what is quality essay

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A (Very) Simple Way to Improve Your Writing

• Mark Rennella

It’s called the “one-idea rule” — and any level of writer can use it.

The “one idea” rule is a simple concept that can help you sharpen your writing, persuade others by presenting your argument in a clear, concise, and engaging way. What exactly does the rule say?

• Every component of a successful piece of writing should express only one idea.
• In persuasive writing, your “one idea” is often the argument or belief you are presenting to the reader. Once you identify what that argument is, the “one-idea rule” can help you develop, revise, and connect the various components of your writing.
• For instance, let’s say you’re writing an essay. There are three components you will be working with throughout your piece: the title, the paragraphs, and the sentences.
• Each of these parts should be dedicated to just one idea. The ideas are not identical, of course, but they’re all related. If done correctly, the smaller ideas (in sentences) all build (in paragraphs) to support the main point (suggested in the title).

Where your work meets your life. See more from Ascend here .

Most advice about writing looks like a long laundry list of “do’s and don’ts.” These lists can be helpful from time to time, but they’re hard to remember … and, therefore, hard to depend on when you’re having trouble putting your thoughts to paper. During my time in academia, teaching composition at the undergraduate and graduate levels, I saw many people struggle with this.

• MR Mark Rennella is Associate Editor at HBP and has published two books, Entrepreneurs, Managers, and Leaders and The Boston Cosmopolitans .  

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What is quality Essay

What does quality mean to you? Every day I meet three businesses that uphold different sets of what they call a quality. In the morning when I go to work, when I open the front door of my home, I face the view of a small canteen, operated by three ladies. Their market is the workers of a police headquarter about several hundred meters away from my home. What is quality in this canteen? Quality here means that all food is warm and freshly made on the same day. It should taste better than other food sold by other stalls on the same street. Quality means that the ladies have to be able to push their prices as low as possible, even though due to the material quality, their cost is higher than their competitors'. My office is located right …show more content…

What is quality for Chevron? That's getting everything done by ensuring worker's total safety at the same time, wherever they work. What is quality for me? I think my set of standards came from what I see every day. How does good (or bad) quality affect you personally as a consumer? I don't use the latest laptop. I don't recommend Windows 8. And I still use Android 2.3 in my phone. I don't believe that the latest technology is always the best. I still use Office 2007. In term of technology, I tend to learn a lot prior to implementing something. Many friends call me some sort of gadget freak. Yet I don't use the latest technology. The latest technology is not always the best thing for my daily usage. I believe a quality is about how well you can use a product. Have you had experiences where your expectations were exceeded, or on the contrary, not met? In 2010 several Baobab trees were moved by the University of Indonesia from a town called Subang to be planted in front of their administrative office. When the tree convoy reached the toll road , the toll gate was too small for the trees. They then cut down the branches so the trees fit the toll gate. What they didn't know is that, unlike Indonesian trees, it may take decades for a baobab to grow a leafy branch. If they needed to cut something, it should have been the toll gate. How did that change your opinion of the organization and its product or service?

A3 5 AppliedStatistics

Today’s consumers are constantly trying to judge the quality of products. But what is quality? How and by whom is quality determined? Some would say the designer creates specifications, which in turn dictate the quality of a product. That quality is also based on the acceptable value of a part within a whole product.

Evaluation For Proper Blood Culture Collection Of Blood Cultures

Quality is the standard by which a benchmark is set. This may be for a service or a good. Quality is the benchmark by which we think something is not only done right

Managed Care Quality Analysis

As individuals we all have our own perspective on what would amount to quality. With regards to the general public we are a nation of extreme diversity, with individuals and families from a wide-range of nations, cultures, personal beliefs and superstitions. Therefore, quality may and will have contrasting opinions, or values, an example could be as follows: Each of us having a fine meal at a restaurant may or would have contrasting opinion on the setting, service, and the overall quality of the food.

Organizational Assessment Paper

This week’s assignment is about evaluating the quality issues of three organizations. The three sectors I chose to evaluate are manufacturing, service and government. I will then discuss the importance of quality to each organization, the relationship of quality to customers, the leadership commitment to quality and the alignment of quality to the organization’s strategic goals and objectives.

Providing Quality & Safe Care

Quality: the standard of something as measured against other things of a similar kind; the degree of excellence of something

Case Study: Clear Water's Insurance Driver

We function in a very competitive business environment in which quality and reliability are extremely important. We expect each employee to contribute to the quality and reliability of our

Panic Attack

Quality begins with the person providing the service or who makes a quality product which enhances the “perceived value” for the consumer; who gains from the exchange. The employee makes the product, the consumer buys the product, ensuring a relationship with the company who provides the livelihood for the employee. It is a perfect circle.

Partner Engagement

Quality is a measurement of how well we adhere to our documented processes, which in turn reflects on how we are delivering the On Your Side Promise to our members.

Why Is Quality Important In The NHS

Wicks and Roethlein (2009) define quality as the “maximum customer satisfaction and customer retention that leads to customer loyalty to the health care organisation”. This means that when customers are happy with the care they receive they will be confident in the service that the health care organisation is given.

On Writing Well Essay

Writing can be a difficult craft to understand and even begin to master, so it was refreshing to have this fact adressed within the first few pages of On Writing Well. Zinsser's reassuring voice telling me that when given the right tools and knowledge, anyone can write, instantly made me know I was going to like learning from him. I had never before heard an author, or writer of any nature for that matter, tell me such a thing. This sense of understanding would continue on as I read, for this would be only the first of many useful tips I would be given while reading this book.

Cost Containment Definition

Certainly, quality as a subjective term is seen differently by every individual; and it all may change by the situation one is in. For example, when you are a patient, a provider, an insurance company, the meaning of quality is different. Neverthless, we all aim to accomplish best clinical outcomes receiving/providing best care practices (Kelly, 2011)

What Is Shearings Holidays

Customers look for a good relationship between quality and price and they can find it within this company.

The Quality Of Quality Products

Above everything else, what consumers want from companies is the quality of the products that they are buying. Most consumers do not mind spending an extra buck for the sake of having the best product available. In addition, to this, consumers will go way out of their comfort zone to get a durable product. However, the truth of the matter is that most companies that lasted in the market do not have this in mind. Their provision of quality products is limited to what the statistical analysis in their books shows. If it is very expensive, then it is an unsuitable option. This has led to a scenario whereby American companies have been left out and defeated by other competitors in other markets. The realization of this fact has come to them at the opportune moment. And by taking advantage of this, most American companies have adopted a system of analyzing quality that will be analyzed in this paper. The system was not based on an aggressive strategy to gain and hold markets founded on a competitive linchpin with high quality; they were just defensive measures to simply eliminate ‘defects’ or preempt failures – which is not what managers need.

Quality Gurus

Deming, Juran, and Crosby all define quality in different ways. Deming defines quality as a continuous improvement and the ultimate goal is zero defects; however, he realizes an error free product may not be economically feasible or practical (Kerzner, 2009, p. 880). Deming also states a product or service is defined by the customer and quality is a relative term and will change based on the customer’s needs (Suarez, 1992, p.3)

Quality And Quality Management System Essay

Quality is never an accident it is always the results of high intention, sincere efforts, intelligent directions and skillful execution, it represents the wise choice of many alternatives.

Related Topics

• Repetitive strain injury
• New Jersey Turnpike
• Electronic toll collection

• Academic Skills
• Reading, writing and referencing

Writing a great essay

This resource covers key considerations when writing an essay.

While reading a student’s essay, markers will ask themselves questions such as:

• Does this essay directly address the set task?
• Does it present a strong, supported position?
• Does it use relevant sources appropriately?
• Is the expression clear, and the style appropriate?
• Is the essay organised coherently? Is there a clear introduction, body and conclusion?

