Good persuasive essay topics for 5th graders

Good persuasive essay topics for 5th graders

Math: These classes will cover topics from four levels of mathematics: Pre-Algebra, Algebra I, Geometry, and Algebra II. Students will learn problem solving techniques and critical reasoning skills necessary for the math problems on the TJ test. (1 hour of class time).

English: Students will progress through 6 levels of vocabulary while learning important reading comprehension skills. Students will also learn to write an effective persuasive essay using the process of pre-writing, writing and revision. ( 1 hour of class time). Considering the recent changes, we have added science component to the curriculum.

Science : These classes will cover topics Interpretation of Data, Scientific investigation, Evaluation of models, Inferences and Experimental design..

Creative writing: Creative writing builds on writing and language arts skills that students acquire throughout their school years. Students are encouraged to develop their own “voice” by exploring various genres of writing including short stories, mysteries, poetry, and script writing, among others.(25 minutes of class time).

These courses consist of two portions. The students will first cover in detail the major concepts they need for the exam, supplemented with numerous practice problems as well as homework assignments. These concepts will be reviewed in the weekly quizzes. Then, as the day of the exam approaches, students will practice with full-length three-hour tests to simulate the format of the TJ test.

TJ/AOS Test Prep Course (Grade 8)

Our TJ/AOS Test Prep courses start in early September and meet weekly on either Saturdays or Sundays (if required both Saturday & Sunday) until the TJ /AOS test. As mentioned above, our long term TJ/AOS Prep courses consist of two portions, the second of which is geared towards preparation for the exam. Students in our TJ Test Prep courses essentially join our long term students for that second portion, preparing them for the exam in December. This course is perfect for those students that are already comfortable with the basic concepts, but are interested in putting them into practice on an actual exam.

PSAT-AOS Classes

PSAT-AOS Classes

This course covers strategies and practice in all Critical Reading, Math, and Writing sections of the PSAT. The reading section tests the student’s vocabulary in context so a ‘cram’ vocabulary program will be taught in addition to reading strategies and time management. The writing section cover 15 grammar concepts and each concept will be covered. The math practice will allow the student to focus on his/her weakest areas. Students will also practice ‘real’ PSATs and end the course by taking PSAT tests. Students should expect to do at least 2 hours of homework for a week. This course also address the needs of the students who are getting ready for Academy of Science (AOS). AOS students are selected through an application process. Rising ninth grade students are invited to attend PSAT, after a competitive process that evaluates test scores, academic achievements, writing samples, teacher recommendations, and self-reported interests and activities. visit AOS website for more details.

ACSL Classes

ACSL Classes (Grade 8/9th)

The course is intended for 6 th , 7 th ,8 th and 9 th grade students, preparing them to participate either in class room or Junior division of ACSL. The main purpose of introducing this course at MyTJprep is to make the students’ resumes stronger for TJ / AOS admission and give them a head start with computer science before they enter high school. The topics tested by ACSL contests are Assembly Language, Bit-String Flicking, Boolean Algebra, Computer Number Systems, Data Structures, Digital Electronics, Graph Theory, LISP Programming, Prefix-Postfix-Infix Notation, Recursive Functions, Regular Expressions, Finite State Automatons, and BASIC Programming. All of these topics will be covered in this class.

ACSL holds four monthly competitions, which all together make up the «regular season». For each of these contests, every student receives a score out of 10. Then, as a group we send the top 5 scores from the contest. This is on a contest-by-contest basis; the top 5 scores can come from a different set of students every contest. So as a team, we receive a score out of 50 for each contest (the sum of the 5 students’ scores).

Math Enrichment Program

This course specifically sharpens the student’s investigative and problem solving skills, broadens mathematical understanding of concepts and enhances reasoning skills. All concepts will be taught in the class with the help of several problems, followed by challenging quizzes and module tests at different levels of difficulty. Topics include concepts covering the advanced arithmetic and algebraic problems and helps them to enrich their skills through interesting word problems. Students refine and expand their skills through interactions within every lesson, practice problems and workout questions. We will also be working on the previous years’ AMC8 and Math counts problems to introduce the flavor of these math competitions to our students. The course is spread into 25 sessions, approximately six months. During these months, the students will have the opportunity to participate in AMC8 / AMC10 /AMC 12 and Mathcounts chapter competition in the respective months.

