trafficking
• Consequences of Global Warming
• Role of Human Activities in Global Warming
• Issues and Problems faced by Women in India
• Role of Judiciary in the Country Today
• Sugamya Bharat Abhiyan
• PUBG Mobile Game Addiction
• Role of Youths in Nation Building
• Value of Oxygen and Water in Life/Earth
• Farmer Suicides in India
• Start-up India
• Pollution Due to Firecrackers
• Life of Soldiers
• Child Labour
• Save Girl Child
• Morning Walk
• My School Fete
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Curriculum  /  ELA  /  9th Grade

English Language Arts

9th Grade ELA Course Summary

In 9th Grade English Language Arts, students explore the theme of personal identity through diverse, rigorous, and relevant texts: Born a Crime , Of Mice and Men , The Central Park Five , In the Time of the Butterflies , The Taming of the Shrew , and thematically aligned texts: short stories, articles, poems, and digital media . Students will consider how factors like race and gender as well as the social and political context of characters’ lives impact who they are, how they experience the world, and how they use their voices to effect change for themselves and others. Across the 5 units, students deepen their paragraph writing skills through narrative, opinion, analytical, and informational writing tasks.

Building upon the knowledge and English Language Arts skills they’ve developed in previous years, students deeply engage with complex texts through both independent reading and guided Close Reading, prepare for and engage in longform whole class discussions including Socratic Seminars , and write multi-paragraph responses to Essential Questions by gathering evidence and effectively communicating their thoughts. 

Explore this curriculum

9th Grade Standards Map

Pacing Guide

9th Grade Book List

Me, Myself, and I: Examining Personal Identity in Short Texts

Students explore the factors that contribute to and impact one’s personal identity through their reading of short stories, poems, and nonfiction.

You Laugh But It’s True: Humor and Institutional Racism in Born a Crime

Students explore how Trevor Noah leverages elements of fiction such as characterization, figurative language, and tone to develop his complex argument about institutional racism and its impact on identity development.

Power, Justice, and Culpability: Of Mice and Men and The Central Park Five

In this unit, students read John Steinbeck's classic novella,  Of Mice and Men , and the 2011 nonfiction text,  The Central Park Five  by Sarah Burns. 

¡Viva Las Mariposas! Voice and Agency in In the Time of the Butterflies

Students will examine how Julia Alvarez structures her historical fiction novel and gives voice to the four Mirabal sisters as they come of age under Trujillo's dictatorship in the Dominican Republic. 

Gender and Power in The Taming of the Shrew

Through their reading of Shakespeare's play and supplemental texts, students examine the thematic ideas of gender and power, making connections between the play and contemporary societal messages. 

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An Inspector Calls Essays

One of the best things you can do to revise for any english exam is to read examples of essays. below you'll find a range of essays which you can read at your leisure., though there are always benefits in reading essays, becoming use to "active reading" is also important. to do this, use one of these strategies to help:, print the essay off and highlight key phrases or pieces of analysis that you like, keep some notes on the ways the essays use key vocabulary, cherry-picking the best phrases for use yourself, note down the structures of the essays but making a note of the focus of each paragraph, remember that there are hundreds of ways to write a successful essay, as the examples below will highlight. but they all manage to link the big ideas of the play with the language and structure; they all write about priestley's intentions and the audience's responses; they all recognise that this play is written to make a political point, not just to entertain the audience., a) how does priestley explore responsibility in an inspector calls , in the play, priestly wanted the audience to take responsibility for each other, to see that society was "one body." he wanted the audience in 1945 to recognise that although there had been positive changes since 1912, he didn't want them to regress and, in fact, wanted them to demand even more social reform., firstly , priestley uses the inspector to demonstrate to his audience that morality is a much more admirable quality in a person than mr birling's selfish manner. in act 3 mr birling offers "thousands" to help eva, though the inspector tells him that he is “offering money at the wrong time.” this shows that the inspector has the moral high ground and, although from a lower class, is holding all the power over the birling's treasured reputation. to the audience it would be obvious that birling should have given the money earlier, that it was inevitable that eva would end up costing him. it is also revealing that birling wouldn't give eva smith a small pay rise as it would have meant he couldn't "lower prices" but when it came to saving his status he was prepared to “give thousands.” by this stage, mr birling seems quite flustered and somewhat embarrassed as although in the outside world his authority is growing in his own home he can't control a man of “that class.” from a psychoanalytic perspective you could argue that this reflects birlings upbringing and the values that he was taught to respect as a younger man when he worked had and was kept poor in a way that taught him the value of hard work. in this way, mr birling feels that all the people who have money deserve it while the people who don't have money clearly don't deserve it. also, it is from his background that birling being taught to prioritise materialistic things could be the root of his difficult relationship with eric; he comes across as very cold and unforgiving which possibly reflected onto his son. this could easily be a subconscious cause of eric's addiction (looking for escape and comfort in the absence of his father's approval) and be linked to why eva viewed him to be more juvenile than gerald. the need for superficial things in his life like power and wealth is portrayed in the play as quite harmful and only something which will hold a person back, the inspector seems to be free from all these hindering social constructs and is definitely a much more favourable character because of this., in spite of their strong differences in beliefs, both mr birling and the inspector are very self-assured characters who are equally set in their ways . this is not mirrored in the younger characters like eric or sheila. priestly emphasizes a message directed towards the younger generations that they are the hope for change. throughout the play birling refuses to accept the need for reform or responsibility , he represents the stereotypical man of his age and class that priestley uses to contradict sheila's growing outward-looking empathy. when she promises the inspector that she will “never never do it again to anybody” she is acknowledging her privileges and shows that she understands how people must take responsibility for each other. i would say that her materialistic upbringing and the damage that has done makes her incredibly naive and impacts hugely on her opinion of others' worth. when talking about eva smith in act 1 one of the first things she asked was “is she pretty” from this line alone it is clear to the audience where her priorities lie and what kinds of values were instilled in her from a young age probably by her shallow mother. priestly highlights that it's the duty of the young to bring about reform and for this to happen they firstly need to realise the older generations won't do it for them. he also stresses that it's not ok for people like the birlings to take credit for their achievements but never accept responsibility for the consequences of their profit., priestley uses the contrast between age groups and class to explore universal divides caused by pride, reputation and lack of accountability, things that mr and mrs birling value highly but sheila is willing to let go of by accepting her mistakes and returning gerald's engagement ring (also rejecting her father's business interest in gerald.).

Examiners commentary:

The simple, clear first paragraph is fine.

The second paragraph, however, contains some interesting points that could be related to the question but which aren't. As a result, a lot of what's good in this paragraph is lost. This could have been easily fixed if the student had remembered to continually link their points back to the question.

The third paragraph is an improvement in that it does mention responsibility more often and has some interesting observations about the generation gap.

The third paragraph feels unfinished and unclear - it sounds like it's saying that Mr and Mrs Birling value accountability highly, or that the view a "lack of accountability" highly, neither of which are true.

AO1: Lots of AO1, though it isn't connected to the question often enough

AO2: Not enough AO2 at all - hardly any specific language analysis

AO3: Nothing of note outside of the first paragraph

Grade: This is a difficult essay to grade. There are lots of interesting points, especially about how our upbringings affect our outlook, but they're not always linked to the question which means they won't score as well as they should. Also, a complete lack of AO2 causes real problems. This is probably a G5 though with a few minor changes it could easily be pushed up two grades.

B) How does Priestley explore responsibility in An Inspector Calls ?

Priestley presents a strong message about responsibility throughout the play. he wants us all to take more responsibility for each other., firstly, he uses the character of mr birling to convey the ignorance of those who refuse to take responsibility. we can see this when mr birling says, “community and all that nonsense”. the use of the noun “nonsense” shows the audience that mr birling is mocking socialists and those who believe society should be a community. you can almost hear his sarcastic tone as if ‘community’ is an absurd idea. the word “all” also highlights his belief that anything to do with community, such as helping others and being responsible for one another, is ridiculous. this links to when he says, “a man has to mind his own business and look after himself and his own.” the repetition of the pronoun “his” emphasises that he only takes care of his possessions and doesn’t think twice about others. also, it exposes to the audience his sense of higher class entitlement linked to his lack of responsibility for things that are not directly his fault. the audience of 1945 would have been shocked because by this time, after the labour movement and war, people were becoming more open-minded about mixing social classes and community responsibility. this links to priestley’s message because he was a socialist and believed people should have equal rights., in contrast to mr birling, priestley uses the character of sheila to present those who are willing to take responsibility. we see this in the line, “i’ll never, never do it again to anyone”. the repetition of “never, never” reveals that sheila feels guilty and deeply regrets her actions. it also tells the audience that she is open-minded about changing how she behaves, regardless of her social class. the use of the noun “anyone” reveals that she doesn’t care if the person is upper class or lower class. she doesn’t want to put anyone in that position again and has taken full responsibility. if this play had been shown in 1912, the audience may have been more likely to agree with the birling’s ideas and would have thought sheila may be acting foolishly. however, the audience of 1945 would have been more sympathetic towards sheila because at this time, society was shifting towards the creation of the nhs, the introduction of education for all and the building of social housing. this reflected how society was coming together more and caring more for the poor instead of brushing them aside., similarly, the character of inspector goole is the main voice of responsibility in the play and is the voice of priestley himself as he is trying to show the birling family that being upper class doesn’t make them any less responsible for the community than the next person. this sense of responsibility is also reflected in the stage directions when the light goes from “pink and intimate” and “brighter and harder”, when the inspector enters. immediately, this tells us that the i nspector has a presence on the stage and that he has come to say something important. perhaps it is about bri nging light to the things that the upper classes like to hide in the shadows, or the harsh lighting works almost like he is interrogating the family. the spotlight is now on them and what they have done., additionally, priestley conveys a message of responsibility through the inspector when he says, “we are members of one body.” the noun “members” highlights that we are all joined together and if one member falls, then it brings everything down. furthermore, it links to the idea that community is like a family who should take care of each other no matter what. it could also have religious connotations because in the last supper jesus said, “this is my body that will be given up for you, take this in memory of me.” here, jesus said that people should eat the bread because it would bring everyone together and he always believed that people should be equal. in 1912, people were very divided and the poor would rarely move up to the higher classes. priestley was aiming to ensure that the shifts in society happening in 1945 were strengthened and that everyone felt that responsibility for others was important..