You can use these questions to reflect on your own writing. Here are six top tips to help you address these criteria.

1. Analyse the question

Student essays are responses to specific questions. As an essay must address the question directly, your first step should be to analyse the question. Make sure you know exactly what is being asked of you.

Generally, essay questions contain three component parts:

• Content terms: Key concepts that are specific to the task
• Limiting terms: The scope that the topic focuses on
• Directive terms: What you need to do in relation to the content, e.g. discuss, analyse, define, compare, evaluate.

Look at the following essay question:

Discuss the importance of light in Gothic architecture.

• Content terms: Gothic architecture
• Limiting terms: the importance of light. If you discussed some other feature of Gothic architecture, for example spires or arches, you would be deviating from what is required. This essay question is limited to a discussion of light. Likewise, it asks you to write about the importance of light – not, for example, to discuss how light enters Gothic churches.
• Directive term: discuss. This term asks you to take a broad approach to the variety of ways in which light may be important for Gothic architecture. You should introduce and consider different ideas and opinions that you have met in academic literature on this topic, citing them appropriately .

For a more complex question, you can highlight the key words and break it down into a series of sub-questions to make sure you answer all parts of the task. Consider the following question (from Arts):

To what extent can the American Revolution be understood as a revolution ‘from below’? Why did working people become involved and with what aims in mind?

The key words here are American Revolution and revolution ‘from below’. This is a view that you would need to respond to in this essay. This response must focus on the aims and motivations of working people in the revolution, as stated in the second question.

2. Define your argument

As you plan and prepare to write the essay, you must consider what your argument is going to be. This means taking an informed position or point of view on the topic presented in the question, then defining and presenting a specific argument.

Consider these two argument statements:

The architectural use of light in Gothic cathedrals physically embodied the significance of light in medieval theology.

In the Gothic cathedral of Cologne, light served to accentuate the authority and ritual centrality of the priest.

Statements like these define an essay’s argument. They give coherence by providing an overarching theme and position towards which the entire essay is directed.

3. Use evidence, reasoning and scholarship

To convince your audience of your argument, you must use evidence and reasoning, which involves referring to and evaluating relevant scholarship.

• Evidence provides concrete information to support your claim. It typically consists of specific examples, facts, quotations, statistics and illustrations.
• Reasoning connects the evidence to your argument. Rather than citing evidence like a shopping list, you need to evaluate the evidence and show how it supports your argument.
• Scholarship is used to show how your argument relates to what has been written on the topic (citing specific works). Scholarship can be used as part of your evidence and reasoning to support your argument.

4. Organise a coherent essay

An essay has three basic components - introduction, body and conclusion.

The purpose of an introduction is to introduce your essay. It typically presents information in the following order:

• A general statement about the topic that provides context for your argument
• A thesis statement showing your argument. You can use explicit lead-ins, such as ‘This essay argues that...’
• A ‘road map’ of the essay, telling the reader how it is going to present and develop your argument.

Example introduction

"To what extent can the American Revolution be understood as a revolution ‘from below’? Why did working people become involved and with what aims in mind?"

Introduction*

Historians generally concentrate on the twenty-year period between 1763 and 1783 as the period which constitutes the American Revolution [This sentence sets the general context of the period] . However, when considering the involvement of working people, or people from below, in the revolution it is important to make a distinction between the pre-revolutionary period 1763-1774 and the revolutionary period 1774-1788, marked by the establishment of the continental Congress(1) [This sentence defines the key term from below and gives more context to the argument that follows] . This paper will argue that the nature and aims of the actions of working people are difficult to assess as it changed according to each phase [This is the thesis statement] . The pre-revolutionary period was characterised by opposition to Britain’s authority. During this period the aims and actions of the working people were more conservative as they responded to grievances related to taxes and scarce land, issues which directly affected them. However, examination of activities such as the organisation of crowd action and town meetings, pamphlet writing, formal communications to Britain of American grievances and physical action in the streets, demonstrates that their aims and actions became more revolutionary after 1775 [These sentences give the ‘road map’ or overview of the content of the essay] .

The body of the essay develops and elaborates your argument. It does this by presenting a reasoned case supported by evidence from relevant scholarship. Its shape corresponds to the overview that you provided in your introduction.

The body of your essay should be written in paragraphs. Each body paragraph should develop one main idea that supports your argument. To learn how to structure a paragraph, look at the page developing clarity and focus in academic writing .

Your conclusion should not offer any new material. Your evidence and argumentation should have been made clear to the reader in the body of the essay.

Use the conclusion to briefly restate the main argumentative position and provide a short summary of the themes discussed. In addition, also consider telling your reader:

• What the significance of your findings, or the implications of your conclusion, might be
• Whether there are other factors which need to be looked at, but which were outside the scope of the essay
• How your topic links to the wider context (‘bigger picture’) in your discipline.

Do not simply repeat yourself in this section. A conclusion which merely summarises is repetitive and reduces the impact of your paper.

Example conclusion

Conclusion*.

Although, to a large extent, the working class were mainly those in the forefront of crowd action and they also led the revolts against wealthy plantation farmers, the American Revolution was not a class struggle [This is a statement of the concluding position of the essay]. Working people participated because the issues directly affected them – the threat posed by powerful landowners and the tyranny Britain represented. Whereas the aims and actions of the working classes were more concerned with resistance to British rule during the pre-revolutionary period, they became more revolutionary in nature after 1775 when the tension with Britain escalated [These sentences restate the key argument]. With this shift, a change in ideas occurred. In terms of considering the Revolution as a whole range of activities such as organising riots, communicating to Britain, attendance at town hall meetings and pamphlet writing, a difficulty emerges in that all classes were involved. Therefore, it is impossible to assess the extent to which a single group such as working people contributed to the American Revolution [These sentences give final thoughts on the topic].

5. Write clearly

An essay that makes good, evidence-supported points will only receive a high grade if it is written clearly. Clarity is produced through careful revision and editing, which can turn a good essay into an excellent one.

When you edit your essay, try to view it with fresh eyes – almost as if someone else had written it.

Ask yourself the following questions:

Overall structure

• Have you clearly stated your argument in your introduction?
• Does the actual structure correspond to the ‘road map’ set out in your introduction?
• Have you clearly indicated how your main points support your argument?
• Have you clearly signposted the transitions between each of your main points for your reader?
• Does each paragraph introduce one main idea?
• Does every sentence in the paragraph support that main idea?
• Does each paragraph display relevant evidence and reasoning?
• Does each paragraph logically follow on from the one before it?
• Is each sentence grammatically complete?
• Is the spelling correct?
• Is the link between sentences clear to your readers?
• Have you avoided redundancy and repetition?

See more about editing on our  editing your writing page.

6. Cite sources and evidence

Finally, check your citations to make sure that they are accurate and complete. Some faculties require you to use a specific citation style (e.g. APA) while others may allow you to choose a preferred one. Whatever style you use, you must follow its guidelines correctly and consistently. You can use Recite, the University of Melbourne style guide, to check your citations.

Further resources

• Germov, J. (2011). Get great marks for your essays, reports and presentations (3rd ed.). NSW: Allen and Unwin.
• Using English for Academic Purposes: A guide for students in Higher Education [online]. Retrieved January 2020 from http://www.uefap.com
• Williams, J.M. & Colomb, G. G. (2010) Style: Lessons in clarity and grace. 10th ed. New York: Longman.

* Example introduction and conclusion adapted from a student paper.

Looking for one-on-one advice?

Get tailored advice from an Academic Skills Adviser by booking an Individual appointment, or get quick feedback from one of our Academic Writing Mentors via email through our Writing advice service.

