characteristics of introduction in informative essay

Informative Essay — Purpose, Structure, and Examples

What is informative writing.

Informative writing educates the reader about a certain topic. An informative essay may explain new information, describe a process, or clarify a concept. The provided information is objective, meaning the writing focuses on presentation of fact and should not contain personal opinion or bias.

Informative writing includes description, process, cause and effect, comparison, and problems and possible solutions:

Describes a person, place, thing, or event using descriptive language that appeals to readers’ senses

Explains the process to do something or how something was created

Discusses the relationship between two things, determining how one ( cause ) leads to the other ( effect ); the effect needs to be based on fact and not an assumption

Identifies the similarities and differences between two things; does not indicate that one is better than the other

Details a problem and presents various possible solutions ; the writer does not suggest one solution is more effective than the others

Purpose of informative writing

The purpose of an informative essay depends upon the writer’s motivation, but may be to share new information, describe a process, clarify a concept, explain why or how, or detail a topic’s intricacies.

Informative essays may introduce readers to new information .

Summarizing a scientific/technological study

Outlining the various aspects of a religion

Providing information on a historical period

Describe a process or give step-by-step details of a procedure.

How to write an informational essay

How to construct an argument

How to apply for a job

Clarify a concept and offer details about complex ideas.

Explain why or how something works the way that it does.

Describe how the stock market impacts the economy

Illustrate why there are high and low tides

Detail how the heart functions

Offer information on the smaller aspects or intricacies of a larger topic.

Identify the importance of the individual bones in the body

Outlining the Dust Bowl in the context of the Great Depression

Explaining how bees impact the environment

How to write an informative essay

Regardless of the type of information, the informative essay structure typically consists of an introduction, body, and conclusion.

Introduction

Background information

Explanation of evidence

Restated thesis

Review of main ideas

Closing statement

Informative essay introduction

When composing the introductory paragraph(s) of an informative paper, include a hook, introduce the topic, provide background information, and develop a good thesis statement.

If the hook or introduction creates interest in the first paragraph, it will draw the readers’ attention and make them more receptive to the essay writer's ideas. Some of the most common techniques to accomplish this include the following:

Emphasize the topic’s importance by explaining the current interest in the topic or by indicating that the subject is influential.

Use pertinent statistics to give the paper an air of authority.

A surprising statement can be shocking; sometimes it is disgusting; sometimes it is joyful; sometimes it is surprising because of who said it.

An interesting incident or anecdote can act as a teaser to lure the reader into the remainder of the essay. Be sure that the device is appropriate for the informative essay topic and focus on what is to follow.

Directly introduce the topic of the essay.

Provide the reader with the background information necessary to understand the topic. Don’t repeat this information in the body of the essay; it should help the reader understand what follows.

Identify the overall purpose of the essay with the thesis (purpose statement). Writers can also include their support directly in the thesis, which outlines the structure of the essay for the reader.

Informative essay body paragraphs

Each body paragraph should contain a topic sentence, evidence, explanation of evidence, and a transition sentence.

A good topic sentence should identify what information the reader should expect in the paragraph and how it connects to the main purpose identified in the thesis.

Provide evidence that details the main point of the paragraph. This includes paraphrasing, summarizing, and directly quoting facts, statistics, and statements.

Explain how the evidence connects to the main purpose of the essay.

Place transitions at the end of each body paragraph, except the last. There is no need to transition from the last support to the conclusion. A transition should accomplish three goals:

Tell the reader where you were (current support)

Tell the reader where you are going (next support)

Relate the paper’s purpose

Informative essay conclusion

Incorporate a rephrased thesis, summary, and closing statement into the conclusion of an informative essay.

Rephrase the purpose of the essay. Do not just repeat the purpose statement from the thesis.

Summarize the main idea found in each body paragraph by rephrasing each topic sentence.

End with a clincher or closing statement that helps readers answer the question “so what?” What should the reader take away from the information provided in the essay? Why should they care about the topic?

Informative essay example

The following example illustrates a good informative essay format:

Writing an Informative Essay

Informative essays engage readers with new, interesting, and often surprising facts and details about a subject. Informative essays are educational; readers expect to learn something new from them. In fact, much of the reading and writing done in college and the workplace is informative. From textbooks to reports to tutorials like this one, informative writing imparts important and useful information about a topic.

This tutorial refers to the sample informative outline and final essay written by fictional student Paige Turner.

Reasons to Write Informatively

Your purpose for writing and the audience for whom you are writing will impact the depth and breadth of information you provide, but all informative writing aims to present a subject without opinions or bias. Some common reasons to write informatively are to

• report findings that an audience would find interesting,
• present facts that an audience would find useful, and
• communicate information about a person, place, event, issue, or change that would improve an audience’s understanding.

Characteristics of Informative Essays

Informative essays present factual information and do not attempt to sway readers’ opinions about it. Other types of academic and workplace writing do try to influence readers’ opinions:

• Expository essays aim to expose a truth about an issue in order to influence how readers view the issue.
• Persuasive essays aim to influence readers’ opinions, so they will adopt a particular position or take a certain course of action.

Expository and persuasive essays make “arguments.” The only argument an informative essay makes is that something exists, did exist, is happening, or has happened, and the point of the essay is not to convince readers of this but to tell them about it.

• Informative essays seek to enlighten and educate readers, so they can make their own educated opinions and decisions about what to think and how to act.

Strategies for Writing Informatively

Informative essays provide useful information such as facts, examples, and evidence from research in order to help readers understand a topic or see it more clearly. While informative writing does not aim to appeal emotionally to readers in order to change their opinions or behaviors, informative writing should still be engaging to read. Factual information is not necessarily dry or boring. Sometimes facts can be more alarming than fiction!

Writers use various strategies to engage and educate readers. Some strategies include

• introducing the topic with an alarming fact or arresting image;
• asserting what is true or so about the subject in a clear thesis statement;
• organizing the paragraphs logically by grouping related information;
• unifying each paragraph with a topic sentence and controlling idea;
• developing cohesive paragraphs with transition sentences;
• using precise language and terminology appropriate for the topic, purpose, and audience; and
• concluding with a final idea or example that captures the essay’s purpose and leaves a lasting impression.

Five Steps for Getting Started

1. Brainstorm and choose a topic.

• Sample topic : The opioid epidemic in the United States.
• The opiod epidemic or even opiod addiction would would be considered too broad for a single essay, so the next steps aim to narrow this topic down.

2. Next, write a question about the topic that you would like to answer through research.

• Sample question : What major events caused the opioid crisis in the United States?
• This question aims to narrow the topic down to causes of the epidemic in the US.

3. Now go to the Purdue Global Library to find the answers to your research question.

As you begin reading and collecting sources, write down the themes that emerge as common answers. Later, in step four, use the most common answers (or the ones you are most interested in writing and discussing) to construct a thesis statement.

• Sample answers: aggressive marketing, loopholes in prescription drug provider programs, and economic downturn.

4. Next, provide purpose to your paper by creating a thesis statement.

The thesis attempts to frame your research question. The sample thesis below incorporates three of the more common answers for the research question from step two: What caused the opioid crisis in the United States?

• Thesis Statement : Aggressive marketing, loopholes in prescription drug provider programs, and economic downturn contributed to the current opioid crisis in the United States.
• Writing Tip : For additional help with thesis statements, please visit our Writing a Thesis Statement article. For help with writing in 3rd person, see our article on Formal Vs. Informal Writing .

5. Now follow each numbered step in the “Suggested Outline Format and Sample” below.

Sample answers have been provided for “I. Introduction” and “II. First Cause.” A complete sample outline can be seen here. A complete sample informative essay can be seen here.

Suggested Outline Format and Sample

I. INTRODUCTION

A. First provide a topic sentence that introduces the main topic: Sample topic sentence : There is a current prescription pain medication addiction and abuse epidemic possibly caused by an excessive over prescription of these medications.

B. Now provide a couple sentences with evidence to support the main topic: Sample sentence one with evidence to support the main topic : According to Dr. Nora Volkow, Director of National Institute on Drug Abuse (NIDA), in testimony before the 115th Congress, “In 2016, over 11 million Americans misused prescription opioids … and 2.1 million had an opioid use disorder due to prescription opioids” (Federal Efforts to Combat the Opioid Crisis, 2017, p. 2).

C. Sample sentence two with evidence to support the main topic : Volkow indicated “more than 300,000 Americans have died of an opioid overdose” since 2013 (Federal Efforts to Combat the Opioid Crisis, 2017, p.2).

D. Sample sentence three with evidence to support the main topic : According to Perez-Pena (2017), the Center for Disease Control and Prevention reported more than 25,000 people in the United States died in 2015 from overdosing on opioids Fentanyl, Oxycodone, and Hydrocodone.

E. Toward the end of the introduction, include your thesis statement written in the 3rd-person point-of-view: Sample thesis statement : Potential solutions to the growing opioid epidemic may be illuminated by examining how opioid addiction is triggered through aggressive pharmaceutical marketing, how opioid addiction manifests among prescribed patients, and how economic downturns play a role in the increase of opioid addiction.

F. Write down the library sources you can use in this introductory paragraph to help support the main topic.

• Federal Efforts to Combat the Opioid Crisis, 2017
• Perez-Pena, 2017
• Writing Tip : For more help writing an introduction, please refer to this article on introductions and conclusions .

II. FIRST CAUSE

A. First provide a topic sentence that introduces the first cause of the opioid epidemic: Sample topic sentence that introduces the first cause : One issue that helped contribute to the opioid epidemic is aggressive marketing by pharmaceutical manufacturers.

B. Now provide sentences with evidence to support the first cause: Sample sentence one with evidence that supports the first cause : Perez-Pena (2017) concluded that while the healthcare industry was attempting to effectively and efficiently treat patients with chronic pain, pharmaceutical companies were providing funding to prominent doctors, medical societies, and patient advocacy groups in order to win support for a particular drug’s adoption and usage.

C. Sample sentence two with evidence to support the first cause : In fact, pharmaceutical companies continue to spend millions on promotional activities and materials that deny or trivialize any risks of opioid use while at the same time overstating each drug’s benefit (Perez-Pina, 2017).

D. Next, add more information or provide concluding or transitional sentences that foreshadows the upcoming second cause: Sample concluding and transitional sentence that foreshadow the second cause : Although aggressive marketing by pharmaceutical companies played a large role in opioid addiction, patients are to blame too, as many take advantage of holes in the healthcare provider system in order to remedy their addiction.

E. Write down the library sources you can use in this body paragraph to help support the first cause:

• Writing Tip : For more assistance working with sources, please visit the Using Sources page here.

III. SECOND CAUSE

A. First provide a topic sentence that introduces the second cause.

B. Now provide sentences with evidence to support the second cause.

C. Next, add more information or provide concluding or transitional sentences that foreshadows the upcoming third cause.

D. Write down the library sources you can use in this body paragraph to help support the second cause:

• Writing Tip : Listen to Writing Powerful Sentences for information and features of effective writing.

IV. THIRD CAUSE

A. First provide a topic sentence that introduces the third cause.

B. Now provide sentences with evidence to support the third cause.

C. Next, add more information or provide a concluding sentence or two.

D. Write down the library sources you can use in this body paragraph to help support the third cause:

V. CONCLUSION: Summary of key points and evidence discussed.

• Writing Tip : For more help writing a conclusion, refer to this podcast on endings .
• Writing Tip : Have a question? Leave a comment below or Purdue Global students, click here to access the Purdue Global Writing Center tutoring platform and available staff.
• Writing Tip : Ready to have someone look at your paper? Purdue Global students, click here to submit your assignment for feedback through our video paper review service.

See a Sample Informative Essay Outline here .

See a sample informative essay here., share this:.

• Click to email a link to a friend (Opens in new window)
• Click to share on Facebook (Opens in new window)
• Click to share on Reddit (Opens in new window)
• Click to share on Twitter (Opens in new window)
• Click to share on LinkedIn (Opens in new window)
• Click to share on Pinterest (Opens in new window)
• Click to print (Opens in new window)

2 Responses

• Pingbacks 0

dang bro i got an A

Having faith with all this mentioned, that i will pass my english class at a college. Thank you for posting.

Leave a Reply Cancel reply

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

Follow Blog via Email

Enter your email address to follow this blog and receive email notifications of new posts.

Email Address

• RSS - Posts
• RSS - Comments
• COLLEGE WRITING
• USING SOURCES & APA STYLE
• EFFECTIVE WRITING PODCASTS
• LEARNING FOR SUCCESS
• PLAGIARISM INFORMATION
• FACULTY RESOURCES
• Student Webinar Calendar
• Academic Success Center
• Writing Center
• About the ASC Tutors
• DIVERSITY TRAINING
• PG Peer Tutors
• PG Student Access

Subscribe to Blog via Email

Enter your email address to subscribe to this blog and receive notifications of new posts by email.

• College Writing
• Using Sources & APA Style
• Learning for Success
• Effective Writing Podcasts
• Plagiarism Information
• Faculty Resources
• Tutor Training

Twitter feed

How to Write an Informative Essay: Everything You Need to Know

Informative essays are often assigned in schools and universities. Here’s how to write them effectively:

• Choose the Topic and Length : Pick a relevant topic and decide how long your essay will be.
• Determine Your Audience : Identify who your readers are and understand their needs.
• Research : Collect accurate information from reliable sources.
• Choose the Main Points : Select the key points you want to cover.
• Write the Introduction : Introduce the topic and provide a clear thesis statement.
• Write the Body : Develop each main point in separate paragraphs.
• Write the Conclusion : Summarize the main points and restate the thesis in a new way.

After writing, make sure your essay is clear, balanced, and informative. Invest time in planning, thorough research, and effective organization. For more details on how to write an informative essay, our essay writer has got some expert tips up their sleeve! So, let's keep on reading this article.

What is an Informative Essay

Informative essays aim to educate the reader about a specific topic. They present facts, explanations, and insights in a clear and straightforward manner without trying to persuade or argue a particular point of view. The main goal is to increase the reader’s understanding of the subject by providing well-researched and organized information.

For example, an informative essay is often needed in an educational setting, such as when a student is assigned to explain the process of photosynthesis in a biology class. In this case, the student must consider the audience’s level of knowledge, ensuring the explanation is neither too basic nor too complex. The essay should include key details like the roles of sunlight, chlorophyll, and carbon dioxide, and it should be organized logically with clear transitions between points to help readers follow the explanation easily.

Ready to Ignite Minds with Your Informative Essay?

Our qualified writers are here to craft a masterpiece tailored to your needs worthy of an A+

How to Write an Informative Essay

Writing an informative essay involves several clear steps that help you present your topic effectively. By following these steps, you can ensure your essay is well-organized, thoroughly researched, and engaging for your readers. Here’s a detailed guide from our admission essay writing service on how to start an informative essay and help you continue the process.

Step 1. Choose a Topic

When writing an informative essay, you start by choosing a topic. This can set the tone for your entire essay, so it's important to pick something both interesting and relevant. Think about subjects that intrigue you or issues that are currently trending and have ample information available. The topic should be specific enough to be covered thoroughly in the length of your essay but broad enough to find plenty of sources.

Some informative writing topics include:

• How new technologies and practices shape how we eat.
• Discuss the benefits of kindness and how to spread it.
• How is VR changing various fields?
• Explain the importance of sleep for health and well-being.
• Discuss the history, science, and benefits of fermented foods and drinks.

Step 2. Research

Research will build a strong case for your topic. Jot down everything including facts, questions, even random ideas. When you find something interesting, note the source and look at its references. Try to go beyond textbooks - look for documentaries, news articles, interviews, or even blog posts by experts. You can also explore offline by visiting your local library and browsing relevant sections. 

Take notes in your own words, summarizing key points and paraphrases. This helps you understand better and write smoothly. As you read, think critically - consider the author's perspective, evidence, and potential bias to add analysis to your essay.

Track your sources for later, but don't get hung up on strict formats during initial research. Focus on gathering strong material. By approaching your research thoughtfully and actively, you'll create a solid foundation for your essay.

Step 3. Create an Informative Essay Outline

The purpose of an outline for an informative essay is to organize your thoughts and ensure your essay has a logical flow. By outlining, you can spot any gaps in your research and ensure all necessary points are covered. It’s best to create an outline after you’ve completed your research but before you start writing. This way, you have all the information you need and can arrange it in a coherent order.

• Introduction : Start your outline with an informative essay introduction. Here you’ll introduce the topic and provide your thesis statement, which outlines the main points you will cover.
• Body Paragraphs : Break down the body of your essay into several main points or sections. The topic of each body paragraph of an informative essay should be supported with facts and examples. Include sub-points or bullet points that highlight the key information you will discuss.
• Conclusion: End your outline with the informative essay conclusion. Summarize the main points and restate the thesis in a new way. Include any final thoughts or reflections that provide closure to your essay - this is key to knowing how to write a conclusion for an informative essay.

For example, if your essay topic is "The Impact of Plastic Pollution on Marine Life," your outline might look something like this:

Step 4. Start Writing an Informative Essay

Now that you have an outline and know how to start an essay , you’re ready to start writing your informative essay. This step involves turning your organized thoughts and detailed notes into a coherent and engaging piece of writing.

Your first sentence should grab the reader’s attention—consider starting with a surprising fact, a quote, or a brief anecdote related to your topic. After this hook, provide some background information to set the context for your essay. Finish your introduction with a clear thesis statement that outlines the main points you will cover.

Next, move on to the body paragraphs. Each paragraph should focus on a specific aspect of your topic, as outlined earlier. Start each paragraph with a topic sentence that states the main idea, followed by supporting sentences that include facts, examples, and explanations. 

After the body paragraphs, write your conclusion where you reinforce your main message. Throughout your writing, keep your language clear and concise. Avoid jargon unless you’re sure your audience will understand it, and explain any complex terms. Be sure to write in a neutral tone, focusing on informing rather than persuading. This will help ensure your essay is both informative and accessible to your readers.

Note : If you’re a computer science major, you’ll find our guide on IEEE format very helpful!

Step 5: Edit and Proofread

Once you have completed your informative essay, focus on proofreading for grammar, punctuation, and spelling errors. Read your essay slowly and aloud to catch any mistakes that might have slipped through. Pay attention to how your sentences are constructed—make sure they are clear and contribute to the overall meaning of your essay.

Double-check the accuracy of any facts, statistics, or quotes you've included. Also check that each sentence and paragraph directly contribute to informing your reader about the topic without unnecessary distractions.

Lastly, consider sharing your essay with someone you trust, like a friend or teacher, for their input. You can also use our term paper writing services to make your essay even stronger. Remember, fresh eyes can often catch mistakes or suggest improvements. 

Informative Essay Examples

Essay examples show how theoretical ideas can be applied effectively and engagingly. So, let's check them out for good structure, organization, and presentation techniques.

Additionally, you can also explore essay writing apps that offer convenience and flexibility, allowing you to work on assignments wherever you are.

7 Tips for Writing an Informative Essay

Here are some helpful tips on how to write an informative essay that combines strong mechanics with engaging delivery and leaves your readers feeling more informed.

• Employ the Inverted Pyramid Structure: Start with the most important information first, gradually providing more details as you move through your essay. 
• Vary Your Verbs : Go beyond the simple "is" and "was." Strong action verbs add life and clarity to your writing.
• Credible Sources Only: Steer clear of Wikipedia and non-academic websites. Prioritize scholarly articles, reputable news outlets, and government publications.
• Vary Sentence Openings: Don't always start with the subject. Use introductory phrases, questions, or even quotes to grab the reader's attention and add variety.
• Balance Objectivity and Subjectivity : While presenting facts, maintain a neutral tone and avoid personal bias unless specified otherwise.
• Consider Your Audience : Tailor your language and examples to the knowledge level and interests of your intended readers.
• Stay Focused : Stick to the main topic and avoid going off on tangents that do not contribute to the central theme of your essay.

Final Remarks

Now that you have these tips, you're ready to write a strong informative essay. This guide has given you key ideas, like how to pick a good topic, how to plan your essay, and how to write each part. It also offered helpful advice to improve your writing overall. By using these tips, you'll have a successful and informative writing experience, allowing you to share interesting information about a topic you care about! And if you struggle with getting started on your writing assignments, you can always order essay from our experts.

Want to Unleash the Brilliance of Your Ideas?

Claim your expertly crafted informative essay today and command attention with your brilliant insights!

What are the 5 Parts of an Informative Essay?

How to write an informative article, what is an informative essay.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

• Added FAQs, two essay samples
• Updated writing steps, tips and definitions
• How to Write an Informative Five Paragraph Essay | Terrebonne Parish Library System . (n.d.). https://mytpl.org/project/how-to-write-an-informative-five-paragraph-essay/  
• ‌ Purpose in Informative Writing . (n.d.). Content.byui.edu. https://content.byui.edu/file/b8b83119-9acc-4a7b-bc84-efacf9043998/1/Writing-1-5-2.html  

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base
• How to write an essay introduction | 4 steps & examples

How to Write an Essay Introduction | 4 Steps & Examples

Published on February 4, 2019 by Shona McCombes . Revised on July 23, 2023.

A good introduction paragraph is an essential part of any academic essay . It sets up your argument and tells the reader what to expect.

The main goals of an introduction are to:

• Catch your reader’s attention.
• Give background on your topic.
• Present your thesis statement —the central point of your essay.

This introduction example is taken from our interactive essay example on the history of Braille.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

Step 1: hook your reader, step 2: give background information, step 3: present your thesis statement, step 4: map your essay’s structure, step 5: check and revise, more examples of essay introductions, other interesting articles, frequently asked questions about the essay introduction.

Your first sentence sets the tone for the whole essay, so spend some time on writing an effective hook.

Avoid long, dense sentences—start with something clear, concise and catchy that will spark your reader’s curiosity.

The hook should lead the reader into your essay, giving a sense of the topic you’re writing about and why it’s interesting. Avoid overly broad claims or plain statements of fact.

Examples: Writing a good hook

Take a look at these examples of weak hooks and learn how to improve them.

• Braille was an extremely important invention.
• The invention of Braille was a major turning point in the history of disability.

The first sentence is a dry fact; the second sentence is more interesting, making a bold claim about exactly  why the topic is important.

• The internet is defined as “a global computer network providing a variety of information and communication facilities.”
• The spread of the internet has had a world-changing effect, not least on the world of education.

Avoid using a dictionary definition as your hook, especially if it’s an obvious term that everyone knows. The improved example here is still broad, but it gives us a much clearer sense of what the essay will be about.

• Mary Shelley’s  Frankenstein is a famous book from the nineteenth century.
• Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement.

Instead of just stating a fact that the reader already knows, the improved hook here tells us about the mainstream interpretation of the book, implying that this essay will offer a different interpretation.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

Next, give your reader the context they need to understand your topic and argument. Depending on the subject of your essay, this might include:

• Historical, geographical, or social context
• An outline of the debate you’re addressing
• A summary of relevant theories or research about the topic
• Definitions of key terms

The information here should be broad but clearly focused and relevant to your argument. Don’t give too much detail—you can mention points that you will return to later, but save your evidence and interpretation for the main body of the essay.

How much space you need for background depends on your topic and the scope of your essay. In our Braille example, we take a few sentences to introduce the topic and sketch the social context that the essay will address:

Now it’s time to narrow your focus and show exactly what you want to say about the topic. This is your thesis statement —a sentence or two that sums up your overall argument.

This is the most important part of your introduction. A  good thesis isn’t just a statement of fact, but a claim that requires evidence and explanation.

The goal is to clearly convey your own position in a debate or your central point about a topic.

Particularly in longer essays, it’s helpful to end the introduction by signposting what will be covered in each part. Keep it concise and give your reader a clear sense of the direction your argument will take.

Prevent plagiarism. Run a free check.

As you research and write, your argument might change focus or direction as you learn more.

For this reason, it’s often a good idea to wait until later in the writing process before you write the introduction paragraph—it can even be the very last thing you write.

When you’ve finished writing the essay body and conclusion , you should return to the introduction and check that it matches the content of the essay.

It’s especially important to make sure your thesis statement accurately represents what you do in the essay. If your argument has gone in a different direction than planned, tweak your thesis statement to match what you actually say.

To polish your writing, you can use something like a paraphrasing tool .

You can use the checklist below to make sure your introduction does everything it’s supposed to.

Checklist: Essay introduction

My first sentence is engaging and relevant.

I have introduced the topic with necessary background information.

I have defined any important terms.

My thesis statement clearly presents my main point or argument.

Everything in the introduction is relevant to the main body of the essay.

You have a strong introduction - now make sure the rest of your essay is just as good.

• Argumentative
• Literary analysis

This introduction to an argumentative essay sets up the debate about the internet and education, and then clearly states the position the essay will argue for.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

This introduction to a short expository essay leads into the topic (the invention of the printing press) and states the main point the essay will explain (the effect of this invention on European society).

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

This introduction to a literary analysis essay , about Mary Shelley’s Frankenstein , starts by describing a simplistic popular view of the story, and then states how the author will give a more complex analysis of the text’s literary devices.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale. Arguably the first science fiction novel, its plot can be read as a warning about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, and in popular culture representations of the character as a “mad scientist”, Victor Frankenstein represents the callous, arrogant ambition of modern science. However, far from providing a stable image of the character, Shelley uses shifting narrative perspectives to gradually transform our impression of Frankenstein, portraying him in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

College essays

• Choosing Essay Topic
• Write a College Essay
• Write a Diversity Essay
• College Essay Format & Structure
• Comparing and Contrasting in an Essay

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, July 23). How to Write an Essay Introduction | 4 Steps & Examples. Scribbr. Retrieved August 23, 2024, from https://www.scribbr.com/academic-essay/introduction/

Is this article helpful?

Shona McCombes

Other students also liked, how to write a thesis statement | 4 steps & examples, academic paragraph structure | step-by-step guide & examples, how to conclude an essay | interactive example, get unlimited documents corrected.

✔ Free APA citation check included ✔ Unlimited document corrections ✔ Specialized in correcting academic texts

• Essay Guides
• Main Academic Essays
• How to Write an Informative Essay: Definition, Structure, Steps & Examples
• Speech Topics
• Basics of Essay Writing
• Essay Topics
• Other Essays
• Research Paper Topics
• Basics of Research Paper Writing
• Miscellaneous
• Chicago/ Turabian
• Data & Statistics
• Methodology
• Admission Writing Tips
• Admission Advice
• Other Guides
• Student Life
• Studying Tips
• Understanding Plagiarism
• Academic Writing Tips
• Basics of Dissertation & Thesis Writing

• Research Paper Guides
• Formatting Guides
• Basics of Research Process
• Admission Guides
• Dissertation & Thesis Guides

How to Write an Informative Essay: Definition, Structure, Steps & Examples

Table of contents

Use our free Readability checker

An informative essay  is a piece of academic writing that provides clear and balanced information about a specific topic. Its main objective is to educate and inform the reader about a subject, rather than to persuade or argue a point of view.