Really clear structure, with a clear target for each paragraph

Doesn't make a wide range of points but has a quote to backup each point and explores the quote in depth

Each section ends with something about the context

Though each point is presented with a quote attached, this could have been improved with some other references from the play even if those quotes or references weren't analysed in depth

AO1: Not much AO1 really, no real refernces to key moments of plot

AO2: Lots of great AO2 - quotes analysed in depth

AO3: Good AO3, all key points linked to context

Grade: A really neat, clear and well organised essay. A lack of AO1 is a problem, as is the fact that although each paragraph was linked to an idea connected to responsibility the link isn't always made clear. However, there's loads of AO2 and AO3 so it would be a comfortable G7. With a couple of sentences added to each paragraph which referenced a few key moments of plot it would go up to a G8.

C) How does Priestley explore responsibility in An Inspector Calls ?

Priestley explores ideas about responsibility through the way the birlings behave towards eva smith. arthur birling explains the family’s capitalist philosophy when he says ‘a man has to mind his own business and look after himself and his own’ which suggests that he feels that he only has responsibility for his own family and himself . this is reinforced by the way the birlings treat eva smith. first of all, arthur fires her from his factory to make an example of her because she asks for higher wages and dares to take responsibility for others by speaking up on their behalf. it is revealed that arthur’s prime motive is to keep wages down so that he could make more profits. priestley reinforces this through arthur’s constant repetition of ‘hard headed man of business’, to remind the audience that he is representative of capitalism and the damage it causes. the word ‘business’ is later used by birling to refer to the death of eva smith as he states how her death is ‘horrid business’ which emphasises the message that birling only sees people’s lives in terms of profit. priestley is showing the audience that a blind belief that generating profits and prosperity for the good of everyone is fundamentally wrong as it causes innocent people to suffer tragic consequences., although all the birlings are responsible for eva’s mistreatment and death in some way, they react differently when they find this out from the inspector. mr and mrs birling do not change and are only concerned about their reputation - the possible ‘scandal’ or arthur’s ‘knighthood’. however, priestley’s intention is give the audience a message of hope as sheila and eric do recognise that they have behaved badly by the end of the play and therefore he is suggesting that it is the younger generation that have the responsibility for adopting more socialist principles. through the younger birlings’ attitudes, priestley suggests that socialism is the modern way and that it is young people who will change society for the better., this change of views in the younger generation is also shown through the play’s structure as eric dramatically exits the stage at a crucial point suggesting he is struggling to contain his guilt over his mistreatment of eva smith. likewise, sheila is struggling with her guilt and tries to show that she has changed by directing others to realise their own responsibility in eva smith’s suicide. for example, sheila warns her mother not to ‘build up a wall’ this metaphor describes the separation of the social classes as mrs birling believes she is superior to the lower classes. the irony is that the opposite is true as priestley reveals how mrs birling’s behaviour is morally wrong – she punished a pregnant girl by refusing her charity when she needed it the most just because the girl used her name and in doing so angered mrs birling., through using the form of a morality play, priestley is able to identify what each family member’s sins and how it was these sins that they demonstrated and caused their mistreatment of eva smith. for instance, eric’s lust for eva smith meant that he forced himself upon eva and then his sloth – his inability to earn his own money meant he stole money from his father instead of facing up to his responsibility and earning money himself. by the end of the play, priestley shows that eric fully accepts his responsibility and describes how he cannot even remember his assault of eva as being a ‘hellish thing’. the use of this metaphor implies he is being tortured by his own guilt and knows he has been committed to hell due to his sins., priestley constructs the inspector’s role as that of a priest as he extracts all the confessions from the birlings and attempts to force them to accept their responsibilities through asking questions which challenge their capitalist way of life and challenges their edwardian values of social class and hierarchy. in addition, the inspector’s language has religious tones to it as he warns the birlings and gerald croft that if they do not stop exploiting the poor, they will learn their lesson with ‘fire, blood and anguish’. there is an inference that they will be punished in hell for not caring about the way those less fortunate are treated. through the inspector’s voice, the audience hear the socialist message that the birlings are being taught and we left knowing that this is a warning to us all – we need to accept responsibility and take better care of others around us., how does sheila change during an inspector calls, - summary paragraph, - stage directions, - confrontation with the inspector – she takes responsibility, - standing up to her parents, - the young are more impressionable, - ending – grown up, throughout inspector calls, sheila is the character who changes the most. at the beginning of the play she is a young, naïve girl who is happy to be told what to think and do; by the end she is the only character who really takes responsibility for the death of eva and is happy to tell her parents that she thinks they are wrong., the stage directions describe her as being “very pleased with life” a phrase which reflects her luxurious upbringing. she’s also described as being “excited” an adjective that suggests she is looking forward to her life. in both these respects she could be viewed as being ignorant to the reality of what her luxury costs others, or how difficult the times ahead will be., sheila refers to her parents as “mummy” and “daddy,” nouns that are associated with young children and not young adults; she is also told off by her mother for squabbling with her brother, a fact that reinforces our vision of her as being infantilised by her parents. sheila is then given a ring by her fiancé gerald. “is it the one you wanted me to have” she asks him, a phrase that suggests she wasn’t really interested in what she wanted but only what gerald wanted her to have. throughout the opening she is presented as a child, with no real desires or wishes of her own. in many respects, she is the traditional rich young woman – without a real mind of her own by virtue of her gender., when the inspector arrives, he explains how her spoilt behaviour in a shop led to eva being sacked. “then i’m really responsible,” she accepts, quickly recognising her role in the girl’s downfall. also, she observes that the inspector is getting ready to speak to gerald next and pushes this through, asking direct questions to gerald and working out the reasons why he wasn’t where he said he was the summer before. in both these cases, she is showing independent thought – by accepting responsibility even when others don’t and by pushing gerald against his wishes., during their time with the inspector, her parents and gerald repeatedly try to send sheila out of the room to protect her from his news – her mother argues that she is “looking tired,” something that we would only really say to a very small child. sheila repeatedly refuses, arguing that she will stay until “i know why that girl killed herself.” here, she clearly shows herself standing up to her parents, sticking to her desire to discover the truth of the situation., at one point arthur argues that the inspector is making “quite an impression” on sheila, suggesting that she’s coming around to the inspector’s way of thinking. “we often do on the young ones,” the inspector replies, suggesting that his socialist values are more affective on younger people. this reflects a view of priestley’s which was that socialism and left wing values are more impactful on younger people, a fact that’s often reflected in even modern opinion polls where right wing conservatives tend to be older. this is also shown in how, by the end of the play, mr and mrs birling remain unchanged by the arrival of the inspector, while their children change – even gerald admits that the events “affected him,” before he reverts back to his old ways., even after the inspector leaves, sheila continues to push his ideas trying to make sure that her family don’t forget him. she claims they are beginning to “pretend” that nothing has happened, clearly accepting that things won’t be the same again. her use of the verb is interesting as well, as games of “pretend” are really childish things. it seems that the girl who was once infantilised is now accusing her parents of playing make-believe. she also argues that her parents “don’t seem to have learnt anything,” behaving almost like a school mistress arguing that a lesson has been missed. she also says, in response to a speech from eric in which he accepts responsibility, that he makes her feel a little less “ashamed” of them, a word which really shows just how powerfully sheila sees her parents’ remorseless behaviour., her frustration is clear throughout the ending, where she says her parents’ behaviour “scares” her. this clearly references the inspectors closing words about “fire and blood and anguish” which referenced the years of war that would follow the period between the play being written and being performed. the audience at this point would doubtless be agreeing with sheila regarding her fear. her parents continue to ignore her desire to grow up, infantilising her again by suggesting that she’s just “tired” and “hysterical,” though they can’t ignore her final words when she refuses gerald’s ring again which clearly shows that she has grown up enough to express herself completely, how does priestley present mrs birling as an unlikeable character (high level response), priestley presents mrs birling as an unlikable character as she doesn’t change throughout the play. in acts 1 and 2 she doesn’t say much about the tragic death of eva at all, showing her lack of remorse., on the other hand, characters like sheila do realise the horror of the suicide. in act 2, gerald says “sorry, i’ve just realised a girl has died”. this is ironic [sic] as he had found out in act 1, but it had only sunken in in act 2. the word “sorry” shows he feels embarrassed about his emotional side, as many men of the time (1912) did., sheila also changes throughout, creating a stark contrast to her mother. in act 1 she refers to her mother as “mummy” like when she says “mummy, isn’t it a beauty” this shows she was dependant on her and worried about material things. she later says, “but these girls aren’t cheap labour, they’re people” to mr birling, showing his daughter isn’t afraid to voice her opinion but her mother is. in act 2, sheila says, “we really must stop these silly pretences”. the inclusive pronoun “we” not only presents sheila as the family member doing the right thing and trying to influence others, as her mother should, but also involves the audience, trying to give them a message. the noun “pretences” is significant as it was mrs birling who pretended not to remember eva smith., when she was shown the photo it was evident that mrs birling didn’t change throughout as at the end of the play in act 3 gerald suggests that “he’s been had”, and the birlings are keen to accept it, whilst sheila and gerald remain guilt-stricken. the audience of the time, in 1945, would have just experienced the war and realised everyone must start taking care of one another. they may have not been so quick to change, as, at the time, only rich, most-likely capitalist, people would have gone to the theatre to see the play, whereas a modern audience is more diverse and open., priestley also presents mrs birling as an unlikable character as she is dismissive towards many different groups. for example, she says “a girl of that class” when her part in the suicide is revealed. the noun “girls” shows mrs birling’s views that working class girls are undeserving of names. this derogatory comment would have infuriated an audience of 1945 as the working class were extremely beneficial during the war, though the class divide was massive in 1912. she is even misogynist, like mr birling, who says “clothes mean something different to women”. she says “sheila and i had better go to the drawing room”, which shows her views on women’s place in society, due to gender roles. she also says men have to spend a lot of time working away, but sheila challenges it and says she won’t get used to it. it is obvious priestley has used the younger generations as a symbol for more open-minded people as eric also challenges mr birling on war. mr birling says the titanic is “unsinkable, absolutely unsinkable”. the repetition and qualifiers enhance the dramatic irony as he was wrong about both of these things. it is almost as though priestley is mocking people like mr birling., mrs birling also has capitalist views which don’t change throughout the play. she believes in a social hierarchy as seen in the stage directions before the play begin, where the characters are placed around a rectangular table which gives power to those at the top and bottom, and when she says, “be quiet and let your father think of what we should do next”. the imperative verb “be” shows how she is even being rude towards her own children., this contrast with shelia’s feminism, which was popular due to the suffragette movement in 1912, significant after 1945 as many women helped the war effort and important to a modern audience who have achieved so much. mrs birling uses her powers for bad as she “influenced” the committee to refuse eva help., priestley uses the play as an allegory for his socialist views. by inducing a sense of hatred towards mrs birling he allows the audience to see the flaws in a capitalist mind-set. priestley, having served in the war himself, developed strong socialist views. this is reflected in the inspector, who is a mouthpiece for priestley as he uses the metaphor, “we are all part of one body” to imply everyone should look after one another. priestley had a popular radio programme which was cancelled for being too “left wing” by the bbc. as time progresses, the audience becomes more socialist and the play is more effective., priestley presents mrs birling as having double standard. this can be seen in the quotation, “i’m sorry eric… didn’t know”, after finding out it was her son she was talking about when she said he should take full responsibility for eva’s pregnancy., despite stage directions calling for pink, intimate lighting at the beginning, mrs birling never seems to be intimate with her children. when the inspector asks if eric drinks, she says “of course not, he’s only a boy”, which shows she is either lying or not close with her family. however, sheila says he’s been “steadily drinking for two years”, showing she is either trying to get him into trouble or is keen to get him help. either way, she is closer with him than his own mother. the siblings also exchange comments when she calls him “squiffy”. the colloquialism has mrs birling unaware of the changes and reluctant to change her mind-set. this also foreshadows the importance of alcohol in the play as it was the cause of eric’s behaviour., how does priestley present the views of the inspector in an inspector calls (high level response), inspector goole is presented as an omnipotent, powerful figure throughout the whole play; his presence immediately has the power to change the light and cheerful atmosphere of the birlings' dinner party. the lighting changes from "pink and intimate" to "brighter and harder" once the inspector arrives. here, priestley's use of the adjectives "pink and intimate" suggests a warm and happy atmosphere whereas the adjective "harder" opposes this. priestley uses the inspector as a dramatic device. not only could it be argued that the inspector is an immensely powerful figure but also that priestley uses the stage directions that inspector goole's arrival to act as a symbol for how he wants society to improve. the lighting before the inspector arrives suggests that the birling family – who are a stereotypical portrayal of a middle class family – were happy whilst they were ignorant to the working class. the lighting change tells us how priestley wants society to change; he wants society to stop being ignorant to the working class., furthermore, j. b. priestley uses the inspector to convey that he wants society to change and become more empathetic towards the working class instead of perceiving them as being disposable. when the inspector arrives, he tells the birling family about eva smith’s suicide in which she drank a lot of strong disinfectant that “burnt her inside out”. priestley’s language persuades the audience to feel immense sympathy not only for eva smith but also for all of the working class; it could be argued that eva smith’s suffering and suicide is used as a metaphor to highlight the continuous struggled faced by the working