Escribir un ensayo en inglés no consiste en traducir palabra por palabra un texto pensado en español. Antes de revisar la gramática, decide qué quieres defender, qué razones lo sostienen y qué necesita comprender primero el lector. Después revisa conectores, verbos y vocabulario para que el argumento resulte claro.
Basic structure of an essay
| Part | Purpose | Useful question |
|---|---|---|
| Introduction | Introduces the issue and gives the reader a direction. | Can the reader identify the topic and the thesis? |
| Body paragraphs | Develop one reason at a time with explanation and support. | Does each paragraph connect to the thesis? |
| Counterargument | Shows a reasonable alternative view and responds to it. | Have you treated the other position fairly? |
| Conclusion | Restates the central claim without repeating the introduction word for word. | What follows from the argument? |
From Spanish ideas to clear English
Plan the argument first, then write direct sentences. Prefer a precise verb and a clear subject over a long sentence full of connectors. For example, instead of writing “In my opinion, it is very important to say that…”, state the claim directly: “Schools should provide time for independent reading.”
- Use because when you need to give a reason, not as decoration.
- Use however to introduce a genuine contrast or limitation.
- Check that each pronoun has a clear noun to refer to.
- Do not use a thesaurus to replace a word you cannot explain.
Editable model and complete example
Copy the model and replace the brackets with your own topic. Then compare your draft with the complete example: both contain a full development, not a three-paragraph shortcut.
Editable model
[A clear title]
1. Introduction. [Introduce the issue and explain why it matters in this context. End with a question or a clear direction for the essay.]
2. Thesis statement. I argue that [your position] because [main reason]. Avoid a statement that is only a fact or a topic.
3. First supporting paragraph. First, [state one reason]. For example, [give a specific observation, source or situation]. This supports the thesis because [explain the connection].
4. Second supporting paragraph. In addition, [develop a different reason]. [Show a consequence, comparison or limitation.]
5. Counterargument. Some people may argue that [reasonable objection]. However, [answer it fairly and explain why your position still stands].
6. Practical implication. [Explain what a school, group or individual could do with this conclusion.]
7. Conclusion. In conclusion, [restate the thesis in new words] and [leave the reader with a concrete implication or question].
8. References, if required. [List the sources in the style requested by your teacher or institution.]
Complete example
Students should have some choice in their reading
In many English classes, every student reads the same text at the same pace. Shared reading can create useful discussion, but it should not be the only reading experience at school. Students should have some regular choice in what they read because choice can increase attention, support different interests and make classroom conversations more meaningful.
First, choosing a text gives students a reason to think about their own interests and goals. One student may want to read a short story, while another may prefer an article about sport, science or music. The aim is not to make reading easy; it is to help students select a text that they can understand and discuss with care. A difficult text is more useful when the reader has a clear reason for working through it.
Choice can also improve the quality of discussion. When students explain why they selected a text, what surprised them and where they became confused, they practise more than vocabulary. They learn to summarise, ask questions and give reasons for an interpretation. A class does not need twenty identical books in order to have a serious conversation about reading.
In addition, different texts can reveal different strengths. A student who struggles with a long novel may read a well-structured article and notice how its paragraphs develop one central idea. Another student may learn from a biography how a writer uses detail to describe a person. These observations can later support their own writing in English.
Some teachers may worry that choice makes assessment difficult. This is a fair concern if every student receives a completely different task. However, the class can use shared criteria: identify the main idea, select one useful detail, explain one new word from context and write a short response. The text changes, but the thinking process remains visible.
Choice does not mean that teachers should stop recommending demanding or important texts. A balanced course can include common reading and individual reading. The teacher can offer a small collection at different levels, help students choose and ask them to reflect on whether the text was too easy, too difficult or appropriate for their purpose.
In conclusion, some reading choice should be part of English classes. It encourages students to read with a purpose, gives them material for genuine discussion and helps them notice how writers organise ideas. When choice is supported by clear goals and careful guidance, it becomes a serious learning activity rather than free time.
How to study the example
- Underline the thesis in the first paragraph.
- Write one short label for the purpose of each body paragraph.
- Find the counterargument and explain how it is answered.
- Check that the conclusion uses new wording.
Revision checklist
- Does the thesis make a claim that needs support?
- Does every body paragraph have one main job?
- Have you explained how each example supports your claim?
- Did you check subject–verb agreement, verb tense and spelling after revising the ideas?
- Did you follow the length and citation style requested by your teacher?
Preguntas frecuentes
How many paragraphs should an essay in English have?
There is no universal number. Use as many paragraphs as the assignment and the development of the argument require; a complete model needs more than an introduction, one body paragraph and a conclusion.
Should I write an abstract?
Only if the assignment or academic format asks for one. A school essay often begins with an introduction and thesis instead.
Can I translate a Spanish model?
You can use an outline, but rewrite the sentences in English and check how ideas are connected. Direct translation often produces unnatural word order or false friends.
Fuentes y revisión editorial
Fuentes consultadas
- Purdue OWL: Organizing Your ArgumentThesis statement, supporting points and conclusion in an argumentative paper.
- British Council LearnEnglish: WritingLevelled writing practice with model texts and structured essays.
Responsable editorial
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