Our long term goal is to create awareness about math competitions at early ages and give students the foundation needed to succeed in national level competitions. Our dedicated and highly qualified and experienced team works continuously with our students to achieve this objective.

Special Classes

TJ Test Essay Writing Class (Grade 8)

AP Physics B (College Level Course)

The purpose of this course is to illustrate the topics covered on the AP Physics B exam that are not covered in ordinary courses in physics. These include fluid dynamics, rotation, thermodynamics, geometric optics, and modern physics. Questions from past exams will be featured in the class, along with the guidelines that were used to grade the exam. Several different strategies for approaching both the multiple choice section of the exam and the free-response section will be discussed in detail, using both previous exam questions and the rubrics used to grade them. Students should have a background in algebra II, but no additional mathematical background is required. This course is focused on the topics not usually covered in introductory physics that appear on the exam; students are expected to have another source for basic physics topics, like momentum and energy conservation, that will also appear on the exam.

Fluids: The physics AP B exam contains fluids as one of its main topics. The exam often asks questions about buoyancy, hydrostatic equilibrium, Bernoulli’s principal, and related concepts. The purpose of this sessions will be to cover the main points associated with these topics and to do a few practice problems to illustrate how these problems can be solved and what sort of thinking is required in order to arrive quickly at a correct solution. Topics include hydrostatic equilibrium, hydraulic presses, Torricelli’s law, buoyancy and Archimedes’ principle, Bernoulli’s equation, and conservation of energy as applied to fluids.

Thermo: One of the main topics covered on the AP physics B exam is thermodynamics and its use to treat heat engines. The purpose of this session is to illustrate some of the theory behind thermodynamics and its application to heat engines, as well as the processes that appear in problems on the AP physics B exam and how to treat them efficiently. Topics include ideal gases, degrees of freedom, thermodynamic processes, heat engines and their efficiency, the application of the second law to heat engines and refrigerators, and the purpose and treatment of the second law of thermodynamics.

Mathematica

The purpose of this course is to illustrate some of the things that the computer algebra system Mathematica can do. We will discuss many different levels of mathematics, including those seen in algebra II, pre-calculus, calculus, and multivariable calculus, in order to see how Mathematica can be used to solve problems. Students do not need to be proficient in all of these levels of mathematics in order to participate in this course, as the focus in on how Mathematica can be used to solve problems and what the solution to different problems looks like rather than the mathematics itself. The relevant mathematical concepts will be described in some detail in order for the students to understand what the program is being asked to do and, to some extent, how it accomplishes this purpose. The student is expected to understand the basic concepts of algebra II, but completion of that course is not required in order to understand the main points of the class.

Summer Camps

Algebra I (Grades 7 — 8)

Honors Geometry (Grades 7 — 8)

Writing (Grades 6 — 8)

Java (Middle School or High School students)

This course provides an introduction to object oriented programming using the JAVA programming language. The material covered is similar to what you would find in a full-year introductory high school course. The course is divided into 6 chapters, modeled after the Fairfax Country Public Schools Introduction to Computer Science curriculum:

Students enrolling in this course do not need any previous experience in computer science. The material covered in this course is perfect for students who intend to take a high school introductory computer science course (which is required at TJ) but do not have any programming experience. This will help them have a much easier time with this complicated new area of study. The course is also suitable for TJ students planning to take the TJ computer science placement exam, since we cover every topic included in the FCPS curriculum for that exam.

This course is also a good starting point for students who intend to participate in computer science competitions in high school, such as the American Computer Science League (ACSL) or the USA Computing Olympiad (USACO). The topics included in this course cover everything students need to know for the ACSL competitions, and will give them a solid foundation for later advancing to USACO.