class, throwing into relief the issues within society and how these problems are ignored by the wealthier classes. priestley’s gory imagery alternately makes the audience feel guilty because they may realise how ignorant they have been to ignore the struggles of the working class and persuade them to change by being more empathetic., priestley suggests that a pressing issue with the twentieth century society is that people are reluctant to take responsibility for their actions. this view is encapsulated through the use of the elder members of the birling family, arthur birling and his wife mrs birling – who do not take responsibility for their actions towards eva smith. however, priestley uses the inspector to try to change this. the inspector states that if we share nothing else, “we have to share our guilt”. here priestley uses the personal pronoun “we” to give society a sense of unity, implying everyone must do the same and follow the inspector’s teachings. ‘an inspector calls’ was set in 1912, a time in which society was divided by not only gender but by social class. priestley wants the middle and upper classes to transform from abusing their power to dominate and exploit the working class to instead being more responsible for their actions and treating people more sympathetically ., priestley uses the inspector to convey the consequences of what will happen if members of society do not change. he states that we will be “taught” in “fire and blood and anguish”. priestley’s use of a triplet of nouns act as metaphors for the two world wars. the entire play is used as a motif for the wars; if society proceeds to not improve the way in which members of society treat each other, the world wars will repeat in an endless cycle until we learn. here, the inspector is presented as an omnipotent being. ‘an inspector calls’ was written and first performed at the end of the second world war therefore the contemporary audience will have experienced the perpetual suffering that comes with them. priestley uses the inspector to make the audience fearful as they are persuaded to think that the inspector is a god-like character imposing judgement on society. this will persuade all audiences to change their actions and embrace socialist ideologies of caring for other members of society which is what priestley intended them to do., priestley wants the middle and upper classes to stop being selfish and exploiting the poor for their own financial gain, but instead be more generous and empathetic towards other members of the working class. the inspector is almost an impartial figure in the play because he does not fit into the distinct levels of society. this gives the audience the impression that the inspector is an unbiased figure; they will be persuaded to listen to him and change their views., compare priestley’s presentation of eva smith and shelia birling., in the play ‘an inspector calls’ we see a family called the birlings that consist of many different characters, personalities and beliefs. we only begin to see these different aspects when the family begin to learn how each one of them was involved in causing the chain of events which led a girl, eva smith to commit suicide. there are two characters in particular who are very different in the way that they live their lives and their own outlook on life. these two characters are eva smith and shelia birling., shelia is the daughter of sybil and arthur birling. they are a well-known family in brumley and are in the public eye constantly because of the position her father holds within the town as he is on the bench and the owner of the big birling and company and is due to marry gerald croft whose parents are very well-known also., eva smith is almost the opposite of the social scale to shelia. she has no friends or family to rely on and is quite an independent woman. she struggles to get by and is unable to cope with the strains that she is forced to be under at her age., at the beginning of the play we see shelia at the table with her family and how she is influenced by her family’s thoughts. she was quite childish and used petty excuses for her actions ‘i told him that if they didn’t get rid of that girl, i’d never go near the place again’. this shows that shelia had the same approach about how to treat others of the lower class as her father, which is not a good quality that shelia and arthur birling share., when we first hear of eva smith in the play we learn about the time that she experienced while working at birling and company. she was outspoken, resilient and gutsy as she led a group of workers on strike in an attempt to get higher wages ‘she’d had a lot to say-far too much- so she had to go’., there we see the huge difference in the lives that each of them live, but it is the way that shelia changes as the play goes on and learns more about eva smith’s life., once shelia knows more about the family’s effect on eva’s life she becomes more defiant, and mature. she begins to stand up to her parents who still look down on eva. she realises that there is no need to treat a person the way that the birling family did, no matter whether it was the same girl or not ‘everything we said had happened really hadn’t happened. if it didn’t end tragically, then that’s lucky for us. but it might have done.’ she has a more compassionate approach to eva and her life as she learns about the suffering that this girl the same age as herself had to go through., priestly shows the importance of caring for others within your community by showing that if the birling’s had looked after eva smith and treated her with any respect then maybe it would have prevented her suicide, because she would have been in a lot happier state of mind. this also takes place near to every one of us. if you treat one person unacceptably then you never know what effect that may have on them and others around them, if you do your bit to treat every person with decency that you meet then you will have no regrets with what you have done., priestly also shows through shelia that she was the next generation, with the new ideas of how people of another class should be treated and how the other birling’s are still living in the old, traditional frame of mind, which is harsh and uncaring to others. whereas shelia would be a middle aged woman when priestly wrote the book, he wanted to show the difference of views between the younger and older generations of 1912., shelia birling and eva smith are very different characters, but it is the effect that they can have on each other’s lives which highlights priestley’s views about community., to what extent could you argue that mr birling is the most important character in an inspector calls , as the ‘head of the household’ mr birling is, arguably, the central character to an inspector calls. throughout the beginning of the play he displays the kind of arrogance that priestley expected to see from a selfish capitalist; throughout the exchange, he is completely unapologetic about the death of eva; and after the inspector leaves, he tries his hardest to get out of trouble. also, if you argued that an inspector calls is really a morality play, then you could see mr birling as representing the deadly sins of greed and pride, both things that priestly attacked capitalists for., at the beginning of the play, mr birling is described as “heavy looking” which immediately reminds us of a large, well fed, rich man, enjoying the luxuries of life. his “easy manners” but “provincial speech” remind us that although he is now rich (as symbolised by his knowledge of manners) he is from working class roots (provincial means from the country, or of a lower class.) mr birling is one of those men who had made money during the industrial revolution and, priestley argues, was then exploiting the working classes for his own profit., during the opening exchanges over dinner, birling shows off to gerald croft – his daughter’s new fiancé – by mentioning some rather expensive port he bought, and then gives a long and stuffy speech about how lucky his children are to be born into a time of such good fortune. throughout the speech priestley uses a lot of dramatic irony as he mentions birling’s belief that there would be no labour issues (despite the fact that the russian revolution was just five years away;) there would be no war in germany (despite two being on the horizon,) and – in a moment of comedy – that the titanic was “unsinkable.” throughout this speech, audience members are reminded of how little we know about the future, and how important it is that we prepare for the unexpected. birling is shown to be arrogant, small minded, and selfish; all features that a socialist like priestley would expect to see in a capitalist like birling., priestly times the inspector’s arrival so that he cuts birling off during one of his selfish rants: “a man has to mind his own business and look after himself,” he is saying as the doorbell rings. his initial response to the inspector is immediately defensive: he delivers a short speech detailing the members of the local police force that he knows, and the fact that he used to be mayor. the inspector seems uninterested though. throughout their exchange birling makes it clear that he feels no responsibility saying a number of times that he had nothing to do with this “wretched” girl’s death. the use of this adjective is interesting as “wretched” can mean poor or downtrodden, but it can also mean disliked and disgusting; birling, we have to assume, feels both are true. at one point he argues, perfectly summarising priestley’s feelings about the attitude of people like birling: “i can't accept any responsibility. if we were all responsible for everything that happened to everybody we’d had anything to do with, it would be very awkward.”, during the remainder of the play, mr birling continues to reveal himself as being selfish and without regret. he is continually worried about the threat to his dreamt of knighthood and, when the chance arises, is even happy to direct all the blame at his young son, eric. he also tries to bribe the inspector, offering him “thousands” now it has all gone wrong, despite the fact that he wouldn’t pay her even a few shillings more at the time. throughout act 3, it is mr birling who leads the campaign to recognise the inspector as being a fraud and he is the most relieved when it turns out that there is no dead girl. however, unlike sheila, he isn’t relieved that no-one had died but is simply pleased to have saved his own hide., however, as the main character in the play mr birling receives both the opening and closing lines. in the end, it is him who is stuck, holding the phone and revealing that there is and “inspector on the way,” and in many ways it is him that the audience will be most pleased to see get his just deserts., what is the role of the inspector in an inspector calls , an inspector calls is a parable that was set during the belle époque (meaning the beautiful period) which lasted from 1870-1914. in the play, a family have their dinner party interrupted by an inspector who comes to visit. though this is a morality play in the traditional sense, its moral compass is very much set by the author’s belief in socialism ., the inspector arrives at a critical point. mr birling, the patriarch of his family, is delivering a lecture to his son and future son-in-law, about how “men must look after themselves…” in this way he is exposing his deep selfishness – one that priestly believed was at the heart of all capitalists. at this point there is a “sharp ring on the doorbell,” the adverb perhaps foreshadowing how the inspectors arrival will cut through the birlings’ veneer of respectability ., almost as soon as he arrives, mr birling reminds him of his own social standing – that he used to be mayor and has played golf with the chief inspector. the fact that mr birling is threatening the inspector is barely concealed , though the inspector brushes it aside. as a morality play, all the characters in an inspector calls represent something else - an ideal or social group or class. here, the birlings represent the wealthy and privileged elite while the inspector represents the newly educated middle classes, who would rise up and form a bridge between the elite and the working classes below them. the inspector, as becomes clear, is here to ensure that the birlings do not get away with how they treated eva smith., the inspector is described as giving an “impression of massiveness.” this is interesting as it makes it clear that he isn’t massive but should give that “impression.” as a direction this is a bit of a nightmare for a casting agent . he shouldn’t be big, but should have a gravitas that makes him seem huge. fortunately, however, priestley has written a part that gives every opportunity for moral superiority for an actor., also, from the moment he arrives the stage directions call for the lighting to change from “pink and intimate” – perhaps reflecting the rose - tinted spectacles through which the birlings view the world – and to something more “harsh.” perhaps this change is designed to highlight how the inspector’s arrival puts the birlings behaviour in the spotlight or exposes the lies they kept hidden in the shadows ., the first to fall to his inspection is mr birling, who sacked eva after she arranged for a strike amongst his workers while they demanded more pay. though birling admitted that she was a good worker, he clearly saw his profits threatened by her behaviour and made an example of her. mr birling’s children, however, do not share his selfishness and, as his son points out, “why shouldn’t they try for higher wages we try for bigger profits.” in many ways this quote exposes the selfish, unreasonable nature of capitalists : that they see their own right to desire more profits as god given , while those who resist are “troublemakers” and “cranks.”, after mr birling, the inspector turns to sheila, who had eva sacked from her job in a local department store. it is clear from the story – which sheila tells – that she was jealous of eva’s good looks. it is also clear, however, that sheila deeply regrets her actions. not long after this, mrs birling comments that sheila’s feelings have been changed and claims that the inspector has made an “impression” on her. this is a telling word – an “impression” is something that is the result of pressure, as though she’s been bullied into seeing things differently; but it is also something that often disappears over time. mrs birling’s feelings are clear: that the inspector’s ideas have affected sheila, but only fleetingly . the inspector replies dryly , acknowledging that he will often have an effect on the young. in many ways this reflects the old adage that young people are more socialist by nature, gradually turning to the more self-centred right as they grow. this is certainly the point that is being made by priestley, as the inspector affects the younger generation far more than their elders., after sheila, he turns to gerald who, again, reveals his own role in the death of eva. by this stage she is known as daisy renton – a name that perhaps reflects the fact her position: daisies are simple flowers that call to mind the innocence of daisy chains; while the appearance of “rent” in her name reminds us of what she did to her body in order to survive., the play continues to get darker as the inspector turns to mrs birling. under pressure she tells the inspector, and the audience, about how she turned away a young pregnant woman and that if the inspector was doing his job properly he should be chasing down the father. at this point, the audience know that she is talking about eric and are tensely waiting for the big reveal. in many respects it is also at this point that the audience is forced to reflect on the nature of this play: up until this moment, the action seems relatively realistic and, although the focus has been on only one character at any time, the focus has shifted around the room without any seeming construction . this time, however, the structure is too neat to be believed; it’s too well constructed to maintain the illusion of realism , and we know that we are watching a parable in which the inspector has an almost divine control over the action., after exposing the family’s “crimes” the inspector finally delivers his closing speech, which has all the hallmarks of a sermon that is delivered to the audience as much as it is to the family. in it, he reminds us of all the eva smiths and john smiths there are in the world, and that we are “one body.” here, the inspector is addressing both the audience in 1945 and the audience in 1912. the telling difference was the two world wars, during which the working classes proved themselves to be every bit as strong and resilient as their “social superiors.” the sense of national bonding that took place during the wars led to significant social changes in the uk, not least the creation of the nhs and the welfare state, and it was characters like the inspector (and priestley) who made sure this happened., his final warning, however, that “if we do not learn this lesson we will be taught it in fire and blood and anguish,” has a slightly different meaning in the two time periods. for the family in 1912 it was prophetic ; but for an audience in 1945 it would have been suggesting that the wars were almost a punishment for their behaviour, and a way of suggesting that if they didn’t embrace socialism now then the wars, and all the horrors that came with them, would return again., at the end of the play, the birlings receive a phone call which tells them that a real police inspector is on the way, to talk