In this article, we will talk about how to write an informative essay and structure it in an organized way. From introduction to conclusion, we will walk you through each step of informational essay format writing. Keep reading and you will find valuable tips from professional essay writing services and informative essay examples along the way. 

But before we dig deeper into details, let’s define what an informative essay is.

What Is an Informative Essay: Definition

An informative essay, as the name suggests, is a type of essay intended to enlighten the reader about a particular subject. The primary purpose of an informative essay is to present information in a clear, concise, and well-structured manner. In this type of writing, students shouldn’t express personal opinions or attempt to persuade their audience.

While informative essays and other academic writing styles may share some structural similarities (e.g., introduction, body, and conclusion), their goals and approaches are distinct. 

Unlike other popular forms of academic writing, such as argumentative or persuasive essays , informative essays focus solely on presenting factual information. They do not seek to persuade readers to adopt a particular viewpoint, nor do they provide an analysis, like analytical essays do. 

Many students also confuse it with an expository essay . However, unlike expository writing, informational essays do not explore a topic so extensively. Instead, they just offer relevant information. 

Informative essay writing deals largely with suggesting well-researched information to expand someone’s knowledge. Teachers assign it to test how well students can educate on a chosen matter without leaving personal biases or emotional appeals. In this sense, an informative essay is more of an educational than a persuasive tool.

Characteristics of Informative Essays

Informative essays have a few peculiar features that set them apart from other forms of writing. Here are the main ones:

• Objective approach to presenting facts
• Balanced coverage of information without redundant details
• Accurate, factual content
• Educational purpose of writing.

Now that you are familiar with the fundamentals, let’s look at how to structure an essay .

Informative Essay Structure 

To write informatively, you need to sort things out in a logical order. The structure of an informative essay is typical and comprises 5 paragraphs: an introduction, 3 body paragraphs, and a conclusion. Sometimes, you will need to compose more paragraphs if you feel that information you have provided is insufficient.

Let’s take a closer look at each part individually.

Informative Essay Introduction

An informative essay introduction paragraph is a perfect place to capture your reader's attention. It should include such components: 

• Background information
• Thesis statement.

Your opening will start with a compelling "hook" – a staggering statistic, an interesting anecdote, or a provocative question. This is followed by a brief transition to the topic, which provides some context. You may include essential facts, historical background, or why the theme is important. Remember to keep it concise and don’t overdo with details. 

Your introductory paragraph should end with a thesis statement. And we will talk about it right below. 

>> Read more: How to Write a Hook for an Essay

Informative Essay Thesis Statement 

Your thesis statement is arguably the most crucial sentence in your paper. It establishes your ruther direction by framing the main points you will cover. Thesis for an informative essay should be neutral and objective. Here, you should focus on presenting facts rather than asserting an opinion. A thesis statement is brief and usually takes no more than 1-2 sentences.

Informative Essay Body Part

The body part is where you delve into the details of your topic. Here are the things you should cover in each section:

• Topic sentence  
• Supporting details

Each paragraph begins with a topic sentence, which introduces the main point of that section. But this shouldn’t be a bold statement. Integrate supporting details, which may include facts, statistics, examples, or explanations that elaborate on the topic sentence. Use transition words for essay to build links between your sentences.

Every paragraph should stick to one main idea and shouldn't change the subject. Additionally, your body part should systematically address the key point mentioned in your thesis statement. For instance, if you are talking solely about the origin of art, you can’t suddenly change the direction and discuss its use in modern society.

>> Learn more: How to Write a Body Paragraph

Informative Essay Conclusion 

The conclusion of an informative essay serves to bring about the key points presented in your paper. This is the last paragraph and it should bring a sense of closure. Keep in mind this structure: 

• Rewritten thesis statement 
• Succinct summary
• Prediction or implication.

While an informative essay doesn't typically require a call-to-action, you might end with a thought-provoking question or a relevant implication for further consideration.

How to Write an Informative Essay Step-by-Step? 

At this point, you should be equipped with all necessary knowledge, and we finally can discuss how to write an informative essay. This guide will walk you through each phase of your essay writing process . 

In the steps below, you'll learn how to select a captivating topic, retrieve necessary information and weave those facts into your paper. From penning a powerful thesis statement to rounding it all off with a succinct conclusion, we will cover each essential stage. Without further ado, let’s see how to write an informational essay together!

1. Choose a Proper Topic 

Choosing a topic is a critical first step in writing an informative essay. 

Before you pick any title, ensure you understand your assignment and its requirements thoroughly. Only when all instructions are clear, start brainstorming all potential informative essay topics . Remember to include subjects that pique your interest, as writing about something you love can make the process enjoyable. 

Once you've got your list, it's time to narrow it down. Select topics that are relevant to your audience and have ample information available for research. Also, consider the scope – it shouldn't be too broad or too narrow. After all, you don’t want to end up writing about a subject that has limited information. 

After evaluating based on all criteria described above, select the idea that ticks all the boxes.

2. Conduct Research and Collect Information 

The integral part of academic essay writing is a thorough investigation. When you're ready to start gathering facts for your informative essay, the first thing to remember is to truly understand the concept. Look it up online and read a few general articles to get a handle on the subject.

When it comes to research sources, variety is your friend. Try to explore a mix of resources like books, academic articles, reliable websites, and documentaries. It is better to exclude sources that provide an opinion on the matter (for example, article review , book review or critical analysis ). Pay attention to the date of publishing and avoid outdated sources older than 5 years. 

While researching, be critical. Not all information you'll find, especially on the internet, is accurate or reliable. Check the author's credentials and the source's reputation. Always aim for information from authoritative and trustworthy sources.

3. Write Down Crucial Facts 

As you carry out your research, remember to take notes. There are 2 things you should keep in mind at this stage: 

• Important facts Write down key points, interesting facts, or quotes that you think will support your essay. Organize them based on the main points of your essay. This will make the writing process smoother.
• Source referencing details When it's time to reference sources in your informative essay, you'll need accurate information about where you found your data. It's much easier to do this as you go along, rather than trying to find it again later.

Now let’s figure out how to write a thesis statement for an informative essay.

4. Prepare a Thesis Statement 

Writing a thesis statement for an informative essay is like drawing a map for your reader. Usually, it’s a 1-2 sentences statement that highlights the major focus of your paper. This is your opportunity to tell your audience exactly what information you will be presenting. 

Avoid being vague or overly general. For instance, if your essay is about the impacts of climate change on agriculture, your thesis statement could be: 

Climate change has profound effects on agriculture, with potential consequences for food security globally.

As you can see, this statement is informative, but neutral. In this case, a college essay writer isn’t trying to take any particular stance on climate change. Instead, they are just saying that climate change affects agriculture. Let’s consider another example of a thesis statement for informative essay on the history of the Internet: 

The history of the Internet showcases a remarkable evolution, from its humble beginning as a military project to the widespread global network today.

5. Build an Outline 

By having a clear plan of action, you will be able to write an informative essay without taking unexpected turns. Much like a compass, an outline serves as a vital tool during the writing process helping students to stay on track. 

In most cases, instructions may not explicitly require the preparation of an outline. However, we still suggest that you create a basic plan listing the main ideas of each section. By having a layout, students can easily refer to it whenever they veer off topic. This ensures that your thoughts remain aligned with the central theme of your writing.

6. Write the First Draft 

Writing an informative essay is all about breaking down complex information into digestible chunks of information. There are 2 ways to go about creating an informative essay: 

• Start writing a polished version right after building a plan. 
• Compose a  rough draft  and revise it later.

You may think that skipping the draft will save you time, and opt for the first way. We highly recommend preparing a draft instead. This way, you'll see your thoughts on paper and be able to rearrange them if needed. Ultimately, it takes less time and allows you to craft a well-organized paper. 

Your draft shouldn’t be perfect. It's a starting point that you'll polish later. At this stage, just focus on transforming your ideas and research into a structured form. You can try essay typer free right now instead of doing the task yourself.

How to Write an Informative Essay Introduction?

Next, let’s explore how to start an informative essay in an engaging manner. Our professionals shared some valuable tips on composing a truly effective opening paragraph. 

Your task in the introduction for informative essay is to get your readers interested and present them with a preview of what's to come. 

To begin, create a hook. ​​This could be a striking fact or an intriguing question. Another nice option is adding a simile or metaphor. The purpose of the hook is to entice your readers right from the beginning. For instance, if you're writing about recycling, your hook could be something like this: 

Did you know that only 9% of the world's plastic waste has been recycled?

Your next move is to prepare your audience for the major point of your informative writing. This is where you need to contextualize your subject matter. You can briefly touch on its history, why it's relevant, or its implications. Using our recycling example, you might mention when the concept of recycling was introduced and its significance in environmental conservation. 

Finally,  finish your informative essay introduction paragraph with your thesis statement. Simply state what you will talk about in your piece. Using the recycling topic, your thesis might be: 

This essay will explore the different types of recycling processes, their effectiveness, and their impact on the environment.

Let’s see how to put all these guidelines into practice. 

Informative Essay Introduction Example

As the world becomes increasingly digitized, impacting many aspects of our lives. A key area where this change is apparent is education. In the past, classrooms were defined by physical boundaries and face-to-face interaction. Today, however, the landscape of education is increasingly blending with technology. In fact, it's estimated that about 95% of classrooms now have access to computers, a far cry from a few decades ago. In the context of this technological evolution, it's important to understand how the integration of technology is reshaping the way we teach and learn. In this essay, we will explore the various ways technology is changing the face of education, from the rise of online learning and digital literacy to the use of augmented reality in classrooms. We'll also discuss the challenges these changes present and how educators can navigate them to enhance education. 

>> Learn more: How to Start an Introduction for an Essay

How to Write an Informative Essay Body Paragraphs?

A body section is where you demonstrate all your research and provide your readers with the information you've promised in your thesis statement. Generally, you will need to come up with 3 distinct points and cover them in each body paragraph. You can extend your paper to more paragraphs if there is a lot to say about your subject. 

As a rule, the body paragraphs of an informative essay should include these parts: 

• The main aspect – your topic sentence
• Supporting details – your research and facts
• A closing line that wraps up your point or smoothly transitions to the next paragraph.

Always make sure your information is clear and your points are well organized. You want your reader to easily follow your line of thought. Use simple, straightforward language to explain complex ideas or concepts.

Informative Essay Body Paragraph Example  

One significant way technology has transformed education is through the advent of online learning platforms. These platforms have expanded the boundaries of education beyond the traditional classroom. Students from all over the world can now access courses offered by prestigious universities, right from the comfort of their homes. Websites like Coursera host thousands of courses across a wide range of subjects. This widespread availability of knowledge has democratized education to a great extent. No longer are learning opportunities restricted by geography or socio-economic status. Indeed, with a stable Internet connection and a willingness to learn, anyone can pursue a course in a field of their interest. This shift towards digital learning is one of the most profound changes brought about by the integration of technology in education.

How to Write a Conclusion for an Informative Essay?

We are approaching the finish line and it’s time to learn how to end an informative essay and make it memorable.

A useful approach is to round out your critical  points. But avoid simply repeating them. Aim to synthesize information, showing your reader how the pieces fit together to build a clear picture. 

Then, revisit your thesis statement. Has your essay successfully conveyed the information you intended? If so, rephrase your thesis statement in a way that shows its significance. 

Finally, close out your essay with a statement that leaves your reader with something to think about. It is a good idea to finish your informative essay with an implication, forecast or a final thought. 

Example of an Informative Essay Conclusion Paragraph  

It is clear that technology has impacted education, drastically transforming its landscape. From online learning platforms broadening access to education, to digital literacy becoming a vital skill in today's world, the intersection of technology and education is rich. This exploration of the topic has demonstrated how the classroom's physical boundaries have extended into the digital realm, opening up opportunities for learning beyond what was previously imaginable. The integration  of technology, as we've discussed, isn't without its challenges. However, the benefits it brings, like making education more accessible and fostering digital citizenship, are significant strides towards a future-ready society. The ongoing evolution of this relationship invites further study, promising many more enlightening revelations.

7. Revise and Edit 

When you're satisfied  with the organization and content of your essay, it's time to add the final touches. Essay revision is a crucial step in the writing process since it helps ensure that you've created an informative and accurate piece of work.

To make sure that your informational essay is error-free, read through the text several times and pay attention to spelling, grammar, and punctuation. Make sure you’ve applied the right style, and that citations are properly formatted. Also, check if your sources are credible and are correctly referenced in your paper.

Informative Essay Format 

It is time to say several words about the format of an informative essay. Most instructions will have this point among the rest, so do not overlook these requirements. When formatting your writing, you will deal with 2 essential aspects:

• Direct/indirect in-text citations inserted in the body text
• List of references, which appears at the end of the informative essay after the concluding paragraph.

The format of each citation varies depending on the paper style you are using. Most likely you will apply one of these popular formats:

• APA style format
• Chicago style .

Informative Essay Examples

One more thing that a student might lack after reading the article is a decent informative essay example. Fortunately, we have rendered some good sample informative essay examples that you may use as a template.

Informative Essay Writing Checklist 

As a writer, your role is much like that of a tour guide, leading your readers through the landscape of your chosen subject. Your ultimate goal is to ensure your audience finishes the tour more knowledgeable than when they started. Use this handy checklist and tips on how to write a good informative essay to compose your own piece.

• checkbox I gathered sufficient information about my subject from reliable sources.
• checkbox I brainstormed and organized my thoughts in an outline.
• checkbox My informative essay is written following the structure I've set up.
• checkbox The introductory paragraph contains background information and ends with a thesis statement.
• checkbox I did fact-checking to offer accurate details.
• checkbox My essay educates the audience and doesn’t try to persuade or support any viewpoint.
• checkbox I cited all sources and formatted quotations properly.

Bottom Line on How to Write an Informative Essay

Now that you have a full grasp of how to write an informative essay, all that's left to do is sit down and start creating your own paper. Remember to be unbiased and carefully plan each section. Above all, strive to enlighten your readers with valuable insights, helping them sharpen their knowledge.

Our professional team of experienced writers is here to assist you with your essays, ensuring high-quality and timely submissions. Take the stress out of essay writing and get straight As effort-free. Order essays online now for personalized assistance!

FAQ About Informative Essays

1. what is the main purpose in writing an informative essay.

The main purpose of writing an informative essay is to educate and provide information. Writer's task is to present facts, details, and explanations about a subject without convincing the audience.

2. How to start an informative essay?

To start an informative essay, you can begin with an attention-grabbing introduction that creates context and engages the reader's interest. You can use a relevant anecdote or a shocking fact to make your opening section intriguing. Then, introduce your topic and provide a brief thesis statement communicating your main focus.

3. How many paragraphs are there in an informative essay?

The number of paragraphs in an informative essay can vary depending on the essay length and its complexity. However, a typical informative essay includes 5 paragraphs. You can always adjust the number of sections based on how much you want to tell.

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

You may also like

Stick to the chosen format and use the corresponding manual for specific  guidelines.

Informative Essay

What is an Informative Essay and How to Write One?

11 min read

Published on: Aug 11, 2021

Last updated on: Jan 31, 2024

People also read

Good Informative Essay Topics for All Academic Levels

Share this article

Have you been assigned an informative essay but don’t know where to start? This guide has got you covered! 

An informative essay is a common assignment for school or college students. The goal is to provide detailed information to the readers about the specific topic. 

Read on to find simple step-by-step instructions for writing an interesting and engaging informative essay. You’ll also get to read helpful examples and tips you can follow to make your essay even better! 

Let’s dive in!

On This Page On This Page -->

Informative Essay Definition 

The informative essay can be simply defined as,

"A form of essay writing that aims to educate and inform the reader about a specific topic."

Informative essays can cover a variety of topics. It could be written about a particular thing, event, or natural phenomenon, etc. 

This type of essay highlights the objective facts and evidence without reflecting the writer's subjective point-of-view about the topic. 

What is the Purpose of an Informative Essay?

An informative essay presents objective and verifiable information about a topic. It relies on factual evidence and reliable sources. 

The main goal of writing an informative essay is to;

• Inform the reader about something.
• Explain a particular subject.
• Transmit verified knowledge clearly and concisely.

Types of Informative Essay

There are several types of informative essays, and each type has its own purpose and style. Here are some of the informative essay types that you need to know.

• Descriptive Essay 

A descriptive essay is an essay that describes something about an event, person, place, or idea in detail. The descriptive essay aims to provide enough information to the readers to visualize or imagine the matter described.

Want to know more about descriptive essays? Check out this descriptive essay writing blog to learn more.

• Cause and Effect Essay 

The cause and effect essay describes the cause of an event or idea and then explains its effects on today’s world and people. Also, this type of essay is a common form of organization in academic writing.    

However, the cause-and-effect essay requires strong research skills. Without them, your essay will not become a successful piece of writing. 

• Compare and Contrast Essay 

In a compare and contrast essay, the writer discusses the similarities and differences between two or more things. This type of essay also requires strong critical thinking skills. 

Therefore, when you start writing the compare and contrast essay , you should identify and analyze the subject from all angles and characteristics.

• Process Essay 

The process essay is also known as the "How-To" essay. This essay provides information about how a process occurs or about the process of doing something.

• Problem-Solution Essay 

A problem-solution essay is another common type of informative essay in which you describe a problem and then propose its solution. Its main purpose is to educate the readers on the problem and its significance.  

Looking for more information? Visit our problem-solution essay guide and learn to write perfect problem solution essays.

• Expository Essay 

The expository essay explains, illustrates, or interprets something in a way that becomes easy for the readers. This essay provides a fair analysis of the subject based on facts without the writer’s opinions.  

Here is a simple video that explains informative writing:

How to Start an Informative Essay?   

Before you can start writing, you have to do some "rewriting." Here are the steps involved in prewriting: 

• Brainstorm Ideas 

Brainstorming is the first step in writing any type of essay. Here, you brainstorm several topic ideas and generate a list of potential topics. 

So think about all the possible ideas that are related to your interest and subject. This will help you choose an interesting topic for your essay.  

• Choose a Topic 

Choosing the right topic is essential for writing a great essay. A good topic will not only make your writing process easy but also make the research phase interesting. 

So choose a topic you can easily write about and support it with facts, evidence, and statistics. In short, the topic should be interesting and easy to research.

• Know Your Target Audience 

Your audience determines the style and tone of your essay. Consider who will be reading your essay and what their background, knowledge, and interests might be.

For instance, if you are writing for school children, your language should be simple, easy, and interesting. Meanwhile, writing for a professional audience requires you to use technical terminology and jargon. 

So always think about who you are writing for and determine your audience before proceeding.

• Do the Research 

You have to do some research to gather information for your essay. Make sure the information that you collect is reliable and accurate. 

Use a variety of sources for research, including research articles, books, documentaries, etc. You should also take detailed and organized notes to keep track of the information you find, so you can use it later.

• Create an Outline 

An essay outline helps the writer keep their focus strong and narrow. With the help of an outline, you will easily organize your thoughts and ideas. 

So create an outline of your essay to lay out a structure. 

Don't know how to make an informative essay outline? Don’t worry, read on to find out.

Paper due? Why Suffer? That's our job.

Informative Essay Outline 

Crafting a well-structured essay involves planning what points to include and how it all ties together. Creating an outline is the best way to ensure that your work is well-structured. 

An informative essay outline is outlined in the following way:

Let’s discuss these outline parts in detail.

Introduction 

• Start with a captivating hook that grabs the reader's attention. It could be an intriguing fact, a relevant quote, or a thought-provoking question.
• State your thesis statement . It is the last part of the introduction that clearly presents the main idea or argument of your essay. It should reflect the informative nature of your essay and guide the reader on what to expect.
• Divide the body of your essay into several paragraphs. Each paragraph should focus on one specific aspect or subtopic related to your main thesis.
• Start each paragraph with a topic sentence that introduces the main point of that paragraph.
• Analyze and discuss your supporting evidence. They could be examples, facts, or statistics that provide informative content.

Conclusion 

• Summarize the main points covered in your essay.
• End with a thought-provoking statement, a call to action, or a suggestion for further exploration of the topic.

Here is an example outline template that you can use to write your informative essay outline

Informative Essay Outline Template

Creating an outline is necessary for writing any type of essay. Check out our 10+ essay outline templates and make excellent outlines with ease!

How to Write an Informative Essay?  

Once you have done the prewriting, you have got everything you need to start. Following the steps below will help you write a great informative essay.  

How to Write an Informative Essay Introduction? 

The introduction of an essay sets the tone of the essay and provides an overview of the topic. Here are some key elements you need to include when writing an informative essay introduction:

• Attention-Grabber / Hook:

The hook is the first line of the essay that aims to pique the readers’ interest. This can be: 

• An interesting fact,
• A thought-provoking question,
• Or a compelling anecdote related to your topic, etc.

The hook should be related to your topic and should be engaging enough to grab the reader's attention.

Struggling to come up with a good hook? These 200+ hook examples will help you craft an excellent hook!

• Background Information:

After grabbing the reader’s attention, you have to them to your topic. Discuss some background details on the topic to provide context. 

Also, discuss the relevance or importance of the subject matter. This helps the reader understand the significance of the information you're about to present. Moreover, use clear and concise language to provide essential and interesting details to make the reader want to continue reading. 

• Thesis Statement:

The thesis statement presents the main topic or idea of the essay in a concise and clear way. It provides an overview of what will be covered.

The thesis statement is the last part of the introduction. It should be specific, focused, and encompass the main ideas you'll be discussing in the body of the essay.

How to Write an Informative Essay Body Paragraphs? 

The body paragraphs are the major chunk of your essay. They provide all the information about your chosen topic. There should be at least three body paragraphs in your essay, although there can be more depending on your topic. 

Here are the key elements of the informative essay body paragraphs:

• Topic Sentence

Begin each body paragraph with a clear topic sentence that introduces the main point you will be discussing in that paragraph. It is the first sentence of the paragraph and should be clearly related to the thesis.

• Provide Information and Evidence

In an informative essay, information and evidence should be presented clearly and logically. So present the facts, examples, statistics, or quotations that inform the reader about the topic. This information should come from reliable and credible sources.

• Discuss and Elaborate

After presenting the evidence, explain and discuss them to ensure a thorough understanding of the information. Clarify any complex terms, concepts, or ideas that may require explanation for understanding the topic effectively.

• Use Transitional Phrases:

Use transitional phrases or sentences to connect paragraphs and ideas. This helps maintain a cohesive flow of information throughout the essay. 

For instance, transitional words such as "moreover," "furthermore," "on the other hand," or "in addition to" can be used to link ideas logically.

Having a difficult time with smooth transitions? Here’s a list of transition words for essays to help you out!

How to Write an Informative Essay Conclusion?

In an essay conclusion , you wrap up the essay and provide a sense of closure. Writing the informative essay conclusion includes the following steps:

• Summarize the Main Points:

Revisit the main points covered in your essay's body paragraphs and provide a concise summary of the information presented. Do not introduce any new information or arguments in the conclusion.

• Restate your Thesis Statement

Begin your conclusion by restating your thesis statement in a slightly different way. This helps remind the reader of the main objective of your essay. 

• Provide a Thought-Provoking Statement:

End your conclusion with a thought-provoking statement, reflection, or question that leaves a strong impression on the reader. This can help inspire them to continue exploring the topic beyond your essay. 

Edit and Proofread the Essay

Once you are done with your first draft, take some time to proofread and revise you essay. Check for grammar and spelling, format, logical coherence, and clarity. Remove any repetitive statements or unnecessary details. 

Revising your essay will make it even better and more interesting to read.

Informative Essay Examples

Reading some good examples will make writing an informative essay easier for you. Here are a few short informative essay examples that demonstrate how it looks like. Be sure to read them out.

Informative Essay about Stress

Informative Essay on Diabetes

Informative Essay on Netflix

Informative Essay on Tree in Winter

Informative Essay Topics

A good essay topic is a key to a successful essay. Here are a few ideas that will get you inspired:

• The Benefits of Regular Exercise
• The Importance of Recycling
• The Process of Photosynthesis
• What was the Big Bang?
• The History of the Internet
• How did the Dinosaurs go extinct?
• The Benefits of Meditation
• The Impact of Climate Change on Ecosystems
• The Role of Technology in Education

Stuck on choosing your topic? Don’t worry! Check out our list 200 informative essay topics to get inspiration!

To Sum Up, 

This guide introduced everything you needed to start writing an informative essay. By following the steps outlined in this guide, you can confidently embark on your informative writing journey.

Are you in a race against the deadline and need professional help? We’ve got you covered!

We are a legit essay writing service with professional essay writers. Our team of experts writes high-quality, original, and customized essays tailored to your unique requirements.               

Our essay writing service has worked on informative essays and academic papers on various topics, with a high rate of customer satisfaction! 

You can also maximize the benefits of our AI writing tool to polish and refine your writing skills.

Frequently Asked Questions

What should be included in an informative essay.

Here are some points that should be included in an informative essay. 

• Thesis statement 
• Strong evidence 
• Examples 

What is the main topic of an informative essay?

The main topic of an informative essay is to educate the readers on a specific topic.

Nova A. (Literature, Marketing)

As a Digital Content Strategist, Nova Allison has eight years of experience in writing both technical and scientific content. With a focus on developing online content plans that engage audiences, Nova strives to write pieces that are not only informative but captivating as well.

Paper Due? Why Suffer? That’s our Job!

Keep reading

Legal & Policies

• Privacy Policy
• Cookies Policy
• Terms of Use
• Refunds & Cancellations
• Our Writers
• Success Stories
• Our Guarantees
• Affiliate Program
• Referral Program
• AI Essay Writer

Disclaimer: All client orders are completed by our team of highly qualified human writers. The essays and papers provided by us are not to be used for submission but rather as learning models only.

How to Write an Informative Essay | A Step-by-Step Guide

Writing an essay, regardless of the type or format, can be a daunting task. However, with the right approach and understanding of the essay format, you can make the process more manageable. In this blog, we will provide a comprehensive step-by-step guide on how to write an informative essay effectively. Whether you are a student working on an assignment or someone seeking to share information with others, this guide will equip you with the necessary tools to create a well-structured and informative piece of writing.

To begin with, selecting an appropriate topic is crucial for an informative essay. Consider your audience and purpose, and choose a topic that is both interesting and informative. Conduct thorough research to gather relevant information from credible sources such as academic journals, books, and reputable websites. Taking organized notes and keeping track of your sources will help you in the later stages of writing.

Next, create an outline that will serve as a roadmap for your essay. Start with an attention-grabbing introduction that provides background information and ends with a clear thesis statement. Divide the body of your essay into paragraphs, each addressing a specific aspect or supporting point. Support your arguments with evidence, examples, and analysis. Finally, summarize the main points in a concise conclusion that reinforces your thesis statement and leaves a lasting impression on the reader.