Creative writing

Creative writing builds on writing and language arts skills that students acquire throughout their school years. Students are encouraged to develop their own “voice” by exploring various genres of writing including short stories, mysteries, poetry, and scriptwriting, among others. Critical thinking skills are exercised in the process of learning the structure and forms of short fiction, whatever the form. By learning to write more creatively, students acquire valuable skills that will benefit them not only in the academic world, but also the business world.

Creative writing & Art

Art can breathe new life into writing as students embellish their own stories with personal artwork in classic media such as pen & ink, watercolor, charcoal, etc. The goal of the course is to write more fluently on school assignments after polishing their skills in word and image. Primarily fiction projects; short stories, scripts, political cartoons, limericks, writing prompts, children’s books, greeting cards, poetry. Self-editing and revising stressed.

Public Speaking & Presentations:

Time spent in an effective public speaking course is an investment in the future. Every career depends on the persuasive transfer of information in an engaging fashion. Begin that leadership training in a no-stress atmosphere where humor is welcome and peers are supportive. Overcome performance anxiety, learn to research your own interests, organize the content, and design effective visual aids (including posters). Learn the mechanics of delivery and remain relaxed in the spotlight. Start one-on-one and then participate in group presentations. Finally, make presentations in a small group setting.

Physical Sciences ( STEM Activity):

This course taught by Dr Jonathan Osborne, a book author, Math teacher at TJ, introduces students to concepts in physics through hands-on activities and experiments. In addition, students are taught the important and powerful role of mathematics in the study of physics. Throughout the course, students are shown how physics helps explain the world around us, and ignite interest in the field of physical sciences. Students are taught how to approach problems methodically and design their own experiments.

Pre-Calculus:

The intent of the course is to illustrate the material appearing in the pre-calculus curriculum at TJ that differs from that presented in algebra II. It does not contain all of the material, as there is not enough time to do this, but it does cover the majority of this material. It is possible that there will be material appearing on the exam that was not covered in the course, so students should study pre-calculus on their own in addition to the class in order to maximize their chances of getting a 90% or higher on the exam. Students may ask questions about material they find on their own that has not been covered in the class, and the faculty is will to discuss this material with the students either in the class or over an e-mail.

Good persuasive essay topics for 5th graders

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A modest request from WritingFix: If you appreciate the resources at this website, consider saying «thank you» to the Northern Nevada Writing Project—sponsors of WritingFix—by visiting their Publication Page and ordering any of their wonderful print guides, like their 196-page resource, the Going Deep with 6 Trait Language print guide (pictured at right). Some of the Going Deep with 6 Trait Language guide’s resources can be freely accessed below on this page, but the guide features many, many more trait-friendly ideas, lessons, and resources that can only be found in the printed version. All proceeds from guide sales help this website grow.

Each year, the NNWP offers inservice courses designed to help teachers make new and exciting connections with the six traits of writing. The goal of these professional development experiences is to help educators see the value of using traits as their classroom language during writing instruction. When both teachers and students «own» the language of traits enough to discuss them throughout the writing process, writing improves dramatically, and learners can «go deep» as they discover their personal strengths and struggles that come with the process of writing.

Voice is just one of the six writing traits. In Nevada, it is one of the four traits that is assessed on the fifth grade state writing test. Voice is a complex trait that should be discussed, explored, and further developed every year that students learn to write in school; both kindergartners and high school seniors can be taught to think about developmentally appropriate skills that are associated with organization. This page contains voice lessons and resources that we consider appropriate for sharing with third graders and up. If you are working with primary writers and the six traits, be sure to visit WritingFix’s 6 Traits and Primary Writing Homepage.

A Free Poster Resource for your Classroom
Voice is represented by the color yellow on our poster set.

  • Click here to open and print WritingFix’s seven-page poster set, inspired by the «Building a House» metaphor created by NNWP consultants Dena Harrison, Corbett Harrison, Mary Dunton, Nancy Thomas, and Vivian Olds.

WritingFix offers a free template of Voice Post-It sized notes. These can either be printed on yellow colored paper and cut out and stapled to students’ drafts, or you can—if you dare—attempt to print them on real 3 x 3 Post-it® Note-sized templates.