about a girl who has recently died. this final moment raises questions about the role of the inspector goole we’ve just watched, and it is at this point that his name seems important: is he a goole, or a ghoul, or something else from some other world is he some angelic messenger send to bring divine judgement that question is never answered, though the audience – or the young ones at least – should have no doubts that his understanding of the world is from a “higher” place., another essay on the role of the inspector in an inspector calls ., this essay's structure is as follows:, a summary paragraph, how the inspector is introduced, mr birling and the inspector – good for ao2, a “panic” paragraph – without quotes – that picks up on some key moments from the rest of the play – good for ao1, the inspector at the end, in the play an inspector calls, a police inspector brings judgement to a rich family who live in 1912. the play is a morality play, in which each of the characters represents a particular role or opinion. in this morality play, the inspector promotes a socialist understanding of the world in a way that reflects the views of the play’s author jb priestley., when the inspector arrives he cuts off mr birling’s lecture when he is saying that “ a man must look after himself and his family …” this interruption symbolises the way that inspector is going to stop mr birling’s views. also, it says that there is a “ sharp ring on the doorbell .” the word “ sharp ” suggests that the inspector will cut through mr birling’s selfish ideas. also, from the moment he arrives the stage directions call for the lighting to change from “ pink and intimate ” to something more “ harsh .” this is because the birlings see the world through as being nice and friendly while the inspector will bring a “ harsh ” judgement on them., in the play, the inspector works as a foil to mr birling’s selfish capitalism. at the beginning of the play, mr birling calls socialists “ cranks ” – which means crazy – and says that if we all listened to socialists we’d be like “ bees in a hive .” this remark criticises socialists as bees lack individuality, they work almost like a big machine, and only do what they’re told and mr birling doesn’t want the world to be like this. the inspector, however, believes that we are “ members of one body ” and that we are “ responsible for each other .” in this way, the inspector is talking about the socialist ideas which suggest that because we all live together we should look after each other. in fact, he goes on to suggest that if we don’t learn to do this we will “ taught it in fire and blood and anguish .” this is clearly a reference to the two world wars which were fought between the time the play was set and when it was written. it is also telling that mr birling didn’t think the wars would happen – he would probably have referred to that as being an idea from some kind of “ crank .”, at the beginning of the play mr birling threatens the inspector by saying that he plays golf with the chief inspector. the inspector, however, doesn’t care and carries on his investigation. throughout the play, the inspector acts like he doesn’t care about the characters social standings and only wants to focus on the facts. he is someone logical and he doesn’t care what people think of him. he just wants the truth about eva’s death. he also has a habit of looking “hard” at the person he is addressing. this is because he is inspecting them, almost as though he’s looking through them and into their soul., in the end the inspector leaves and we are left unsure as to whether he was real or not. however, because his name is inspector goole – which sounds similar to ghoul (which is a kind of spirit or ghost) – the audience would be within their rights to think of him as a kind of spiritual prophet or divine messenger., a third essay on the role of the inspector in an inspector calls , jb priestley uses the story of an inspector calls to contrast the differences between upper/upper-middle and working class people in society during the edwardian times. the inspector questions the birling family to think about the consequences of their actions on others – predominately the working class and people whom they believe to be inferior to them. priestley uses the inspector to make society question their morals and think about accepting responsibility for their actions. each character reacts differently to the inspector and priestley uses this to represent capitalist vs socialist ideals., - nice opening – clear and specific and leaves the examiner comfortable that you know what you’re doing. may be a bit long – though it is all meaningful, when the inspector enters the birling household, the stage directions states that the lights change from ‘pink and intimate’ to ‘brighter and harder’. this shows how the presence of the inspector changes the atmosphere and how he is here for a purpose. the lighting change from ‘pink and intimate’ to ‘brighter and harder’ almost shows how the inspector is going to burst the birling’s protected, capitalist bubble. the idea of the lights being ‘brighter and harder’ create the idea of a spotlight shining on the birling family and how the inspector is there to expose them to the truth. in the stage directions, it also says that the inspector ‘creates an impression of massiveness’. this shows that although the birling’s are superior to him in class, the inspector still holds the authority over them all. it could also be foreshadowing that the inspector is going to create a lasting ‘impression’ over the birling family and impact their lives hopefully for the better., - super cool lots of detail, specific things being said and focusing on sections of the text. this is what you want to do, in act one, mr birling makes several threats to the inspector about his connections with the chief constable. this shows how mr birling feels threatened and uncomfortable with the inspectors presence. he tries to assert his authority over the inspector to protect himself and his pride as he’s being questioned by someone who is inferior to himself. he doesn’t want to damage his reputation and all he is thinking about is himself. this represents the capitalist society and how they refuse to think of any but themselves and how they will go to any measure to protect their reputation. mr birling also tries to emphasise his importance to the inspector by mentioning gerald and his family name. he says, “perhaps i ought to explain first that this is mr gerald croft – the son of sir george croft – you know, crofts limited.” by mentioning gerald’s family name, it shows how mr birling is trying to intimidate the inspector. also, mr birling could be mentioning the croft name to try to make himself feel more in control of the situation and back in the superior position in the room. priestley uses the reaction of mr birling to the inspector to represent how people of the upper capitalist class use their positions of power as an excuse to be ignorant to their actions. priestley wanted make people aware of this to questions their own ignorance., - again, this is great. you show a clear understanding of the relationship between birling and the inspector and clearly explain the power dynamic in the room, at the end of the play, the inspector makes a big final speech to the birling family. it opens with a reminder that there are thousands of “john smiths and eva smiths” in the world. this reminds the audience that we all have to accept responsibility for our actions and realise it is not enough to only think of ourselves but we must think of others as well. the inspector then goes on to say that “we don't live alone. we are members of one body. we are responsible for each other.” these three concise sentences summarise the lesson priestley was trying to convey to the audience. by keeping the sentences short but powerful, it leaves a lasting impression on the birling family but more importantly, the audience. this links to the beginning stage direction of the inspector creating an ‘impression of massiveness’. he then warns the family (and audience) that if ‘men don’t soon learn their lesson they will be taught in fire and blood and anguish’. this is a reference to the many years of war that had taken place between when the play was set and when it was performed. it could be seen to be served as a warning to the people that they need to change their actions or history will repeat itself., - really good as well. you’ve focused in on specific techniques here and shown a clear understanding of how those techniques have effects., overall, this is a very good essay – it’s got a wide range of detailed quotes, points and pieces of analysis. it could be improved with a few moments where you zoom in on specific words and explore the meaning of them – think about mr birling saying he “can’t” take responsibility, or mrs birling saying she “won’t” take responsibility and the inspector saying “we are responsible.” this kind of link will push this essay up into the 8-9 category., what is the significance of the ending in an inspector calls , in effect, ‘an inspector calls’ has arguably three endings, or climaxes. the first is the final speech of the inspector, before he exits dramatically, walking ‘straight out’. the second is as the family think it all may have been a ‘fake’. the third represents the justice in the final words of the play., priestly ensures that the inspector says little in the way of moral judgment until just before he exits. this in itself increases dramatic tension – the audience is waiting for a confrontation which is dependent on all the facts of the story finally emerging. his final speech is based on the great moral authority he has gained through the entirety of the play and is in a sense cathartic. as an ‘inspector’, he is symbolic of the moral and legal authority of the police force. ‘inspecting’ carries the idea of sifting carefully though the actions of the birlings in a detailed and objective manner. priestley adds objectivity and legal precision to the inspector’s character; thus by the climax of his investigation, we, the audience, instinctively trust his moral conclusions also. there is a sense of relief in hearing the birlings finally being condemned for their actions., the inspector’s final speech is, in tone, almost a sermon. the frequent use of blunt, short diction is combined with imperatives which make him seem almost a preacher or a prophetic figure, as he tells the birlings to “remember this”, and tells them that “we are responsible for each other.” although he uses often the first person plural to emphasise their common humanity, he is also accusatory with his use of ‘you’ as he threatens them with what will come if they fail to learn this lesson. the imagery priestley draw from is biblical by nature. from the eucharist service, the inspector uses the biblical metaphor that we are all “members of one body”. the well-known nature of this metaphor makes it seemingly self-evidently true to the audience. the apocalyptic imagery that follows is equally well-known, as the inspector promises “fire and blood and anguish”. the tricolon is heavily emphatic and emotive – the birlings’ rejection of it, which follows swiftly, creates a further sense of their moral vacuity. this sermonic end to the inspector’s presence onstage makes him seem a didactic mouthpiece for the play – he speaks in effect as much to the audience as to the birlings. although it is a relatively brief and restrained speech, nonetheless it is a powerful end – it seems – to the drama., birling’s absence of moral epiphany is enacted in the second ‘ending’ of the play in the ‘huge sigh of relief’ he emits when he discovers that the inspector is not actually from the police station. he rejects the inspector’s final words through this stage direction which creates a dramatic hyperbole that it is impossible for the audience to miss. eva smith’s name suggests that she represents all of the ordinary humanity, eva suggesting eve of genesis, symbolically the mother of humanity, and smith being a stereotypical working-class surname. thus birling’s ‘huge’ indifference is, symbolically, to the suffering of any human being, particularly those who are his socially inferior. indeed, his estimations of people’s worth have been entirely based on their money or their social connections; early on in the play he attempts at first to threaten the inspector by explicitly ‘warning him that the chief constable, colonel roberts, is an ‘old friend’ of his. birling’s ‘relief’ therefore is that his place in society is not damaged after all – even though it is based on corruption and inhumanity towards whose who are weaker and more socially vulnerable than him. thus birling has learned nothing at all in the play., further, birling is ‘triumphant’ when he decides that the story is nothing more than ‘moonshine’. ‘triumph’ suggests victory and winning – birling’s delight is based on his perception that he will not be in any way held to account for his misdeeds. ‘moonshine’ is a dismissive colloquialism – priestley uses this to emphasise that there is no emotional impact whatsoever on birling for the suffering of eva smith and those whom she represents. this is accentuated by mrs birling’s suggestion that in the morning eric and sheila will be as ‘amused’ as they are. the tragedy of what happened to eva through her circumstances and through the undeserved actions of others is in effect diminished to a joke. priestley ensures that this anticlimactic interpretation of the play’s events by mrs birling is morally repugnant to the audience. the older birlings and gerald are villainesque, antagonistic figures., sheila is partly redeemed from the birling’s self-seeking immorality. sheila’s response to birling’s ‘relief’ is to accuse him of ‘pretending’ that all is well. this accusation of play-acting creates an ironic role-reversal, as though birling is the one childishly refusing to engage with reality, and she becomes the parent-figure who rebukes him for his immaturity. this childishness is not an indication of birling’s innocence, but of his lack of responsibility. sheila is the youthful one in the conversation, but she is the one who is vulnerable to the corruption of her parents, and she lacks meaningful power. partly also because of her gender, she is, like eva, the victim of birling’s philosophy of greed – and yet the awakening of her moral awareness is presented as a coming-of-age epiphany. she learns to reject the selfishness and inhumanity of her parents as she realises that all the working-class are intrinsically human beings. she absorbs the relatively complex moral didacticism the inspector represents with regards to the interconnectedness of human society. this is particularly shown by her quoting the exact words of the inspector’s apocalyptic list of consequences if the rich fail to heed the social situation: she quotes his words of ‘fire and blood and anguish’. although she shows no explicit awareness of the social apocalypse of which the inspector warns, she recalls what ‘he made me feel’. her emotional engagement is presented in ironic juxtaposition with her parents’ emotional disengagement. priestley redeems her partly to show the morally repugnant nature of the birlings’ lack of redemption, through juxtaposing their response with hers., the unrepentant birlings are presented by priestley as grotesque not only through their failure to realise their wrong-doing, but also, and more importantly in their seeking of moral superiority over eva smith and the workers she represents. the callous self-righteousness they exhibit is best portrayed in mrs birling’s rhetorical question, ‘why shouldn’t we’ when sheila asks how they possibly can continue as they were before. the fact she considers the question to need no actual answer indicates her moral blindness – it indicates her assumption that the rightr of the powerful to abuse the poor is irrefutable and self-evident. priestley, through the drama, shows how society creates moral indifference to the working-class., the superficiality is also epitomised in gerald’s statement that ‘everything is all right now.’ this bland cliché becomes ironically extremely emotive for the audience as we know that the lack of a moral compass for the birlings and gerald means that others will be treated just as eva was. the superficiality of this analysis has great dramatic power to repulse the audience – and perhaps to begin to effect the social change priestley desired., the third and final ‘ending’ is mysterious. at one level, it satisfies the audience’s hope that there will be justice for eva. by instructing the actors to look ‘guiltily’ around, priestly ensures that the moral indifference of the second ending is not the concluding note of the play. birling speaking on the phone when the person has ‘rung off’ indicates also that his social authority is over; creating the sense that there is justice has lost what he really cared about. the inspector’s semi-comical surname, ‘goole’ also seems relevant right at the play’s climax. there is the suggestion that he did indeed in some way represent supernatural forces intervening in the birlings’ lives to bring justice for eva. however, the play by its nature ends inconclusively. in effect, we are left on a cliffhanger wondering what the ‘real’ police inspector will do. perhaps this reflects priestley’s aim for the audience to think about the play’s social message. the ending of ‘an inspector calls’ is a strong statement of the responsibility of those who seek money and social rank at the expense of humanity. it is strongly didactic and powerful., check this essay.