By following these steps and paying attention to the details of essay writing, such as the essay format and structure, you can confidently write an informative essay that engages and educates your audience. Remember to utilize informative essay examples and informative essay topics as sources of inspiration and guidance. If you find yourself struggling, you can seek help from essay services that specialize in writing and editing. With a well-structured essay and a compelling thesis statement, you can effectively convey your message and provide valuable information to your readers.

Understanding the Essay Format In an Informative Essay

Before delving into the process of writing an essay, it is essential to understand the essay format. Whether you’re working on a research paper, an informative essay, or any other type of writing assignment, the essay format remains consistent. It consists of an introduction, body paragraphs, and a conclusion. The introduction is crucial as it serves as the gateway to your essay, captivating the reader’s attention. It should include an essay topic, an engaging thesis statement, and an essay outline that highlights the main points to be discussed. Once you’ve hooked the reader, the body paragraphs come into play. They provide a detailed exploration of your thesis statement, supported by research and examples. To ensure coherence, it’s important to use an essay outline format that clearly organizes your ideas. Each paragraph should have a topic sentence, supporting evidence, and analysis. Finally, the conclusion wraps up your essay by summarizing the key points and reinforcing the main argument, leaving a lasting impression on the reader.

Writing an essay involves several steps that begin with selecting suitable research paper topics or informative essay topics. Once you have chosen a topic, it’s time to create an essay outline. This outline acts as a roadmap, guiding you through the writing process. A w ell-structured essay outline example will ensure that your essay flows smoothly. With your outline in place, you can start developing the content. Conduct thorough research using reputable sources, such as academic journals and books, to gather information and support your arguments. Take note of relevant details and organize your research material. This will serve as a solid foundation for your essay or research paper. As you start writing, pay attention to the essay format example and the introduction essay examples. Craft a clear and concise thesis statement that articulates the main argument of your essay. Remember, an informative essay introduction must be compelling and provide a glimpse of what’s to come. Follow your essay outline , dedicating each body paragraph to a specific supporting point or idea. The conclusion should summarize the key points discussed and leave the reader with a strong impression. If you need assistance, there are essay services available that can help you with writing, formatting, and structuring your essay or research paper.

Selecting an Informative Essay Topic

When it comes to writing an essay, particularly an informative one, understanding the essay format and structure is essential. Knowing how to write an essay effectively involves following a specific essay format that includes an introduction, body paragraphs, and a conclusion. The essay format serves as a guideline for organizing your thoughts and presenting information in a logical and coherent manner. Additionally, creating an essay outline can greatly assist in structuring your writing. A well-crafted outline provides a roadmap for your essay, helping you stay focused and ensuring that you cover all the necessary points. It helps you organize your ideas, decide on the order of your arguments, and create smooth transitions between paragraphs. By following the proper essay format and utilizing an outline, you can present your ideas clearly and concisely, making your essay more impactful.

Choosing a topic for an informative essay is a crucial step in the writing process. Research paper topics, personal experiences, and current events can all serve as excellent starting points. It’s important to select a topic that not only interests you but also provides valuable information to your readers. Once you have chosen a topic, conducting thorough research is essential. This research will help you gather relevant information and supporting evidence to back up your claims and make your essay more credible. Having a clear thesis statement is also crucial in an informative essay, as it sets the direction for your writing and guides your readers. Overall, selecting an informative essay topic , conducting comprehensive research, and developing a strong thesis statement are key elements in creating an engaging and informative essay that effectively communicates your message to your audience.

Conducting Research and Creating an Outline

Once you have chosen a topic for your essay, it is essential to follow a structured approach to ensure a well-written and informative piece. Start by conducting thorough research to gather relevant and reliable information from credible sources such as academic journals, books, and reputable websites. Utilize these sources to find supporting evidence, examples, and expert opinions that strengthen your arguments and lend credibility to your writing. As you delve into your research, take organized notes and keep track of your sources for proper referencing. This will help you create an essay outline that outlines the main points and subtopics you want to cover, ensuring a coherent and logical flow in your writing.

The essay format typically consists of an introduction, body paragraphs, and a conclusion. In the introduction, provide an overview of your topic, engage the reader’s interest, and present a clear thesis statement that outlines your main argument. The body paragraphs should each focus on a specific point or idea related to your thesis statement. Support each point with evidence, examples, and analysis to strengthen your arguments . Ensure smooth transitions between paragraphs to maintain the coherence of your essay. Finally, in the conclusion, summarize your main points, restate your thesis, and provide a closing thought or reflection on the topic.

Writing an essay can be a daunting task, but with proper research, organization, and adherence to the essay structure, you can produce a well-crafted and informative piece of writing. If you find yourself struggling, there are essay services available that can provide guidance and assistance throughout the writing process. Remember to proofread and edit your essay before submission to ensure clarity, coherence, and proper grammar and spelling.

Writing the Introduction

The introduction is a critical component of any essay, and understanding how to write an effective one is crucial. When writing an essay, it is important to follow a specific format and structure to ensure clarity and coherence. One common format is the research paper outline, which helps to organize your thoughts and ideas before you begin writing . By following an outline, you can ensure that your essay has a logical flow and covers all the necessary points.

To illustrate the essay format and structure, it can be helpful to refer to an essay example. Examining a well-written essay can provide insight into how to organize your own writing and present your ideas effectively. By analyzing the essay outline and structure, you can gain a better understanding of how to create a cohesive and well-structured essay .

There are different types of essays, each with its own unique characteristics and purposes. Some common types include informative essays, personal essays , and persuasive essays. Understanding the different essay types can help you choose the appropriate approach and style for your topic. It’s important to select a topic that is both interesting and manageable, and that aligns with the requirements of your assignment.

If you need assistance with your essay, there are various essay services available that can provide writing help, proofreading, and editing. These services can be particularly useful if you’re struggling with certain aspects of your essay or need guidance in refining your ideas. Hence, understanding the essay format, conducting proper research, creating an outline, and selecting an appropriate topic are crucial steps in the essay writing process. By following these steps and utilizing the available resources, you can enhance your essay writing skills and produce well-structured, engaging, and informative essays .

Developing Body Paragraphs

When writing an essay, it is crucial to follow a proper essay format and structure. The body paragraphs of your essay play a vital role in presenting your ideas and supporting your thesis statement. To effectively convey your message, start each paragraph with a topic sentence that introduces the main idea. This helps to maintain clarity and organization throughout your essay . As you delve into each paragraph, provide relevant evidence, such as statistics, research findings, or expert opinions, to support your claims. Including real-life examples and situations can make your content more relatable and understandable to the reader.

Furthermore, it is essential to consider different types of essays and their specific requirements. For instance, when writing an informative essay, your focus is on providing valuable information and insights on a particular topic. In this case, you need to choose informative essay topics that are engaging and relevant. Additionally, ensure that your essay has a clear introduction that grabs the reader’s attention and includes examples or personal essay examples to make it more relatable. Developing an informative essay outline can help you structure your content in a logical and coherent manner.

When conducting research for your essay, create a research paper outline to organize your findings and ideas. This outline format serves as a roadmap for your essay, guiding you on what information to include in each paragraph. It helps to maintain a s mooth flow of ideas and ensures that you cover all the necessary points. Additionally, properly citing and referencing all the sources used in your essay is essential to give credit to the original authors and avoid plagiarism.

If you need assistance with your essay, GradeSmiths is available to provide comprehensive guidance and support. Our range of services includes essay writing, where our expert writers can help you craft a well-structured and engaging essay. We can also assist you in developing an outline that effectively organizes your ideas and arguments, ensuring a coherent flow throughout your paper. Additionally, our team can refine your thesis statement, helping you to articulate a clear and concise focus for your essay.

Formatting your essay correctly is essential, and GradeSmiths can ensure that your essay adheres to the required style, whether it be APA, MLA , or any other formatting guidelines. Our experienced editors will meticulously review your essay to guarantee proper formatting, citation, and referencing. If you are struggling to find suitable research paper topics, our knowledgeable team can provide suggestions that align with your subject area and interests. Furthermore, if you are pressed for time or simply need some extra assistance, our writers can even collaborate with you to write the essay from start to finish, ensuring a high-quality and well-crafted final product.

At GradeSmiths , we understand the challenges that students face when it comes to essay writing, and our goal is to alleviate your stress and help you achieve academic success. Our team of skilled professionals is dedicated to providing top-notch assistance tailored to your specific needs. So, if you require any support with your essay, don’t hesitate to reach out to GradeSmiths . We are here to help you every step of the way.

Structuring the Conclusion

When it comes to structuring the conclusion of your essay, it is essential to consider several key elements to ensure a comprehensive and impactful ending. The conclusion serves as the final opportunity to leave a strong impression on your reader and reinforce the main points discussed throughout your essay . Additionally, incorporating your provided keywords will further enhance the content. Let’s explore the key components to include:

• Summarize the Main Points: Begin your conclusion by summarizing the main arguments and ideas presented in your essay. This serves as a reminder to your reader of the key takeaways and provides a cohesive overview of the entire essay .
• Restate the Thesis Statement: While avoiding repetition, restate your thesis statement in a fresh and impactful manner. Use different words or sentence structure to reinforce the central theme or argument of your essay. This restatement helps to solidify your message and emphasize its importance.
• Avoid Introducing New Information: One crucial rule in conclusion writing is to refrain from introducing new information. The conclusion should primarily focus on reinforcing and synthesizing the existing content. Including new ideas can confuse or dilute the overall impact of your essay .
• Provide a Thought-Provoking Ending: Aim to conclude your essay with a thought-provoking statement or idea that resonates with your reader. This could be a reflection, a call to action, or a rhetorical question that encourages further exploration or consideration of the topic.

By skillfully structuring your conclusion with these elements, you can create a powerful and memorable ending for your essay. The summarized main points and restated thesis statement reinforce the core message, while the absence of new information ensures clarity and focus. Finally, ending with a thought-provoking statement leaves a lasting impression on your reader and prompts them to engage further with the subject matter.

Polishing Your Essay

When it comes to writing an essay , the process doesn’t end with completing the initial draft. It is crucial to invest time in polishing and refining your work to ensure its quality and effectiveness. One of the first steps in this process is to thoroughly proofread your essay, checking for any grammar or spelling errors. This careful review helps to ensure that your writing is clear, professional, and free from mistakes . Additionally, pay close attention to the coherence and flow of your essay by reading it aloud or seeking feedback from others. This step allows you to identify areas that may require further clarification or restructuring. Revise your sentence structure and word choice to enhance readability and engage your readers effectively. Simplify any complex or convoluted sentences to make your ideas more accessible. By devoting time to polish your essay , you can elevate its overall quality and leave a lasting impression on your audience.

Citing Sources and References

Maintaining academic integrity is of utmost importance when writing an essay. To demonstrate the credibility of your work and acknowledge the contributions of other authors, it is essential to include proper citations and references for any external sources used . Familiarize yourself with the required citation style for your essay, such as APA, MLA, or Chicago, and adhere to its guidelines meticulously. Throughout your essay, ensure that all in-text citations are accurately formatted and correspond to the entries in your bibliography or reference page. Consistency and accuracy are key in this process. Compile a comprehensive bibliography or reference list that encompasses all the sources cited in your essay. Double-check the accuracy of each entry, including authors’ names, publication dates, titles, and page numbers. By appropriately citing your sources and providing accurate references, you demonstrate your respect for intellectual property and contribute to the scholarly conversation. Following these guidelines for citing sources and references helps maintain the academic integrity of your essay and enhances its credibility.

Finalizing Your Essay

When it comes to finalizing your essay, there are several important steps to take to ensure that your work meets the necessary requirements and is ready for submission. It is crucial to pay attention to detail and make any necessary adjustments. Here’s a detailed breakdown of the finalization process:

• Formatting and Styling: Before submitting your essay, make sure to format it according to the given guidelines. Adjust the font style and size, margins, line spacing, and indentation as required. Consistency in formatting throughout your essay enhances its visual appeal and readability.
• Review Assignment Requirements: Double-check that you have met all the assignment requirements, including the word count and any specific instructions or prompts. Ensure that your essay aligns with the expectations set by your instructor or the assignment guidelines.
• Proofreading and Editing: Take the time to thoroughly proofread your essay for grammar, spelling, and punctuation errors. Correct any typos, awkward phrasing, or unclear sentences. Ensure that your writing is clear, concise, and coherent. Reading your essay aloud or asking someone else to review it can help you identify areas that need improvement .
• Citations and References: Verify that you have properly cited all the sources used in your essay. Follow the required citation style, such as APA, MLA, or Chicago, and ensure accuracy and consistency throughout your essay. Create a bibliography or reference page that lists all the sources cited in your essay.

Overall Coherence and Flow: Read your essay from start to finish to evaluate its overall coherence and logical flow. Ensure that each paragraph connects smoothly to the next and that your ideas progress in a logical and organized manner. Make necessary revisions to improve the clarity and cohesion of your essay.

Writing an informative essay is a process that requires careful planning, research, and organization. By following the step-by-step guide provided, you can confidently navigate the essay writing journey and produce high-quality work. It all starts with selecting a suitable topic that is interesting and relevant to your audience. Conduct thorough research and gather credible information to support your ideas.

Creating a solid outline helps you structure your essay and ensures that you cover all the necessary points. Focus on developing well-structured paragraphs that clearly present your ideas and provide supporting evidence. Throughout the writing process, be mindful of polishing your essay by proofreading it for errors and refining your writing style to enhance clarity and impact.

At GradeSmiths , we understand the challenges of writing an informative essay. That’s why we offer comprehensive essay services to provide guidance and support at every stage of the writing process. Our experienced writers can help you with essay formatting, proofreading, and refining your content to ensure a polished and impressive final product. Trust GradeSmiths to assist you in crafting compelling and informative essays that captivate readers and convey valuable information.

• RESEARCH PAPER FOR SALE
• RESEARCH PAPER WRITER
• RESEARCH PROPOSAL WRITING SERVICES
• SCHOLARSHIP ESSAY HELP
• SPEECH HELP
• STATISTICS HOMEWORK HELP
• TERM PAPER WRITING HELP
• THESIS EDITING SERVICES
• THESIS PROPOSAL WRITING SERVICE
• TRIGONOMETRY HOMEWORK HELP
• ADMISSION ESSAY WRITING HELP
• BIOLOGY PAPER WRITING SERVICE
• BOOK REPORT WRITING HELP
• BUY BOOK REVIEW
• BUY COURSEWORKS
• BUY DISCUSSION POST
• BUY TERM PAPER
• CAPSTONE PROJECT WRITING SERVICE
• COURSEWORK WRITING SERVICE
• CRITIQUE MY ESSAY
• CUSTOM RESEARCH PAPER
• CUSTOMER CONDUCT
• DISSERTATION EDITING SERVICE
• DISSERTATION WRITERS
• DO MY DISSERTATION FOR ME
• DO MY POWERPOINT PRESENTATION
• EDIT MY PAPER
• English Research Paper Writing Service
• ENGLISH RESEARCH PAPER WRITING SERVICE
• ESSAY WRITING HELP
• ESSAYS FOR SALE
• GRADUATE PAPER WRITING SERVICE
• LAW ASSIGNMENT WRITING HELP
• MARKETING ASSIGNMENT WRITING HELP
• NON-PLAGIARIZED ESSAYS
• NURSING ASSIGNMENT HELP
• PAY FOR COURSEWORK
• PAY FOR ESSAYS
• PAY FOR LITERATURE REVIEW
• PAY FOR PAPERS
• PAY FOR RESEARCH PAPERS
• PERSONAL STATEMENT EDITING SERVICE
• PERSONAL STATEMENT WRITER
• PERSUASIVE ESSAY WRITING HELP
• PERSUASIVE ESSAY WRITING SERVICES
• PHD THESIS WRITING SERVICE
• PROOFREAD MY PAPER
• PSYCHOLOGY ESSAY WRITING SERVICES
• THESIS STATEMENT HELP
• WRITE MY ANNOTATED BIBLIOGRAPHY FOR ME
• WRITE MY CASE STUDY
• WRITE MY DISCUSSION BOARD POST
• WRITE MY LAB REPORT

Mar 20, 2023

How to Write an Informative Essay | Outlines and Examples

Discover the Art of Informative Essays: Engage, Learn, and Be Inspired by These Compelling Examples – Read on to Elevate Your Writing Skills!

An informative essay is written to disseminate knowledge about a specific subject. These writings will typically address one of the five W's (who, what, where, when, and why) in a given topic. Naturally, they can also respond with "how," suggesting a method.

Opinions and attempts to persuade readers to adopt your point of view have no place in informative writing. Only argumentative writing is allowed to play that part. If your instructive essay is particularly engaging, it may inspire your readers to pursue further research on the topic; however, they will have to make that decision independently.

To get you started, we've provided some informative essay samples as well as resources to help you select a subject and craft your paper.

What Is an Informative Essay?

An informative essay is a type of academic writing that explains about a particular topic or subject. The primary goal of an informative essay is to provide information on a topic, idea, or concept in a clear, concise, and organized manner. The purpose of the essay is to increase the reader's knowledge and understanding of the subject matter.

An informative essay is different from other types of essays, such as persuasive or argumentative essays. While persuasive essays aim to convince the audience to take a particular viewpoint or to take action, informative essays are written solely to provide information. This means that the essay should be unbiased, objective, and free from personal opinions or biases.

When writing an informative essay, it is essential to choose a topic that is interesting and relevant to the audience. It is also essential to conduct thorough research on the topic and to use credible sources, such as academic journals, books, and reputable websites. It is also essential to use a formal tone, clear language, and appropriate grammar and punctuation.

An informative essay is a type of academic writing that aims to provide information on a particular topic or subject in a clear, concise, and organized manner. The essay should be unbiased, objective, and free from personal opinions or biases.

The structure of an informative essay typically follows a basic format, including an introduction that provides background details and a distinct thesis statement, body paragraphs that outlines key arguments along with supporting proof, and a conclusion that offers a synopsis of the information presented. When writing an informative essay, it is essential to choose a topic that is interesting and relevant to the audience and to use credible sources and a formal tone.

How to Create an Informative Essay Outline?

Writing an informative essay outline is an essential step in the essay writing process. An outline provides a structure and a framework for the essay, allowing the writer to organize their thoughts and ideas before beginning to write. A good outline will help to ensure that the essay is clear, concise, and well-structured.

The outline for an informative essay typically includes the following sections: introduction, body paragraphs, and conclusion. Each section has a specific purpose and should be structured in a particular way.

I. Introduction

The introduction of an informative essay should provide background information on the topic and introduce the thesis statement, which is the main idea of the essay. The introduction should also capture the reader's attention and motivate them to continue reading.

A. Hook: The hook is the opening sentence or two of the essay. It should be attention-grabbing and relevant to the topic.

B. Background information: The background information provides context for the topic and helps the reader understand why the topic is important.

C. Thesis statement: The thesis statement is the main idea of the essay. It should be clear, concise, and specific.

II. Body Paragraphs

The body paragraphs of an informative essay provide detailed information on the topic. Each paragraph should focus on a particular aspect of the topic and be organized in a logical and coherent manner.

A. Topic sentence: The topic sentence is the first sentence of each body paragraph. It should clearly state the main point of the paragraph.

B. Supporting details: The supporting details provide evidence and examples to support the topic sentence.

C. Transitions: Transitions help to connect the paragraphs and make the essay flow smoothly.

III. Conclusion

The conclusion of an informative essay summarizes the main points of the essay and restates the thesis statement in a new way. The conclusion should also leave a lasting impression on the reader.

A. Restate thesis statement: The thesis statement should be restated in a new way to remind the reader of the main idea of the essay.

B. Summarize main points: The main points of the essay should be summarized in a concise and clear manner.

C. Final thoughts: The conclusion should end with final thoughts that leave a lasting impression on the reader.

Crafting an outline for an informative essay is a crucial stage in the process of essay writing. The purpose of creating an outline for an informative essay is to establish the topics you aim to address and to structure ideas accordingly.

The outline should include an introduction, body paragraphs, and a conclusion, each with a specific purpose and structure. By following these guidelines, writers can create an informative essay that is clear, concise, and well-structured.

A Step-by-Step Guide to Writing an Informative Essay Format

Despite the fact that all essays have a similar structure, each type has its own distinctive features and peculiarities. It is a must to be aware of them in order to create a well-structured informative research paper outline. Structuring an informative essay outline can help you organize your thoughts and ideas and ensure that you cover all the necessary information.

Here are 7 steps to help you create a well-structured informative essay outline:

Choose a Topic

Select a topic that you are familiar with and that you find interesting. Ensure that the topic is suitable for an informative essay and that there is enough information available for you to research.

Conduct Research

Research your topic thoroughly using reputable sources such as academic journals, books, and websites. Gather information that will help you to support your arguments and make your essay more persuasive.

Create a Thesis Statement

Write a clear thesis statement that summarizes the main argument or purpose of your essay. Your thesis statement should be concise and focused, and it should provide a clear direction for your essay.

Create an Introduction

Begin your essay with an introduction that provides background information on your topic and introduces your thesis statement. Your introduction should be engaging and informative, and it should capture the reader's attention.

Create Body Paragraphs

The body of your essay should consist of several paragraphs, each of which should focus on a specific point or argument. Use clear and concise language to convey your ideas, and support your arguments with evidence such as examples, statistics, and other forms of evidence.

Create a Conclusion

Conclude your essay with a summary of your main points and a restatement of your thesis statement. Your conclusion should provide closure to your essay and leave a lasting impression on your reader.

Proofread and Edit

Edit and proofread your essay for grammar, spelling, and punctuation errors. Ensure that your essay is well-structured, easy to read, and well-supported with evidence.

Overall, following these seven steps will help you create a well-structured informative essay outline that will guide you in writing an effective and persuasive essay.

Comprehensive Analysis of All of the Outline's Subsections

Outlines for informative papers typically consist of the same five or six parts as those for other kinds of essays. This type of writing task usually requires a specific structure. Begin with a one-paragraph opening, then move on to the body—which should be at least three paragraphs long—and end with a closing. It's likely that this will appear recognizable to you.

Let's read more carefully through the parts of the research report. See to it that you have painted a distinct image of the content that each paragraph will address.

Introduction:

In the introduction of your informative essay structure, you should define your subject in simple terms. Rather than relying on your own assumptions, check that you are using the actual definitions provided by reputable sources. The so-called "prehistory" of the subject can be included, as it often contains fascinating tidbits that aren't common knowledge.

To back up the thesis assertion made at the outset of the paper, you should provide arguments in the body of your work. It is suggested to devote each paragraph to a single subject idea, so the number of body paragraphs will be determined by the number of arguments.

Controversial Arguments: 

Before responding to an opponent's claims, make sure you've done your homework and collected all the information you'll need to present a well-reasoned response. There will be more than one way to look at the heart of any given subject. It is for this reason that you must exercise caution when gathering evidence and showing your opponent's arguments.

Each line needs to not only make a case but also provide proof to back up that case. Include the identities of the scientists and scholars who created the relevant references in your citation. Paint a vivid image of the subject at hand. That's why it's up to you to clarify everything that's crucial.

The Conclusion: 

Many students make the mistake of thinking that the conclusion section of a summary must be a direct reiteration of the thesis statement. In the final section, you should restate the processed data and direct the reader's attention to the most important parts of the study.

The most important guideline to follow is to explain in the conclusion how the reader can profit from the study findings.

2 Informative Essay Examples

The Key Causes Resulting in Water Pollution

Water pollution is a serious environmental issue that poses a significant threat to human health and the ecosystem. It occurs when harmful substances are introduced into water bodies such as rivers, lakes, oceans, and groundwater, making them unsuitable for human consumption and other uses.

The causes of water pollution are diverse, ranging from industrial and agricultural practices to household activities. This essay examines the key causes of water pollution and their impacts on the environment and human health.

Industrial activities:

Industrial activities are a significant cause of water pollution, especially in developed countries. Industries such as mining, manufacturing, and oil drilling often release harmful chemicals and waste into water bodies, contaminating them with toxic substances.

For instance, the discharge of untreated wastewater from factories and refineries leads to high levels of pollutants in water bodies. These pollutants can cause waterborne diseases, kill aquatic plants and animals, and render water unsafe for human consumption.

Agricultural practices:

Agricultural activities are another significant cause of water pollution. The use of fertilizers, pesticides, and herbicides in farming has led to the contamination of water bodies. When these chemicals are washed away by rain or irrigation, they end up in rivers and lakes, causing water pollution. Excessive use of fertilizers, in particular, has been linked to the eutrophication of water bodies.

Eutrophication is a process in which excessive nutrients in water promote the growth of algae, which reduces the amount of oxygen available for other aquatic organisms, leading to the death of fish and other aquatic life.

Household activities:

Household activities are also responsible for water pollution. These activities include the disposal of household waste, cooking oils, and detergents into water bodies. Septic systems and faulty sewer lines also contribute to water pollution. When households dispose of their waste improperly, it ends up in water bodies, contaminating them with harmful substances.

Detergents contain phosphates, which can cause eutrophication when they enter water bodies. Moreover, septic systems and faulty sewer lines can cause water contamination when they leak or overflow.

Mining activities:

Mining activities, particularly those involving open-pit mines, can cause significant water pollution. Open-pit mines generate large amounts of waste, which is often dumped into nearby water bodies. This waste contains toxic substances such as heavy metals, which can contaminate water and cause severe health problems.

The use of chemicals such as cyanide and mercury in mining operations also contributes to water pollution. These chemicals are used to extract gold and other minerals from ores, but they can contaminate water bodies if not handled properly.

Oil spills:

Oil spills are one of the most devastating causes of water pollution. When oil spills occur, they can have catastrophic effects on the environment and the economy. Oil spills can result from accidents involving oil tankers, pipeline leaks, and offshore drilling.

The spilt oil can spread over large areas, contaminating water bodies and killing aquatic plants and animals. The toxic substances in the oil can also pose a significant health risk to humans who come into contact with them.

Impacts of water pollution:

Water pollution has severe impacts on the environment and human health. For instance, water pollution can lead to the death of fish and other aquatic organisms, reducing biodiversity. Water pollution can also make water unsafe for human consumption, leading to waterborne diseases such as cholera and typhoid fever.

Furthermore, water pollution can lead to the destruction of ecosystems, reducing the ability of natural systems to provide essential services such as water purification, flood control, and erosion prevention.

In conclusion, water pollution is a significant environmental problem that can have severe consequences for aquatic life and humans. The causes of water pollution are diverse and can come from industrial and agricultural practices, household activities, mining activities, and oil spills.