  • Click here to open/print a sheet of six voice revision Post-it® Note-sized templates.
  • Click here to visit WritingFix’s Post-It homepage, where you can find instruction on printing our Post-it® Note-sized templates on actual Post-it® Note-sized templates.

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Voice»mentor texts» that are focused on during the NNWP’s annual
6-Trait Inservice Classes for Teachers:
(Visit our 6-Trait Homepage to learn more about our inservice class.)

Each year, the NNWP sponsors a variety of inservice classes and workshops that focus on helping teachers make 6 traits the language of their classrooms during writing instruction. A variety of presenters share K-12 classroom ideas with each workshop’s audience, and—as teachers are wont to do—the participants madly write down the names of mentor texts shared by the presenters.

Here is a mentor text shared by our presenters that our participants are always happy they have written down the title for:

Shared during our Persuasive Writing Across the Curriculum Inservice Class for Teachers, this book celebrates teaching voice and persuasive skills to students through fun and engaging lessons.

Have a favorite book not mentioned on this page for teaching voice? Send us the title at webmaster@writingfix. com.

Voice «mentor texts» cited in the NNWP’s
Going Deep with 6 Trait Language Guide:
(Click here to learn how to order this popular resource from the NNWP.)

For more mentor text suggestions for voice, be sure to check out the posted lessons below!

Lesson title:
«Just the Facts, Ma’am. «

inspired by
The Web Files
by Margie Palatini

Lesson title:
Fairy Tale Tabloids

inspired by
Fairytale News
by Colin and Jacqui Hawkins

Lesson title:
Emotional Recipes & Cookbook

inspired by
any printed recipe
or cookbook

Lesson title:
Inventing Stories for Favorite Clothes

inspired by
passages from any
J. Peterman clothing catalogue

Sandy Martin, a New Jersey middle school teacher, shared the following thoughts with us. We sent her the NNWP’s Going Deep with Comparison & Contrast Guide as our thanks for her being so willing to give back to our site. Shared ideas can be directed to: webmaster@writingfix. com.

«I am always on the look out for ‘mentor texts’ that just sound like real kids talking. Voice is such a hard concept to explain to young writers, and when I say ‘Put your personality and your self into this piece of writing,’ most of my kids don’t have a clue how to do that. So in my mentor text library, I have two favorite books that I think show my students what real-kid-voice sounds like in a piece of writing.

«For my girls, I have them analyze voice in passages from Amelia’s Notebook. Author Marissa Moss has done such a fabulous job of capturing a young girl’s voice and spirit in her entire series, and my girl students totally identify with Amelia. She sounds so real when she talks right to her audience. Plus, the book inspires my girls to want to start decorating their classroom journals, which is never a bad thing.

«For my boys, I can think of no better example of a genuine-sounding voice than Jack Gantos’ Joey Pigza Swallowed the Key. The boy narrating this story has so much character, and he speaks to my boys in a way that appeals to their sense of humor. When I ask them to ‘put themselves’ in their writing after hearing from this chapter book, they understand exactly what I mean.

«I am always on the look-out for more real-voice mentor texts. I hope others will post their favorite titles too!»

Each of the six writing traits—voice included—can be broken down into multiple smaller writing skills that—when working together—make-up the bigger trait. Below, find some of our webmaster’s favorite resources and lessons that focus specifically on one type of tool that helps students understand voice better: writing from different perspectives. A great writing teacher finds the time to explore as many of each trait’s subskills as possible, helping students understand that each trait is built from multiple skills.

Lesson title:
Giving Voice to Opposites

inspired by
I am the Dog. I am the Cat
by Donald Hall

Two different pespectives discuss the same things in a piece of writing.

Lesson title:
A Pet’s Adventure Story

inspired by
Good Boy, Fergus!
by David Shannon

Writing an original story from the perspective of a pet.