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How to write a quality college essay.

By Steve Aedy

Essay writing is an essential part of college life. Some students will be lucky enough to have professors who will give them guidance on what makes a good essay. Others will be left to their own devices to figure it out as they fumble along. Learning to write good essays means learning how to research a subject and craft an argument. These are skills that will serve you well after college is over.

But quality essay writing has other elements too, such as making sure your essay “flows”, is free of grammar and spelling errors and has a tightly woven argument. Here are some tips on how you can improve your essay writing:

Read a lot of essays. Reading essays other people have written is a great way to study essay writing. Don’t just read for fun, read critically. Look at the author’s writing style: how do they introduce their topic, what tools do they use to formulate their argument? Is it effective? Could it be done better? If so, how? Did they leave anything important out? What would you include that they didn’t? The more you read essays, the more familiar you’ll become with different writing styles and the better your essays will become.

Do a lot of research. While you may have a strong opinion about a topic, it’s best to look to the experts in the subject to find out what they have to say. That’s basically the definition of research. Different scholars may have opposing views on the subject. You can explore these arguments in your essay to present the reader with a more complete view of the topic. An example is this article in which various experts express their arguments on whether or not Shakespeare was a Catholic. You may notice that the author does not express his personal opinion, but rather presents the arguments of both sides of the issue using quotes from authorities on the subject.

Use a thesaurus. Oftentimes, students get caught using the same word over and over again. This can become boring for the reader and sets a monotonous tone for your essay. In the above section on research, I used three different terms for the same idea: experts, scholars and authorities. A thesaurus is a great tool for helping you find new ways to express the same idea. Merriam-Webster has a combined dictionary-thesaurus resource and thesaurus.com has the largest word bank on the web.

Use transition words. Transition words help your essay flow. The cadence and rhythm of transition words are what make your essay enjoyable to read. While the quality of your research and your information are important, it’s also important how you present them. Transition words add finesse to your essay and help guide the reader through your argument, allowing them to follow along. Here’s a great list of 100 transition words to use in your essays.

Leave time to edit. Editing takes time. Literally. It’s like baking a cake. You mix all the ingredients and put it in the oven, you let it rise, then you let it cool. Then , you eat it. You need to leave some time for your thoughts to cool so you can have some perspective on what you wrote. This is essential to the editing process. Leave at least a few hours between when you wrote your last sentence to when you go over it for an edit. During that time, your brain will have a chance to refresh itself, making it easier to spot holes in your logic, spelling and punctuation errors and other issues. You can also use these tips for editing.

Proofread. Make sure your essay contains correct spelling, punctuation and grammar. If you’re not confident in your own proofreading skills, have a friend look it over for you. One thing that helps you spot errors is reading your essay out loud. The eye often autocorrects when you’re reading to yourself, but reading out loud is a way to turn off the autocorrect and allow you to see what’s actually on the page. It’s a good practice to cultivate. Want to brush up on your grammar skills? Check out this list of common grammar mistakes.

Good luck crafting A+ essays and happy writing!

Steve Aedy is a professional writer, editor and passionate blogger. He provides essay writing assistance at Fresh Essays and covers academic writing and education in his articles. Feel free to circle him on Google+ .

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Performance Excellence: What Is Quality? Case Study

The article by Hoyer and Hoyer explores the essence of quality focusing on the eight prominent gurus’ views. Pointing out that quality assurance tools might vary with time, authors emphasize that it aims at performance excellence.

First, the authors reflect Crosby’s definition that refers to the accordance of all the measured characteristics to the specified criteria. At that, the requirements should be stated clearly and specifically regarding numerical indicators. Crosby’s theory likely suggests only two levels of quality including acceptable and unacceptable ones. Second, Deming’s definition operates with the customers’ satisfaction.

According to his theory, quality is multidimensional as it cannot be determined by one criterion. On the contrary to Crosby, Deming claims that several quality levels directly depend on customers’ requirements. Third, Feigenbaum’s definition is similar to those of Deming regarding the customers’ satisfaction. In particular, quality, states Feigenbaum, should be evaluated comprehensively (Hoyer and Hoyer 56). Also, quality is dynamic as it depends on clients’ changing expectations. Feigenbaum supposes to transform the latter into measurable quality characteristics.

Moreover, Ishikawa defines quality as the changing needs of customers. At that, he states that quality should be ensured on all levels of an organization. Ishikawa considers that quality is directly related to price. For example, if a high-quality product is overpriced, it cannot satisfy customers. In turn, Juran’s definition focuses on both customers’ requirements and conformance to specification criteria. However, it is quite difficult to combine these features in one definition.

Therefore, Juran uses a new term of fitness for use that refers to two identified characteristics. It should be noted that Hoyer and Hoyer do not consider this theory consistent (57). The authors of the article state that the definition of the following guru is more interesting for academics rather than for average readers. Pirsig identifies quality as a modern art avoiding precise terms. At the same time, his work is full of technical terms that cause multiple contradictions. The latter is a challenge for a person who strives to ensure the high quality of a product. Pirsig operates with such notions as excellence, goodness, and worth. From the above explanation, it becomes clear that Pirsig’s definition is different from others due to the outstanding vision of quality nature.

Furthermore, Shewhart’s definition is based on the two components of quality that are as follows: subjective (customers’ needs) and objective (product’s characteristics). The scholar distinguishes the four characteristics of quality: cost, esteem, use, and exchange. Likewise, Ishikawa values an adequate price believing that it is connected with quality. Also, Shewhart stresses that statistics is a useful tool to understand the customers’ needs and transform them into measurable indicators.

The last idea goes in line with those expressed by Feigenbaum. Taguchi identifies quality through societal quality and societal loss functions. He claims that quality is a loss to society, and “loss caused by the product’s or service’s intrinsic function does not count toward the loss to society” (Hoyer and Hoyer 61). To achieve quality, it is essential to constantly strive to take into account the measurable characteristics of a product.

Finally, the authors state that Shewhart’s definition is the most appropriate in the context of intellectual and practical perspectives. After reading the article, it becomes evident that there are two levels of quality including correspondence of a product to measurable specification criteria (Crosby and Taguchi) and customers’ satisfaction (Feigenbaum, Deming, Ishikawa, and Pirsig). Juran and Shewhart attempt to satisfy both of the mentioned levels.

Works Cited

Hoyer, Robert W., and Brooke Y. Hoyer. “What Is Quality?” Quality Progress 34.7 (2011): 52-62. Print.

• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2022, May 6). Performance Excellence: What Is Quality? https://ivypanda.com/essays/what-is-quality/

"Performance Excellence: What Is Quality?" IvyPanda , 6 May 2022, ivypanda.com/essays/what-is-quality/.

IvyPanda . (2022) 'Performance Excellence: What Is Quality'. 6 May.

IvyPanda . 2022. "Performance Excellence: What Is Quality?" May 6, 2022. https://ivypanda.com/essays/what-is-quality/.

1. IvyPanda . "Performance Excellence: What Is Quality?" May 6, 2022. https://ivypanda.com/essays/what-is-quality/.

Bibliography

IvyPanda . "Performance Excellence: What Is Quality?" May 6, 2022. https://ivypanda.com/essays/what-is-quality/.