To prevent water pollution, it is crucial to implement measures that reduce the release of pollutants into water bodies, such as improved industrial processes, sustainable agriculture practices, proper disposal of household hazardous waste, responsible mining practices, and oil spill prevention measures.

By working together to address water pollution, we can protect our water resources and ensure a healthier future for ourselves and the environment.

The Importance of Education in the 21st Century

Education is a fundamental pillar of society, and it plays a crucial role in the development of individuals and nations. In the 21st century, education has become more critical than ever before, given the rapid pace of technological advancements and globalization. This essay discusses the importance of education in the 21st century and how it impacts individuals and society as a whole.

Globalisation and Technological Advancements:

The 21st century is marked by a new era of globalization, characterized by the integration of economies, cultures, and societies across the world. Technological advancements, such as the internet and social media, have made it easier for people to communicate and access information, breaking down traditional barriers and boundaries.

In this context, education is essential for individuals to acquire the knowledge and skills necessary to navigate this new world successfully. Education enables individuals to communicate, think critically, and adapt to changes in the environment, including technological advancements.

Employability:

In the 21st century, the job market is highly competitive, and employers demand a skilled and knowledgeable workforce. Education plays a crucial role in ensuring that individuals are equipped with the necessary skills and knowledge to meet the demands of the job market.

Education enables individuals to acquire specialized knowledge and skills in their fields of interest, making them more competitive in the job market. Additionally, education fosters the development of soft skills, such as communication, teamwork, and problem-solving, which are highly valued by employers.

Personal Development:

Education is not just about acquiring knowledge and skills; it is also about personal development. Education enables individuals to develop a sense of identity, values, and beliefs, shaping their character and worldview. Education also promotes personal growth by exposing individuals to new ideas, perspectives, and cultures, broadening their horizons and promoting tolerance and diversity.

Social Development:

Education is critical for social development, promoting social mobility and reducing inequalities. Education enables individuals from different backgrounds and social classes to access the same opportunities and pursue their dreams, irrespective of their socioeconomic status.

Education also promotes social cohesion and community building by fostering a sense of civic responsibility and promoting active participation in society.

Environmental Sustainability:

In the 21st century, environmental sustainability is a crucial global issue that requires urgent action. Education plays a crucial role in promoting environmental awareness and sustainability. Education enables individuals to understand the impact of human activities on the environment and develop strategies to mitigate these impacts.

Education also promotes a culture of environmental stewardship, encouraging individuals to take responsibility for their actions and work towards a sustainable future.

Innovation and Creativity:

Innovation and creativity are critical drivers of economic growth and social progress in the 21st century. Education plays a crucial role in promoting innovation and creativity by fostering a culture of experimentation and risk-taking. Education enables individuals to develop critical thinking skills, think outside the box, and come up with creative solutions to complex problems.

Conclusion:

In conclusion, education is critical for the development of individuals and society in the 21st century. It enables individuals to acquire the knowledge and skills necessary to navigate a rapidly changing world, compete in the job market, and pursue personal and social goals. Education also promotes environmental sustainability, innovation, and creativity, promoting economic growth and social progress.

As such, investing in education is essential for building a better future for individuals and society as a whole.

In conclusion, writing an informative essay can be a rewarding experience, as it allows you to share your knowledge on a particular topic with others. By following the steps outlined in this article and utilizing the examples provided, you can create a well-structured and informative essay that will captivate your audience. Remember to thoroughly research your topic, organize your ideas, and use clear and concise language to convey your message. If you're looking for additional support in creating high-quality essays, sign up for jenni.ai ! Our AI-powered writing assistant can help you generate ideas, structure your essay, and even provide autocompletion suggestions to help you write faster. With jenni.ai, you can create engaging and informative essays with ease. Don't hesitate, click the button below to sign up for jenni.ai today and start writing your best essays yet!

Start Writing With Jenni Today

Sign up for a free Jenni AI account today. Unlock your research potential and experience the difference for yourself. Your journey to academic excellence starts here.

Understanding and Writing Informative Essays: A Comprehensive Guide

• Dr. Huey Logan
• December 8, 2023
• Study Guides

An informative essay is a type of essay that aims to educate and provide factual information to the reader. It explains a specific topic and does not contain the author’s opinion or perspective. Writing an informative essay requires careful planning and organization to ensure that the information is presented in a clear and concise manner.

Here's What You'll Learn

Whether you are a student writing an essay for an assignment or a professional looking to share knowledge, understanding the structure and steps involved in crafting informative essays is essential. In this comprehensive guide, we will walk you through the process of writing informative essays, from selecting a topic to properly citing your sources.

Key Takeaways:

• An informative essay aims to educate and provide factual information.
• The structure of an informative essay consists of an introduction , body paragraphs , and a conclusion .
• To write an informative essay, you need to select a topic, conduct research , create an outline, write the essay following the outline, edit and proofread , and include proper citations.
• The introduction introduces the topic and provides a thesis statement.
• The body paragraphs present facts and relevant details to support the thesis statement.

The Structure of an Informative Essay

An informative essay follows a specific structure to effectively educate the reader on a chosen topic. Understanding this structure is crucial for crafting a well-organized and impactful essay. Let’s explore the three main components of an informative essay: the introduction , body paragraphs , and conclusion .

Introduction

The introduction serves as the starting point of your essay, where you grab the reader’s attention and provide an overview of the topic. It should begin with a captivating hook, such as a surprising statistic or an intriguing question, to entice the reader to continue reading. The introduction also includes a thesis statement, which concisely states the main focus of your essay.

Body Paragraphs

The body paragraphs make up the core of your essay and present the in-depth information and evidence that supports your thesis statement. Each body paragraph should focus on one key idea or subtopic and provide supporting facts, examples, or statistics. Start each body paragraph with a clear topic sentence that introduces the main point of that paragraph. Use transitional words and phrases to ensure a smooth flow between paragraphs.

Steps for Writing an Informative Essay

Writing an informative essay requires careful planning and organization to effectively convey factual information to your readers. By following a step-by-step process, you can ensure that your essay is well-researched, well-structured, and informative. Here are the key steps to guide you:

• Select a Topic: Choose a topic that you are knowledgeable about and have a genuine interest in. Consider the target audience and the purpose of your essay.
• Research: Conduct thorough research on your chosen topic. Gather information from credible sources such as scholarly articles, books, reputable websites, and expert interviews. Take note of key facts, statistics, and examples that will support your essay.
• Create an Outline: Develop a clear and organized outline that will serve as the framework for your essay. Divide your essay into sections, including the introduction, body paragraphs, and conclusion . Each section should focus on a specific aspect of your topic.
• Write the Essay: Use your outline to guide the writing process. Start with a compelling introduction that grabs the reader’s attention and clearly states the purpose of your essay. In the body paragraphs, present relevant information, facts, and examples to support your thesis statement. Make sure to provide proper citations for any sources you use.
• Edit and Proofread: Once you have completed the initial draft, take the time to revise and edit your essay. Check for grammar and spelling errors, sentence structure, and overall coherence. Make any necessary changes to enhance clarity and flow.
• Proofread: After editing, carefully proofread your essay to ensure that it is error-free and polished. Check for any remaining typos, grammar mistakes, or inconsistencies. It is essential to present a well-written and professional piece of work.
• Document Citations: Finally, create a citations page that includes all the sources you used in your essay. Follow the appropriate citation style, such as MLA, APA, or Chicago, and provide accurate and complete information for each source.

By following these steps, you can effectively write an informative essay that engages your readers and provides valuable information on your chosen topic.

Table: Key Steps for Writing an Informative Essay

In conclusion, effective writing of informative essays is a crucial skill that allows us to provide valuable information and educate our readers. By understanding the structure of an informative essay and following the necessary steps, we can craft compelling and informative pieces of writing.

It is important to remember that an informative essay should be objective and based on factual information. We should select a suitable topic, conduct thorough research, and organize our thoughts in a clear and coherent manner. By doing so, we can ensure that our essays are informative and engaging.

Furthermore, citing credible sources is essential to maintain the integrity of our informative essays. Documenting our citations in the appropriate format, such as MLA, APA, or Chicago style, allows us to give credit to the original authors and avoid plagiarism.

Incorporating these practices into our writing routine and continuously refining our skills will enable us to master the art of writing informative essays. So let us strive to create informative essays that captivate our readers with valuable information and contribute to their knowledge and understanding.

What is an informative essay?

An informative essay is a type of essay that aims to educate and provide factual information to the reader. It explains a specific topic and does not contain the author’s opinion or perspective.

What is the structure of an informative essay?

The structure of an informative essay consists of three main parts: the introduction, body paragraphs, and conclusion. The introduction introduces the topic and provides a thesis statement, the body paragraphs present facts and relevant details, and the conclusion summarizes the main points and restates the thesis.

How do I write an informative essay?

To write an informative essay, you need to select a topic, conduct research, create an outline, write the essay following the outline, edit and proofread the essay, and include proper citations for any sources used.

What are the steps for writing an informative essay?

The steps for writing an informative essay include selecting a topic, conducting research, creating an outline, writing the essay, editing and proofreading, and documenting citations.

What is the purpose of the conclusion in an informative essay?

The conclusion of an informative essay summarizes the main points of the essay and restates the thesis statement. It provides a closing statement or call to action to leave a lasting impression on the reader.

Source Links

• https://www.grammarly.com/blog/how-to-write-an-informative-essay/
• https://essayusa.com/blog/how-to-write-an-informative-essay/
• https://idaho.pressbooks.pub/write/chapter/introduction-to-informative-writing/

Does this Look Like Your Assignment? We Can do an Original Paper for you!

Have no time to write let a subject expert write your paper for you​, have a subject expert write for you, have a subject expert finish your paper for you, edit my paper for me, have an expert write your dissertation's chapter, popular searches.

• Company Overview
• How it Works
• Client Reviews
• Discount Codes
• Privacy Policy
• Frequently Asked Questions

Knowledge Base

• All Writing Guides 
• Nursing Essay Writing Guides 
• Topics Ideas
• Nursing Guides
• Business Analysis Guides
• Literature Guides 
• Write My Essay 
• Do My Essay
• Pay For Essay
• Buy Research Paper 
• Buy Essays 
• Get Nursing Papers
• Online Nursing Papers

Writing Tools

• Citation Generator
• Topic Generator
• Thesis Generator
• Sentence Rewriter
• Title Page Generator
• Research Paper Title Generator

Use our resources and guides to write perfect papers. You can use our writing service and order customized sample papers without plagiarism!

Thestudycorp.com helps students cope with college assignments and write papers on various topics. We deal with academic writing, creative writing, and non-word assignments.

All the materials from our website should be used with proper references. All the work should be used per the appropriate policies and applicable laws.

Our samples and other types of content are meant for research and reference purposes only. We are strongly against plagiarism and academic dishonesty.

📕 The Study Corp

Typically replies within minutes

Hi! 👋 What task are you working on? We'll provide an Original and Factually Accurate Assignment. Place an order in 5 mins & get a perfect paper in 3 hrs!

WhatsApp Us

🟢 Online | Privacy policy

How to Write an Informative Essay?

09 May, 2020

15 minutes read

Author:  Tomas White

The bad news is that if you're anything like the majority of students, you're overwhelmed with all kinds of essays your teachers ask you to create. It feels as if they multiply day on day. However, the good news is that here, at HandMade Writing blog, you can find all the answers on how to craft a decent informative essay in no time. So, without further ado, let's dive into the essence of the issue together!

What is an Informative Essay?

An informative essay is a piece of writing that seeks to inform or explain a subject or topic to educate the reader. When writing an informative essay consider the audience and correspond to their level. Do not over-explain to experts where knowledge can be assumed or under-explain to novices that lack basic understating.

There are in four main categories:

• To define a term
• To compare and contrast a subject
• To analyze data
• To provide a how-to guide on a subject

An informative paper should be written in an objective tone and avoid the use of the first person.

You may order an informative essay written from scratch at our professional essay writing service – our essay writers are available 24/7.

What is the Purpose of an Informative Essay?

The purpose of an informative essay is to educate the reader by giving them in-depth information and a clear explanation of a subject.  Informative writing should bombard the reader with information and facts that surround an issue. If your reader comes away feeling educated and full of facts about a subject than you have succeeded.

Examples of informative writing are pamphlets, leaflets, brochures, and textbooks. Primarily texts that are used to inform in a neutral manner.

What is the Difference Between an Informative Essay and Expository Essay?

An expository essay and an informative essay are incredibly similar and often confused. A lot of writers class them as the same type of essay. The difference between them is often hazy and contradictory depending on the author’s definition.

In both essays, your purpose is to explain and educate. An expository essay is here to define a single side of an argument or the issue. It’s the first step to writing an argumentative essay through taking the argument on the next level. Informative essays are less complicated. They are just about the information. Such essays generally require less research on a topic, but it all depends on the assignment level and subject. The difference between the two essay types is so subtle that they are almost interchangeable.

How to Plan an Informative Essay Outline

Your plan for an informative essay outline should include:

• Choosing a topic
• Conducting research
• Building a thesis statement
• Planning the structure of introduction
• Choosing the topic of a body paragraph
• Forming a satisfying conclusion

By following the list above, you will have a great outline for your informational writing.

Related Post: How to write an Essay outline 

How to Choose an Informative Essay Topic

One of the most difficult tasks when writing is coming up with a topic. Here is some general advice when you are choosing a topic for your essay:

• Choose a topic that you are interested in. Your interest in writing on the subject will make the essay more engaging.
• Choose a theme that you know a little about. This way you will be able to find sources and fact easier.
• Choose a topic that can explain something new or in a different way.
• Choose a topic that you can support with facts, statistics, and
• Choose a topic that is relevant to the subject.
• Remember the four types of categories information essays cover.

Inspiration and Research for Your Ultimate Topic

Your perfect informative essay title can come from numerous sources. Here is where you can potentially seek for relevant topics:

Not only will they inspire you, but they will also provide with some of the research you need.

Researching an Informative Essay

The best sources should be objective. Some excellent sources for an informative essay include:

Always remember to check if the source of information will have a bias. For example, a newspaper journalist may have a political leaning, and their article might reflect that. A charities site for motor neuron disease may also come as biased. Analyze the source for the writer’s agenda.

Informational research should answer the five W’s (who, what, where, why and how), and these will form the majority of your essay’s plan. So, if I were writing about the different types of pollution I’d research what kinds of pollution there are, who and how they affect, why they happen, and where they are most likely to occur.

Collating and organizing this information will form your thesis statement and paragraph layout.

Still struggling to find a topic for your informational writing? Then, here are some ideas to that might inspire you.

Examples of Informative Essay Topics for College Students

• How to avoid stress
• What ecological problems are we faced with today?
• What are the effects of obesity?
• What is cyberbullying?
• How has the internet changed the world?
• How to adjust to college life
• Where to find the best part-time jobs
• How to get along with your room-mate
• Guidance on how to write a college application
• How caffeine affects studying

Examples of Informative Essay Topics for High School

• How to start your own vegetable garden
• The reason for and effects of childhood obesity
• Outline the consequences of texting and driving
• How to make your favorite food
• What is climate change? And what are its effects?
• The different types of pollution
• The history of the Titanic.
• An essay on the Great Depression
• The life and times of Ernst Hemmingway
• How to have a great vacation

Related Posts: Argumentative essay topics | Research paper topics

Informative Essay Example

When you have finished planning and research, you have to start writing. But, how do you start an informative essay? The simple answer is to just go with it. Do not get overly critical. Just pour out all the information you have. You can shape it up later.

Important points to consider are: never use first person pronouns and keep the topic objective not subjective . Remember, your purpose is to educate the reader in the most thorough way possible by explaining a topic with statistics and facts.

As usual, the essay should include an introduction, main body, and conclusion. All information should be presented in a clear and easy to understand manner. The flow of information should be signposted. We will delve into these areas in more detail now.

Related Post: How to Write a Narrative essay

How to Write an Introduction for an Informative Essay?

An introductory paragraph of an informative essay should comprise of the following things:

A Hook to Ensnare the Reader

An introductory paragraph for informative writing should start with a hook. A hook needs to be in the first sentence and something that will ‘wow’ the reader and impel them to read on. Alarming statistics on the subject/topic make up great hooks for informative essays. For example, if you were writing an essay on cyber-bullying, citing the number of children who have considered suicide due to cyberbullying could be a powerful opening message.

A Thesis Statements for Direction

All introductions should include a thesis statement. The best practice is to place it at the end of the introductory paragraph to summarize your argument.  However, you do not want to form an argument or state a position. It is best to use the thesis statement to clarify what subject you are discussing.

Related Post: What is a thesis statement

It may also be better to place the statement after the hook, as it will clarify the issue that you are discussing.

For example, ‘Research conducted by Bob the Scientist indicates that the majority of issues caused by cyberbullying can be overcome through the informative literature on the subject to educate bullies about the consequences of their actions.’

How to Write the Body of an Informative Essay

When writing the body of an informative paper, it is best to break the paragraph down into four distinct steps.

 The Claim or Statement

The claim or statement is a single, simple sentence that introduces the main topic of the paragraph. It can be narrow or broad depending on the level and depth of the essay. Think of this as the ‘what’ aspect. For example, the claim for a high-school informative paper would be broader than a claim written at the university level. This is the first step to signposting your essay. It provides a logical and easy way to follow a discussion.

The Supporting Evidence

After making a claim you want to back it up with supporting evidence. Supporting evidence could be findings from a survey, the results of an experiment, documented casual effects or a quote. Anything that lends support to the claim or statement in the first sentence would work. This is the ‘why’ aspect of your research. By using supporting evidence like this, you are defining why the statement is essential to the topic.

Explanation

After you state the supporting evidence, you want to explain ‘how’ this finding is important to the subject at hand. That usually unpacks the supporting evidence and makes it easier for the reader to understand. So, an explanation is to explain how this claim and the supporting research affects your thesis statement.

Concluding Sentence

You should always finish a body paragraph with a concluding sentence that ties up the paragraph nicely and prompts the reader on to the next stage. This is a signpost that the topic and the paragraph are wrapped up.

How to Write the Conclusion of an Informative Essay

Writing a conclusion to an informative paper can be hard as there is no argument to conclude – there is only information to summarize. A good conclusion for these types of essays should support the information provided on the subject. It should also explain why these topics are important.

Here are some Tips on writing informative essay conclusions:

Rephrase Your Thesis Statement

It is vital that you rephrase the thesis and not copy it word for word. That will allow you restate the theme or key point of your essay in a new way. You will simultaneously tie your conclusion back to the introduction of your essay. Echoing your introduction will bring the essay full circle.

Read Through Your Body Paragraphs

Read through the body paragraphs of your essay and ask if a brief overview of the main points of the essay would form a good conclusion for the essay. Generally, it is best to restate the main points of the essay in a conclusion using different words.

Finish the Conclusion With a Clincher

A clincher gives your concluding paragraph a powerful finish. It is a sentence that leaves the reader thinking about your essay long after they have put it down.

Some excellent examples of clinchers are:

• A statement of truth
• A thought-provoking quote relevant to the subject and thesis statement
• A lingering question that none of the research has answered or puts the research into a new light
• Whether it provides an answer to a common question
• Challenge your reader with a quote from an expert that forces them to think about or change their own behavior
• Something that shifts the focus onto the future and the long-time implications of your research

Context and Significance of the Information

A conclusion should always try to frame why the topic was important, and in what context it was important. By doing this your research matters.

Remember: A concluding paragraph should never include new information.

Informative Essay Sample

Be sure to check the sample essay, completed by our writers. Use it as an example to write your own informative paper. Link:  Tesla motors

Tips for Writing an Excellent Informative Essay

Here are a few tips for writing an informative paper

• When writing the main body paragraph, concentrate on explaining information only once. Avoid repeating the same information in the next section.
• Focus on the subject. Make sure all the information that you include is relevant to the topic you are describing. Do not include information that “goes off.”
• Write in a logical way that is signposted. Writing like this will make an essay flow and mean it is easier to understand.
• Always revise the essay at least three times. This way, you will find where to expand ideas in the paragraph, where to trim back ideas until everything has the right balance.
• Be familiar with the academic reference style you are writing in
• Write to your audience. Make sure you know who you are writing it for.

A life lesson in Romeo and Juliet taught by death

Due to human nature, we draw conclusions only when life gives us a lesson since the experience of others is not so effective and powerful. Therefore, when analyzing and sorting out common problems we face, we may trace a parallel with well-known book characters or real historical figures. Moreover, we often compare our situations with […]

Ethical Research Paper Topics

Writing a research paper on ethics is not an easy task, especially if you do not possess excellent writing skills and do not like to contemplate controversial questions. But an ethics course is obligatory in all higher education institutions, and students have to look for a way out and be creative. When you find an […]

Art Research Paper Topics

Students obtaining degrees in fine art and art & design programs most commonly need to write a paper on art topics. However, this subject is becoming more popular in educational institutions for expanding students’ horizons. Thus, both groups of receivers of education: those who are into arts and those who only get acquainted with art […]

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

28 Introduction to Informative Writing

Amy Minervini

By Amy Minervini

Exposition is writing that explains, informs, or describes. This type of writing is also known as the informative mode in that the main objective is not to narrate a story or persuade readers of something but rather to convey factual information , including observations and personal/others’ experiences. However, when writing an expository essay, you can include elements from other modes (storytelling, analysis, writer impressions, persuasion, etc.) although these would be secondary aims or even implied. The expository composition is a practical, authentic kind of writing that can stand on its own or serve as the foundation for your more developed research essays.

Key Characteristics

Expository writing generally exhibits the following:

• Emphasis on facts, observations, or personal/others’ experiences
• Organization marked by a logical flow or progression of information; chronological, order of importance/priority, or the step-by-step approach are the most common; transitions that guide the reader
• Close attention paid to detail and description
• No noticeable writer bias

Essay types within this Chapter

• Process analysis (how-to)
• Illustration

Introduction to the General Expository Essay

The following is excerpted from Crystle Bruno’s Commonsense Composition 3.1 Expository Essay

The main aim of an expository essay is to provide an effective explanation of a topic. While a descriptive essay strives to describe a subject or a narrative essay seeks to show personal growth, an expository essay tries to explain a topic or situation. Thus, expository essays are written as if the writer is explaining or clarifying a topic to the reader. Since an expository essay is trying to clarify a topic, it is important that it provides the categories or reasons that support the clarification of the paper. Moreover, these categories and reasons also provide the framework for the organization of the paper.

Components of the expository essay as the parts of a house.

Much like the categories are essential to clarifying the topic, organization is the key to any well-developed essay. When composing your essay, think of its organization as a house, with each component of an essay representing a major part of a house. Just as the foundation provides support on which a house can be built, a thesis represents the foundation upon which to build an essay. The introductory paragraph then functions as both the door and framework for an expository essay. Like a house door, the introductory paragraph must allow the reader to enter into the essay. Additionally, just as walls are built upon the framework of a house, the body paragraphs of an essay are organized around the framework or organizational scheme, presented in the introductory paragraph. The body paragraphs, much like the walls of a house, must be firm, strong and complete. Also, there must always be as many body paragraphs as the framework of the introductory paragraph indicates otherwise your essay will resemble a house that is missing a wall. Finally, an essay must include a conclusion paragraph that tops off the essay much like a roof completes a house. As the roof cements the structure of the house and helps hold the walls in place, the conclusion paragraph must reiterate the points within your body paragraphs and complete an essay.

Although the overall organization of an expository essay is important, you must also understand the organization of each component (the introductory, body and conclusion paragraphs) of your essay. The chart below identifies the essential parts of each component of your essay, explaining the necessary information for each type of paragraph. While the guidelines listed below may feel constrictive, they are merely meant to guide you as a writer. Ultimately, the guidelines should help you write more effectively. The more familiar you become with how to organize an essay, the more energy you can focus on your ideas and your writing. As a result, your writing will improve as your ability to organize your ideas improves. Plus, focusing your energy on your argument and ideas rather than the organization makes your job as a writer more exciting and fun.

Introductory Paragraph:

• Introduce the issue.
• Present the topic and its explanation or clarification.
• Provide the categories used to explain the topic.
• Provide the thesis statement.

Body Paragraphs:

• Begin with a topic sentence that reflects an explanation of the paper and the category being discussed in the paragraph.
• Support the argument with useful and informative quotes from sources such as books, journal articles, etc.
• Provide 2-3 quotes that connect the category being discussed to the explanation
• Provide 2-3 sentences explaining each quote more full, drawing stronger connections between the category and the explanation.
• Ensure that the information in these paragraphs is important to the thesis statement.
• End each paragraph with a transition sentence which leads into the next body paragraph.

Concluding Paragraph:

• Begin with a topic sentence that reflects the argument of the thesis statement.
• Briefly summarize the main points of the paper.
• Provide a strong and effective close for the paper.

Introductory Paragraphs

A strong introductory paragraph is crucial to the development of an effective expository essay. Unlike an argumentative essay which takes a stand or forms an opinion about a subject, an expository essay is used when the writer wishes to explain or clarify a topic to the reader. In order to properly explain a topic, an expository essay breaks the topic being addressed into parts, explains each component in relation to the whole and uses each component to justify the explanation of the topic. Thus when writing an introductory paragraph, it is crucial to include the explanation or clarification of the topic and the categories or components used to produce this explanation.

Since the success of the paper rests on the introductory paragraph, it is important to understand its essential components. Usually, expository papers fail to provide a clear explanation not because the writer’s lacks explanations or clarifications but rather because the explanations are not properly organized and identified in the introductory paragraph. One of the most important jobs of an introductory paragraph is that it introduces the topic or issue. Most explanations cannot be clarified without at least some background information. Thus, it is essential to provide a foundation for your topic before you begin explaining your topic. For instance, if you wanted to explain what happened at the first Olympic Games, your introductory paragraph would first need to provide background information about how the first games happened. In doing so, you ensure that your audience is as informed about your topic as you are and thus you make it easier for your audience to understand your explanation.

Below is a table describing and explaining the main jobs of the introductory paragraph.

Introductory paragraphs introduce the topic and suggest why it is important.

Example:   An analysis of the essay exam results of the new English class shows that the new class format promotes close reading and better essay organization.

This sentence tells the reader both that the topic of the paper will be the benefits of the new English class and that the significance of these benefits is the improvement of close reading and essay organization.

Introductory paragraphs outline the structure of the paper and highlight the main ideas.

Example:   Considering the results of the High School Exit Exam, it is apparent that school curriculum is not properly addressing basic math skills such as fractions, percentages and long division.

This sentence indicates that main ideas (fractions, percentages and long division) of the essay and indicates the order in which they will be presented in the body paragraphs.

Introductory paragraphs state the thesis.

Example:   California high schools will require all students to take a resume and cover letter writing workshop in order to better prepare them for employment.

This thesis statement indicates the explanation of the paper.

