Writing Skills & Essay Composition Flashcards

A student writes: 'The committee have reached their decision, and each member are expected to sign the document.' Which grammatical issue makes this sentence problematic in formal academic writing?

Answer: The sentence contains a pronoun-antecedent agreement error with 'their' and a subject-verb agreement error with 'each member are'

The sentence contains two errors: (1) 'their' is used with 'committee' which is acceptable in British English but creates inconsistency, and more critically (2) 'each member are' is incorrect — 'each' is always singular and requires 'is' (each member is expected). The core identifiable error is the subject-verb disagreement with 'each member are.'

Which of the following most effectively employs a concessive structure to strengthen an argumentative essay's credibility?

Answer: "Although renewable energy sources present significant upfront infrastructure costs, their long-term economic and environmental returns render them the more viable investment."

Option B uses a classic concessive structure ('Although... costs, their long-term... returns') that acknowledges the opposing viewpoint before refuting it. This demonstrates awareness of counterarguments, which significantly strengthens academic credibility. Option A is one-sided, Option C is vague and non-committal, and Option D dismissively frames the opposing view without substantive engagement.

In an essay introduction, what is the primary function of the 'problem-gap-hook' strategy?

Answer: To establish context by identifying a broad problem, narrowing to a specific gap in existing understanding, and positioning the essay as addressing that gap

The problem-gap-hook strategy is a structured academic introduction technique: first establish the broader problem or context, then identify what remains unaddressed or underexplored (the gap), and finally position your essay as the work that fills that gap. This is distinct from simply hooking with an anecdote (Option D) or front-loading the thesis (Option C).

A writer uses the phrase 'it is widely believed that social media causes depression in teenagers' in a formal essay without citation. Which is the most precise critique of this writing choice?

Answer: The claim makes an unsubstantiated causal assertion disguised as consensus, which constitutes a form of the appeal-to-popularity fallacy and undermines academic integrity

The phrase 'it is widely believed' presents a contested causal claim (social media causes depression) as if it were established consensus, without evidence or attribution. This is both logically problematic (appeal to popularity) and academically dishonest (unsubstantiated assertion). While active voice and word choice matter, they are secondary concerns compared to the fundamental issue of unsupported causality presented as fact.

Which of the following transitional strategies best signals a shift from presenting evidence to interpreting its significance in a body paragraph?

Answer: "This data is therefore significant because it reveals not merely a correlation but a pattern that challenges the foundational assumptions of prior models."

Option C explicitly moves from evidence to interpretation by signaling significance ('this data is therefore significant because') and making an analytical claim about what the data reveals and why it matters. Option A adds more evidence, Option D introduces evidence, and Option B introduces a counterargument. The move from 'here is evidence' to 'here is what it means' is a critical academic writing skill.

A student concludes their essay with: 'In conclusion, this essay has discussed the causes, effects, and solutions of climate change. It is hoped that readers will find this information useful.' What is the most significant weakness of this conclusion?

Answer: It merely summarizes content and expresses a vague hope rather than synthesizing the argument, reinforcing the thesis's significance, or pointing toward broader implications

The conclusion fails at its most fundamental purpose: synthesis and forward momentum. Instead of showing how the discussion coalesces into a meaningful insight, it only restates what the essay 'discussed' — a mere table of contents in reverse. A strong conclusion should reinforce the thesis in light of the evidence presented and gesture toward larger significance or implications. While 'In conclusion' and passive voice are stylistic concerns, the structural failure of the paragraph is the core problem.