• Quality Gurus: Feigenbaum, Ishikawa, Taguchi, Deming
• Armand Feigenbaum's Theoretical Achievements
• Models and Concepts of Quality
• Holland's Six Personality Types
• Quality as a Fundamental Component of Any Industry
• Contributions of Kaoru Ishikawa to Quality Management
• Juran's and Crosby's Quality Management Theories
• Quality Management for Domestic and Global Competition
• Deming and Juran as Total Quality Management Gurus
• Joseph M. Juran: Cultural Impact Analysis
• Cultural Values That Matter to Business Process Management
• Fishbone Diagram in Project Management
• Synchronous and Just-In-Time Manufacturing and Planning
• "Why Things Catch On?" a Book by Jonah Berger
• Plan–Do–Check–Act Cycle in Manufacturing and Services

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What is good writing? This is not an easy question to answer. Many very different kinds of writing are considered "good" and for many different reasons. There is no formula or program for writing well. However, there are certain qualities that most examples of good writing share. The following is a brief description of five qualities of good writing: focus, development, unity, coherence, and correctness. The qualities described here are especially important for academic and expository writing.

FIVE QUALITIES OF GOOD WRITING

One additional quality, not part of this list, but nevertheless, very important, is creativity. The best writing carries some of the personality and individuality of its author. Follow the above guidelines, but always work to make your writing uniquely your own.

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Mr Salles Teaches English

What Is Quality VS Quantity in Literature Essays?

Essay on scrooge and his transformation from imaan.

What is Quality?

Quality in a literature essay is 5 things.

Write a thesis statement which deals with the writer’s ideas.

Write as many explanations as you can proving these ideas.

Order those explanations in an argument, so that each idea builds on what you wrote before. (Writing chronologically is the easiest way to do this).

Use the word society, or social, to explain the writer’s ideas in the context of their day.

Write a conclusion to explain how the ending shows the writer’s final ideas.

My research into essays at each grade shows that there are key features of essays at each grade.

These features are not taught explicitly in most schools. Let me show you by looking at Grades 8 and 9 in essays about A Christmas Carol.

These numbers are very similar to my analysis of essays on all the other literature texts (although students seem to need to write even more in essays on Macbeth).

You can find the guide here.

What this means:

It takes roughly 30 words to gain a mark. I know this sounds ridiculous - two students will write 30 words each, but the quality of what they write will be very different.

That is very true.

But quality and quantity are not as different as we are taught. A student who can write brilliantly is very likely to be able to write 900 words. A student who writes at grade 5 will write only about 400 words.

In fact, the lower your grade, the fewer words you need to write per mark. Grade 5 students tend to need 27 words per mark.

Grade 4 students don’t even get to 300 words, and average 18 words per mark. At the lower grades, the examiners are desperate to award marks. Yet students write at a snail’s pace. It is rare for a grade 4 student to have got there by writing lots of ideas very badly. Usually grade 4 students are just lazy. They don’t know this of course.

What is a Method?

The simple definition is anything you say the writer is doing . For example: the writer uses contrast , the writer juxtaposes , the writer constructs the character, this character is used as an antithesis , as a counterpoint , as a symbol …

And obviously there are the normal techniques: metaphor, pathetic fallacy, simile, personification, alliteration, sibilance, semantic field etc.

You might be surprised that students have to mention very few of these in an essay - just 7 in an essay which gets full marks surprises me, anyway.

Students at grade 4, 5 and 6 only mention 2!

See what I mean about quality - the more explanations you write, the higher your grade.

What is Context?

Anything that you use about the writer’s time period to explain the writer’s ideas. If it isn’t used to explain the writer’s ideas, it is a history essay, and scores no marks.

There are always key words which fit every text. There are universal words, like society and patriarchal , which fit every text. Then there are those specific to the text: Malthusian, poor law for A Christmas Carol; Great Chain of Being, original sin, divine right of kings for Macbeth; masculinity, honour, patriarchal, Petrarchan in Romeo and Juliet; capitalist, socialist, Christian, morality play, cardinal sins, First World War in An Inspector Calls, and so on.

Every time you explain the writer’s idea using one of those words, your mark goes up.

Mr Salles Teaches English is a reader-supported publication. To receive new posts which get you top grades, consider becoming a free or paid subscriber.

What Do Students Do at Each Grade?

You’ll notice a column for the writer’s name.

There is no mark for using the writer’s name, so why do I count how often it appears? Because it is very likely that, when you do write the author’s name, you will link that to something they are doing. Then it is likely that you will link that to the writer’s ideas.

Even at grade 7, students do very little of this.

That’s right - just writing about the writer’s ideas is likely to get you a grade 8 or 9. Literature really is not that hard. After all, every single one of the writer’s ideas should already be in your exercise book, or your booklet. Or, if your teacher has not thought about teaching you these, revision guides are cheap.

Here’s an Essay for you to Grade

Throughout the novella ‘A Christmas Carol’ Dickens presents regret as being a fundamental tool that guides Scrooge on his journey to redemption. Dickens uses regret to show his readers that a powerless emotion like regret can be used to spark a journey of transformation that can benefit yourself and others.

The beginning of Scrooge’s journey to redemption starts when he meets Marley’s ghost who acts as a catalyst for Scrooge’s introspection. Marley offers us an unsettling yet didactic display of regret. “I wear the chain I forged in life … I girded it of my own free will”. Marley is presented as being doomed in purgatory and so, although he’s imprisoned by his “chain”, he says he “wear[s]” it. The use of the word “wear” creates the impression that he’s been accustomed to his sins as though they’ve become an accessory that he’s reluctantly being forced to show off. Marley’s ongoing drudgery acts as a warning to Scrooge.

Dickens uses allusions to Christianity to emphasise to his wealthy readers that “covetous sinner[s]” like them and Scrooge will face eternal doom if they don’t change their ways. Marley’s reference to “free will” further emphasises Dickens’ message that being a ‘sinner’ is a powerful choice which we must overcome.

The ghost of Christmas past offers the readers and Scrooge an insight into arguably Scrooge’s biggest regret. The flashback to Belle breaking off their engagement is where we see Scrooge take his first steps to redemption as his past regret overwhelms him with emotion. Belle uses religious imagery with “Another idol has replaced me… a golden one”. Dickens purposefully does this to criticise Scrooge’s obsession with wealth and the word “idol” highlights how much he worships it. Here Dickens may be pointing out to his readers how obsessions with materialistic items are what blind us to the suffering of others without them. Belle abandoning Scrooge just caused him to immerse himself more into material values as a defence mechanism in order to avoid any more pain.

However the fact that there was a time where Scrooge was able to form loving relationships is Dickens trying to point out to his readers that no one was born “cold” and that we all have the ability to change. The regret Scrooge faces from this is so uncommon to his “solitary” self that he says “Haunt me no longer!” The use of the word “haunt” highlights how Scrooge is unable to face the truth of his past as he’s too ashamed.

Dickens deliberately constructs Scrooge this way to explore the psychology of his readers. He knows that if his readers examine their pasts to see how that’s influenced their character, they can find the key needed for them to unlock a kinder, more generous version of themselves, just like Scrooge.

As the novella progresses, Scrooge’s past unlocks more regret for him. Fezziwig was constructed by Dickens as an example of what he wanted his readers to aspire to be. When Scrooge defends Fezziwig to the ghost saying “the happiness he gives is quite as great as if it cost a fortune”, Scrooge is ironically challenging his own cold Malthusian views. Dickens uses Fezziwig and this quote to show his readers that the true value of your wealth comes from how you use it to benefit others.

The irony here leads Scrooge to another moment of regret: “I should like to say a word or two…that’s all”, to his “clerk” Bob. This signifies that Scrooge is changing and that he’s utilising his regret of his earlier mistreatment to Bob as a sign that he needs to change things between them. Despite this, the word “should” creates the impression that Scrooge isn’t entirely comfortable in fixing his mistake yet, which is Dickens’ way of showing us that journeys to redemption aren’t always easy and quick.