In addition to introducing the topic of your paper, your introductory paragraph also needs to introduce each of the arguments you will cover in your body paragraphs. By providing your audience with an idea of the points or arguments you will make later in your paper, your introductory paragraph serves as a guide map, not only for your audience but also for you. Including your main sub-points in your introduction not only allows your audience to understand where your essay is headed but also helps you as a writer remember how you want to organize your paper. This is especially helpful if you are not writing your essay in one sitting as it allows you to leave and return to your essay without forgetting all of the important points you wanted to make.

Most importantly, when writing an introductory paragraph, it is essential to remember that you must capture the interest of your reader. Thus, it is your job as the writer to make the introduction entertaining or intriguing. In order to do so, consider using a quotation, a surprising or interesting fact, an anecdote or a humorous story. While the quotation, story or fact you include must be relevant to your paper, placing one of these at the beginning of your introduction helps you not only capture the attention or the reader but also introduce your topic and argument, making your introduction interesting to your audience and useful for your argument and essay.

Body Paragraphs

In an expository essay the body paragraphs are where the writer has the opportunity to explain or clarify his or her viewpoint. By the conclusion paragraph, the writer should adequately clarify the topic for the reader. Regardless of a strong thesis statement that properly indicates the major sub-topics of the essay, papers with weak body paragraphs fail to properly explain the topic and indicate why it is important. Body paragraphs of an expository essay are weak when no examples are used to help illuminate the topic being discussed or when they are poorly organized. Occasionally, body paragraphs are also weak because the quotes used complicate from rather than simplify the explanation. Thus, it is essential to use appropriate support and to adequately explain your support within your body paragraphs.

In order to create a body paragraph that is properly supported and explained, it is important to understand the components that make up a strong body paragraph. The bullet points below indicate the essential components of a well-written, well-argued body paragraph.

Body Paragraph Components

• Support the argument with useful and informative quotes from sources such as books, journal articles, expert opinions, etc.
• Provide 1-2 sentences explaining each quote.
• Provide 1-3 sentences that indicate the significance of each quote.
• Ensure that the information provided is relevant to the thesis statement.
• End with a transition sentence which leads into the next body paragraph.

Just as your introduction must introduce the topic of your essay, the first sentence of a body paragraph must introduce the main sub-point for that paragraph. For instance, if you were writing a body paragraph for a paper explaining the factors that led to US involvement in World War II, one body paragraph could discuss the impact of the Great Depression on the decision to enter the war. To do so, you would begin with a topic sentence that explains how the Great Depression encouraged involvement in the war because the war effort would stimulate certain aspects of the economy. Following this sentence, you would go into more detail and explain how the two events are linked. By placing this idea at the beginning of the paragraph, not only does your audience know what the paragraph is explaining, but you can also keep track of your ideas.

Following the topic sentence, you must provide some sort of fact that supports your claim. In the example of the World War II essay, maybe you would provide a quote from a historian or from a prominent history teacher or researcher. After your quote or fact, you must always explain what the quote or fact is saying, stressing what you believe is most important about your fact. It is important to remember that your audience may read a quote and decide it is indicating something entirely different than what you think it is explaining. Or, maybe some or your readers think another aspect of your quote is important. If you do not explain the quote and indicate what portion of it is relevant to your clarification, than your reader may become confused or may be unconvinced of your explanation. Consider the possible interpretations for the statement below.

Example:  While the U.S. involvement in World War II was not the major contributor to the ending of the Great Depression, the depression was one of the primary motives for entering the war.

Interestingly, this statement seems to be saying two things at once – that the Great Depression helped spark involvement in the war and that World War II did not end the depression alone. On the one hand, the historian seems to say that the two events are not directly linked. However, on the other hand, the historian also indicates that the two events are linked in that the depression caused U.S. involvement in the war. Because of the tension in this quotation, if you used this quote for your World War II essay, you would need to explain that the significant portion of the quote is the assertion that links the events.

In addition to explaining what this quote is saying, you would also need to indicate why this is important to your explanation. When trying to indicate the significance of a fact, it is essential to try to answer the “so what.” Image you have just finished explaining your quote to someone and they have asked you “so what?” The person does not understand why you have explained this quote, not because you have not explained the quote well but because you have not told him or her why he or she needs to know what the quote means. This, the answer to the “so what,” is the significance of your paper and is essentially your clarification within the body paragraphs. However, it is important to remember that generally a body paragraph will contain more than one quotation or piece of support. Thus, you must repeat the Quotation-Explanation-Significance formula several times within your body paragraph to fully explain the one sub-point indicated in your topic sentence. Below is an example of a properly written body paragraph.

Example of an expository body paragraph paired with an explanation of its parts.

Conclusion Paragraph

The conclusion paragraph of an expository essay is an author’s last chance to create a good impression. Hence, it is important to restate the thesis statement at the beginning of the paragraph in order to remind the reader of your topic and explanation. Since it is at the end of the paper, the conclusion paragraph also should add a sense of closure and finality to the clarification of the paper. It is important to re-emphasize the main idea without being repetitive or introducing an entirely new idea or subtopic. While you can conclude your conclusion paragraph by suggesting a topic for further research or investigation, do not make this question the focus of the paragraph. Thus, you should briefly and concisely reiterate the strongest clarifications of the paper, reminding the reader of the validity of your thesis or explanation and bringing closure to your paper.

You may feel that the conclusion paragraph is redundant or unnecessary; However, do not forget that this is your last chance to explain the significance of your argument to your audience. Just as your body paragraphs strive to present the significance of each fact or quote you use, your conclusion paragraph should sum up the significance of your argument. Thus, you should consider making a bold statement in your concluding paragraph by evoking a vivid image, suggesting results or consequences related to your argument or ending with a warning. Through using these components, you not only make your conclusion paragraph more exciting, but you also make your essay and your argument, more important.

  Review Questions

What are three of the main purposes of an introductory paragraph?

• What should you never do in an introductory paragraph?
• How should you refute counterpoints?
• What is the formula for a well-argued body paragraph?
• What should you include in a conclusion paragraph? What should never include in a conclusion paragraph?

Introduction to Informative Writing Copyright © 2020 by Amy Minervini is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

Essay Papers Writing Online

Step-by-step guide on how to write a well-structured and informative essay to grab readers’ attention and convey your message clearly and effectively.

Have you ever found yourself struggling to convey a complex concept in a clear and concise manner? Crafting an informative essay requires finesse and meticulous attention to detail. This ultimate guide will equip you with valuable tips and tricks to enhance your essay writing skills, ensuring your ideas are effectively communicated to your readers.

One of the key aspects of writing an informative essay is the ability to present information in a logical and coherent manner. By employing a structured approach, you can guide your readers through your essay, building connections and facilitating understanding. Additionally, using appropriate vocabulary and terminology will enhance the clarity of your writing, making it more accessible to a wider audience.

While it is essential to provide factual information, it is equally important to engage your readers and maintain their interest throughout your essay. Utilizing captivating anecdotes, thought-provoking questions, or impactful statistics can grab your readers’ attention and make your essay more compelling. Remember, the goal is not only to inform but also to engage and leave a lasting impression on your audience.

Tips for Choosing a Topic for Your Informative Essay

When it comes to selecting a subject for your informative essay, it is crucial to consider a few key factors that can guide your decision-making process. By carefully choosing a topic that aligns with your interests and expertise, you can create a compelling and engaging essay that will captivate your readers.

First and foremost, think about your own passions and areas of knowledge. What subjects do you find most fascinating? Which topics are you well-versed in? By selecting a topic that resonates with you, you will be more motivated to conduct thorough research and present the information in an enthusiastic and knowledgeable manner.

Next, consider the target audience for your essay. Are you writing for a specific group of people, such as students, professionals, or a general audience? Tailoring your topic to suit the interests and needs of your readers can greatly enhance the impact of your essay.

Additionally, think about the current trends and issues in society. Is there a particular topic that is generating a lot of discussion and debate? Choosing a topic that is relevant and timely can make your essay more compelling and thought-provoking.

Furthermore, it is essential to ensure that your chosen topic is informative and can be thoroughly explored within the scope of your essay. Avoid topics that are too broad or vague, as this can result in a lack of focus and depth. Instead, narrow down your topic to a specific aspect or angle that you can delve into and analyze in detail.

Lastly, consider the availability of credible and reliable sources for your chosen topic. Conduct a preliminary search to determine if there is a sufficient amount of information available to support your essay. Having access to reputable sources will strengthen the credibility and validity of your arguments.

By keeping these tips in mind, you can choose a topic for your informative essay that will not only capture the interest of your readers but also allow you to showcase your expertise and passion for the subject matter.

Consider your audience and their interests

When writing an informative essay, it is important to take into consideration your audience and their interests. Understanding who will be reading your essay can help you tailor your content to better engage and inform your readers. By considering your audience, you can ensure that the information you provide is relevant and valuable to them.

One way to understand your audience is to consider their demographics and characteristics. This includes factors such as age, education level, and background knowledge on the topic. For example, if you are writing an informative essay on climate change for a college-level audience, you can assume that they have a certain level of understanding on the topic and can dive into more complex details.

Another important factor to consider is your audience’s interests and motivations. What topics are they passionate about? What issues do they care about? By addressing these interests and motivations in your essay, you can capture and maintain your readers’ attention. For instance, if your audience is environmentally conscious, focusing on the impact of climate change on the environment and potential solutions can be engaging and informative.

Furthermore, it is essential to use language that is appropriate for your audience. The tone and style of your writing should resonate with your readers, making the information more accessible and relatable. Consider using examples, analogies, and real-life stories to illustrate your points and make the content more engaging.

Lastly, it is imperative to keep in mind any potential biases or preconceptions your audience may have. Providing a balanced and objective view of the topic will help build trust and credibility with your readers. By addressing potential counterarguments or presenting different perspectives, you can present a well-rounded and informative essay.

In conclusion, considering your audience and their interests is crucial when writing an informative essay. By tailoring your content to their needs, you can effectively engage and inform your readers. Keep in mind their demographics, interests, and potential biases to deliver a well-rounded and impactful essay.

Brainstorm potential topics based on your knowledge and expertise

Coming up with a topic for your informative essay can sometimes feel like a daunting task. However, you can make the process easier by tapping into your own knowledge and expertise. By brainstorming potential topics that you are knowledgeable about, you can ensure that you have a solid foundation to build your essay upon.

Start by reflecting on your areas of expertise and interests. Consider the subjects that you have studied or have experience in. Think about the topics that you are passionate about or have a deep understanding of. These could be anything from history, science, literature, or even personal hobbies and experiences.

Once you have identified your areas of expertise, try narrowing down your potential topics by considering the relevance and importance of each subject. Ask yourself what information or insights you can provide that would be valuable to your readers. Look for topics that are not only interesting to you, but also have potential to educate and engage your audience.

Furthermore, don’t be afraid to think outside the box and explore unique angles or lesser-known aspects of a topic. Your expertise and knowledge might allow you to shed new light on a subject, making it more interesting and informative for your readers.

Remember, the key is to choose a topic that you are knowledgeable and passionate about, as this will make the writing process more enjoyable and you will be able to provide valuable insights through your essay.

Research the availability of credible sources on each topic

Before diving into writing an informative essay, it is crucial to conduct thorough research and ensure the availability of credible sources on each chosen topic. A well-researched essay relies on the quality of sources used, as they help provide accurate and reliable information to support your arguments and claims.

Begin by brainstorming potential topics and narrowing down your choices. Once you have decided on a particular topic, take the time to evaluate the availability of credible sources. This includes searching for scholarly articles, academic journals, books, and reputable websites related to the subject matter.

When assessing the credibility of a source, consider factors such as the author’s qualifications and expertise in the field, the publication date, the reputation of the publishing source, and whether the information is backed by evidence and supported by other reliable sources. It is important to avoid using biased or unreliable sources, as they can weaken the credibility of your essay.

Make use of online databases and libraries to access a wide range of sources. These platforms provide access to scholarly research, academic articles, and other reliable resources. Additionally, consider reaching out to experts in the field or conducting interviews to gather first-hand information and insights that can enhance the credibility of your essay.

Remember, the research process is an essential step in writing an informative essay. Invest time and effort in finding credible sources to ensure that your essay is well-supported and backed by reliable information.

Choose a topic that is both interesting and relevant

When it comes to writing an informative essay, one of the most important decisions you’ll need to make is choosing a topic. It’s essential to select a subject that is both interesting and relevant to your audience. By doing so, you’ll not only capture your readers’ attention, but you’ll also provide them with valuable information that they can apply or learn from.

Choosing an interesting topic is crucial because it sets the tone for your entire essay. If you select a topic that is dull or uninteresting, your readers may lose interest before they even finish reading the first paragraph. On the other hand, if you choose a topic that is exciting and engaging, you’ll captivate your audience from the start.

However, it’s not enough for a topic to be interesting; it also needs to be relevant. Select a subject that is timely and offers information that your audience can benefit from. It should provide insights, answer questions, or shed light on a current issue or trend. By choosing a relevant topic, you’ll demonstrate that you have done your research and are well-informed on the subject matter.

When brainstorming for potential topics, consider your target audience and their interests. Think about the type of information they would find valuable or the questions they might have. Additionally, stay up to date with current events and the latest trends to identify relevant topics that are of interest to your readers.

Once you’ve narrowed down your options, choose a topic that aligns with your own interests and expertise. Writing about something you are passionate about will not only make the writing process more enjoyable, but it will also allow you to bring a unique perspective to the topic.

In conclusion, choosing a topic that is both interesting and relevant is crucial when writing an informative essay. By selecting a subject that captivates your readers and provides them with valuable information, you’ll be able to engage your audience and make your essay more impactful.

Narrow down your topic to a specific aspect or angle

When it comes to writing an informative essay, it is crucial to choose a topic that is focused and specific. By narrowing down your topic to a specific aspect or angle, you are able to provide more in-depth information and analysis to your readers.

Consider your initial topic and think about the different angles or perspectives that can be explored. This could be a particular time period, a specific geographic location, a certain demographic group, or an aspect that hasn’t been extensively discussed.

For example, if your initial topic is “climate change,” you could narrow it down by focusing on the impact of climate change on a specific region or the role of government policies in addressing climate change. By choosing a specific aspect, you can delve deeper into the subject matter and provide a more comprehensive analysis.

Additionally, narrowing down your topic allows you to avoid overwhelming your readers with too much information. It helps you stay focused and ensures that your essay remains informative and concise.

In order to narrow down your topic effectively, it is important to conduct thorough research and gather relevant information. This will help you identify the specific aspect or angle that interests you the most and aligns with your essay’s purpose.

In conclusion, narrowing down your topic to a specific aspect or angle is crucial for writing an informative essay. It allows for a more focused and comprehensive analysis, avoids overwhelming the reader, and helps you showcase your expertise on a particular subject. Take the time to choose a specific aspect that interests you and conduct thorough research to gather relevant information.

Avoid controversial or sensitive topics that may be difficult to handle objectively

When writing an informative essay, it is crucial to choose a topic that allows for objective analysis and discussion. It is important to avoid picking controversial or sensitive subjects that can lead to emotional responses and biased opinions. By selecting a topic that is neutral and has a solid factual foundation, you ensure that your essay remains informative and credible.

Controversial topics often involve heated debates and strong opinions. They tend to polarize people and make it challenging to present information in an unbiased manner. When faced with sensitive subjects, emotions can cloud judgment, and it becomes difficult to separate fact from opinion. To maintain the credibility of your essay, it is best to steer clear of topics that may trigger emotional responses or arguments.

Additionally, choosing a neutral topic ensures that you can provide comprehensive and balanced information. By focusing on an objective subject, you can gather a variety of sources and perspectives to present a well-rounded view. This approach allows readers to form their own opinions based on the facts presented and encourages critical thinking.

It is also important to consider the potential impact of your topic on your audience. Sensitive subjects may touch on personal beliefs and experiences, causing discomfort or distress for some readers. By selecting a topic that is less likely to offend or trigger negative emotions, you create a safer and more inclusive environment for your audience.

Ultimately, by avoiding controversial or sensitive topics, you ensure that your informative essay remains focused on providing objective information. Choose a neutral subject that allows for thorough research, balanced analysis, and respectful discussion to create a compelling and informative piece of writing.

Seek feedback from peers or teachers to help finalize your topic choice

Getting input from others can be a valuable step in the process of choosing a topic for your informative essay. It’s always helpful to have an outside perspective, as it can offer new ideas and insights that you may not have considered on your own. By seeking feedback from peers or teachers, you can gather different viewpoints and opinions that will help you make a more informed decision.

When asking for feedback, it’s important to be open to criticism and constructive suggestions. Your peers or teachers may have valuable input that can help you refine your topic choice and make it more focused and interesting. They might recommend specific angles or aspects to explore, or suggest alternative topics that you haven’t thought of yet. Embrace their insights and consider their suggestions carefully.

Additionally, seeking feedback from peers or teachers can help you gauge the level of interest and relevance of your chosen topic. They can provide valuable insights into whether the topic is engaging and has the potential to captivate your audience. If multiple people express enthusiasm or curiosity about your topic, it can serve as a confirmation that you’re on the right track.

Feedback can also be a useful tool for identifying any potential weaknesses or shortcomings in your chosen topic. Peers or teachers may point out areas that need further research or clarification, helping you to address any gaps in your knowledge or understanding. By seeking feedback, you have the opportunity to strengthen your essay by addressing any criticisms or concerns early on.

In conclusion, seeking feedback from peers or teachers is an essential step in finalizing your topic choice for an informative essay. Their perspectives can provide valuable insights and help you make a more informed decision. Embrace their feedback, consider their suggestions, and use it to refine and strengthen your chosen topic. With their input, you can ensure that your essay is engaging, relevant, and well-rounded.

Related Post

How to master the art of writing expository essays and captivate your audience, convenient and reliable source to purchase college essays online, step-by-step guide to crafting a powerful literary analysis essay, unlock success with a comprehensive business research paper example guide, unlock your writing potential with writers college – transform your passion into profession, “unlocking the secrets of academic success – navigating the world of research papers in college”, master the art of sociological expression – elevate your writing skills in sociology.

How to write an informative essay

Published September 27, 2020. Updated June 5, 2022.

Informative essay definition

The primary purpose of an informative essay is to educate the reader without injecting the writer’s ideas and opinions.

Overview of an informative essay

The first step is to choose a topic for the informative essay. Pick a topic that interests you, as this will help you stay motivated. When writing an informative essay, explain a topic as objectively as possible, unless otherwise directed by a professor. An informative essay helps readers to understand the facts without adding bias. The next step is to research the topic for the informative essay. An informative essay is based on facts and not opinions; therefore, it is important to choose proper sources when researching the topic. The next step of the essay is to create an outline. The outline is important because it helps to keep the thoughts and ideas organized. An informative essay outline generally consists of an introduction, three or more body paragraphs, and a conclusion. After the draft is written, it should be read as many times as possible to search for grammar mistakes. The language should be more coherent and flowing. Enough evidence should be used and cite the sources correctly.

• You will usually be writing for your instructor and a general academic audience.
• Common examples of informative essays include “how-to” guides, definitions of subjects, and data analyses.
• These examples serve only to inform the reader about a specific subject .
• The style of informative writing is utilitarian and concise. Typically, the reader isn’t interested in opinions—they just want to learn about the topic.

Worried about your writing? Submit your paper for a Chegg Writing essay check , or for an Expert Check proofreading . Both can help you find and fix potential writing issues.

How is an informative essay different from other essays?

When writing an informative essay, explain a topic as objectively as possible, unless otherwise directed by your professor. The clue is in the name—an informative essay delivers information and not much else.

• Journalism is informative in nature, as the facts are presumably presented without bias. The audience gets to decide for themselves what they think about these facts.
• Remember that true objectivity is difficult, if not impossible, to obtain.

In contrast, an explanatory essay explores viewpoints surrounding an issue. Moreover, it may suggest why one opinion is superior to another. Because it serves only to educate, there is less emphasis on supporting arguments with evidence.

• There are also many similarities between an informative essay and an explanatory essay.
• Writers of both essays are trying to help the reader understand something new.
• The only real difference is that an informative essay helps readers understand a new set of facts, while an explanatory essay explains why certain opinions have resulted from those facts.

Why is an informative essay important?

Informative essays help readers understand the facts without adding bias. These types of essays teach students how to impart information without trying to influence people to think in one way or another.

Informative essays test your ability to

• write objectively
• conduct credible research

Planning your informative essay

Choose a topic.

The first step is to choose a topic for your informative essay. Pick a topic that interests you, as this will help you stay motivated.

• Choose a topic that appeals to a wider audience, especially if your instructor requires you to give an accompanying presentation with your essay.
• It’s easier to educate your audience if they’re learning about something they are interested in.
• Avoid essays about a very esoteric topic that few would know about; always avoid specific jargon that a general academic audience would not understand.

Finally, it’s a good idea to choose a topic that you already know about. If you have a solid understanding of a subject’s background, you will probably find it easier to research the topic and quickly find important facts. With that said, your instructor may choose your topic, or you may enjoy the challenge of writing about something totally new.

Conduct research

The next step is to research the topic for your informative essay. Because an informative essay is based on facts and not opinions, it’s important to choose proper sources when researching your topic. Keep the following in mind:

• Look for sources with well-established facts.
• Use primary sources when possible.
•  For example, if you are writing about a famous speech or text, use the original or “primary” document rather than a “secondary” commentary about the speech or otherwise altered source.
• Secondary sources can still be helpful if they are unbiased and academic in nature.
• The best sources for an informative essay help you clearly define your subject.

Research tips:

• Using a variety of sources will give you more credibility.
• Remember to check the reliability of each source you choose and make sure that “the facts” are widely accepted by subject matter experts.
• Take notes and bookmark sources that you want to use.
• Save all publication data for correct documentation in your Works Cited, Bibliography, or References section.
• Make sure you understand the format your instructor requires, usually MLA, APA, or Chicago style.
• Write down important quotes or statistics.

Create an outline

Next, create an outline. The outline is important because it helps you keep your thoughts and ideas organized. With a clear structure in place, you’ll find that the writing process is much easier once you begin the essay itself. Many instructors require this; some don’t. If it isn’t required and you don’t find outlines useful, skip this step.

If the outline is required, be sure to use the format you are writing the essay in. Refer to MLA or APA guides and model your outline after the examples you find in the guide’s index. Some require roman numerals; other styles require alphabetical notation.

You can outline in your own formal style if the assignment doesn’t require this step.

An informative essay outline generally consists of the following:

• introduction
• three or more body paragraphs

Writing your informative essay

Write the introduction.

Start with a sentence that grabs the reader’s attention. Your goal is to educate the reader, but that doesn’t mean you can’t get them interested in the subject they will learn about. Once you have the reader hooked, provide a generous amount of background information for the subject with a few sentences. Finish the introduction with a thesis statement.

Normally, a thesis statement would communicate an argument or point of view, but opinions do not belong in informative essays. Because of this, your thesis statement should essentially be a one-sentence clarification of the subject you’re focusing on. The thesis statement should also make the reader want to continue reading. During the introduction, you might want to touch on the where , who , why , what , how , and when of the topic.

Write the body paragraphs

The body paragraphs of an informative essay go into detail and explore important aspects of the subject you’re writing about. Each body paragraph should cover a different aspect of the topic, leaving readers with a more complete understanding of the subject.

• Start each body paragraph with a topic sentence introducing what you’ll be discussing.
• Once you’ve introduced the sub-topic, go into detail and support various facts with the evidence you discovered during your research.
• Try to use a variety of paraphrases, short direct quotes, and your own logical analysis.
• Be careful to avoid accidental plagiarism when paraphrasing or using quotes from outside sources.
• Any outside information must be cited correctly and/or attributed in your essay and reflected in the works cited or references at the end so your teacher can easily see where the information came from (and find it if they want to).

Remember, you can’t just throw your evidence out there and expect your reader to connect the dots on their own. Explain how this evidence relates to the subject and why it’s important.

To conclude each of your body paragraphs, write a single sentence summarizing what you’ve just discussed and how it relates to the main topic. If you can, try to transition into the next body paragraph in a smooth, flowing manner.

Write the conclusion

Once you’ve finished your body paragraphs, it’s time to wrap your informative essay up with a strong conclusion. Start your conclusion by restating your thesis. Remind the reader about the topic, but use different language compared to the thesis in your introduction.

Next, mention why the information you’ve just delivered is relevant.

• How can the reader use this information in the future?
• What is its impact?
• Why is this information valuable for the average person?
• Can you think of examples of how they might make use of this information in the future?

Finish your conclusion (and your entire essay) with a sentence that leaves a strong impact on the reader.

Hammer home the importance of the subject you’ve just explored in a new way that you haven’t already used in your essay.

A tried-and-true method is to use a powerful quote related to your subject—something that sums up what your subject truly means.

You might even end with an open-ended question that leaves the reader with larger ideas to connect.

Editing your informative essay

After you’ve finished the draft, read it over as many times as you can in order to search for grammar mistakes.

Try to make the language more coherent and flowing. Ensure that you’re using evidence and citing your sources in the correct manner.

Once you’re sure that you’ve found even the smallest errors, find a classmate or peer willing to read over your essay and give you advice. In return, you can also edit their essay.

• Some teachers are happy to review your draft and offer suggestions before you turn in the final draft.
• If you are a college student, check to see if there is a writing lab you can visit for some suggestions on improvement.

Example informative essay

Before you turn in that paper, don’t forget to cite your sources in APA format , MLA format , or a style of your choice.

Additional tips for writing an informative essay

• Be careful to leave out bias: write as objectively as possible.
• Use a variety of credible sources.
• Transition between ideas and paragraphs to help the essay flow.
• Avoid redundancy, wordiness, and unnecessary repetition.
• Stay on topic: avoid going on long tangents.
• Use the correct academic reference/citation style based on your instructor and discipline.
• Be aware of your audience and write accordingly.

By Andrew Block. Andrew received his BA in English from the University of South Carolina and his MA from the University of New Mexico. After more than a decade as a faculty member in a community college, he has worked in client success for an educational technology company since 2018.

Common Writing Assignments, Apps & Tests

• Analytical Essay
• AP synthesis Essay
• Argumentative Essay
• Book Report
• Compare and Contrast Essay
• Cause and Effect Essay
• College Admissions Essay
• Critical Analysis Essay
• Definition Essay
• Descriptive Essay
• Dissertation
• Explanatory Essay
• Expository Essay
• Informative Essay
• Narrative Essay
• Opinion Essay
• Personal Essay
• Persuasive Essay
• Reflective Essay
• Research Paper
• Rhetorical Analysis
• Scholarship Essay
• Short Essay
• Thesis Paper

What’s included with a Chegg Writing subscription

• Unlimited number of paper scans
• Plagiarism detection: Check against billions of sources
• Expert proofreading for papers on any subject
• Grammar scans for 200+ types of common errors
• Automatically create & save citations in 7,000+ styles
• Cancel subscription anytime, no obligation

EL Education Curriculum

You are here.

