{"id":4001,"date":"2017-05-10T13:35:15","date_gmt":"2017-05-10T10:35:15","guid":{"rendered":"http:\/\/www.activehistory.co.uk\/updates\/?p=4001"},"modified":"2017-05-13T13:35:47","modified_gmt":"2017-05-13T10:35:47","slug":"student-bookmark-key-vocabulary-for-essay-writing","status":"publish","type":"post","link":"https:\/\/www.activehistory.co.uk\/updates\/uncategorized\/student-bookmark-key-vocabulary-for-essay-writing\/","title":{"rendered":"Student bookmark: Key vocabulary for essay writing"},"content":{"rendered":"

Overview<\/h2>\n
\n
\n

I have designed the following bookmark in order to help students use a richer range of vocabulary to express their ideas more clearly in essays:<\/p>\n

\"\"<\/p>\n

Sets of these bookmarks can be printed off, laminated,\u00a0cut out, and then shared with students to keep in their planners or textbooks.<\/p>\n

Download<\/h2>\n

Student bookmark: vocabulary for essay writing<\/a><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Overview I have designed the following bookmark in order to help students use a richer range of vocabulary to express their ideas more clearly in essays: Sets of these bookmarks can be printed off, laminated,\u00a0cut out, and then shared with students to keep in their planners or textbooks. Download Student bookmark: vocabulary for essay writing<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1],"tags":[782,437,289,338,783,593],"class_list":["post-4001","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-bookmark","tag-essay","tag-key","tag-student","tag-vocabulary","tag-writing"],"jetpack_sharing_enabled":true,"jetpack-related-posts":[{"id":4292,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/guidance-for-writing-the-coursework-essay-for-students\/","url_meta":{"origin":4001,"position":0},"title":"Guidance for writing the coursework essay for students","author":"Russel Tarr","date":"September 12, 2018","format":false,"excerpt":"This document - guidance for writing the coursework essay for students - outlines how to write an introduction, a conclusion, and provides a range of key words and phrases to help them analyse significance. It also makes use of the ClassTools \"Essay Writing Bookmark\" which I have made freely available\u2026","rel":"","context":"In "1900-2000 (GCSE History)"","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/igcse\/russia\/bookmark.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/igcse\/russia\/bookmark.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/igcse\/russia\/bookmark.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/Miscellaneous\/menus\/igcse\/russia\/bookmark.jpg?resize=700%2C400&ssl=1 2x"},"classes":[]},{"id":4005,"url":"https:\/\/www.activehistory.co.uk\/updates\/uncategorized\/develop-persuasive-vocabulary-with-a-biased-words-knockout-challenge\/","url_meta":{"origin":4001,"position":1},"title":"Develop persuasive vocabulary with a \u2018biased words knockout challenge\u2019","author":"Russel Tarr","date":"May 20, 2017","format":false,"excerpt":"Overview One important literacy skill is for students to use (and, increasingly, to spot) writing which is designed to persuade rather than merely inform. To do this, get students to produce a list of biased adjectives and then set up \u00a0quick-fire competition: each member of the class has to take\u2026","rel":"","context":"In \"biased\"","block_context":{"text":"biased","link":"https:\/\/www.activehistory.co.uk\/updates\/tag\/biased\/"},"img":{"alt_text":"Capture","src":"http:\/\/www.classtools.net\/blog\/wp-content\/uploads\/-155","width":350,"height":200,"srcset":"http:\/\/www.classtools.net\/blog\/wp-content\/uploads\/-155 1x, http:\/\/www.classtools.net\/blog\/wp-content\/uploads\/-155 1.5x"},"classes":[]},{"id":3701,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/igcse-gcse-history\/essay-planning-exercise-analyse-the-roots-of-the-cold-war-before-1945-completed-model-essay\/","url_meta":{"origin":4001,"position":2},"title":"Essay Planning Exercise: Analyse the roots of the Cold War before 1945 | Completed model essay","author":"Russel Tarr","date":"February 16, 