Lesson title:
Historical Journal Entries

inspired by
Pedro’s Journal
by Pam Conrad

Writing about a historical event from a fictional character’s perspective

Lesson title:
Giving Credit Where it Might Be Due

inspired by
Ben and Me
by Robert Lawson

Writing about history from the point of view of an animal.

Compare these two Perspective Prompts

Writing From a Fictional Character’s Perspective

Stacy Dibble, a Minnesota teacher, shared this creative essay «frame» with us. We sent her the NNWP’s Going Deep with Compare & Contrast Writing Guide as our thanks for her being so willing to give back to our site. Shared ideas can be directed to: webmaster@writingfix. com.

Lesson title:
Interjected Emotions

inspired by
No, David!
by David Shannon

Writing about a recess or sport activity, using emotional interjections.

Lesson title:
Original Fairy Tale Narrators

inspired by
The True Story of the 3 Little Pigs
by Jon Scieszka

Re-writing a fairy tale from an emotional narrator’s point-of-view

Lesson title:
With Your Own Two Hands

inspired by
With My Own Two Hands
sung by Ben Harper

Writing a heart-felt poem about one’s ability to change the world.

Lesson title:
A Call for Change

inspired by
The Times They Are A-Changin’
sung by Bob Dylan

Writing a passionate poem or paragraph about what needs to change in this world..

Jessica Patrick, a teacher from Ontario, Canada, shared this idea with us. We sent her the NNWP’s Going Deep with Compare & Contrast Thinking Guide as our thanks for her being so willing to give back to our site. Shared ideas can be directed to: webmaster@writingfix. com.

«A wonderful book to use with voice (and just to enjoy because it’s so clever!) is Chester, by Canadian award-winning author Melanie Watt. The story alternates between two distinct voices: the cat, Chester’s, and the author, Melanie’s. You can begin a great discussion by talking with your class about the differences between the two voices (the tone, mood, content, etc.) and how those two voices reflect very different points of view.

Lesson title:
Start with What Isn’t There.

inspired by
Caves
by Stephen Kramer

Writing about a setting while establishing a mood for the reader.

Lesson title:
Summertime-inspired Memoirs

inspired by
several renditions of Summertime
from the opera Porgy & Bess

Borrowing mood techniques from music to write about a summertime memory.

Lesson title:
Creating a School Survival Guide

inspired by
Sleeping Freshmen Never Lie
by David Lubar

Creating a school survival guide that shows mood and tone.

Lesson title:
Same Setting, Different Moods

inspired by
Lord of the Flies
by William Golding

Exploring a setting by writing about it from different characters’ perspectives.

Kim Schoonover, a teacher from Georgia, shared this idea with us. We sent her the NNWP’s Reading in the Content Areas Guide as our thanks for her being so willing to give back to our site. Shared ideas can be directed to: webmaster@writingfix. com.

«Hey there! I wanted to share a great book for beginning to explain the concept of «voice» to elementary students. Why Did the Chicken Cross the Road? by Tedd Arnold, Harry Bliss, David Catrow, and Marla Fraz is a compilation of answers to this age-old question. The fun part is that the answers are given and illustrated by 14 children’s book illustrators.

«Each page is so completely different from the others, even though they are answering the same question. Each illustrator has a different technique—some are cartoonish, like Tedd Arnold, while others are soft and peaceful, like Jerry Pinkney. As you discuss this with students, you can compare the artwork from the various artists to students’ personalities that shine through their words. Each personality is unique and individual, so each story should exemplify this.

«When I teach the voice trait, I also talk about words making us FEEL something. As you share Why Did the Chicken Cross the Road, you can also discuss how each page has a different feeling to it. Some make us laugh, others make us wonder, and others make us feel calm. Our written words are capable of making people feel these emotions as well. That’s voice! Hope you get a chance to check this book out! You’ll laugh out loud!

Jennifer McMurtrey, a teacher from Texas, shared this idea with us. We sent her the NNWP’s Secondary Writing Guide as our thanks for her being so willing to give back to our site. Shared ideas can be directed to: webmaster@writingfix. com.