• ELA 2019 G8:M2:U2:L8

Write an Informative Essay: Analyze a Model and Plan an Introduction

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 8
• ELA 2019 G8:M2
• ELA 2019 G8:M2:U2

Like what you see?

Order printed materials, teacher guides and more.

How to order

Help us improve!

Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it.

Leave feedback

Focus Standards:  These are the standards the instruction addresses.

• W.8.2a, W.8.2b, W.8.4, W.8.5, SL.8.4, L.8.1b, L.8.3a

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RI.8.1, RI.8.10, W.8.6, W.8.7, W.8.8, W.8.10, SL.8.1, L.8.4, L.8.6
• I can plan an introduction to an informative essay that includes a strong focus statement. ( W.8.2a, W.8.4 )
• I can analyze a model to generate criteria of an effective informative essay on my selected research case study. ( W.8.2, W.8.4 )
• I can identify indicators for speaking clearly and using appropriate eye contact. ( SL.8.4 )
• Opening A: Entrance Ticket: Unit 2, Lesson 8 ( SL.8.4 )
• Work Time A: Language Dive: Model Essay: "GMOs," Paragraph 1 note-catcher ( W.8.2a, L.8.1b )
• Work Time B: Informative Writing checklist ( RI.8.1, W.8.2 )
• Closing and Assessment A: Informative Essay Writing Plan graphic organizer: plan of introduction ( W.8.2a, W.8.4 )

• Informative Writing Plan graphic organizer
• Homework: Painted Essay® Structure
• Review the Informative Writing checklist ( see the Tools page ).
• Review the Model Essay: “GMOs” and the Model Essay: “CSAs.”
• Strategically group students into pairs for the work in this lesson, with at least one strong reader per pair.
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 8 at each student’s workspace.
• Predetermine partners for the work in Closing and Assessment A, to ensure all students are paired with a peer who is working with the same model essay.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Work Time A, Work Time B, and Closing and Assessment A: Prepare a device with a projector to display Entrance Ticket: Unit 2 Lesson 8; Model Essay: "CSAs"; Language Dive materials; and the Informative Writing Plan graphic organizer, and prepare devices for students if they will be using digital versions of these documents.
• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.3, 8.I.A.4, 8.I.B.5, 8.I.B.6, and 8.I.B.8.

Important Points in the Lesson Itself

• To support ELLs, this lesson invites students to analyze a second model essay and to participate in a Language Dive that addresses a sentence from the focus statement of the model essay about GMOs. Students will have already seen this sentence in the previous lesson while reading and analyzing the model essay. In the Practice portion of this Language Dive, students begin drafting the first sentence of the focus statement of their own essays. In Closing and Assessment A of the lesson, students begin planning the introduction of their essays.
• Students may find it difficult to plan the introduction of their essays. Encourage them to refine their focus statement first so that they can use it to guide their decisions about the rest of the introduction and the Proof Paragraph. Allowing time for oral processing before writing may help some students gain clarity around their ideas.
• Model Essay: "GMOs" (one for display; from Module 2, Unit 2, Lesson 7, Work Time A)
• Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4-5, Work Time D)
• Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 3, Lesson 6, Work Time A)
• Model Essay: “GMOs” (one per student; from Module 2, Unit 2, Lesson 7, Work Time A)
• Painted Essay® Template (one per student; from Module 1, Unit 3, Lesson 6, Work Time B)
• Access to Healthy Food: Independent Research note-catcher (one per student; from Module 2, Unit 2, Lesson 4, Work Time B)
• Researcher’s Toolbox (one per student; from Module 2, Unit 2, Lesson 1, Work Time A)
• Device with projector (see Technology and Multimedia)
• Entrance Ticket: Unit 2, Lesson 8 (example for teacher reference)
• Language Dive Guide: Model Essay: “GMOs,” Paragraph 1 (for teacher reference)
• Language Dive: Model Essay: “GMOs,” Paragraph 1 note-catcher (answers for teacher reference)
• Informative Writing: “CSAs” checklist (example for teacher reference)
• Model Essay: “CSAs” (example for teacher reference)
• Informative Writing Plan: “CSAs” graphic organizer (example for teacher reference)
• Informative Writing Plan: “GMOs” graphic organizer (example for teacher reference)
• Homework: Painted Essay® Structure (answers for teacher reference) (see Homework Resources)
• Devices (optional; one per student; see Technology and Multimedia)
• Entrance Ticket: Unit 2, Lesson 8 (one per student)
• Language Dive: Model Essay: “GMOs,” Paragraph 1 note-catcher (one per student)
• Language Dive: Model Essay: “GMOs,” Paragraph 1 sentence chunk strips (one per group)
• Model Essay: “CSAs” (one per student and one for display)
• Colored pencils (red, yellow, blue, green; one of each per student)
• Informative Writing: “CSAs” checklist (one per student and one for display)
• Informative Writing: Independent Research Essay directions (one per student and one for display)
• Informative Writing Plan graphic organizer (one per student and one for display)
• Homework: Painted Essay® Structure (one per student; see Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

Copyright © 2013-2024 by EL Education, New York, NY.

Get updates about our new K-5 curriculum as new materials and tools debut.

Help us improve our curriculum..

Tell us what’s going well, share your concerns and feedback.

Terms of use . To learn more about EL Education, visit  eleducation.org

ENG 101: The Informative Essay

• About the Informative Essay
• Developing Questions
• The Thesis Statement
• Reading Scholarly Sources
• Collecting Scholarly Information
• Research Databases
• MLA Resources

Thesis Basics

A thesis is one or two sentences that appear at the end of your introduction that communicates to your reader the main point of your work and why they should care enough to read it. You should have a ' working thesis ' before you dig into your research, but remain flexible.  As you learn  and understand more about your topic your thesis may evolve and that is completely normal; it's all part of the research process!  

The type of thesis should match the type of project; that is, the thesis for a persuasive essay will have different requirements than one for an informative essay; all thesis statements have some characteristics in common, however.

A thesis should always:

Clearly and concisely state the main idea.

Tie your supporting discussion into the main idea.

Thesis = topic + summary of main points

A persuasive/argumentative thesis should also:

State your position on a specific and debatable position.

Thesis = topic + your position + evidence to support position

An informative thesis should also:

Outline the facets that will be explained and discussed in the essay, or present the key points of the analysis, interpretation, or evaluation.

Thesis = topic + facets/key points

If you think of your essay as a five part outline including introduction, supporting point 1,  supporting point 2, supporting point 3, and conclusion, then think of the thesis as using the same basic components: topic, point 1, point 2, point 3, and position/conclusion. 

• << Previous: Developing Questions
• Next: Finding Information >>
• Last Updated: Aug 20, 2024 3:04 PM
• URL: https://libguides.gateway.kctcs.edu/eng101

Linking essay-writing tests using many-facet models and neural automated essay scoring

• Original Manuscript
• Open access
• Published: 20 August 2024

Cite this article

You have full access to this open access article

• Masaki Uto   ORCID: orcid.org/0000-0002-9330-5158 1 &
• Kota Aramaki 1  

76 Accesses

Explore all metrics

For essay-writing tests, challenges arise when scores assigned to essays are influenced by the characteristics of raters, such as rater severity and consistency. Item response theory (IRT) models incorporating rater parameters have been developed to tackle this issue, exemplified by the many-facet Rasch models. These IRT models enable the estimation of examinees’ abilities while accounting for the impact of rater characteristics, thereby enhancing the accuracy of ability measurement. However, difficulties can arise when different groups of examinees are evaluated by different sets of raters. In such cases, test linking is essential for unifying the scale of model parameters estimated for individual examinee–rater groups. Traditional test-linking methods typically require administrators to design groups in which either examinees or raters are partially shared. However, this is often impractical in real-world testing scenarios. To address this, we introduce a novel method for linking the parameters of IRT models with rater parameters that uses neural automated essay scoring technology. Our experimental results indicate that our method successfully accomplishes test linking with accuracy comparable to that of linear linking using few common examinees.

Similar content being viewed by others

Rater-Effect IRT Model Integrating Supervised LDA for Accurate Measurement of Essay Writing Ability

Integration of Automated Essay Scoring Models Using Item Response Theory

Robust Neural Automated Essay Scoring Using Item Response Theory

Avoid common mistakes on your manuscript.

Introduction

The growing demand for assessing higher-order skills, such as logical reasoning and expressive capabilities, has led to increased interest in essay-writing assessments (Abosalem, 2016 ; Bernardin et al., 2016 ; Liu et al., 2014 ; Rosen & Tager, 2014 ; Schendel & Tolmie, 2017 ). In these assessments, human raters assess the written responses of examinees to specific writing tasks. However, a major limitation of these assessments is the strong influence that rater characteristics, including severity and consistency, have on the accuracy of ability measurement (Bernardin et al., 2016 ; Eckes, 2005 , 2023 ; Kassim, 2011 ; Myford & Wolfe, 2003 ). Several item response theory (IRT) models that incorporate parameters representing rater characteristics have been proposed to mitigate this issue (Eckes, 2023 ; Myford & Wolfe, 2003 ; Uto & Ueno, 2018 ).

The most prominent among them are many-facet Rasch models (MFRMs) (Linacre, 1989 ), and various extensions of MFRMs have been proposed to date (Patz & Junker, 1999 ; Patz et al., 2002 ; Uto & Ueno, 2018 , 2020 ). These IRT models have the advantage of being able to estimate examinee ability while accounting for rater effects, making them more accurate than simple scoring methods based on point totals or averages.

However, difficulties can arise when essays from different groups of examinees are evaluated by different sets of raters, a scenario often encountered in real-world testing. For instance, in academic settings such as university admissions, individual departments may use different pools of raters to assess essays from specific applicant pools. Similarly, in the context of large-scale standardized tests, different sets of raters may be allocated to various test dates or locations. Thus, when applying IRT models with rater parameters to account for such real-world testing cases while also ensuring that ability estimates are comparable across groups of examinees and raters, test linking becomes essential for unifying the scale of model parameters estimated for each group.

Conventional test-linking methods generally require some overlap of examinees or raters across the groups being linked (Eckes, 2023 ; Engelhard, 1997 ; Ilhan, 2016 ; Linacre, 2014 ; Uto, 2021a ). For example, linear linking based on common examinees, a popular linking method, estimates the IRT parameters for shared examinees using data from each group. These estimates are then used to build a linear regression model, which adjusts the parameter scales across groups. However, the design of such overlapping groups can often be impractical in real-world testing environments.

To facilitate test linking in these challenging environments, we introduce a novel method that leverages neural automated essay scoring (AES) technology. Specifically, we employ a cutting-edge deep neural AES method (Uto & Okano, 2021 ) that can predict IRT-based abilities from examinees’ essays. The central concept of our linking method is to construct an AES model using the ability estimates of examinees in a reference group, along with their essays, and then to apply this model to predict the abilities of examinees in other groups. An important point is that the AES model is trained to predict examinee abilities on the scale established by the reference group. This implies that the trained AES model can predict the abilities of examinees in other groups on the ability scale established by the reference group. Therefore, we use the predicted abilities to calculate the linking coefficients required for linear linking and to perform a test linking. In this study, we conducted experiments based on real-world data to demonstrate that our method successfully accomplishes test linking with accuracy comparable to that of linear linking using few common examinees.

It should be noted that previous studies have attempted to employ AES technologies for test linking (Almond, 2014 ; Olgar, 2015 ), but their focus has primarily been on linking tests with varied writing tasks or a mixture of essay tasks and objective items, while overlooking the influence of rater characteristics. This differs from the specific scenarios and goals that our study aims to address. To the best of our knowledge, this is the first study that employs AES technologies to link IRT models incorporating rater parameters for writing assessments without the need for common examinees and raters.

Setting and data

In this study, we assume scenarios in which two groups of examinees respond to the same writing task and their written essays are assessed by two distinct sets of raters following the same scoring rubric. We refer to one group as the reference group , which serves as the basis for the scale, and the other as the focal group , whose scale we aim to align with that of the reference group.

Let \(u^{\text {ref}}_{jr}\) be the score assigned by rater \(r \in \mathcal {R}^{\text {ref}}\) to the essay of examinee \(j \in \mathcal {J}^{\text {ref}}\) , where \(\mathcal {R}^{\text {ref}}\) and \(\mathcal {J}^{\text {ref}}\) denote the sets of raters and examinees in the reference group, respectively. Then, a collection of scores for the reference group can be defined as

where \(\mathcal{K} = \{1,\ldots ,K\}\) represents the rating categories, and \(-1\) indicates missing data.

Similarly, a collection of scores for the focal group can be defined as

where \(u^{\text {foc}}_{jr}\) indicates the score assigned by rater \(r \in \mathcal {R}^{\text {foc}}\) to the essay of examinee \(j \in \mathcal {J}^{\text {foc}}\) , and \(\mathcal {R}^{\text {foc}}\) and \(\mathcal {J}^{\text {foc}}\) represent the sets of raters and examinees in the focal group, respectively.

The primary objective of this study is to apply IRT models with rater parameters to the two sets of data, \(\textbf{U}^{\text {ref}}\) and \(\textbf{U}^{\text {foc}}\) , and to establish IRT parameter linking without shared examinees and raters: \(\mathcal {J}^{\text {ref}} \cap \mathcal {J}^{\text {foc}} = \emptyset \) and \(\mathcal {R}^{\text {ref}} \cap \mathcal {R}^{\text {foc}} = \emptyset \) . More specifically, we seek to align the scale derived from \(\textbf{U}^{\text {foc}}\) with that of \(\textbf{U}^{\text {ref}}\) .

• Item response theory

IRT (Lord, 1980 ), a test theory grounded in mathematical models, has recently gained widespread use in various testing situations due to the growing prevalence of computer-based testing. In objective testing contexts, IRT makes use of latent variable models, commonly referred to as IRT models. Traditional IRT models, such as the Rasch model and the two-parameter logistic model, give the probability of an examinee’s response to a test item as a probabilistic function influenced by both the examinee’s latent ability and the item’s characteristic parameters, such as difficulty and discrimination. These IRT parameters can be estimated from a dataset consisting of examinees’ responses to test items.

However, traditional IRT models are not directly applicable to essay-writing test data, where the examinees’ responses to test items are assessed by multiple human raters. Extended IRT models with rater parameters have been proposed to address this issue (Eckes, 2023 ; Jin and Wang, 2018 ; Linacre, 1989 ; Shin et al., 2019 ; Uto, 2023 ; Wilson & Hoskens, 2001 ).

Many-facet Rasch models and their extensions

The MFRM (Linacre, 1989 ) is the most commonly used IRT model that incorporates rater parameters. Although several variants of the MFRM exist (Eckes, 2023 ; Myford & Wolfe, 2004 ), the most representative model defines the probability that the essay of examinee j for a given test item (either a writing task or prompt) i receives a score of k from rater r as

where \(\theta _j\) is the latent ability of examinee j , \(\beta _{i}\) represents the difficulty of item i , \(\beta _{r}\) represents the severity of rater  r , and \(d_{m}\) is a step parameter denoting the difficulty of transitioning between scores \(m-1\) and m . \(D = 1.7\) is a scaling constant used to minimize the difference between the normal and logistic distribution functions. For model identification, \(\sum _{i} \beta _{i} = 0\) , \(d_1 = 0\) , \(\sum _{m = 2}^{K} d_{m} = 0\) , and a normal distribution for the ability \(\theta _j\) are assumed.

Another popular MFRM is one in which \(d_{m}\) is replaced with \(d_{rm}\) , a rater-specific step parameter denoting the severity of rater r when transitioning from score  \(m-1\) to m . This model is often used to investigate variations in rating scale criteria among raters caused by differences in the central tendency, extreme response tendency, and range restriction among raters (Eckes, 2023 ; Myford & Wolfe, 2004 ; Qiu et al., 2022 ; Uto, 2021a ).

A recent extension of the MFRM is the generalized many-facet model (GMFM) (Uto & Ueno, 2020 ) Footnote 1 , which incorporates parameters denoting rater consistency and item discrimination. GMFM defines the probability \(P_{ijrk}\) as

where \(\alpha _i\) indicates the discrimination power of item i , and \(\alpha _r\) indicates the consistency of rater r . For model identification, \(\prod _{r} \alpha _i = 1\) , \(\sum _{i} \beta _{i} = 0\) , \(d_{r1} = 0\) , \(\sum _{m = 2}^{K} d_{rm} = 0\) , and a normal distribution for the ability \(\theta _j\) are assumed.

In this study, we seek to apply the aforementioned IRT models to data involving a single test item, as detailed in the Setting and data section. When there is only one test item, the item parameters in the above equations become superfluous and can be omitted. Consequently, the equations for these models can be simplified as follows.

MFRM with rater-specific step parameters (referred to as MFRM with RSS in the subsequent sections):

Note that the GMFM can simultaneously capture the following typical characteristics of raters, whereas the MFRM and MFRM with RSS can only consider a subset of these characteristics.

Severity : This refers to the tendency of some raters to systematically assign higher or lower scores compared with other raters regardless of the actual performance of the examinee. This tendency is quantified by the parameter \(\beta _r\) .

Consistency : This is the extent to which raters maintain their scoring criteria consistently over time and across different examinees. Consistent raters exhibit stable scoring patterns, which make their evaluations more reliable and predictable. In contrast, inconsistent raters show varying scoring tendencies. This characteristic is represented by the parameter \(\alpha _r\) .

Range Restriction : This describes the limited variability in scores assigned by a rater. Central tendency and extreme response tendency are special cases of range restriction. This characteristic is represented by the parameter \(d_{rm}\) .

For details on how these characteristics are represented in the GMFM, see the article (Uto & Ueno, 2020 ).

Based on the above, it is evident that both the MFRM and MFRM with RSS are special cases of the GMFM. Specifically, the GMFM with constant rater consistency corresponds to the MFRM with RSS. Moreover, the MFRM with RSS that assumes no differences in the range restriction characteristic among raters aligns with the MFRM.

When the aforementioned IRT models are applied to datasets from multiple groups composed of different examinees and raters, such as \(\textbf{U}^{\text {red}}\) and \(\textbf{U}^{\text {foc}}\) , the scales of the estimated parameters generally differ among them. This discrepancy arises because IRT permits arbitrary scaling of parameters for each independent dataset. An exception occurs when it is feasible to assume equality in between-test distributions of examinee abilities and rater parameters (Linacre, 2014 ). However, real-world testing conditions may not always satisfy this assumption. Therefore, if the aim is to compare parameter estimates between different groups, test linking is generally required to unify the scale of model parameters estimated from each individual group’s dataset.

One widely used approach for test linking is linear linking . In the context of the essay-writing test considered in this study, implementing linear linking necessitates designing two groups so that there is some overlap in examinees between them. With this design, IRT parameters for the shared examinees are estimated individually for each group. These estimates are then used to construct a linear regression model for aligning the parameter scales across groups, thereby rendering them comparable. We now introduce the mean and sigma method  (Kolen & Brennan, 2014 ; Marco, 1977 ), a popular method for linear linking, and illustrate the procedures for parameter linking specifically for the GMFM, as defined in Eq.  7 , because both the MFRM and the MFRM with RSS can be regarded as special cases of the GMFM, as explained earlier.

To elucidate this, let us assume that the datasets corresponding to the reference and focal groups, denoted as \(\textbf{U}^{\text {ref}}\) and \(\textbf{U}^{\text {foc}}\) , contain overlapping sets of examinees. Furthermore, let us assume that \(\hat{\varvec{\theta }}^{\text {foc}}\) , \(\hat{\varvec{\alpha }}^{\text {foc}}\) , \(\hat{\varvec{\beta }}^{\text {foc}}\) , and \(\hat{\varvec{d}}^{\text {foc}}\) are the GMFM parameters estimated from \(\textbf{U}^{\text {foc}}\) . The mean and sigma method aims to transform these parameters linearly so that their scale aligns with those estimated from \(\textbf{U}^{\text {ref}}\) . This transformation is guided by the equations

where \(\tilde{\varvec{\theta }}^{\text {foc}}\) , \(\tilde{\varvec{\alpha }}^{\text {foc}}\) , \(\tilde{\varvec{\beta }}^{\text {foc}}\) , and \(\tilde{\varvec{d}}^{\text {foc}}\) represent the scale-transformed parameters for the focal group. The linking coefficients are defined as

where \({\mu }^{\text {ref}}\) and \({\sigma }^{\text {ref}}\) represent the mean and standard deviation (SD) of the common examinees’ ability values estimated from \(\textbf{U}^{\text {ref}}\) , and \({\mu }^{\text {foc}}\) and \({\sigma }^{\text {foc}}\) represent those values obtained from \(\textbf{U}^{\text {foc}}\) .

This linear linking method is applicable when there are common examinees across different groups. However, as discussed in the introduction, arranging for multiple groups with partially overlapping examinees (and/or raters) can often be impractical in real-world testing environments. To address this limitation, we aim to facilitate test linking without the need for common examinees and raters by leveraging AES technology.

Automated essay scoring models

Many AES methods have been developed over recent decades and can be broadly categorized into either feature-engineering or automatic feature extraction approaches (Hussein et al., 2019 ; Ke & Ng, 2019 ). The feature-engineering approach predicts essay scores using either a regression or classification model that employs manually designed features, such as essay length and the number of spelling errors (Amorim et al., 2018 ; Dascalu et al., 2017 ; Nguyen & Litman, 2018 ; Shermis & Burstein, 2002 ). The advantages of this approach include greater interpretability and explainability. However, it generally requires considerable effort in developing effective features to achieve high scoring accuracy for various datasets. Automatic feature extraction approaches based on deep neural networks (DNNs) have recently attracted attention as a means of eliminating the need for feature engineering. Many DNN-based AES models have been proposed in the last decade and have achieved state-of-the-art accuracy (Alikaniotis et al., 2016 ; Dasgupta et al., 2018 ; Farag et al., 2018 ; Jin et al., 2018 ; Mesgar & Strube, 2018 ; Mim et al., 2019 ; Nadeem et al., 2019 ; Ridley et al., 2021 ; Taghipour & Ng, 2016 ; Uto, 2021b ; Wang et al., 2018 ). In the next section, we introduce the most widely used DNN-based AES model, which utilizes Bidirectional Encoder Representations from Transformers (BERT) (Devlin et al., 2019 ).

BERT-based AES model

BERT, a pre-trained language model developed by Google’s AI language team, achieved state-of-the-art performance in various natural language processing (NLP) tasks in 2019 (Devlin et al., 2019 ). Since then, it has frequently been applied to AES (Rodriguez et al., 2019 ) and automated short-answer grading (Liu et al., 2019 ; Lun et al., 2020 ; Sung et al., 2019 ) and has demonstrated high accuracy.

BERT is structured as a multilayer bidirectional transformer network, where the transformer is a neural network architecture designed to handle ordered sequences of data using an attention mechanism. See Ref. (Vaswani et al., 2017 ) for details of transformers.

BERT undergoes training in two distinct phases, pretraining and fine-tuning . The pretraining phase utilizes massive volumes of unlabeled text data and is conducted through two unsupervised learning tasks, specifically, masked language modeling and next-sentence prediction . Masked language modeling predicts the identities of words that have been masked out of the input text, while next-sequence prediction predicts whether two given sentences are adjacent.

Fine-tuning is required to adapt a pre-trained BERT model for a specific NLP task, including AES. This entails retraining the BERT model using a task-specific supervised dataset after initializing the model parameters with pre-trained values and augmenting with task-specific output layers. For AES applications, the addition of a special token, [CLS] , at the beginning of each input is required. Then, BERT condenses the entire input text into a fixed-length real-valued hidden vector referred to as the distributed text representation , which corresponds to the output of the special token [CLS]  (Devlin et al., 2019 ). AES scores can thus be derived by feeding the distributed text representation into a linear layer with sigmoid activation , as depicted in Fig.  1 . More formally, let \( \varvec{h} \) be the distributed text representation. The linear layer with sigmoid activation is defined as \(\sigma (\varvec{W}\varvec{h}+\text{ b})\) , where \(\varvec{W}\) is a weight matrix and \(\text{ b }\) is a bias, both learned during the fine-tuning process. The sigmoid function \(\sigma ()\) maps its input to a value between 0 and 1. Therefore, the model is trained to minimize an error loss function between the predicted scores and the gold-standard scores, which are normalized to the [0, 1] range. Moreover, score prediction using the trained model is performed by linearly rescaling the predicted scores back to the original score range.

BERT-based AES model architecture. \(w_{jt}\) is the t -th word in the essay of examinee j , \(n_j\) is the number of words in the essay, and \(\hat{y}_{j}\) represents the predicted score from the model

Problems with AES model training

As mentioned above, to employ BERT-based and other DNN-based AES models, they must be trained or fine-tuned using a large dataset of essays that have been graded by human raters. Typically, the mean-squared error (MSE) between the predicted and the gold-standard scores serves as the loss function for model training. Specifically, let \(y_{j}\) be the normalized gold-standard score for the j -th examinee’s essay, and let \(\hat{y}_{j}\) be the predicted score from the model. The MSE loss function is then defined as

where J denotes the number of examinees, which is equivalent to the number of essays, in the training dataset.

Here, note that a large-scale training dataset is often created by assigning a few raters from a pool of potential raters to each essay to reduce the scoring burden and to increase scoring reliability. In such cases, the gold-standard score for each essay is commonly determined by averaging the scores given by multiple raters assigned to that essay. However, as discussed in earlier sections, these straightforward average scores are highly sensitive to rater characteristics. When training data includes rater bias effects, an AES model trained on that data can show decreased performance as a result of inheriting these biases (Amorim et al., 2018 ; Huang et al., 2019 ; Li et al., 2020 ; Wind et al., 2018 ). An AES method that uses IRT has been proposed to address this issue (Uto & Okano, 2021 ).

AES method using IRT

The main idea behind the AES method using IRT (Uto & Okano, 2021 ) is to train an AES model using the ability value \(\theta _j\) estimated by IRT models with rater parameters, such as MFRM and its extensions, from the data given by multiple raters for each essay, instead of a simple average score. Specifically, AES model training in this method occurs in two steps, as outlined in Fig.  2 .

Estimate the IRT-based abilities \(\varvec{\theta }\) from a score dataset, which includes scores given to essays by multiple raters.

Train an AES model given the ability estimates as the gold-standard scores. Specifically, the MSE loss function for training is defined as

where \(\hat{\theta }_j\) represents the AES’s predicted ability of the j -th examinee, and \(\theta _{j}\) is the gold-standard ability for the examinee obtained from Step 1. Note that the gold-standard scores are rescaled into the range [0, 1] by applying a linear transformation from the logit range \([-3, 3]\) to [0, 1]. See the original paper (Uto & Okano, 2021 ) for details.

