Analysing Essay Questions

Intermediate (B1) 40 minutes
EAP analysing essay questions worksheet preview for Intermediate (B1) showing matching activities, thesis writing, and main idea development

EAP Analysing Essay Questions Worksheet - Reading and Writing Exercises: Matching, Writing a Thesis Statement and Main Ideas

In this comprehensive analysing essay questions worksheet, students learn instruction words and practice strategies for understanding and clarifying writing task requirements. Students begin...

EAP Analysing Essay Questions Worksheet - Reading and Writing Exercises: Matching, Writing a Thesis Statement and Main Ideas In this comprehensive analysing essay questions worksheet, students learn instruction words and practice strategies for understanding and clarifying writing task requirements. Students begin by reading information about instruction words used in essay questions and writing assignments. Students then reorder letters to reveal common essay instruction words. Next, students read ten definitions and match them to the correct instruction words. Afterwards, students read about a three-step strategy for breaking down and analysing essay questions. Students then use this information to help them examine an essay question and develop a working outline for an essay.
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Brainstorming and Mind Mapping

Intermediate (B1) 90 minutes
EAP brainstorming and mind mapping worksheet preview for Intermediate (B1) showing pre-writing activities, mind map, and essay outline creation

EAP Brainstorming and Mind Mapping Worksheet - Reading and Writing Exercises: Brainstorming, Creating a Mind Map and an Essay Outline, Writing an Essay

In this useful brainstorming and mind mapping worksheet, students learn and practice two common pre-writing techniques. Students then use one of the techniques...

EAP Brainstorming and Mind Mapping Worksheet - Reading and Writing Exercises: Brainstorming, Creating a Mind Map and an Essay Outline, Writing an Essay In this useful brainstorming and mind mapping worksheet, students learn and practice two common pre-writing techniques. Students then use one of the techniques to produce an essay outline and write a complete essay. Students start by reading information about brainstorming and mind mapping. Students then practice creating either a brainstorming list or a mind map for an essay about work-life balance. Next, students use their brainstorming list or mind map to produce an essay outline on the topic. In the last exercise, students use the essay outline to write a complete essay.
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Revising and Editing an Essay

Intermediate (B1-B2) 90 minutes
EAP revising and editing worksheet preview for Intermediate (B1-B2) showing reverse outlining, editing, and paragraph revision tasks

EAP Revising and Editing an Essay Worksheet - Reading and Writing Exercises: Creating an Essay Outline, Writing Notes, Editing and Revising a Paragraph

In this free revising and editing worksheet, students learn the differences between revising and editing and use revising and editing techniques to identify...

EAP Revising and Editing an Essay Worksheet - Reading and Writing Exercises: Creating an Essay Outline, Writing Notes, Editing and Revising a Paragraph In this free revising and editing worksheet, students learn the differences between revising and editing and use revising and editing techniques to identify problems in the first draft of an essay. First, students read information about revising and editing and use the reverse outlining technique to identify needed revisions in an essay first draft. After creating the reverse outline, students review it to make notes about necessary revisions. Finally, students read another version of a body paragraph from the essay. Students scan it twice, once to identify errors with grammar and punctuation and once for vocabulary use and spelling. Students then fix the errors by rewriting the paragraph.
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Two-Draft Sprint

Intermediate (B1) 45 minutes
EAP Drafting and Revising Activity preview for Intermediate (B1) showing paragraph writing activities, peer review and feeback

EAP Drafting and Revising Activity - Reading and Writing: Paragraph Writing, Peer Review and Feedback, Self-Reflection

In this handy drafting and revising activity, students draft a paragraph and then use peer feedback and self-reflection to revise and improve their work. First, students have five minutes to read a prompt and...

EAP Drafting and Revising Activity - Reading and Writing: Paragraph Writing, Peer Review and Feedback, Self-Reflection In this handy drafting and revising activity, students draft a paragraph and then use peer feedback and self-reflection to revise and improve their work. First, students have five minutes to read a prompt and plan their response, noting down key points, examples, and a basic paragraph structure. Students then have 15 minutes to write a 150 to 200-word paragraph in response to the prompt, supporting their opinions with evidence and examples. When the 15 minutes are up, students swap papers with a partner. Next, students use a checklist to review their partner's paragraph and write two points for improvement. Students then return the original paragraph and feedback to their partner, who reads the feedback and identifies an additional point to improve. After that, students redraft their paragraph, implementing the two peer suggestions, their self-identified improvement point, and highlighting or underlining the changes they make. Finally, students write a brief reflection paragraph explaining their changes and improvements.
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Writing Process Relay

Intermediate (B1) 45 minutes
EAP Writing Process Activity preview for Intermediate (B1) showing brainstorming, outlining, drafting, revising, editing, peer feedback

EAP Writing Process Activity - Writing: Brainstorming, Outlining, Drafting, Revising, Editing, Peer Feedback - Group Work

In this collaborative writing process activity, students plan, draft, revise, and edit a short academic paragraph, then exchange focused peer feedback in a gallery walk to refine their writing. In groups, students...