Once Scrooge learns of Bob’s predicament and Tiny Tim, Scrooge’s journey soars as he actively tries to correct everything he regrets. Scrooge’s question to the Ghost of Christmas Present about whether or not Tiny Tim will live indicates that he cares about others and therefore he regrets his treatment of Bob. The extent of Scrooge’s care is shown through Stave 5 when he buys the Cratchits a turkey “twice the size of Tiny Tim”. This may imply that Scrooge purposefully chose it for him and considering that Tiny Tim was constructed as a symbol of those disadvantaged in society, Scrooge’s care for him highlights his newfound generosity and kindness.

“I will live in the Past, the Present and the Future!” is Dickens’ way of reminding his readers to ask themselves how they’ve become who they are and what they need to do in order to change for the better. Because if Scrooge can change, then everyone can change. The tenses are capitalised to reinforce this idea and show the importance of it. The word “will” solidifies Scrooge’s transformation, perhaps showing how he has no regrets. The exclamatory sentence implies his excitement in becoming this new kind person with a new life ahead of him.

In conclusion, Dickens utilises regret throughout his novella to show his wealthy employer readers that regret can be powerful when used correctly in order to improve oneself and therefore society.

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Essay on Quality

April 17, 2018 by Manasi Shewale Leave a Comment

Table of Contents

What is Quality?

The literal meaning of quality means “the degree of excellence”. It simply means that whenever we compare any 2 things for examples, when we go to buy something, we always compare those things. Whichever object we think is better than the other, we go ahead and buy it.

So, the degree of measurement when two similar things are compared is called as the quality of that object. For example, a wooden table will obviously be better than a plastic table because wood is more durable than plastic and would not break as easily as a plastic table might. Therefore, this makes the quality of a wooden table better than that of the plastic table.

This was the meaning of quality in simple terms but in our daily life quality and quality assessment is done for the simplest as well as for the most complex object also. We find quality everywhere that is, in food, clothes, accessories, while buying property, etc.

In fact, nowadays even a human being and his skills are measured in terms of quality skills or if that person can contribute qualitatively to any company he would be working for. That’s the importance of quality and it should be after all we would not be living a satisfactory life without having quality in it.

Is Quality Assurance Necessary?

Quality assurance is no doubt necessary as a qualitative product is always a desired result of the entire manufacturing procedure. Therefore, the output of any such tedious process should have a certain well-defined quality.

There is a standard set up by International Organization for Standardization which is non-governmental organization with more than 162 nations as members. This organization does the work of setting up the quality standards of each and every product.

This is basically done to help a customer identify a quality product and choose this product over a non-quality product. There is an Indian organization also which is named as the Bureau of Indian Standards which also does the similar work like ISO to give a quality mark to a certain product. This ark is known as the ISI mark.

In the Business sector, quality plays a very important or rather a very crucial role. There are often 2 or more companies manufacturing the same stuff. Let’s fore example, take an ice cream. There are so many different companies which produce and supply ice cream.

But still we eat or rather prefer to eat the ice cream manufactured by a specific company. Here, we decide the quality of an ice cream on the basis of its taste. We would try and taste different ice creams produced by different companies and ultimately select the one which tastes better to us.

This is how it works in most of the sectors for business. Customers will always compare and choose the product which they like or which they think has a better quality than other company’s products.

Therefore, it can be said that different manufacturing companies always have some competition to make better quality products than the rival company. This in turn gives a better quality product to the customer.

There are many sectors where quality assurance is important. Another such sector is the chemical or pharmaceutical laboratory. Here, quality of the chemicals being used as well ass the glassware to measure and handle the chemicals should all have a standard quality.

According to the BIS and the ISO, there are different standards set up to handle and work on a chemical in the laboratory which requires a different set of environments as well as experience to work with the hazardous chemicals.

For example, the glassware and other measuring flasks of a laboratory are all tested for their quality. Now here, by quality it means that a measuring flask of 10 ml is cross checked to confirm that it will hold only 10 ml of any given liquid.

Therefore, a flask holding 9.9 ml or even 10.1 ml of the liquid will be declared as a non-quality product and therefore, will be discarded. This is done because in a laboratory it is very essential to measure the proper amount of these hazardous liquids as even a drop more than the required quantity can lead to a disaster.

Such is the importance of quality in the chemical laboratories and the respected manufacturing companies. Quality assurance is also done in banking and other financial institutes.

We must have heard the word Audit being mostly done by an external officer who will come to the company and cross-check your files and work and on that basis will give the company a grade or a rank.

This rank decides whether the work they are doing or their strategy is qualitative or not. This mark also decides whether they are following all the rules mentioned in the Guidelines for Ethical Work Proceedings.

The Audit is nowadays done in almost all companies, banks and small-scale manufacturing companies where it is tested if they are following all the legally mentioned procedures of manufacturing and processing and also to rank them on the basis of the quality of their work.

Nowadays due to excessive competition and increasing population, there is a high demand for skilled and knowledgeable employees.

About Manasi Shewale

Manasi Shewale loves to read novels and review them inturn. She is an avid reader of various topics of scientific interest in Chemistry and Biology.

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Have you Burn Crackers this Diwali ? Yes No

'Quality' an Essay by John Galsworthy

Portrait of a shoemaker as an artist

Historical/Contributor/Getty Images

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

Best known today as the author of "The Forsyte Saga," John Galsworthy (1867-1933) was a popular and prolific English novelist and playwright in the early decades of the 20th century. Educated at New College, Oxford, where he specialized in marine law, Galsworthy had a lifelong interest in social and moral issues, in particular, the dire effects of poverty. He eventually chose to write instead of pursuing law and was awarded the Nobel Prize in Literature in 1932.

In the  narrative essay "Quality," published in 1912, Galsworthy depicts a German craftsman's efforts to survive in an era where success is determined "by adverdisement, nod by work." Galsworthy depicts shoemakers attempting to stay true to their crafts in the face of a world driven by money and immediate gratification — not by quality and certainly not by true art or craftsmanship.

" Quality" first appeared in "The Inn of Tranquility: Studies and Essays" (Heinemann, 1912). A portion of the essay appears below.

by John Galsworthy

1 I knew him from the days of my extreme youth because he made my father's boots; inhabiting with his elder brother two little shops let into one, in a small by-street — now no more, but then most fashionably placed in the West End.

2 That tenement had a certain quiet distinction; there was no sign upon its face that he made for any of the Royal Famil — merely his own German name of Gessler Brothers; and in the window a few pairs of boots. I remember that it always troubled me to account for those unvarying boots in the window, for he made only what was ordered, reaching nothing down, and it seemed so inconceivable that what he made could ever have failed to fit. Had he bought them to put there? That, too, seemed inconceivable. He would never have tolerated in his house leather on which he had not worked himself. Besides, they were too beautiful — the pair of pumps, so inexpressibly slim, the patent leathers with cloth tops, making water come into one's mouth, the tall brown riding boots with marvelous sooty glow, as if, though new, they had been worn a hundred years. Those pairs could only have been made by one who saw before him the Soul of Boot — so truly were they prototypes incarnating the very spirit of all foot-gear. These thoughts, of course, came to me later, though even when I was promoted to him, at the age of perhaps fourteen, some inkling haunted me of the dignity of himself and brother. For to make boots — such boots as he made — seemed to me then, and still seems to me, mysterious and wonderful.

3 I remember well my shy remark, one day while stretching out to him my youthful foot:

4 "Isn't it awfully hard to do, Mr. Gessler?"