Architecture of a BERT-based AES model that uses IRT

A trained AES model based on this method will not reflect bias effects because IRT-based abilities \(\varvec{\theta }\) are estimated while removing rater bias effects.

In the prediction phase, the score for an essay from examinee \(j^{\prime }\) is calculated in two steps.

Predict the IRT-based ability \(\theta _{j^{\prime }}\) for the examinee using the trained AES model, and then linearly rescale it to the logit range \([-3, 3]\) .

Calculate the expected score \(\mathbb {E}_{r,k}\left[ P_{j^{\prime }rk}\right] \) , which corresponds to an unbiased original-scaled score, given \(\theta _{j'}\) and the rater parameters. This is used as a predicted essay score in this method.

This method originally aimed to train an AES model while mitigating the impact of varying rater characteristics present in the training data. A key feature, however, is its ability to predict an examinee’s IRT-based ability from their essay texts. Our linking approach leverages this feature to enable test linking without requiring common examinees and raters.

Outline of our proposed method, steps 1 and 2

Outline of our proposed method, steps 3–6

Proposed method

The core idea behind our method is to develop an AES model that predicts examinee ability using score and essay data from the reference group, and then to use this model to predict the abilities of examinees in the focal group. These predictions are then used to estimate the linking coefficients for a linear linking. An outline of our method is illustrated in Figs.  3 and 4 . The detailed steps involved in the procedure are as follows.

Estimate the IRT model parameters from the reference group’s data \(\textbf{U}^{\text {ref}}\) to obtain \(\hat{\varvec{\theta }}^{\text {ref}}\) indicating the ability estimates of the examinees in the reference group.

Use the ability estimates \(\hat{\varvec{\theta }}^{\text {ref}}\) and the essays written by the examinees in the reference group to train the AES model that predicts examinee ability.

Use the trained AES model to predict the abilities of examinees in the focal group by inputting their essays. We designate these AES-predicted abilities as \(\hat{\varvec{\theta }}^{\text {foc}}_{\text {pred}}\) from here on. An important point to note is that the AES model is trained to predict ability values on the parameter scale aligned with the reference group’s data, meaning that the predicted abilities for examinees in the focal group follow the same scale.

Estimate the IRT model parameters from the focal group’s data \(\textbf{U}^{\text {foc}}\) .

Calculate the linking coefficients A and K using the AES-predicted abilities \(\hat{\varvec{\theta }}^{\text {foc}}_{\text {pred}}\) and the IRT-based ability estimates \(\hat{\varvec{\theta }}^{\text {foc}}\) for examinees in the focal group as follows.

where \({\mu }^{\text {foc}}_{\text {pred}}\) and \({\sigma }^{\text {foc}}_{\text {pred}}\) represent the mean and the SD of the AES-predicted abilities \(\hat{\varvec{\theta }}^{\text {foc}}_{\text {pred}}\) , respectively. Furthermore, \({\mu }^{\text {foc}}\) and \({\sigma }^{\text {foc}}\) represent the corresponding values for the IRT-based ability estimates \(\hat{\varvec{\theta }}^{\text {foc}}\) .

Apply linear linking based on the mean and sigma method given in Eq.  8 using the above linking coefficients and the parameter estimates for the focal group obtained in Step 4. This procedure yields parameter estimates for the focal group that are aligned with the scale of the parameters of the reference group.

As described in Step 3, the AES model used in our method is trained to predict examinee abilities on the scale derived from the reference data \(\textbf{U}^{\text {ref}}\) . Therefore, the abilities predicted by the trained AES model for the examinees in the focal group, denoted as \(\hat{\varvec{\theta }}^{\text {foc}}_{\text {pred}}\) , also follow the ability scale derived from the reference data. Consequently, by using the AES-predicted abilities, we can infer the differences in the ability distribution between the reference and focal groups. This enables us to estimate the linking coefficients, which then allows us to perform linear linking based on the mean and sigma method. Thus, our method allows for test linking without the need for common examinees and raters.

It is important to note that the current AES model for predicting examinees’ abilities does not necessarily offer sufficient prediction accuracy for individual ability estimates. This implies that their direct use in mid- to high-stakes assessments could be problematic. Therefore, we focus solely on the mean and SD values of the ability distribution based on predicted abilities, rather than using individual predicted ability values. Our underlying assumption is that these AES models can provide valuable insights into differences in the ability distribution across various groups, even though the individual predictions might be somewhat inaccurate, thereby substantiating their utility for test linking.

Experiments

In this section, we provide an overview of the experiments we conducted using actual data to evaluate the effectiveness of our method.

Actual data

We used the dataset previously collected in Uto and Okano ( 2021 ). It consists of essays written in English by 1805 students from grades 7 to 10 along with scores from 38 raters for these essays. The essays originally came from the ASAP (Automated Student Assessment Prize) dataset, which is a well-known benchmark dataset for AES studies. The raters were native English speakers recruited from Amazon Mechanical Turk (AMT), a popular crowdsourcing platform. To alleviate the scoring burden, only a few raters were assigned to each essay, rather than having all raters evaluate every essay. Rater assignment was conducted based on a systematic links design  (Shin et al., 2019 ; Uto, 2021a ; Wind & Jones, 2019 ) to achieve IRT-scale linking. Consequently, each rater evaluated approximately 195 essays, and each essay was graded by four raters on average. The raters were asked to grade the essays using a holistic rubric with five rating categories, which is identical to the one used in the original ASAP dataset. The raters were provided no training before the scoring process began. The average Pearson correlation between the scores from AMT raters and the ground-truth scores included in the original ASAP dataset was 0.70 with an SD of 0.09. The minimum and maximum correlations were 0.37 and 0.81, respectively. Furthermore, we also calculated the intraclass correlation coefficient (ICC) between the scores from each AMT rater and the ground-truth scores. The average ICC was 0.60 with an SD of 0.15, and the minimum and maximum ICCs were 0.29 and 0.79, respectively. The calculation of the correlation coefficients and ICC for each AMT rater excluded essays that the AMT rater did not assess. Furthermore, because the ground-truth scores were given as the total scores from two raters, we divided them by two in order to align the score scale with the AMT raters’ scores.

For further analysis, we also evaluated the ICC among the AMT raters as their interrater reliability. In this analysis, missing value imputation was required because all essays were evaluated by a subset of AMT raters. Thus, we first applied multiple imputation with predictive mean matching to the AMT raters’ score dataset. In this process, we generated five imputed datasets. For each imputed dataset, we calculated the ICC among all AMT raters. Finally, we aggregated the ICC values from each imputed dataset to calculate the mean ICC and its SD. The results revealed a mean ICC of 0.43 with an SD of 0.01.

These results suggest that the reliability of raters is not necessarily high. This variability in scoring behavior among raters underscores the importance of applying IRT models with rater parameters. For further details of the dataset see Uto and Okano ( 2021 ).

Experimental procedures

Using this dataset, we conducted the following experiment for three IRT models with rater parameters, MFRM, MFRM with RSS, and GMFM, defined by Eqs.  5 , 6 , and 7 , respectively.

We estimated the IRT parameters from the dataset using the No-U-Turn sampler-based Markov chain Monte Carlo (MCMC) algorithm, given the prior distributions \(\theta _j, \beta _r, d_m, d_{rm} \sim N(0, 1)\) , and \(\alpha _r \sim LN(0, 0.5)\) following the previous work (Uto & Ueno, 2020 ). Here, \( N(\cdot , \cdot )\) and \(LN(\cdot , \cdot )\) indicate normal and log-normal distributions with mean and SD values, respectively. The expected a posteriori (EAP) estimator was used as the point estimates.

We then separated the dataset randomly into two groups, the reference group and the focal group, ensuring no overlap of examinees and raters between them. In this separation, we selected examinees and raters in each group to ensure distinct distributions of examinee abilities and rater severities. Various separation patterns were tested and are listed in Table  1 . For example, condition 1 in Table  1 means that the reference group comprised randomly selected high-ability examinees and low-severity raters, while the focal group comprised low-ability examinees and high-severity raters. Condition 2 provided a similar separation but controlled for narrower variance in rater severity in the focal group. Details of the group creation procedures can be found in Appendix  A .

Using the obtained data for the reference and focal groups, we conducted test linking using our method, the details of which are given in the Proposed method section. In it, the IRT parameter estimations were carried out using the same MCMC algorithm as in Step 1.

We calculated the Root Mean Squared Error (RMSE) between the IRT parameters for the focal group, which were linked using our proposed method, and their gold-standard parameters. In this context, the gold-standard parameters were obtained by transforming the scale of the parameters estimated from the entire dataset in Step 1 so that it aligned with that of the reference group. Specifically, we estimated the IRT parameters using data from the reference group and collected those estimated from the entire dataset in Step 1. Then, using the examinees in the reference group as common examinees, we applied linear linking based on the mean and sigma method to adjust the scale of the parameters estimated from the entire dataset to match that of the reference group.

For comparison, we also calculated the RMSE between the focal group’s IRT parameters, obtained without applying the proposed linking, and their gold-standard parameters. This functions as the worst baseline against which the results of the proposed method are compared. Additionally, we examined other baselines that use linear linking based on common examinees. For these baselines, we randomly selected five or ten examinees from the reference group, who were assigned scores by at least two focal group’s raters in the entire dataset. The scores given to these selected examinees by the focal group’s raters were then merged with the focal group’s data, where the added examinees worked as common examinees between the reference and focal groups. Using this data, we examined linear linking using common examinees. Specifically, we estimated the IRT parameters from the data of the focal group with common examinees and applied linear linking based on the mean and sigma method using the ability estimates of the common examinees to align its scale with that of the reference group. Finally, we calculated the RMSE between the linked parameter estimates for the examinees and raters belonging only to the original focal group and their gold-standard parameters. Note that this common examinee approach operates under more advantageous conditions compared with the proposed linking method because it can utilize larger samples for estimating the parameters of raters in the focal group.

We repeated Steps 2–5 ten times for each data separation condition and calculated the average RMSE for four cases: one in which our proposed linking method was applied, one without linking, and two others where linear linkings using five and ten common examinees were applied.

The parameter estimation program utilized in Steps 1, 4, and 5 was implemented using RStan (Stan Development Team, 2018 ). The EAP estimates were calculated as the mean of the parameter samples obtained from 2,000 to 5,000 periods using three independent chains. The AES model was developed in Python, leveraging the PyTorch library Footnote 2 . For the AES model training in Step 3, we randomly selected \(90\%\) of the data from the reference group to serve as the training set, with the remaining \(10\%\) designated as the development set. We limited the maximum number of steps for training the AES model to 800 and set the maximum number of epochs to 800 divided by the number of mini-batches. Additionally, we employed early stopping based on the performance on the development set. The AdamW optimization algorithm was used, and the mini-batch size was set to 8.

MCMC statistics and model fitting

Before delving into the results of the aforementioned experiments, we provide some statistics related to the MCMC-based parameter estimation. Specifically, we computed the Gelman–Rubin statistic \(\hat{R}\)  (Gelman et al., 2013 ; Gelman & Rubin, 1992 ), a well-established diagnostic index for convergence, as well as the effective sample size (ESS) and the number of divergent transitions for each IRT model during the parameter estimation phase in Step 1. Across all models, the \(\hat{R}\) statistics were below 1.1 for all parameters, indicating convergence of the MCMC runs. Furthermore, as shown in the first row of Table  2 , our ESS values for all parameters in all models exceeded the criterion of 400, which is considered sufficiently large according to Zitzmann and Hecht ( 2019 ). We also observed no divergent transitions in any of the cases. These results support the validity of the MCMC-based parameter estimation.

Furthermore, we evaluated the model – data fit for each IRT model during the parameter estimation step in Step 1. To assess this fit, we employed the posterior predictive p  value ( PPP -value) (Gelman et al., 2013 ), a commonly used metric for evaluating the model–data fit in Bayesian frameworks (Nering & Ostini, 2010 ; van der Linden, 2016 ). Specifically, we calculated the PPP -value using an averaged standardized residual, a conventional metric for IRT model fit in non-Bayesian settings, as a discrepancy function, similar to the approach in Nering and Ostini ( 2010 ); Tran ( 2020 ); Uto and Okano ( 2021 ). A well-fitted model yields a PPP -value close to 0.5, while poorly fitted models exhibit extreme low or high values, such as those below 0.05 or above 0.95. Additionally, we calculated two information criteria, the widely applicable information criterion (WAIC) (Watanabe, 2010 ) and the widely applicable Bayesian information criterion (WBIC) (Watanabe, 2013 ). The model that minimizes these criteria is considered optimal.

The last three rows in Table  2 shows the results. We can see that the PPP -value for GMFM is close to 0.5, indicating a good fit to the data. In contrast, the other models exhibit high values, suggesting a poor fit to the data. Furthermore, among the three IRT models evaluated, GMFM exhibits the lowest WAIC and WBIC values. These findings suggest that GMFM offers the best fit to the data, corroborating previous work that investigated the same dataset using IRT models (Uto & Okano, 2021 ). We provide further discussion about the model fit in the Analysis of rater characteristics section given later.

According to these results, the following section focuses on the results for GMFM. Note that we also include the results for MFRM and MFRM with RSS in Appendix  B , along with the open practices statement.

Effectiveness of our proposed linking method

The results of the aforementioned experiments for GMFM are shown in Table  3 . In the table, the Unlinked row represents the average RMSE between the focal group’s IRT parameters without applying our linking method and their gold-standard parameters. Similarly, the Linked by proposed method row represents the average RMSE between the focal group’s IRT parameters after applying our linking method and their gold-standard parameters. The rows labeled Linked by five/ten common examinees represent the results for linear linking using common examinees.

A comparison of the results from the unlinked condition and the proposed method reveals that the proposed method improved the RMSEs for the ability and rater severity parameters, namely, \(\theta _j\) and \(\beta _r\) , which we intentionally varied between the reference and focal groups. The degree of improvement is notably substantial when the distributional differences between the reference and focal groups are large, as is the case in Conditions 1–5. On the other hand, for Conditions 6–8, where the distributional differences are relatively minor, the improvements are also smaller in comparison. This is because the RMSEs for the unlinked parameters are already lower in these conditions than in Conditions 1–5. Nonetheless, it is worth emphasizing that the RMSEs after employing our linking method are exceptionally low in Conditions 6–8.

Furthermore, the table indicates that the RMSEs for the step parameters and rater consistency parameters, namely, \(d_{rm}\) and \(\alpha _r\) , also improved in many cases, while the impact of applying our linking method is relatively small for these parameters compared with the ability and rater severity parameters. This is because we did not intentionally vary their distribution between the reference and focal groups, and thus their distribution differences were smaller than those for the ability and rater severity parameters, as shown in the next section.

Comparing the results from the proposed method and linear linking using five common examinees, we observe that the proposed method generally exhibits lower RMSE values for the ability \(\theta _j\) and the rater severity parameters \(\beta _r\) , except for conditions 2–3. Furthermore, when comparing the proposed method with linear linking using ten common examinees, it achieves superior performance in conditions 4–8 and slightly lower performance in conditions 1–3 for \(\theta _j\) and \(\beta _r\) , while the differences are more minor overall than those observed when comparing the proposed method with the condition of five common examinees. Note that the reasons why the proposed method tends to show lower performance for conditions 1–3 are as follows.

The proposed method utilizes fewer samples to estimate the rater parameters compared with the linear linking method using common examinees.

In situations where distributional differences between the reference and focal groups are relatively large, as in conditions 1–3, constructing an accurate AES model for the focal group becomes challenging due to the limited overlap in the ability value range. We elaborate on this point in the next section.

Furthermore, in terms of the rater consistency parameter \(\alpha _r\) and the step parameter \(d_{rm}\) , the proposed method typically shows lower RMSE values compared with linear linking using common examinees. We attribute this to the fact that the performance of the linking method using common examinees is highly dependent on the choice of common examinees, which can sometimes result in significant errors in these parameters. This issue is also further discussed in the next section.

These results suggest that our method can perform linking with comparable accuracy to linear linking using few common examinees, even in the absence of common examinees and raters. Additionally, as reported in Tables  15 and 16 in Appendix  B , both MFRM and MFRM with RSS also exhibit a similar tendency, further validating the effectiveness of our approach regardless of the IRT models employed.

Detailed analysis

Analysis of parameter scale transformation using the proposed method.

In this section, we detail how our method transforms the parameter scale. To demonstrate this, we first summarize the mean and SD values of the gold-standard parameters for both the reference and focal groups in Table  4 . The values in the table are averages calculated from ten repetitions of the experimental procedures. The table shows that the mean and SD values of both examinee ability and rater severity vary significantly between the reference and focal groups following our intended settings, as outlined in Table  1 . Additionally, the mean and SD values for the rater consistency parameter \(\alpha _r\) and the rater-specific step parameters \(d_{rm}\) also differ slightly between the groups, although we did not intentionally alter them.

Second, the averaged values of the means and SDs of the parameters, estimated solely from either the reference or the focal group’s data over ten repetitions, are presented in Table  5 . The table reveals that the estimated parameters for both groups align with a normal distribution centered at nearly zero, despite the actual ability distributions differing between the groups. This phenomenon arises because IRT permits arbitrary scaling of parameters for each independent dataset, as mentioned in the Linking section. This leads to differences in the parameter scale for the focal group compared with their gold-standard values, thereby highlighting the need for parameter linking.

Next, the first two rows of Table  6 display the mean and SD values of the ability estimates for the focal group’s examinees, as predicted by the BERT-based AES model. In the table, the RMSE row indicates the RMSE between the AES-predicted ability values and the gold-standard ability values for the focal groups. The Linking Coefficients row presents the linking coefficients calculated based on the AES-predicted abilities. As with the abovementioned tables, these values are also averages over ten experimental repetitions. According to the table, for Conditions 6–8, where the distributional differences between the groups are relatively minor, both the mean and SD estimates align closely with those of the gold-standard parameters. In contrast, for Conditions 1–5, where the distributional differences are more pronounced, the mean and SD estimates tend to deviate from the gold-standard values, highlighting the challenges of parameter linking under such conditions.

In addition, as indicated in the RMSE row, the AES-predicted abilities may lack accuracy under specific conditions, such as Conditions 1, 2, and 3. This inaccuracy could arise because the AES model, trained on the reference group’s data, could not cover the ability range of the focal group due to significant differences in the ability distribution between the groups. Note that even in cases where the mean and SD estimates are relatively inaccurate, these values are closer to the gold-standard ones than those estimated solely from the focal group’s data. This leads to meaningful linking coefficients, which transform the focal group’s parameters toward the scale of their gold-standard values.

Finally, Table  7 displays the averaged values of the means and SDs of the focal group’s parameters obtained through our linking method over ten repetitions. Note that the mean and SD values of the ability estimates are the same as those reported in Table  6 because the proposed method is designed to align them. The table indicates that the differences in the mean and SD values between the proposed method and the gold-standard condition, shown in Table  4 , tend to be smaller compared with those between the unlinked condition, shown in Table  5 , and the gold-standard. To verify this point more precisely, Table  8 shows the average absolute differences in the mean and SD values of the parameters for the focal groups between the proposed method and the gold-standard condition, as well as those between the unlinked condition and the gold-standard. These values were calculated by averaging the absolute differences in the mean and SD values obtained from each of the ten repetitions, unlike the simple absolute differences in the values reported in Tables  4 and 7 . The table shows that the proposed linking method tends to derive lower values, especially for \(\theta _j\) and \(\beta _r\) , than the unlinked condition. Furthermore, this tendency is prominent for conditions 6–8 in which the distributional differences between the focal and reference groups are relatively small. These trends are consistent with the cases for which our method revealed high linking performance, detailed in the previous section.

In summary, the above analyses suggest that although the AES model’s predictions may not always be perfectly accurate, they can offer valuable insights into scale differences between the reference and focal groups, thereby facilitating successful IRT parameter linking without common examinees and raters.

We now present the distributions of examinee ability and rater severity for the focal group, comparing their gold-standard values with those before and after the application of the linking method. Figures  5 , 6 , 7 , 8 , 9 , 10 , 11 , and 12 are illustrative examples for the eight data-splitting conditions. The gray bars depict the distributions of the gold-standard parameters, the blue bars represent those of the parameters estimated from the focal group’s data, the red bars signify those of the parameters obtained using our linking method, and the green bars indicate the ability distribution as predicted by the BERT-based AES. The upper part of the figure presents results for examinee ability \(\theta _j\) and the lower part presents those for rater severity \(\beta _r\) .

The blue bars in these figures reveal that the parameters estimated from the focal group’s data exhibit distributions with different locations and/or scales compared with their gold-standard values. Meanwhile, the red bars reveal that the distributions of the parameters obtained through our linking method tend to align closely with those of the gold-standard parameters. This is attributed to the fact that the ability distributions for the focal group given by the BERT-based AES model, as depicted by the green bars, were informative for performing linear linking.

Analysis of the linking method based on common examinees

For a detailed analysis of the linking method based on common examinees, Table  9 reports the averaged values of means and SDs of the focal groups’ parameter estimates obtained by the linking method based on five and ten common examinees for each condition. Furthermore, Table  10 shows the average absolute differences between these values and those from the gold standard condition. Table  10 shows that an increase in the number of common examinees tends to lower the average absolute differences, which is a reasonable trend. Furthermore, comparing the results with those of the proposed method reported in Table  8 , the proposed method tends to achieve smaller absolute differences in conditions 4–8 for \(\theta _j\) and \(\beta _r\) , which is consistent with the tendency of the linking performance discussed in the “Effectiveness of our proposed linking method” section.

Note that although the mean and SD values in Table  9 are close to those of the gold-standard parameters shown in Table  4 , this does not imply that linear linking based on five or ten common examinees achieves high linking accuracy for each repetition. To explain this, Table  11 shows the means of the gold-standard ability values for the focal group and their estimates obtained from the proposed method and the linking method based on ten common examinees, for each of ten repetitions under condition 8. This table also shows the absolute differences between the estimated ability means and the corresponding gold-standard means.

Example of ability and rater severity distributions for the focal group under data-splitting condition 1

Example of ability and rater severity distributions for the focal group under data-splitting condition 2

Example of ability and rater severity distributions for the focal group under data-splitting condition 3

Example of ability and rater severity distributions for the focal group under data-splitting condition 4

Example of ability and rater severity distributions for the focal group under data-splitting condition 5

Example of ability and rater severity distributions for the focal group under data-splitting condition 6

Example of ability and rater severity distributions for the focal group under data-splitting condition 7

Example of ability and rater severity distributions for the focal group under data-splitting condition 8

The table shows that the results of the proposed method are relatively stable, consistently revealing low absolute differences for every repetition. In contrast, the results of linear linking based on ten common examinees vary significantly across repetitions, resulting in large absolute differences for some repetitions. These results yield a smaller average absolute difference for the proposed method compared with linear linking based on ten common examinees. However, in terms of the absolute difference in the averaged ability means, linear linking based on ten common examinees shows a smaller difference ( \(|0.38-0.33| = 0.05\) ) compared with the proposed method ( \(|0.38-0.46| = 0.08\) ). This occurs because the results of linear linking based on ten common examinees for ten repetitions fluctuate around the ten-repetition average of the gold standard, thereby canceling out the positive and negative differences. However, this does not imply that linear linking based on ten common examinees achieves high linking accuracy for each repetition. Thus, it is reasonable to interpret the average of the absolute differences calculated for each of the ten repetitions, as reported in Tables  8 and  10 .

This greater variability in performance of the linking method based on common examinees also relates to the tendency of the proposed method to show lower RMSE values for the rater consistency parameter \(\alpha _r\) and the step parameters \(d_{rm}\) compared with linking based on common examinees, as mentioned in the Effectiveness of our proposed linking method section. In that section, we mentioned that this is due to the fact that linear linking based on common examinees is highly dependent on the selection of common examinees, which can sometimes lead to significant errors in these parameters.

To confirm this point, Table  12 displays the SD of RMSEs calculated from ten repetitions of the experimental procedures for both the proposed method and linear linking using ten common examinees. The table indicates that the linking method using common examinees tends to exhibit larger SD values overall, suggesting that this linking method sometimes becomes inaccurate, as we also exemplified in Table  11 . This variability also implies that the estimation of the linking coefficient can be unstable.

Furthermore, the tendency of having larger SD values in the common examinee approach is particularly pronounced for the step parameters at the extreme categories, namely, \(d_{r2}\) and \(d_{r5}\) . We consider this comes from the instability of linking coefficients and the fact that the step parameters for the extreme categories tend to have large absolute values (see Table  13 for detailed estimates). Linear linking multiplies the step parameters by a linking coefficient A , although applying an inappropriate linking coefficient to larger absolute values can have a more substantial impact than when applied to smaller values. We concluded that this is why the RMSEs of the step difficulty parameters in the common examinee approach were deteriorated compared with those in the proposed method. The same reasoning would be applicable to the rater consistency parameter, given that it is distributed among positive values with a mean over one. See Table  13 for details.

Prerequisites of the proposed method

As demonstrated thus far, the proposed method can perform IRT parameter linking without the need for common examinees and raters. As outlined in the Introduction section, certain testing scenarios may encounter challenges or incur significant costs in assembling common examinees or raters. Our method provides a viable solution in these situations. However, it does come with specific prerequisites and inherent costs.

The prerequisites of our proposed method are as follows.

The same essay writing task is offered to both the reference and focal groups, and the written essays for it are scored by different groups of raters using the same rubric.

Raters will function identically across both the reference and focal groups, and the established scales can be adjusted through linear transformations. This implies that there are no systematic differences in scoring that are correlated with the groups but are unrelated to the measured construct, such as differential rater functioning (Leckie & Baird, 2011 ; Myford & Wolfe, 2009 ; Uto, 2023 ; Wind & Guo, 2019 ).

The ability ranges of the reference and focal groups require some overlap because the ability prediction accuracy of the AES decreases as the differences in the ability distributions between the groups increases, as discussed in the Detailed analysis section. This is a limitation of this approach, which requires future studies to overcome.

The reference group consists of a sufficient number of examinees for training AES models using their essays as training data.

Related to the fourth point, we conducted an additional experiment to investigate the number of samples required to train AES models. In this experiment, we assessed the ability prediction accuracy of the BERT-based AES model used in this study by varying the number of training samples. The detailed experimental procedures are outlined below.

Estimate the ability of all 1805 examinees from the entire dataset based on the GMFM.

Randomly split the examinees into 80% (1444) and 20% (361) groups. The 20% subset, consisting of examinees’ essays and their ability estimates, was used as test data to evaluate the ability prediction accuracy of the AES model trained through the following steps.