EAP Writing Process Activity - Writing: Brainstorming, Outlining, Drafting, Revising, Editing, Peer Feedback - Group Work In this collaborative writing process activity, students plan, draft, revise, and edit a short academic paragraph, then exchange focused peer feedback in a gallery walk to refine their writing. In groups, students follow each stage of the writing process using prompts on cards, with different members taking turns as the main writer. To begin, students turn over the first card and brainstorm ideas for their paragraph on the planning sheet. Students then proceed through the cards in order, drafting, revising, editing for spelling, grammar and punctuation, and finally writing the final version of their paragraph. Next, groups leave their final version and a feedback form on their table and circulate in a gallery walk. At each stop, groups read the paragraph, record one strength and one area to improve on the feedback form, and then rotate to the next table. When each group has given feedback on three paragraphs, they return to their table to read the feedback on their own paragraph. Finally, groups decide on one thing to continue in their next piece of writing and one thing to improve or do differently, then report back to the class.
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Gallery Walk Peer Review

Upper-intermediate (B2) 60 minutes
EAP writing process activity preview for Upper-intermediate (B2) showing peer review, writing sentences, SMART goals, and checklist activities

EAP Writing Process Activity - Reading, Writing and Speaking Activity: Peer Review, Writing Sentences, Discussion, Setting SMART goals, Freer Practice - Pair Work

In this engaging writing process activity, students participate in a gallery walk where they give and receive peer feedback on essay writing and set related SMART...

EAP Writing Process Activity - Reading, Writing and Speaking Activity: Peer Review, Writing Sentences, Discussion, Setting SMART goals, Freer Practice - Pair Work In this engaging writing process activity, students participate in a gallery walk where they give and receive peer feedback on essay writing and set related SMART goals. This activity can be used after students have each written a short essay or a timed 250-word essay. First, each student goes to an essay and has five minutes to read it and complete a feedback card, detailing one strength and one area of improvement. After five minutes, students place the feedback card face-down and move on to the next essay. The activity continues until each student has completed four feedback cards. Next, students find their own essays and read the feedback. After that, in pairs, students discuss questions about the feedback they received. Students then write two points they learned from the feedback to help them in future essays. Based on the two points, students then move on to set two SMART goals for their next essay. Afterwards, students write two specific steps that they will take to achieve each SMART goal. Finally, students create three questions to use as a checklist to review their next essay.
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How to Analyse an Essay Question

Upper-intermediate (B2) 90 minutes
EAP writing process worksheet preview for Upper-intermediate (B2) showing matching, essay question analysis, and peer feedback activities

EAP Writing Process Worksheet - Writing Exercises: Matching, Identifying, Writing an Essay Question and Essay, Peer Review

In this productive analysing essay questions worksheet, students learn and practice topic words, instruction words and limiting words that can be used to decode essay writing prompts. Students then...

EAP Writing Process Worksheet - Writing Exercises: Matching, Identifying, Writing an Essay Question and Essay, Peer Review In this productive analysing essay questions worksheet, students learn and practice topic words, instruction words and limiting words that can be used to decode essay writing prompts. Students then apply this knowledge by creating their own essay question and writing an essay that responds to a question set by their partner. First, students read a short text that explains the importance of analyzing an essay question and the meanings of topic words, limiting words and instruction words. Students then match a set of instruction words to their definitions. Next, students read essay questions and identify the topic words, instruction words and limiting words. Students then choose a topic and create their own essay question using the instruction words. After that, students swap papers with a partner and attempt an analysis of their partner's essay question. Students then write an essay that addresses the question set by their partner. Finally, students conduct a peer review and feedback for the essay their partner wrote.
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The Writing Assignment Research Process

Upper-intermediate (B2) 50 minutes
EAP writing process worksheet preview for Upper-intermediate (B2) showing research questions, summary writing, and peer review activities

EAP Writing Process Worksheet - Reading and Writing Exercises: Research Questions, Summary Writing - Speaking Activity: Peer Review, Freer Practice - Pair Work

In this informative writing process worksheet, students learn key steps in the research process with a particular focus on developing research questions and...