5 And his answer, given with a sudden smile from out of the sardonic redness of his beard: "Id is an Ardt!"

6 Himself, he was a little as if made from leather, with his yellow crinkly face, and crinkly reddish hair and beard; and neat folds slanting down his cheeks to the corners of his mouth, and his guttural and one-toned voice; for leather is a sardonic substance, and stiff and slow of purpose. And that was the character of his face, save that his eyes, which were gray-blue, had in them the simple gravity of one secretly possessed by the Ideal. His elder brother was so very like him — though watery, paler in every way, with a great industry — that sometimes in early days I was not quite sure of him until the interview was over. Then I knew that it was he, if the words, "I will ask my brudder," had not been spoken; and, that, if they had, it was his elder brother.

7 When one grew old and wild and ran up bills, one somehow never ran them up with Gessler Brothers. It would not have seemed becoming to go in there and stretch out one's foot to that blue iron-spectacled glance, owing him for more than — say — two pairs, just the comfortable reassurance that one was still his client.

8 For it was not possible to go to him very often — his boots lasted terribly, having something beyond the temporary — some, as it were, essence of boot stitched into them.

9 One went in, not as into most shops, in the mood of: "Please serve me, and let me go!" but restfully, as one enters a church; and, sitting on the single wooden chair, waited — for there was never anybody there. Soon, over the top edge of that sort of well — rather dark, and smelling soothingly of leather — which formed the shop, there would be seen his face, or that of his elder brother, peering down. A guttural sound, and the tip-tap of bast slippers beating the narrow wooden stairs, and he would stand before one without coat, a little bent, in leather apron, with sleeves turned back, blinking — as if awakened from some dream of boots, or like an owl surprised in daylight and annoyed at this interruption.

10 And I would say: "How do you do, Mr. Gessler? Could you make me a pair of Russia leather boots?"

11 Without a word he would leave me, retiring whence he came, or into the other portion of the shop, and I would continue to rest in the wooden chair, inhaling the incense of his trade. Soon he would come back, holding in his thin, veined hand a piece of gold-brown leather. With eyes fixed on it, he would remark: "What a beaudiful biece!" When I, too, had admired it, he would speak again. "When do you wand dem?" And I would answer: "Oh! As soon as you conveniently can." And he would say: "To-morrow ford-nighd?" Or if he were his elder brother: "I will ask my brudder!"

12 Then I would murmur: "Thank you! Good-morning, Mr. Gessler." "Goot-morning!" he would reply, still looking at the leather in his hand. And as I moved to the door, I would hear the tip-tap of his bast slippers restoring him, up the stairs, to his dream of boots. But if it were some new kind of foot-gear that he had not yet made me, then indeed he would observe ceremony — divesting me of my boot and holding it long in his hand, looking at it with eyes at once critical and loving, as if recalling the glow with which he had created it, and rebuking the way in which one had disorganized this masterpiece. Then, placing my foot on a piece of paper, he would two or three times tickle the outer edges with a pencil and pass his nervous fingers over my toes, feeling himself into the heart of my requirements.

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Frequently asked questions

What is an essay.

An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

Frequently asked questions: Writing an essay

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

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.

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 .

Let’s say you’re writing a five-paragraph  essay about the environmental impacts of dietary choices. Here are three examples of topic sentences you could use for each of the three body paragraphs :

• Research has shown that the meat industry has severe environmental impacts.
• However, many plant-based foods are also produced in environmentally damaging ways.
• It’s important to consider not only what type of diet we eat, but where our food comes from and how it is produced.

Each of these sentences expresses one main idea – by listing them in order, we can see the overall structure of the essay at a glance. Each paragraph will expand on the topic sentence with relevant detail, evidence, and arguments.

The topic sentence usually comes at the very start of the paragraph .

However, sometimes you might start with a transition sentence to summarize what was discussed in previous paragraphs, followed by the topic sentence that expresses the focus of the current paragraph.

Topic sentences help keep your writing focused and guide the reader through your argument.

In an essay or paper , each paragraph should focus on a single idea. By stating the main idea in the topic sentence, you clarify what the paragraph is about for both yourself and your reader.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

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 thesis statement should be placed at the end of your essay introduction .

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

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.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

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.

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

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

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

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

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

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

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

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

If you’re not given a specific prompt for your descriptive essay , think about places and objects you know well, that you can think of interesting ways to describe, or that have strong personal significance for you.

The best kind of object for a descriptive essay is one specific enough that you can describe its particular features in detail—don’t choose something too vague or general.

If you’re not given much guidance on what your narrative essay should be about, consider the context and scope of the assignment. What kind of story is relevant, interesting, and possible to tell within the word count?

The best kind of story for a narrative essay is one you can use to reflect on a particular theme or lesson, or that takes a surprising turn somewhere along the way.

Don’t worry too much if your topic seems unoriginal. The point of a narrative essay is how you tell the story and the point you make with it, not the subject of the story itself.

Narrative essays are usually assigned as writing exercises at high school or in university composition classes. They may also form part of a university application.

When you are prompted to tell a story about your own life or experiences, a narrative essay is usually the right response.

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

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

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

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

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UNICEF Data : Monitoring the situation of children and women

GOAL 4: QUALITY EDUCATION

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.  This goal supports the reduction of disparities and inequities in education, both in terms of access and quality. It recognizes the need to provide quality education for all, and most especially vulnerable populations, including poor children, children living in rural areas, persons with disabilities, indigenous people and refugee children.

This goal is of critical importance because of its transformative effects on the other SDGs. Sustainable development hinges on every child receiving a quality education. When children are offered the tools to develop to their full potential, they become productive adults ready to give back to their communities and break the cycle of poverty. Education enables upward socioeconomic mobility.

Significant progress was achieved during the last decade in increasing access to education and school enrolment rates at all levels, particularly for girls. Despite these gains, about 260 million children were out of school in 2018, nearly one fifth of the global population in that age group. Furthermore, more than half of all children and adolescents worldwide are failing to meet minimum proficiency standards in reading and mathematics.

UNICEF’s contribution towards reaching this goal centres on equity and inclusion to provide all children with quality learning opportunities and skills development programmes, from early childhood through adolescence. UNICEF works with governments worldwide to raise the quality and inclusiveness of schools.  

UNICEF is custodian for global monitoring of Indicator 4.2.1 Percentage of children (aged 24–59 months) developmentally on track in at least 3 of the 4 following domains: literacy-numeracy, physical, socio-emotional and learning.

Child-related SDG indicators

Target 4.1 by 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.

Proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

• Indicator definition
• Computation method
• Comments & limitations

Explore the data

The indicator aims to measure the percentage of children and young people who have achieved the minimum learning outcomes in reading and mathematics during or at the end of the relevant stages of education.

The higher the figure, the higher the proportion of children and/or young people reaching at least minimum proficiency in the respective domain (reading or mathematic) with the limitations indicated under the “Comments and limitations” section.

The indicator is also a direct measure of the learning outcomes achieved in the two subject areas at the end of the relevant stages of education. The three measurement points will have their own established minimum standard. There is only one threshold that divides students into above and below minimum:

Below minimum refers to the proportion or percentage of students who do not achieve a minimum standard as set up by countries according to the globally-defined minimum competencies.

Above minimum refers to the proportion or percentage of students who have achieved the minimum standards. Due to heterogeneity of performance levels set by national and cross-national assessments, these performance levels will have to be mapped to the globally-defined minimum performance levels. Once the performance levels are mapped, the global education community will be able to identify for each country the proportion or percentage of children who achieved minimum standards.

(a) Minimum proficiency level (MPL) is the benchmark of basic knowledge in a domain (mathematics, reading, etc.) measured through learning assessments. In September 2018, an agreement was reached on a verbal definition of the global minimum proficiency level of reference for each of the areas and domains of Indicator 4.1.1 as described in the document entitled: Minimum Proficiency Levels (MPLs): Outcomes of the consensus building meeting ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/02/MPLs_revised_doc_20190204.docx ).