The 80% subset was further divided into 80% (1155) and 20% (289) groups. Here, the essays and ability estimates of the 80% subset were used as the training data, while those of the 20% served as development data for selecting the optimal epoch.

Train the BERT-based AES model using the training data and select the optimal epoch that minimizes the RMSE between the predicted and gold-standard ability values for the development set.

Use the trained AES model at the optimal epoch to evaluate the RMSE between the predicted and gold-standard ability values for the test data.

Randomly sample 50, 100, 200, 300, 500, 750, and 1000 examinees from the training data created in Step 3.

Train the AES model using each sampled set as training data, and select the optimal epoch using the same development data as before.

Use the trained AES model to evaluate the RMSE for the same test data as before.

Repeat Steps 2–8 five times and calculate the average RMSE for the test data.

Relationship between the number of training samples and the ability prediction accuracy of AES

Item response curves of four representative raters found in experiments using actual data

Figure  13 displays the results. The horizontal axis represents the number of training samples, and the vertical axis shows the RMSE values. Each plot illustrates the average RMSE, with error bars indicating the SD ranges. The results demonstrate that larger sample sizes enhance the accuracy of the AES model. Furthermore, while the RMSE decreases significantly when the sample size is small, the improvements tend to plateau beyond 500 samples. This suggests that, for this dataset, approximately 500 samples would be sufficient to train the AES model with reasonable accuracy. However, note that the required number of samples may vary depending on the essay tasks. A detailed analysis of the relationship between the required number of samples and the characteristics of essay writing tasks is planned for future work.

An inherent cost associated with the proposed method is the computational expense required to construct the BERT-based AES model. Specifically, a computer with a reasonably powerful GPU is necessary to efficiently train the AES model. In this study, for example, we utilized an NVIDIA Tesla T4 GPU on Google Colaboratory. To elaborate on the computational expense, we calculated the computation times and costs for the above experiment under a condition where 1155 training samples were used. Consequently, training the AES model with 1155 samples, including evaluating the RMSE for the development set of 289 essays in each epoch, took approximately 10 min in total. Moreover, it required about 10 s to predict the abilities of 361 examinees from their essays using the trained model. The computational units consumed on Google Colaboratory for both training and inference amounted to 0.44, which corresponds to approximately $0.044. These costs and the time required are significantly smaller than what is required for human scoring.

Analysis of rater characteristics

The MCMC statistics and model fitting section demonstrated that the GMFM provides a better fit to the actual data compared with the MFRM and MFRM with RSS. To explain this, Table  13 shows the rater parameters estimated by the GMFM using the entire dataset. Additionally, Fig.  14 illustrates the item response curves (IRCs) for raters 3, 16, 31, and 34, where the horizontal axis represents the ability \(\theta _j\) , and the vertical axis depicts the response probability for each category.

The table and figure reveal that the raters exhibit diverse and unique characteristics in terms of severity, consistency, and range restriction. For instance, Rater 3 demonstrates nearly average values for all parameters, indicating standard rating characteristics. In contrast, Rater 16 exhibits a pronounced extreme response tendency, as evidenced by higher \(d_{r2}\) and lower \(d_{r5}\) values. Additionally, Rater 31 is characterized by a low severity score, generally preferring higher scores (four and five). Rater 34 exhibits a low consistency value \(\alpha _r\) , which results in minimal variation in response probabilities among categories. This indicates that the rater is likely to assign different ratings to essays of similar quality.

As detailed in the Item Response Theory section, the GMFM can capture these variations in rater severity, consistency, and range restriction simultaneously, while the MFRM and MFRM with RSS can consider only its subsets. We can infer that this capability, along with the large variety of rater characteristics, contributed to the superior model fit of the GMFM compared with the other models.

It is important to note that, the proposed method is also useful for facilitating linking for MFRM and MFRM with RSS, even though the model fits for them were relatively worse, as well as for the GMFM, which we mentioned earlier and is shown in Appendix B .

Effect of using cloud workers as raters

As we detailed in the Actual data section, we used scores given by untrained non-expert cloud workers instead of expert raters. A concern with using raters from cloud workers without adequate training is the potential for greater variability in rating characteristics compared with expert raters. This variability is evidenced by the diverse correlations between the raters’ scores and their ground truth, reported in the Actual data section, and the large variety of rater parameters discussed above. These observations suggest the importance of the following two strategies for ensuring reliable essay scoring when employing crowd workers as raters.

Assigning a larger number of raters to each essay than would typically be used with expert raters.

Estimating the standardized essay scores while accounting for differences in rater characteristics, potentially through the use of IRT models that incorporate rater parameters, which we used in this study.

In this study, we propose a novel IRT-based linking method for essay-writing tests that uses AES technology to enable parameter linking based on IRT models with rater parameters across multiple groups in which neither examinees nor raters are shared. Specifically, we use a deep neural AES method capable of predicting IRT-based examinee abilities based on their essays. The core concept of our approach involves developing an AES model to predict examinee abilities using data from a reference group. This AES model is then applied to predict the abilities of examinees in the focal group. These predictions are used to estimate the linking coefficients required for linear linking. Experimental results with real data demonstrate that our method successfully accomplishes test linking with accuracy comparable to that of linear linking using few common examinees.

In our experiments, we compared the linking performance of the proposed method with linear linking based on the mean and sigma method using only five or ten common examinees. However, such a small number of common examinees is generally insufficient for accurate linear linking and thus leads to unstable estimation of linking coefficients, as discussed in the “Analysis of the linking method based on common examinees” section. Although this study concluded that our method could perform linking with accuracy comparable to that of linear linking using few common examinees, further detailed evaluations of our method involving comparisons with various conventional linking methods using different numbers of common examinees and raters will be the target of future work.

Additionally, our experimental results suggest that although the AES model may not provide sufficient predictive accuracy for individual examinee abilities, it does tend to yield reasonable mean and SD values for the ability distribution of focal groups. This lends credence to our assumption stated in the Proposed method section that AES models incorporating IRT can offer valuable insights into differences in ability distribution across various groups, thereby validating their utility for test linking. This result also supports the use of the mean and sigma method for linking. While concurrent calibration, another common linking method, requires highly accurate individual AES-predicted abilities to serve as anchor values, linear linking through the mean and sigma method necessitates only the mean and SD of the ability distribution. Given that the AES model can provide accurate estimates for these statistics, successful linking can be achieved, as shown in our experiments.

A limitation of this study is that our method is designed for test situations where a single essay writing item is administered to multiple groups, each comprising different examinees and raters. Consequently, the method is not directly applicable for linking multiple tests that offer different items. Developing an extension of our approach to accommodate such test situations is one direction for future research. Another involves evaluating the effectiveness of our method using other datasets. To the best of our knowledge, there are no open datasets that include examinee essays along with scores from multiple assigned raters. Therefore, we plan to develop additional datasets and to conduct further evaluations. Further investigation of the impact of the AES model’s accuracy on linking performance is also warranted.

Availability of data and materials

The data and materials from our experiments are available at https://github.com/AI-Behaviormetrics/LinkingIRTbyAES.git . This includes all experimental results and a sample dataset.

Code availability

The source code for our linking method, developed in R and Python, is available in the same GitHub repository.

The original paper referred to this model as the generalized MFRM. However, in this paper, we refer to it as GMFM because it does not strictly belong to the family of Rasch models.

https://pytorch.org/

Abosalem, Y. (2016). Assessment techniques and students’ higher-order thinking skills. International Journal of Secondary Education, 4 (1), 1–11. https://doi.org/10.11648/j.ijsedu.20160401.11

Article   Google Scholar  

Alikaniotis, D., Yannakoudakis, H., & Rei, M. (2016). Automatic text scoring using neural networks. Proceedings of the annual meeting of the association for computational linguistics (pp. 715–725).

Almond, R. G. (2014). Using automated essay scores as an anchor when equating constructed response writing tests. International Journal of Testing, 14 (1), 73–91. https://doi.org/10.1080/15305058.2013.816309

Amorim, E., Cançado, M., & Veloso, A. (2018). Automated essay scoring in the presence of biased ratings. Proceedings of the annual conference of the north american chapter of the association for computational linguistics (pp. 229–237).

Bernardin, H. J., Thomason, S., Buckley, M. R., & Kane, J. S. (2016). Rater rating-level bias and accuracy in performance appraisals: The impact of rater personality, performance management competence, and rater accountability. Human Resource Management, 55 (2), 321–340. https://doi.org/10.1002/hrm.21678

Dascalu, M., Westera, W., Ruseti, S., Trausan-Matu, S., & Kurvers, H. (2017). ReaderBench learns Dutch: Building a comprehensive automated essay scoring system for Dutch language. Proceedings of the international conference on artificial intelligence in education (pp. 52–63).

Dasgupta, T., Naskar, A., Dey, L., & Saha, R. (2018). Augmenting textual qualitative features in deep convolution recurrent neural network for automatic essay scoring. Proceedings of the workshop on natural language processing techniques for educational applications (pp. 93–102).

Devlin, J., Chang, M. -W., Lee, K., & Toutanova, K. (2019). BERT: Pre-training of deep bidirectional transformers for language understanding. Proceedings of the annual conference of the north American chapter of the association for computational linguistics: Human language technologies (pp. 4171–4186).

Eckes, T. (2005). Examining rater effects in TestDaF writing and speaking performance assessments: A many-facet Rasch analysis. Language Assessment Quarterly, 2 (3), 197–221. https://doi.org/10.1207/s15434311laq0203_2

Eckes, T. (2023). Introduction to many-facet Rasch measurement: Analyzing and evaluating rater-mediated assessments . Peter Lang Pub. Inc.

Engelhard, G. (1997). Constructing rater and task banks for performance assessments. Journal of Outcome Measurement, 1 (1), 19–33.

PubMed   Google Scholar  

Farag, Y., Yannakoudakis, H., & Briscoe, T. (2018). Neural automated essay scoring and coherence modeling for adversarially crafted input. Proceedings of the annual conference of the north American chapter of the association for computational linguistics (pp. 263–271).

Gelman, A., Carlin, J., Stern, H., Dunson, D., Vehtari, A., & Rubin, D. (2013). Bayesian data analysis (3rd ed.). Taylor & Francis.

Book   Google Scholar  

Gelman, A., & Rubin, D. B. (1992). Inference from iterative simulation using multiple sequences. Statistical Science, 7 (4), 457–472. https://doi.org/10.1214/ss/1177011136

Huang, J., Qu, L., Jia, R., & Zhao, B. (2019). O2U-Net: A simple noisy label detection approach for deep neural networks. Proceedings of the IEEE international conference on computer vision .

Hussein, M. A., Hassan, H. A., & Nassef, M. (2019). Automated language essay scoring systems: A literature review. PeerJ Computer Science, 5 , e208. https://doi.org/10.7717/peerj-cs.208

Article   PubMed   PubMed Central   Google Scholar  

Ilhan, M. (2016). A comparison of the results of many-facet Rasch analyses based on crossed and judge pair designs. Educational Sciences: Theory and Practice, 16 (2), 579–601. https://doi.org/10.12738/estp.2016.2.0390

Jin, C., He, B., Hui, K., & Sun, L. (2018). TDNN: A two-stage deep neural network for prompt-independent automated essay scoring. Proceedings of the annual meeting of the association for computational linguistics (pp. 1088–1097).

Jin, K. Y., & Wang, W. C. (2018). A new facets model for rater’s centrality/extremity response style. Journal of Educational Measurement, 55 (4), 543–563. https://doi.org/10.1111/jedm.12191

Kassim, N. L. A. (2011). Judging behaviour and rater errors: An application of the many-facet Rasch model. GEMA Online Journal of Language Studies, 11 (3), 179–197.

Google Scholar  

Ke, Z., & Ng, V. (2019). Automated essay scoring: A survey of the state of the art. Proceedings of the international joint conference on artificial intelligence (pp. 6300–6308).

Kolen, M. J., & Brennan, R. L. (2014). Test equating, scaling, and linking . New York: Springer.

Leckie, G., & Baird, J. A. (2011). Rater effects on essay scoring: A multilevel analysis of severity drift, central tendency, and rater experience. Journal of Educational Measurement, 48 (4), 399–418. https://doi.org/10.1111/j.1745-3984.2011.00152.x

Li, S., Ge, S., Hua, Y., Zhang, C., Wen, H., Liu, T., & Wang, W. (2020). Coupled-view deep classifier learning from multiple noisy annotators. Proceedings of the association for the advancement of artificial intelligence (vol. 34, pp. 4667–4674).

Linacre, J. M. (1989). Many-faceted Rasch measurement . MESA Press.

Linacre, J. M. (2014). A user’s guide to FACETS Rasch-model computer programs .

Liu, O. L., Frankel, L., & Roohr, K. C. (2014). Assessing critical thinking in higher education: Current state and directions for next-generation assessment. ETS Research Report Series, 2014 (1), 1–23. https://doi.org/10.1002/ets2.12009

Liu, T., Ding, W., Wang, Z., Tang, J., Huang, G. Y., & Liu, Z. (2019). Automatic short answer grading via multiway attention networks. Proceedings of the international conference on artificial intelligence in education (pp. 169–173).

Lord, F. (1980). Applications of item response theory to practical testing problems . Routledge.

Lun, J., Zhu, J., Tang, Y., & Yang, M. (2020). Multiple data augmentation strategies for improving performance on automatic short answer scoring. Proceedings of the association for the advancement of artificial intelligence (vol. 34, pp. 13389–13396).

Marco, G. L. (1977). Item characteristic curve solutions to three intractable testing problems. Journal of Educational Measurement, 14 (2), 139–160.

Mesgar, M., & Strube, M. (2018). A neural local coherence model for text quality assessment. Proceedings of the conference on empirical methods in natural language processing (pp. 4328–4339).

Mim, F. S., Inoue, N., Reisert, P., Ouchi, H., & Inui, K. (2019). Unsupervised learning of discourse-aware text representation for essay scoring. Proceedings of the annual meeting of the association for computational linguistics: Student research workshop (pp. 378–385).

Myford, C. M., & Wolfe, E. W. (2003). Detecting and measuring rater effects using many-facet Rasch measurement: Part I. Journal of Applied Measurement, 4 (4), 386–422.

Myford, C. M., & Wolfe, E. W. (2004). Detecting and measuring rater effects using many-facet Rasch measurement: Part II. Journal of Applied Measurement, 5 (2), 189–227.

Myford, C. M., & Wolfe, E. W. (2009). Monitoring rater performance over time: A framework for detecting differential accuracy and differential scale category use. Journal of Educational Measurement, 46 (4), 371–389. https://doi.org/10.1111/j.1745-3984.2009.00088.x

Nadeem, F., Nguyen, H., Liu, Y., & Ostendorf, M. (2019). Automated essay scoring with discourse-aware neural models. Proceedings of the workshop on innovative use of NLP for building educational applications (pp. 484–493).

Nering, M. L., & Ostini, R. (2010). Handbook of polytomous item response theory models . Evanston, IL, USA: Routledge.

Nguyen, H. V., & Litman, D. J. (2018). Argument mining for improving the automated scoring of persuasive essays. Proceedings of the association for the advancement of artificial intelligence (Vol. 32).

Olgar, S. (2015). The integration of automated essay scoring systems into the equating process for mixed-format tests [Doctoral dissertation, The Florida State University].

Patz, R. J., & Junker, B. (1999). Applications and extensions of MCMC in IRT: Multiple item types, missing data, and rated responses. Journal of Educational and Behavioral Statistics, 24 (4), 342–366. https://doi.org/10.3102/10769986024004342

Patz, R. J., Junker, B. W., Johnson, M. S., & Mariano, L. T. (2002). The hierarchical rater model for rated test items and its application to large-scale educational assessment data. Journal of Educational and Behavioral Statistics, 27 (4), 341–384. https://doi.org/10.3102/10769986027004341

Qiu, X. L., Chiu, M. M., Wang, W. C., & Chen, P. H. (2022). A new item response theory model for rater centrality using a hierarchical rater model approach. Behavior Research Methods, 54 , 1854–1868. https://doi.org/10.3758/s13428-021-01699-y

Article   PubMed   Google Scholar  

Ridley, R., He, L., Dai, X. Y., Huang, S., & Chen, J. (2021). Automated cross-prompt scoring of essay traits. Proceedings of the association for the advancement of artificial intelligence (vol. 35, pp. 13745–13753).

Rodriguez, P. U., Jafari, A., & Ormerod, C. M. (2019). Language models and automated essay scoring. https://doi.org/10.48550/arXiv.1909.09482 . arXiv:1909.09482

Rosen, Y., & Tager, M. (2014). Making student thinking visible through a concept map in computer-based assessment of critical thinking. Journal of Educational Computing Research, 50 (2), 249–270. https://doi.org/10.2190/EC.50.2.f

Schendel, R., & Tolmie, A. (2017). Beyond translation: adapting a performance-task-based assessment of critical thinking ability for use in Rwanda. Assessment & Evaluation in Higher Education, 42 (5), 673–689. https://doi.org/10.1080/02602938.2016.1177484

Shermis, M. D., & Burstein, J. C. (2002). Automated essay scoring: A cross-disciplinary perspective . Routledge.

Shin, H. J., Rabe-Hesketh, S., & Wilson, M. (2019). Trifactor models for Multiple-Ratings data. Multivariate Behavioral Research, 54 (3), 360–381. https://doi.org/10.1080/00273171.2018.1530091

Stan Development Team. (2018). RStan: the R interface to stan . R package version 2.17.3.

Sung, C., Dhamecha, T. I., & Mukhi, N. (2019). Improving short answer grading using transformer-based pre-training. Proceedings of the international conference on artificial intelligence in education (pp. 469–481).

Taghipour, K., & Ng, H. T. (2016). A neural approach to automated essay scoring. Proceedings of the conference on empirical methods in natural language processing (pp. 1882–1891).

Tran, T. D. (2020). Bayesian analysis of multivariate longitudinal data using latent structures with applications to medical data. (Doctoral dissertation, KU Leuven).

Uto, M. (2021a). Accuracy of performance-test linking based on a many-facet Rasch model. Behavior Research Methods, 53 , 1440–1454. https://doi.org/10.3758/s13428-020-01498-x

Uto, M. (2021b). A review of deep-neural automated essay scoring models. Behaviormetrika, 48 , 459–484. https://doi.org/10.1007/s41237-021-00142-y

Uto, M. (2023). A Bayesian many-facet Rasch model with Markov modeling for rater severity drift. Behavior Research Methods, 55 , 3910–3928. https://doi.org/10.3758/s13428-022-01997-z

Uto, M., & Okano, M. (2021). Learning automated essay scoring models using item-response-theory-based scores to decrease effects of rater biases. IEEE Transactions on Learning Technologies, 14 (6), 763–776. https://doi.org/10.1109/TLT.2022.3145352

Uto, M., & Ueno, M. (2018). Empirical comparison of item response theory models with rater’s parameters. Heliyon, Elsevier , 4 (5), , https://doi.org/10.1016/j.heliyon.2018.e00622

Uto, M., & Ueno, M. (2020). A generalized many-facet Rasch model and its Bayesian estimation using Hamiltonian Monte Carlo. Behaviormetrika, Springer, 47 , 469–496. https://doi.org/10.1007/s41237-020-00115-7

van der Linden, W. J. (2016). Handbook of item response theory, volume two: Statistical tools . Boca Raton, FL, USA: CRC Press.

Vaswani, A., Shazeer, N., Parmar, N., Uszkoreit, J., Jones, L., Gomez, A. N., & Polosukhin, I. (2017). Attention is all you need. Advances in neural information processing systems (pp. 5998–6008).

Wang, Y., Wei, Z., Zhou, Y., & Huang, X. (2018). Automatic essay scoring incorporating rating schema via reinforcement learning. Proceedings of the conference on empirical methods in natural language processing (pp. 791–797).

Watanabe, S. (2010). Asymptotic equivalence of Bayes cross validation and widely applicable information criterion in singular learning theory. Journal of Machine Learning Research, 11 , 3571–3594. https://doi.org/10.48550/arXiv.1004.2316

Watanabe, S. (2013). A widely applicable Bayesian information criterion. Journal of Machine Learning Research, 14 (1), 867–897. https://doi.org/10.48550/arXiv.1208.6338

Wilson, M., & Hoskens, M. (2001). The rater bundle model. Journal of Educational and Behavioral Statistics, 26 (3), 283–306. https://doi.org/10.3102/10769986026003283

Wind, S. A., & Guo, W. (2019). Exploring the combined effects of rater misfit and differential rater functioning in performance assessments. Educational and Psychological Measurement, 79 (5), 962–987. https://doi.org/10.1177/0013164419834613

Wind, S. A., & Jones, E. (2019). The effects of incomplete rating designs in combination with rater effects. Journal of Educational Measurement, 56 (1), 76–100. https://doi.org/10.1111/jedm.12201

Wind, S. A., Wolfe, E. W., Jr., G.E., Foltz, P., & Rosenstein, M. (2018). The influence of rater effects in training sets on the psychometric quality of automated scoring for writing assessments. International Journal of Testing, 18 (1), 27–49. https://doi.org/10.1080/15305058.2017.1361426

Zitzmann, S., & Hecht, M. (2019). Going beyond convergence in Bayesian estimation: Why precision matters too and how to assess it. Structural Equation Modeling: A Multidisciplinary Journal, 26 (4), 646–661. https://doi.org/10.1080/10705511.2018.1545232

Download references

This work was supported by Japan Society for the Promotion of Science (JSPS) KAKENHI Grant Numbers 19H05663, 21H00898, and 23K17585.

Author information

Authors and affiliations.

The University of Electro-Communications, Tokyo, Japan

Masaki Uto & Kota Aramaki

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Masaki Uto .

Ethics declarations

Conflict of interest.

The authors declare that they have no conflicts of interest.

Ethics approval

Not applicable

Consent to participate

Consent for publication.

All authors agreed to publish the article.

Open Practices Statement

All results presented from our experiments for all models, including MFRM, MFRM with RSS, and GMFM, as well as the results for each repetition, are available for download at https://github.com/AI-Behaviormetrics/LinkingIRTbyAES.git . This repository also includes programs for performing our linking method, along with a sample dataset. These programs were developed using R and Python, along with RStan and PyTorch. Please refer to the README file for information on program usage and data format details.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendix A: Data splitting procedures

In this appendix, we explain the detailed procedures used to construct the reference group and the focal group while aiming to ensure distinct distributions of examinee abilities and rater severities, as outlined in experimental Procedure 2 in the Experimental procedures section.

Let \(\mu ^{\text {all}}_\theta \) and \(\sigma ^{\text {all}}_\theta \) be the mean and SD of the examinees’ abilities estimated from the entire dataset in Procedure 1 of the Experimental procedures section. Similarly, let \(\mu ^{\text {all}}_\beta \) and \(\sigma ^{\text {all}}_\beta \) be the mean and SD of the rater severity parameter estimated from the entire dataset. Using these values, we set target mean and SD values of abilities and severities for both the reference and focal groups. Specifically, let \(\acute{\mu }^{\text {ref}}_{\theta }\) and \(\acute{\sigma }^{\text {ref}}_{\theta }\) denote the target mean and SD for the abilities of examinees in the reference group, and \(\acute{\mu }^{\text {ref}}_{\beta }\) and \(\acute{\sigma }^{\text {ref}}_{\beta }\) be those for the rater severities in the reference group. Similarly, let \(\acute{\mu }^{\text {foc}}_{\theta }\) , \(\acute{\sigma }^{\text {foc}}_{\theta }\) , \(\acute{\mu }^{\text {foc}}_{\beta }\) , and \(\acute{\sigma }^{\text {foc}}_{\beta }\) represent the target mean and SD for the examinee abilities and rater severities in the focal group. Each of the eight conditions in Table 1 uses these target values, as summarized in Table  14 .

Given these target means and SDs, we constructed the reference and focal groups for each condition through the following procedure.

Prepare the entire set of examinees and raters along with their ability and severity estimates. Specifically, let \(\hat{\varvec{\theta }}\) and \(\hat{\varvec{\beta }}\) be the collections of ability and severity estimates, respectively.

Randomly sample a value from the normal distribution \(N(\acute{\mu }^{\text {ref}}_\theta , \acute{\sigma }^{\text {ref}}_\theta )\) , and choose an examinee with \(\hat{\theta }_j \in \hat{\varvec{\theta }}\) nearest to the sampled value. Add the examinee to the reference group, and remove it from the remaining pool of examinee candidates \(\hat{\varvec{\theta }}\) .

Similarly, randomly sample a value from \(N(\acute{\mu }^{\text {ref}}_\beta ,\acute{\sigma }^{\text {ref}}_\beta )\) , and choose a rater with \(\hat{\beta }_j \in \hat{\varvec{\beta }}\) nearest to the sampled value. Then, add the rater to the reference group, and remove it from the remaining pool of rater candidates \(\hat{\varvec{\beta }}\) .

Repeat Steps 2 and 3 for the focal group, using \(N(\acute{\mu }^{\text {foc}}_\theta , \) \(\acute{\sigma }^{\text {foc}}_\theta )\) and \(N(\acute{\mu }^{\text {foc}}_\beta ,\acute{\sigma }^{\text {foc}}_\beta )\) as the sampling distributions.

Continue to repeat Steps 2, 3, and 4 until the pools \(\hat{\varvec{\theta }}\) and \(\hat{\varvec{\beta }}\) are empty.

Given the examinees and raters in each group, create the data for the reference group \(\textbf{U}^{\text {ref}}\) and the focal group \(\textbf{U}^{\text {foc}}\) .

Remove examinees from each group, as well as their data, if they have received scores from only one rater, thereby ensuring that each examinee is graded by at least two raters.

Appendix B: Experimental results for MFRM and MFRM with RSS

The experiments discussed in the main text focus on the results obtained from GMFM, as this model demonstrated the best fit to the dataset. However, it is important to note that our linking method is not restricted to GMFM and can also be applied to other models, including MFRM and MFRM with RSS. Experiments involving these models were carried out in the manner described in the Experimental procedures section, and the results are shown in Tables  15 and 16 . These tables reveal trends similar to those observed for GMFM, validating the effectiveness of our linking method under the MFRM and MFRM with RSS as well.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Uto, M., Aramaki, K. Linking essay-writing tests using many-facet models and neural automated essay scoring. Behav Res (2024). https://doi.org/10.3758/s13428-024-02485-2

Download citation

Accepted : 26 July 2024

Published : 20 August 2024

DOI : https://doi.org/10.3758/s13428-024-02485-2

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Writing assessment
• Many-facet Rasch models
• IRT linking
• Automated essay scoring
• Educational measurement
• Find a journal
• Publish with us
• Track your research