EAP Writing Process Worksheet - Reading and Writing Exercises: Research Questions, Summary Writing - Speaking Activity: Peer Review, Freer Practice - Pair Work In this informative writing process worksheet, students learn key steps in the research process with a particular focus on developing research questions and writing source summaries. First, students read information about how to research for a writing assignment. Students then read an example assignment question, underline the key terms and explain why it's important to understand them. Next, students read a list of research topics and identify three that are relevant to the assignment. After that, students choose one of the topics and identify three key features. Students then use the details to form two relevant and effective research questions. Next, students review eight sources and decide which are appropriate or not for an academic assignment. For those that are not, they explain why. Students then read an article extract and complete a summary of the extract. Afterwards, students read a second article extract and write a source summary. Finally, in pairs, students conduct a brief peer review of their summaries by discussing three questions.
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Understanding the Academic Writing Process

The academic writing process involves understanding a task, developing ideas, drafting, revising and editing. These stages help students turn initial ideas into a clear response, while allowing them to return to their plans when writing or feedback reveals something that needs changing.

This page contains eight resources across B1 and B2, including worksheets and activities for analysing questions, planning, researching, drafting and reviewing writing, with one free worksheet.

The table shows the purpose of each stage and a question students can use to check their progress.

StagePurposeChecking question
Analyse the task Identify the topic, required response and limits of the assignment. 'What does the question ask me to explain, compare or evaluate?'
Generate and research ideas Develop relevant points and find suitable evidence when sources are required. 'Which ideas answer the question, and what support do they need?'
Plan Organise selected ideas into a workable structure. 'What will each paragraph contribute to my response?'
Draft Develop the plan into connected sentences and paragraphs. 'Have I explained my point and supported it with a relevant example or evidence?'
Revise Improve the content, organisation and clarity of the draft. 'Do I need to add, remove, move or explain anything?'
Edit Check language accuracy and consistency. 'Have I checked grammar, punctuation, vocabulary and spelling?'

How to Develop an Academic Text

Start with the assignment: Help students identify instruction words and the scope of the question before generating ideas. A response to 'compare' needs a different organisation from a response that explains the causes of a problem.

Keep the plan flexible: Treat an outline as a working guide. If drafting reveals a missing explanation or an irrelevant point, students can return to their notes, adjust the outline and continue writing.

Review meaning before polishing language: Check whether the draft answers the question and develops its ideas before concentrating on sentence-level corrections. Separate review passes make it easier to distinguish a content problem from a language error.

3-Step Framework for Teaching the Writing Process

This sequence develops task analysis and drafting at B1, then extends feedback skills at B2. Use it across lessons as appropriate to the class, rather than treating the resources as one continuous assignment.

1. Clarify the Task and Plan a Response: Students match essay instruction words to their meanings and apply a strategy for breaking down an essay question. They then develop a working outline. This establishes what the writing needs to achieve before students focus on producing sentences.

2. Draft, Review and Redraft: Students plan a response to a paragraph prompt, write a first draft and exchange checklist feedback with a partner. They use two peer suggestions and one self-identified improvement to redraft, highlight their changes and explain them in a short reflection. This makes revision visible rather than treating the first draft as finished work.

3. Turn Feedback into Future Writing Goals: With a completed short essay, B2 students circulate to read classmates' work and record a strength and an area for improvement. They discuss the feedback on their own essays, set two SMART goals and identify steps towards each goal. Creating a short checklist then helps them apply what they learned to their next essay.

Common Mistakes with the Writing Process

Writing about the topic without answering the task: Relevant information is not enough if the response ignores the instruction word. Incomplete response: A question asks students to compare two study methods, but the draft only describes one. Better approach: Plan points that examine both methods using the same criteria.

Treating revision as spelling correction: Correct language cannot fix a missing explanation or an unrelated paragraph. Limited revision: Correcting spelling while leaving an unsupported main point unchanged. Better approach: Develop the point with relevant support, check its connection to the question, and then edit the language.

Common Questions About Teaching the Writing Process

What activity helps students practice the writing process?

Writing Process Relay takes groups through planning, drafting, revising and editing a short academic paragraph, with students taking turns as the main writer. Groups then read each other's paragraphs in a gallery walk and record strengths and improvements. They use the feedback to identify what to continue and what to change in future writing.

What worksheet helps teach essay planning?

Brainstorming and Mind Mapping introduces two ways to generate ideas before writing. Students create a brainstorming list or mind map for an essay about work-life balance, then organise their ideas into an outline. They use that outline to write a complete essay, connecting the planning stage with the text they produce.

What free worksheet helps teach revising and editing?

Revising and Editing an Essay distinguishes changes to content and organisation from corrections to language. Students create a reverse outline of a first draft and note necessary revisions. They then check a body paragraph separately for grammar and punctuation, and for vocabulary and spelling, before rewriting it to correct the errors.

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