2016","format":false,"excerpt":"Essay Planning Exercise: Analyse the roots of the Cold War before 1945 | Completed model essay To ensure that students are sufficiently prepared for any Cold War question that comes up, we spend time writing up a carefully considered answer to the key question. Students will write this answer as\u2026","rel":"","context":"In "1900-2000 (GCSE History)"","block_context":{"text":"1900-2000 (GCSE History)","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/historical-periods\/20th-century\/"},"img":{"alt_text":"Cold_War_TV_Series_CNN","src":"https:\/\/i0.wp.com\/activehistory.co.uk\/updates\/wp-content\/uploads\/2016\/01\/Cold_War_TV_Series_CNN-219x300.jpg?resize=350%2C200&ssl=1","width":350,"height":200},"classes":[]},{"id":3999,"url":"https:\/\/www.activehistory.co.uk\/updates\/uncategorized\/use-eyesay-to-give-visual-feedback-on-student-essays\/","url_meta":{"origin":4001,"position":3},"title":"Use \u201cEyeSay!\u201d to give visual feedback on student essays","author":"Russel Tarr","date":"May 5, 2017","format":false,"excerpt":"\u201cEyeSay!\u201d is a new tool I have coded at www.classtools.net to help students and teachers get a useful visualisation of essay style and structure. Students simply copy and paste their essay from a word processor, and then the web application colour-codes its central stylistic features. For students, it helps them\u2026","rel":"","context":"In "Visual Literacy"","block_context":{"text":"Visual Literacy","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/visual-literacy\/"},"img":{"alt_text":"","src":"http:\/\/www.classtools.net\/blog\/wp-content\/uploads\/-165","width":350,"height":200,"srcset":"http:\/\/www.classtools.net\/blog\/wp-content\/uploads\/-165 1x, http:\/\/www.classtools.net\/blog\/wp-content\/uploads\/-165 1.5x, http:\/\/www.classtools.net\/blog\/wp-content\/uploads\/-165 2x"},"classes":[]},{"id":6011,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/viva-voce-final-reflection-extended-essay-student-guidance\/","url_meta":{"origin":4001,"position":4},"title":"Viva Voce \/ Final Reflection – Extended Essay Student Guidance","author":"Russel Tarr","date":"April 13, 2026","format":false,"excerpt":"The Third Reflection (after the Viva Voce) Complete this after your essay has been submitted and the Viva Voce interview with your supervisor has taken place. The Viva Voce is a short discussion which should celebrate completion of the essay and reflect on what the student has learned from the\u2026","rel":"","context":"In "A-Level \/ IB History"","block_context":{"text":"A-Level \/ IB History","link":"https:\/\/www.activehistory.co.uk\/updates\/category\/key-stage\/ib-history\/"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2026\/05\/image-6.jpg?resize=350%2C200&ssl=1","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2026\/05\/image-6.jpg?resize=350%2C200&ssl=1 1x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2026\/05\/image-6.jpg?resize=525%2C300&ssl=1 1.5x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2026\/05\/image-6.jpg?resize=700%2C400&ssl=1 2x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2026\/05\/image-6.jpg?resize=1050%2C600&ssl=1 3x, https:\/\/i0.wp.com\/www.activehistory.co.uk\/updates\/wp-content\/uploads\/2026\/05\/image-6.jpg?resize=1400%2C800&ssl=1 4x"},"classes":[]},{"id":5183,"url":"https:\/\/www.activehistory.co.uk\/updates\/key-stage\/ib-history\/castro-essay-planning-exercises-matrix-grids-blogpost-sample-student-slides\/","url_meta":{"origin":4001,"position":5},"title":"Castro Essay Planning Exercises | Matrix Grids – Blogpost | Sample Student Slides","author":"Russel Tarr","date":"December 27, 2021","format":false,"excerpt":"Essay Planning Exercises\u00a0|\u00a0Matrix Grids - Blogpost\u00a0|\u00a0Sample Student Slides In this phase, students use their research to consider how they could use it to answer two possible questions:Was Castro\u00e2\u20ac\u2122s use of propaganda more important than his use of force as a means of maintaining power?How Authoritarian was Castro's Cuba? 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