There are drastic differences that are seen in people who are born in different generations. One may argue that the younger generations are more impressionable and naive while the older generations are very hardheaded and assertive. By creating characters like Sheila and Eric with a large age gap between Mr. and Mrs. Birling in the play An Inspector Calls, tension is created through their differences clashing. J.B. Priestley’s use of contrasting characterization within the Birling family in the play An Inspector Calls creates tension and communicates his theme that one must take into consideration the consequences of their actions and take responsibility for them.

The Birling’s children, Erica and Sheila, are presumed to be very naive and still listening and agreeing with their parent’s words due to their ages. Yet, thought the play both Eric and Sheila prove to be mentally mature and responsible while directly reflect the inspector’s message. Eric Birling was caught up in the complicated situation relating to the death of Eva Smith through his role in impregnating her. Although he is ashamed, he steps up to the plate and confesses his actions and even admits to the fact that “I wasn’t in love with her or anything”, yet he understands that his actions did produce consequences and he takes responsibility for them. He insists on giving her enough money to keep her going, even though it included stealing money from his father (Priestley 50). This action was done unjustly, yet it shows how determined Eric was in order to fix his mistake and take responsibility for his actions- exactly what the Inspector teaches. Sheila Birling, the sister of Eric, also starts out by admitting to her role in the death of Eva. She expresses her sorrow and regret for her actions stating how “It was my own fault… and if I could help her now, I would” right away (24-25). Even though she did not take action like Eric did, she still takes responsibility for her actions and shows that she really does care about the consequences she was unable to attend to. As the play continues and everyone finds out that inspector Goole was a fake, the parents of Sheila and Eric both start to downplay the events of that evening. Suddenly the tension starts to rise as soon as the children speak directly against their parents stating “if you must know it’s you two who are being childish” (55). Sheila is so disgusted by the actions of her parents, that her character takes an unpredictable turn and she evolves into a brave young woman annoyed enough to scold her own parents. Even Eric states directly to his parents that “well, I don’t blame you. But don’t forget i’m ashamed of you as well. Yes- both of you” (54). The characters Sheila and Eric create tension in the play through their differences regarding their view on taking responsibility that contrasts greatly with their parents. The fact that the younger generation is standing up to the older generation and doing unconventional actions like scolding them, the main theme of the novel is clearly represented.