«I’d had a hard time with my students using voice after a few lessons. Then I read a book I thought my 5th grade boys would never go for, and they totally got it. It was a real ‘OOOOHHH!’ moment for many of my students.

Each of the six writing traits—voice included—can be broken down into multiple smaller writing skills that—when working together—make-up the bigger trait. Below, find some of our webmaster’s favorite resources and lessons that focus specifically on one voice sub-skill: techniques for persuasive writing. A great writing teacher finds the time to explore as many of each trait’s subskills as possible, helping students understand that each trait is built from multiple skills.

Check out WritingFix’s Persuasive Writing Lesson Collection for even more lessons that focus on figurative language.

Lesson title:
I Wanna Something

inspired by
I Wanna Iguana
by Karen Orloff Kaufman

Writing persuasive letters back and forth between two characters.

Lesson title:
Creative Convincing

inspired by
Click, Clack, Moo. Cows That Type
by Doreen Cronin

Writing a persuasive letter from an unusual writer’s perspective.

Lesson title:
Where is the Love?

inspired by
Where is the Love?
sung by the Black Eyed Peas

Writing a persuasive argument about an injustice in the world.

Lesson title:
This I Believe. Science

inspired by
The This I Believe essays heard on National Public Radio

Writing a persuasive argument about a scientific issue.

Amy Richards, a Nevada elementary teacher, shared the following ideas with us. We sent her a copy of the NNWP’s Elementary Writing Guide as our thanks for her being so willing to give back to our site. Your shared ideas can be directed to: webmaster@writingfix. com.

«Stephen L. Layne’s story My Brother Dan’s Delicious, contains the hilarious running monologue of Joseph Demorett II, an elementary student who finds himself alone at home and wondering if there is a monster lurking inside the house waiting to eat him. He enters, spouting outloud the numerous qualities that his older brother Dan has. which would make him a more delicious treat to eat. Besides modeling humor effectively, Steven L. Layne shows us a style of writing that sounds like an actual person talking and demonstratres very clever persuasive skills, and students can be easily inspired to write their own persuasive monologues about an imaginary (or real) time they were afraid of something.

«Review the poetic device of personification, where an abstract idea is given human qualities or the characteristics of a living thing. When an abstract or body-less noun (like the wind, like love, like fear, like bad luck) is personified, a writer can address it like it is a living thing. Make a list of interesting abstract nouns that might make interesting personifications. Since Layne chose fear, explore other concepts that—once personified—might be asked to leave a narrator’s presence, if the narrator found himself/herself alone with the concept and wanted to persuade it to leave them alone. For example: bad luck, poverty, racism, anger, bad weather, etc.

«Ask students to fold a piece of paper in half—hamburger style! On the left-hand side of the fold, have students write the word ‘fear,’ and then sketch what they think the monster in My Brother Dan’s Delicious looks like. Ask them to label interesting details with arrows and words; for example, they might draw an arrow to the hands and write ‘razor-sharp claws.’ Encourage great word choice during this. Try to have all students label five or six interesting details about their personified fear sketch. Clothes, accessories, or physical features are the types of things the students should be labeling here.

«After students have sketched the personified fear from the book, tell them they will next be sketching an original personified idea. Have them choose one of the abstract nouns from the class list, write it on the right-hand side of their paper’s fold, and sketch their original personification. A person or a creature should be what they sketch. and they should include five or six interesting labels on this side of the paper too. Have students share their sketches. Encourage them to share additional ideas for labels on their friend’s pictures. The more labels students have on their pictures, the easier it will be for them to create their persuasive monologues.»

There is now a complete lesson for this book posted at WritingFix’s Persuasive Writing Homepage.

Each of the six writing traits—voice included—can be broken down into multiple smaller writing skills that—when working together—make-up the bigger trait. Below, find some of our webmaster’s favorite resources and lessons that focus specifically on one voice sub-skill: using figurative language effectively . A great writing teacher finds the time to explore as many of each trait’s subskills as possible, helping students understand that each trait is built from multiple skills.

Check out WritingFix’s Poetry Lesson Collection for even more lessons that focus on figurative language.

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