Minimum proficiency levels (MPLs) defined by each learning assessment to ensure comparability across learning assessments; a verbal definition of MPL for each domain and levels between cross-national assessments (CNAs) were established by conducting an analysis of the performance level descriptors, the descriptions of the performance levels to express the knowledge and skills required to achieve each performance level by domain, of cross-national, regional and community-led tests in reading and mathematics. The analysis was led and completed by the UIS and a consensus among experts on the proposed methodology was deemed adequate and pragmatic.

The global MPL definitions for the domains of reading and mathematics are presented here (insert link)

The Programme for International Student Assessment (PISA) reading test has six proficiency levels, of which Level 2 is described as the minimum proficiency level. In Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS), there are four proficiency levels: Low, Intermediate, High and Advanced. Students reaching the Intermediate benchmark are able to apply basic knowledge in a variety of situations, similar to the idea of minimum proficiency. Currently, there are no common standards validated by the international community or countries. The indicator shows data published by each of the agencies and organizations specialised in cross-national learning assessments.

(a) The number of children and/or young people at the relevant stage of education n in year t achieving at least the pre-defined proficiency level in subject s expressed as a percentage of the number of children and/or young people at stage of education n, in year t, in any proficiency level in subjects.

Harmonize various data sources To address the challenges posed by the limited capacity of some countries to implement cross- national, regional and national assessments, actions have been taken by the UIS and its partners. The strategies are used according to its level of precision and following a reporting protocol ( http://gaml.uis.unesco.org/wp-content/uploads/sites/2/2019/05/GAML6-WD-2-Protocol-for-reporting-4.1.1_v1.pdf ) that includes the national assessments under specific circumstances.

Out-of-school children In 2016, 263 million children, adolescents and youth were out of school, representing nearly one-fifth of the global population of this age group. 63 million, or 24% of the total, are children of primary school age (typically 6 to 11 years old); 61 million, or 23% of the total, are adolescents of lower secondary school age (typically 12 to 14 years old); and 139 million, or 53% of the total, are youth of upper secondary school age (about 15 to 17 years old). Not all these kids will be permanently outside school, some will re-join the educational system and, eventually, complete late, while some of them will enter late. The quantity varies per country and region and demands some adjustment in the estimate of Indicator 4.1.1. There is currently a discussion on how to implement these adjustments to reflect all the population. In 2017, the UIS proposed to make adjustments using the out-of-school children and the completion rates.( http://uis.unesco.org/en/blog/helping-countries-improve-their-data-out-school-children ) and the completion rates.

Learning outcomes from cross-national learning assessment are directly comparable for all countries which participated in the same cross-national learning assessments. However, these outcomes are not comparable across different cross-national learning assessments or with national learning assessments. A level of comparability of learning outcomes across assessments could be achieved by using different methodologies, each with varying standard errors. The period of 2020-2021 will shed light on the standard errors’ size for these methodologies.

The comparability of learning outcomes over time has additional complications, which require, ideally, to design and implement a set of comparable items as anchors in advance. Methodological developments are underway to address comparability of assessments outcomes over time.

While data from many national assessments are available now, every country sets its own standards so the performance levels might not be comparable. One option is to link existing regional assessments based on a common framework. Furthermore, assessments are typically administered within school systems, the current indicators cover only those in school and the proportion of in-school target populations might vary from country to country due to varied out-of-school children populations. Assessing competencies of children and young people who are out of school would require household-based surveys. Assessing children in households is under consideration but may be very costly and difficult to administer and unlikely to be available on the scale needed within the next 3-5 years. Finally, the calculation of this indicator requires specific information on the ages of children participating in assessments to create globally-comparable data. The ages of children reported by the head of the household might not be consistent and reliable so the calculation of the indicator may be even more challenging. Due to the complication in assessing out-of-school children and the main focus on improving education system, the UIS is taking a stepping stone approach. It will concentrate on assessing children in school in the medium term, where much data are available, then develop more coherent implementation plan to assess out-of-school children in the longer term.

Click on the button below to explore the data behind this indicator.

Completion rate (primary education, lower secondary education, upper secondary education)

A completion rate of 100% indicates that all children and adolescents have completed a level of education by the time they are 3 to 5 years older than the official age of entry into the last grade of that level of education. A low completion rate indicates low or delayed entry into a given level of education, high drop-out, high repetition, late completion, or a combination of these factors.

Percentage of a cohort of children or young people aged 3-5 years above the intended age for the last grade of each level of education who have completed that grade.

The intended age for the last grade of each level of education is the age at which pupils would enter the grade if they had started school at the official primary entrance age, had studied full-time and had progressed without repeating or skipping a grade.

For example, if the official age of entry into primary education is 6 years, and if primary education has 6 grades, the intended age for the last grade of primary education is 11 years. In this case, 14-16 years (11 + 3 = 14 and 11 + 5 = 16) would be the reference age group for calculation of the primary completion rate.

The number of persons in the relevant age group who have completed the last grade of a given level of education is divided by the total population (in the survey sample) of the same age group.

The age group 3-5 years above the official age of entry into the last grade for a given level of education was selected for the calculation of the completion rate to allow for some delayed entry or repetition. In countries where entry can occur very late or where repetition is common, some children or adolescents in the age group examined may still attend school and the eventual rate of completion may therefore be underestimated.

The indicator is calculated from household survey data and is subject to time lag in the availability of data. When multiple surveys are available, they may provide conflicting information due to the possible presence of sampling and non-sampling errors in survey data. The Technical Cooperation Group on the Indicators for SDG 4 – Education 2030 (TCG) has requested a refinement of the methodology to model completion rate estimates, following an approach similar to that used for the estimation of child mortality rates. The model would ensure that common challenges with household survey data, such as timeliness and sampling or non-sampling errors are addressed to provide up-to-date and more robust data.

TARGET 4.2 By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

Proportion of children aged 24-59 months of age who are developmentally on track in health, learning and psychosocial well-being, by sex.

Early childhood development (ECD) sets the stage for life-long thriving. Investing in ECD is one of the most critical and cost-effective investments a country can make to improve adult health, education and productivity in order to build human capital and promote sustainable development. ECD is equity from the start and provides a good indication of national development. Efforts to improve ECD can bring about human, social and economic improvements for both individuals and societies.

The recommended measure for SDG 4.2.1 is the Early Childhood Development Index 2030 (ECDI2030) which is a 20-item instrument to measure developmental outcomes among children aged 24 to 59 months in population-based surveys. The indicator derived from the ECDI2030 is the proportion of children aged 24 to 59 months who have achieved the minimum number of milestones expected for their age group, defined as follows:

– Children age 24 to 29 months are classified as developmentally on-track if they have achieved at least 7 milestones – Children age 30 to 35 months are classified as developmentally on-track if they have achieved at least 9 milestones – Children age 36 to 41 months are classified as developmentally on-track if they have achieved at least 11 milestones – Children age 42 to 47 months are classified as developmentally on-track if they have achieved at least 13 milestones – Children age 48 to 59 months are classified as developmentally on-track if they have achieved at least 15 milestones

SDG indicator 4.2.1 is intended to capture the multidimensional and holistic nature of early childhood development. For this reason, the indicator is not intended to be disaggregated by domains since development in all areas (health, learning and psychosocial wellbeing) are interconnected and overlapping, particularly among young children. The indicator is intended to produce a single summary score to indicate the proportion of children considered to be developmentally on track.

The domains included in the indicator for SDG indicator 4.2.1 include the following concepts:

Health: gross motor development, fine motor development and self-care Learning: expressive language, literacy, numeracy, pre-writing, and executive functioning Psychosocial well-being: emotional skills, social skills, internalizing behavior, and externalizing behavior

The number of children aged 24 to 59 months who are developmentally on track in health, learning and psychosocial well-being divided by the total number of children aged 24 to 59 months in the population multiplied by 100.