The older generation in the Birling family consists of strong characters: unlikely to sway in their ideas easily, hard headed, and arrogant. Arthur too is confronted about his dealings with Eva Smith, but immediately states that “the girl has been causing trouble in the works. I was quite justified (19). Here, he is seemingly ok knowing that she was forced to kill herself all because of something that started out with him originally and a sign of regret is not to be found. The younger generation, prominently Sheila is verbally pointing out her contrasting viewpoint directly saying (to Mr. Birling) “I think it was a mean thing to do” (21). Tension is created as a result of her comment, but in a way she forces her father to re-examine at his actions by him hearing an opposite viewpoint and internally contemplate her and the Inspector’s message. Another situation that increases the tension overall is when Sheila hears her father describe Eva as cheap labour, and automatically she jumps in stating “but these girls aren’t cheap labour – they’re people” clearly showcasing the differences in the mindset of the two generations (19). Lastly, Mrs. Birling gets confronted with her mistake and does admit to her actions. Her arrogance shows through when she plainly lays out her thoughts to the inspector that “if you think you can bring any pressure to bear upon me, Inspector, you’re quite mistaken. Unlike the other three, I did nothing I’m ashamed of or that won’t bear investigation… You have no power to change my mind” and like Mr. Birling does not have a hint of regret in her (44). Sybil Birling is blinded to the problems within her household and herself, and therefore tension is created when she directly contradicts the viewpoints of her children. The theme of the play is brought out because of this, when the children start to argue their point about accepting responsibility for their actions’ consequences.

Through tension between the characters, the main theme that we don’t live alone, are members of one body, and are responsible for each other is revealed. Sadly for this to be revealed, tension is built greatly dividing the Birling family- the younger vs the older generation. The children desperately try to get their parents to accept what they believe is the inspector’s lesson and purpose for visiting, yet Arthur and Sybil are set on the idea that they are just “the famous younger generation who know it all. And they can’t even take a joke” (72). Although it may be true that the inspector is not real and the older generation will never learn, the main theme is being communicated successfully to the audience. By looking at Mr. and Mrs. Birling and the way they instigate an attack on themselves by their children, the audience feels disgusted by them and the theme reaches the audience.

Question and Answer forum for K12 Students

Paragraph Writing Class 9 Format, Examples, Topics, Exercises

What is paragraph writing class 9 in english.

Paragraph writing is a crucial skill that students need to develop as they progress through their academic journey. Class 9 students are typically expected to write paragraphs that are concise and focused on a specific topic. Paragraphs should be well-structured and include a clear topic sentence and supporting details. In this article, we will discuss the format of paragraph writing for class 9 students, along with English Grammar , some topics, and examples.

Also Read: Paragraph Writing For Class 3

Format Of Paragraph Writing For Class 9:

The format of paragraph writing is similar to that of essay writing but with a much narrower focus. Each paragraph should have a clear topic sentence that tells the reader what the paragraph is about. The topic sentence should be followed by supporting details that provide evidence or examples to support the main idea.

Introduction:

The introduction should include the topic sentence that introduces the main idea of the paragraph.

The body of the paragraph should include supporting details that provide evidence or examples to support the topic sentence.

Conclusion:

The conclusion should summarize the main points discussed in the paragraph and provide a final thought on the topic.

Paragraph Writing Topics For Class 9:

1. My Favorite Hobby 2. My Best Friend 3. My Favorite Subject 4. My Favorite Book 5. My Favorite Movie 6. My Family 7. The Importance of Exercise 8. The Importance of Education 9. The Importance of Time Management 10. The Advantages and Disadvantages of Social Media 11. My Future Plans 12. My Role Model 13. The Importance of Discipline 14. The Effects of Bullying 15. The Importance of Goal Setting 16. The Importance of Respect 17. The Importance of Honesty 18. The Importance of Self-Confidence 19. My Favorite Sport 20. My Favorite Place

Examples Of Paragraph Writing Class 9:

1. My Favorite Hobby:

My favorite hobby is reading. I enjoy reading books because it allows me to explore new worlds and learn about different cultures. Reading helps me improve my vocabulary and comprehension skills. I also like to read before going to bed because it helps me relax and fall asleep faster.