SDG 4.2.1 was initially classified as Tier 3 and was upgraded to Tier 2 in 2019; additionally, changes to the indicator were made during the 2020 comprehensive review. In light of this and given that the ECDI2030 was officially released in March 2020, it will take some time for country uptake and implementation of the new measure and for data to become available from a sufficiently large enough number of countries. Therefore, in the meantime, a proxy indicator (children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning) will be used to report on 4.2.1, when relevant. This proxy indicator has been used for global SDG reporting since 2015 but is not fully aligned with the definition and age group covered by the SDG indicator formulation. When the proxy indicator is used for SDG reporting on 4.2.1 for a country, it will be footnoted as such in the global SDG database.

Click on the button below to explore the data behind this indicator’s proxy; Children aged 36-59 months who are developmentally ontrack in at least three of the following four domains: literacy-numeracy, physical, social-emotional and learning . For more information about this proxy indicator, please see “Comments and Limitations”

Adjusted net attendance rate, one year before the official primary entry age

The indicator measures children’s exposure to organized learning activities in the year prior to the official age to start of primary school as a representation of access to quality early childhood care and pre-primary education. One year prior to the start of primary school is selected for international comparison. A high value of the indicator shows a high degree of participation in organized learning immediately before the official entrance age to primary education.

The participation rate in organized learning (one year before the official primary entry age), by sex as defined as the percentage of children in the given age range who participate in one or more organized learning programme, including programmes which offer a combination of education and care. Participation in early childhood and in primary education are both included. The age range will vary by country depending on the official age for entry to primary education.

An organized learning programme is one which consists of a coherent set or sequence of educational activities designed with the intention of achieving pre-determined learning outcomes or the accomplishment of a specific set of educational tasks. Early childhood and primary education programmes are examples of organized learning programmes.

Early childhood and primary education are defined in the 2011 revision of the International Standard Classification of Education (ISCED 2011). Early childhood education is typically designed with a holistic approach to support children’s early cognitive, physical, social and emotional development and to introduce young children to organized instruction outside the family context. Primary education offers learning and educational activities designed to provide students with fundamental skills in reading, writing and mathematics and establish a solid foundation for learning and understanding core areas of knowledge and personal development. It focuses on learning at a basic level of complexity with little, if any, specialisation.

The official primary entry age is the age at which children are obliged to start primary education according to national legislation or policies. Where more than one age is specified, for example, in different parts of a country, the most common official entry age (i.e. the age at which most children in the country are expected to start primary) is used for the calculation of this indicator at the global level.

The number of children in the relevant age group who participate in an organized learning programme is expressed as a percentage of the total population in the same age range. From household surveys, both enrolments and population are collected at the same time.

Participation in learning programmes in the early years is not full time for many children, meaning that exposure to learning environments outside of the home will vary in intensity. The indicator measures the percentage of children who are exposed to organized learning but not the intensity of the programme, which limits the ability to draw conclusions on the extent to which this target is being achieved. More work is needed to ensure that the definition of learning programmes is consistent across various surveys and defined in a manner that is easily understood by survey respondents, ideally with complementary information collected on the amount of time children spend in learning programmes.

TARGET 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

Proportion of schools offering basic services, by type of service.

This indicator measures the presence of basic services and facilities in school that are necessary to ensure a safe and effective learning environment for all students. A high value indicates that schools have good access to the relevant services and facilities. Ideally each school should have access to all these services and facilities.

The percentage of schools by level of education (primary education) with access to the given facility or service

Electricity: Regularly and readily available sources of power (e.g. grid/mains connection, wind, water, solar and fuel-powered generator, etc.) that enable the adequate and sustainable use of ICT infrastructure for educational purposes.

Internet for pedagogical purposes: Internet that is available for enhancing teaching and learning and is accessible by pupils. Internet is defined as a worldwide interconnected computer network, which provides pupils access to a number of communication services including the World Wide Web and carries e-mail, news, entertainment and data files, irrespective of the device used (i.e. not assumed to be only via a computer) and thus can also be accessed by mobile telephone, tablet, PDA, games machine, digital TV etc.). Access can be via a fixed narrowband, fixed broadband, or via mobile network.

Computers for pedagogical use: Use of computers to support course delivery or independent teaching and learning needs. This may include activities using computers or the Internet to meet information needs for research purposes; develop presentations; perform hands-on exercises and experiments; share information; and participate in online discussion forums for educational purposes. A computer is a programmable electronic device that can store, retrieve and process data, as well as share information in a highly-structured manner. It performs high-speed mathematical or logical operations according to a set of instructions or algorithms.

Computers include the following types: -A desktop computer usually remains fixed in one place; normally the user is placed in front of it, behind the keyboard; – A laptop computer is small enough to carry and usually enables the same tasks as a desktop computer; it includes notebooks and netbooks but does not include tablets and similar handheld devices; and – A tablet (or similar handheld computer) is a computer that is integrated into a flat touch screen, operated by touching the screen rather than using a physical keyboard.

Adapted infrastructure is defined as any built environment related to education facilities that are accessible to all users, including those with different types of disability, to be able to gain access to use and exit from them. Accessibility includes ease of independent approach, entry, evacuation and/or use of a building and its services and facilities (such as water and sanitation), by all of the building’s potential users with an assurance of individual health, safety and welfare during the course of those activities.

Adapted materials include learning materials and assistive products that enable students and teachers with disabilities/functioning limitations to access learning and to participate fully in the school environment.

Accessible learning materials include textbooks, instructional materials, assessments and other materials that are available and provided in appropriate formats such as audio, braille, sign language and simplified formats that can be used by students and teachers with disabilities/functioning limitations.

Basic drinking water is defined as a functional drinking water source (MDG ‘improved’ categories) on or near the premises and water points accessible to all users during school hours.

Basic sanitation facilities are defined as functional sanitation facilities (MDG ‘improved’ categories) separated for males and females on or near the premises.

Basic handwashing facilities are defined as functional handwashing facilities, with soap and water available to all girls and boys.

The number of schools in a given level of education with access to the relevant facilities is expressed as a percentage of all schools at that level of education.

The indicator measures the existence in schools of the given service or facility but not its quality or operational state.

For every child to learn, UNICEF has eight key asks of governments:

• A demonstration of how the SDG 4 global ambitions are being nationalized into plans, policies, budgets, data collection efforts and reports.
• A renewed commitment to education to recover learning losses and manage impacts of COVID-19.
• The implementation and scaling of digital learning solutions and innovations to reimagine education.
• Attention to skills development should be a core component to education.
• Focus to provide quality education to the most vulnerable – including girls, children affected by conflict and crisis, children with disabilities, refugees and displaced children.
• A continued commitment to improving access to pre-primary, primary and secondary education for all, including for children from minority groups and those with disabilities.
• A renewed focus on learning outcomes and their enablers, including learning in safe and adequate environments, support by well-trained teachers and structured content.
• The implementation of SDG-focused learning throughout schools to raise awareness and inspire positive action.

Learn more about  UNICEF’s key asks for implementing Goal 4

See more Sustainable Development Goals

ZERO HUNGER

GOOD HEALTH AND WELL-BEING

QUALITY EDUCATION

GENDER EQUALITY

CLEAN WATER AND SANITATION

AFFORDABLE AND CLEAN ENERGY

DECENT WORK AND ECONOMIC GROWTH

REDUCED INEQUALITIES

CLIMATE ACTION

PEACE, JUSTICE AND STRONG INSTITUTIONS

PARTNERSHIPS FOR THE GOALS

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