2. My Best Friend:

My best friend’s name is Maria. We have been friends since elementary school, and we have a lot in common. Maria is very supportive, and she always listens to me when I need someone to talk to. We enjoy playing basketball and watching movies together. I feel lucky to have Maria as my best friend.

3. The Importance of Education:

Education is very important because it provides us with the knowledge and skills that we need to succeed in life. Education helps us understand the world around us and make informed decisions. It also helps us develop critical thinking skills and problem-solving abilities. Education is the key to a brighter future.

Recommended Reading: Paragraph Writing Class 9

Conclusion On Paragraph Writing Class 9:

paragraph writing is an essential skill that students need to develop to effectively communicate their ideas. By following the paragraph writing format and practicing writing on different topics, class 9 students can become better writers. The above paragraph writing topics can be a starting point for class 9 students to develop their paragraph writing skills.

13 Must-Read Short Stories for 9th Graders

Jul 16, 2022

Making the shift from middle school to high school can be a challenge for 9th graders and for the teachers of those 9th graders! But stacking your short stories for 9th graders with selections from Edgar Allan Poe, Ray Bradbury, Langston Hughes, Roald Dahl, etc. is an easy decision. With such short stories for 9th graders in your short story unit, students will experience amazing literature that sparks their interest, makes them gasp in surprise, rolls their eyes with what really is delight, and ultimately gives them an experience of literature that sets them up for success as they continue through high school.

This post aims to make your life easier with 13 suggested short stories for 9th graders that are brimming with opportunities for learning throughout this entire year!

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Table of Contents

What makes a good short story?

Much like beauty, the definition of a good short story is in the eye of the beholder. The beholders, in this case, are you and your students! But taking into account the following six criteria will help you, as the teacher, to make decisions about short stories for 9th graders.

• Plot – The inclusion of some plot twists is engagement gold! They will push students to read a bit more deeply, challenge their preconceptions, and develop their current skill set with comprehension and fundamental literacy skills. 
• Theme – Choosing stories with a relatable theme – an overall message – is good but not required. However, the theme can make or break a story. In 9th grade, choosing stories with a strong theme will help to establish a solid foundation of understanding for this concept.
• Characters – Characters can also make or break a story for students. A character with little dimension is less than ideal for interest and analysis. Choosing stories that students have something to dive into for the protagonist and even an antagonist is optimal. 
• Connections to Audience – A good short story will engage the reader, and nothing speaks more to a student than something they can connect with in fiction. These connections are often personal, but some can be universal such as the experiences of friendship, growing up, or even family dynamics. A good short story becomes one where students might see themselves or their experiences but even more than that will allow them to consider their experiences in a different way.
• Connections to World – Beyond making personal connections, being able to connect stories to explain our lives is also important. And, more and more, we rely on stories to help to explain our world. Finding a story that resonates with students and with the big ideas of the world provides a chance for important thinking and discussion.
• Writer’s Craft – There is something to be said for appreciating the creative art and style of a short story. Looking at plot structure, word choice, character development, and more provides students with mentor texts for their own work. This doesn’t just mean their creative writing; rather, students can use lessons about sentence types, verb conjugation, and more to aid with their paragraphs, reports, or essays.

Need back-to-school ideas? Click below for help with making the start of the year stress-free!

Selecting good short stories for 9th graders can be a mix of these six criteria, but in the end, it’s a matter of finding what will meet the needs, wants, and interests of your students. 

This list of 13 short stories for 9th graders is sure to help you find what you need for your students this year. We want good literature because it offers options for analysis and skills development too!

• The Tell-Tale Heart – Edgar Allan Poe’s classic of a character being haunted by his actions through a metaphorical heartbeat will hook students. Adding in the analysis of character and imagery is the reason this is a must-teach! Check out the bundle of activities to go with this story!
• Thank you, Ma’am – Langston Hughes’ story is one where the greater good wins out to change the course of a young man’s life. With its two-character focus, this story is ideal for character analysis and comparison. Get your copy of the full lessons here in digital and print .
• The Pedestrian – Ray Bradbury’s dystopian story set in 2131 features a man who walks the city while everyone else watches television. This seems like a simple premise, but when the man encounters the police and declares he’s a writer, the values of society are revealed. With its social commentary that remains poignant in our times, this story is a good one to explore theme. It also provides opportunities for text-to-world connections and discussion. Check out the full lessons done for you !
• The Veldt – Another of Bradbury’s science fiction short stories, this one defies all expectations with a virtual reality simulation gone quite wrong… or right depending on the point of view! To teach this story with an added focus on character and the symbolism of the title and setting, check out this bundle .
• The Gift of the Magi – O. Henry’s heartwarming story focuses on a young couple’s sacrifices to give each other meaningful holiday gifts. This story is a good choice for theme and big ideas as well as close reading and literary analysis with repetition, allusion, and irony. Check out all of the lessons for this story . 
• The Necklace – Guy de Maupassant’s story of riches to rags and letting go of one’s pride provides such a marvelous twist at the end that this is a must-teach! For lessons with close reading and textual analysis with a focus on character, setting, and theme grab this bundle that’s all ready for you!
• The Most Dangerous Game – This story by Richard Connell is about a hunter of humans rather than animals. This story will ensure students understand unexpected plotlines with comprehension quizzes, tracking story elements, and writing about the effectiveness of one key aspect. You can find complete lessons with teacher answers here . 
• The Scarlet Ibis – James Hurst tells the tragic story of a young boy nicknamed Doodle from the point of view of Doodle’s unnamed brother. This heart-wrenching story with a focus on flashbacks and foreshadowing will encourage students to examine the structure and infer the order of the story. Check out this easy-to-use bundle .
• Lamb to the Slaughter – A horror story with a side of comedy, Roald Dahl’s classic is a great option for close reading and character analysis. Get your copy of the lessons here .
• After Twenty Years – Two friends follow different life paths but plan to meet up in 20 years; however, their meeting goes awry with a delightful twist! This story by O. Henry can help students to break down the plot into chunks so they better understand character and action. Get the bundle of lessons here .
• The Monkey’s Paw – This story is best summarized as be careful what you wish for! The protagonist of W. W. Jacobs’ horror story is granted three wishes, but when he messes with fate, things go very, very wrong. Use this story to focus on summaries, particularly 1-sentence summaries, before diving into characterization. Get started with this lesson bundle .
• To Build a Fire – A classic Jack London man versus nature story in the Yukon Territories’ extremely cold setting. Explore the setting and its strong imagery with this full bundle of activities . 
• The Cask of Amontillado – This horror story, also by Poe, told from the point of view of the murderer is a tale of revenge for a wrong seemingly committed long ago. The story is brimming with character details to track and analyze. Grab your copy of the full lessons for this Poe story here . 

Want some ideas for the first days of school? Check out the post below!

Why Choose These Short Stories for 9th Graders?

Any and all of these 13 short stories for 9th graders will contribute to students’ understanding of good literature and the development of their literacy skills. Whether it’s close reading or finding and using textual evidence or even developing their thinking about character and theme, each of these short stories can help your 9th graders as they start their journey through high school. 

You can get your ultimate bundle of all 13 short stories for 9th graders plus 5 more along with tons of activities to engage your students and support their literacy skills by clicking here . Additionally, each story is aligned to the Common Core standards and integrates standardized test preparation with full teacher answers for each and every activity!  

And remember just because a story has been done once in class doesn’t mean that students can’t revisit it. Developing literacy skills is key! It’s all about making it fresh. 

While the twists of some of the stories might not be new to students, exploring more about character, writing style, and even theme can remain ‘new’ for a lesson twist! Plus, when the story’s plot and its vocabulary are familiar to students, it can mean a shift to focus on something else such as inference, prediction, making connections, and more! This means these 13 short stories for 9th graders can be equally great for 10th-graders, too!

So in the first few days of school, help students (and yourself!) with that first single step on a thousand-mile journey by including short stories for 9th graders in your back-to-school plan!

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‘Macbeth’ Grade 9 Example Response

Grade 9 – full mark – ‘Macbeth’ response

Starting with this extract (from act 1 scene 7), how does Shakespeare present the relationship between Macbeth and Lady Macbeth?

In Shakespeare’s eponymous tragedy ‘Macbeth’, Macbeth and Lady Macbeth’s relationship is a complex portrait of love, illustrating layers of utter devotion alongside overwhelming resentment. Though the couple begins the play unnaturally strong within their marriage, this seems to act as an early warning of their imminent and inevitable fall from grace, ending the play in an almost entirely different relationship than the one they began the play with.

In the exposition of the play, Macbeth and Lady Macbeth initially appear immensely strong within their marriage, with Macbeth describing his wife as ‘my dearest partner of greatness’ in act 1 scene 5. The emotive superlative adjective ‘dearest’ is a term of endearment, and acts as a clear depiction of how valued Lady Macbeth is by her husband. Secondly, the noun ‘partner’ creates a sense of sincere equality which, as equality within marriage would have been unusual in the Jacobean era, illustrates to a contemporary audience the positive aspects of their relationship. Furthermore the lexical choice ‘greatness’ may connote ambition, and as they are ‘partner(s)’, Shakespeare suggests that Macbeth and Lady Macbeth are equal in their desire for power and control, further confirming their compatibility but potentially hinting that said compatibility will serve as the couple’s hamartia.

However, the strength of Macbeth and Lady Macbeth’s relationship falls into a rapid downward spiral in the subsequent scenes, as a struggle for power within the marriage ensues. This is evidenced when Macbeth, in act 1 scene 7, uses the declarative statement ‘we will proceed no further in this business’. Here, Macbeth seems to exude masculinity, embracing his gender role and dictating both his and his wife’s decisions. The negation ‘no’ clearly indicates his alleged definitive attitude. However, Lady Macbeth refuses to accept her husband’s rule, stating ‘when you durst do it, then you were a man’. She attempts to emasculate him to see their plan through. The verb ‘durst’ illustrates the risk taking behaviour that Lady Macbeth is encouraging; implying an element of toxicity within their relationship, and her harsh speech makes the cracks in their relationship further visible to the audience. It is also probable that a contemporary audience would be made severely uncomfortable in the presence of Lady Macbeth’s unapologetic display of power, and it is possible that Shakespeare attempts to paint Lady Macbeth as the villain of the play, playing upon the audience’s pre-determined fears of feminine power. Though Lady Macbeth appears to be acting entirely out of self-interest, another reader may argue that she influences her husband so heavily to commit the heinous act of regicide, as she believes that he crown may as a substitute for the child or children that Shakespeare suggests she and Macbeth have lost previously, and in turn better Macbeth’s life and bring him to the same happiness that came with the child, except in another form.

As the play progresses, Shakespeare creates more and more distance between the characters, portraying the breakdown of their relationship as gradual within the play but rapid in the overall sense of time on stage. For example, Lady Macbeth requests a servant ‘say to the king’ Lady Macbeth ‘would attend his leisure/ for a few words’. Here she is reduced to the status of someone far lesser than the king, having to request to speak to her own husband. It could be interpreted that, now as king, Macbeth holds himself above all else, even his wife, perhaps due to the belief of the divine right of kings. The use of the title rather than his name plainly indicated the lack of closeness Lady Macbeth now feels with Macbeth and intensely emotionally separates them. This same idea is referenced as Shakespeare develops the characters to almost juxtapose each other in their experiences after the murder of Duncan. For example, Macbeth seems to be trapped in a permanent day, after ‘Macbeth does murder sleep’ and his guilt and paranoia render him unable to rest. In contrast, Lady Macbeth takes on an oppositional path, suffering sleepwalking and unable to wake from her nightmare; repeating the phrase ‘to bed. To bed’ as if trapped in a never-ending night. This illustrates to the audience the extreme transformation Macbeth and Lady Macbeth’s relationship undergoes, and how differently they end up experiencing the aftermath of regicide.

In conclusion, Macbeth and Lady Macbeth begin the play almost too comfortable within their marriage, which seems to invite the presence of chaos and tragedy into their relationship. Their moral compositions are opposing one another, which leads to the distancing and total breakdown of their once successful marriage and thus serves as a warning to the audience about the effects of murder, and what the deadly sin of greed can do to a person and a marriage.

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gcseenglishwithmisshuttlestone

Secondary English teacher in Herts. View all posts by gcseenglishwithmisshuttlestone

9 thoughts on “‘Macbeth’ Grade 9 Example Response”

wheres the context

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It is also probable that a contemporary audience would be made severely uncomfortable in the presence of Lady Macbeth’s unapologetic display of power, and it is possible that Shakespeare attempts to paint Lady Macbeth as the villain of the play, playing upon the audience’s pre-determined fears of feminine power.

Also ref to ‘divine right of kings’

Thank you! This is a brilliant response. Just what I needed. Could you also please include the extract in the question.

We will proceed no further in this business. He hath honored me of late, and I have bought Golden opinions from all sorts of people, Which would be worn now in their newest gloss, Not cast aside so soon.

—> until end of scene

She did (Act 1 Scene 7)

Another great resource for grade 9 Macbeth analysis https://youtu.be/bGzLDRX71bs

In order to get a grade 9 for a piece like this would you need to include a wide range of vocabulary or could you write the same thing ‘dumbed down’ and get a 9.

If the ideas were as strong then yes, but your writing must AT LEAST be ‘clear’ for a grade 6 or above.

This is really great, I’m in Year 10 doing my Mock on Thursday, a great point that i have found (because I also take history) Is the depiction of women throughout the play, during the Elizabethan era, (before the Jacobean era) many people had a changed view of women as Queen Elizabeth was such a powerful woman, glimpses of this have been shown in Jacobean plays, in this case Macbeth, Lady Macbeth is depicted as powerful although she had to be killed of to please King James (as he was a misogynist) women are also depicted as evil in the play, such as the three witches, I also found that the Witches are in three which could be a mockery to the Holy Trinity.

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Jekyll and Hyde: A* Grade / L9 vs A Grade / L7 Example Essays + Feedback

Subject: English

Age range: 14-16

Resource type: Unit of work

Last updated

8 September 2024

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A MEGA REVISION 'JEKYLL AND HYDE' BUNDLE! (Digital + Printable PDFs, PPTs and worksheets!)

This bundle contains everything you need to teach or study Stevenson's novella 'The Strange case of Dr Jekyll and Mr Hyde' in the form of digital and printable PDF documents. It’s perfect for students aged 14+. **This bundle is currently available at a 50% discount! ** Preview this document for free, to check whether the whole bundle is right for you [Jekyll and Hyde: Character Breakdown / Analysis](https://www.tes.com/teaching-resource/resource-13110830) With this bundle, students will be able to: * Understand the structural elements and key moments of the plot * Deepen their knowledge of characters, including understanding the deeper messages behind each one * Integrate the significance of the setting into their analyses and interpretations of the play as a whole * Memorise a range of carefully chosen key quotations for use in essays and analysis * Develop their language, structure and form analysis skills, with guided support and examples * Identify and analyse the thematic and contextual details * Learn approaches to a range of essay question types: discursive, argumentative, close reading * Become confident with extract interpretation and analysis * Develop their knowledge of tragic conventions and apply them to the novella * Expand their critical aptitude via exposure to key critical frameworks and critics’ quotations (for higher-level students) * Write their essays on Jekyll and Hyde, after support with planning help and example A* / top grade model answers Reasons to love this bundle: * Downloadable PDF documents, graphically designed to a high level, PowerPoints (ppts) and worksheets * Visual aids (photographs and drawings) to support learning * Organised categories that simplify the text for students * Print and digital versions - perfect for any learning environment * The unit has everything you need to start teaching or learning - starting with the basic story summary, going right up to deep contextual and critical wider readings * Lots of tasks and opportunities to practice literary analysis skills - students will be guided through writing a literary analysis response to the novella -This is what you’ll get with this bundle: (each document includes digital + printable revision guide + PowerPoint + worksheet)- THE COMPLETE JEKYLL AND HYDE COURSE: 1. [Character Analysis / Breakdown](https://www.tes.com/teaching-resource/resource-13110830) 2. [Plot Summary / Breakdown](https://www.tes.com/teaching-resource/resource-13110836) 3. [Context Analysis](https://www.tes.com/teaching-resource/resource-13110842) 4. [Genre](https://www.tes.com/teaching-resource/resource-13110856) 5. [Key Quotations](https://www.tes.com/teaching-resource/resource-13110868) 6. [Narrative Voice](https://www.tes.com/teaching-resource/resource-13110978) 7. [Setting](https://www.tes.com/teaching-resource/resource-13110874) 8. [Themes](https://www.tes.com/teaching-resource/resource-13110893) 9. [Critical Interpretation / Critics' Quotations](https://www.tes.com/teaching-resource/resource-13110848) 10. [Essay Help](https://www.tes.com/teaching-resource/resource-13110934) 11. [Essay Planning](https://www.tes.com/teaching-resource/resource-13110950) 12. [PEE Paragraph Practise](https://www.tes.com/teaching-resource/resource-13110997) 13. [Essay Practise (Gothic Atmosphere)](https://www.tes.com/teaching-resource/resource-13110962) 14. [L9 / A* Grade vs L7 / A Grade Example Essays + Feedback (Frightening Outsider)](https://www.tes.com/teaching-resource/resource-13110990) 15. [L9 / A* Grade Essay Example (Tension and Mystery)](https://www.tes.com/teaching-resource/resource-13110904) 16. [L8 / A Grade Essay Example + Feedback (Unnatural and Threatening)](https://www.tes.com/teaching-resource/resource-13110972) 17. [L6 / B Grade Essay Example + Feedback (Suspicious Atmosphere)](https://www.tes.com/teaching-resource/resource-13110984) 18. [L4 / C Grade Essay Example (Secrecy and Reputation)](https://www.tes.com/teaching-resource/resource-13110923) 19. [Study Questions / Exercises](https://www.tes.com/teaching-resource/resource-13110884) 20. [Essay Questions + Passage-based Questions](https://www.tes.com/teaching-resource/resource-13111001) Please review our content! We always value feedback and are looking for ways to improve our resources, so all reviews are more than welcome. Check out our [shop](https://www.tes.com/teaching-resources/shop/Scrbbly) here.

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