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Essays About the Contemporary World: Top 5 Examples

We live in a very different world from the one our parents lived in; if you are writing essays about the contemporary world, you can start by reading essay examples.

The contemporary world refers to the circumstances and ideas of our current time. From costly conflicts to tremendous political developments to a global pandemic, it is safe to say that the 21st century has been quite chaotic. Recent events have put various issues including bodily autonomy, climate change, and territorial sovereignty, at the forefront of the global discussion.

A good understanding of the contemporary world helps us become more conscious, responsible citizens, no matter what country we are from. Therefore, many schools have included subjects such as “the contemporary world” or “contemporary issues” in their curricula. 

If you wish to write essays about the contemporary world, here are five essay examples to help you. 

You might also be interested in these essays about engineering and essays about cooperation .

1. Our Future Is Now by Francesca Minicozzi

2. what it may be like after the chaos by kassidy pratt, 3. does social media actually reflect reality by kalev leetaru.

• 4.  Importance of English by Terry Walton

5. The Meaning of Life in Modern Society (Author Unknown)

Top prompts on essays about the contemporary world, 1. the effects of technology, 2. why you should keep up with current events, 3. college education: is it essential, 4. politics in the contemporary world, 5. modern contemporary issues.

“Our globe is in dire need of help, and the coronavirus reminds the world of what it means to work together. This pandemic marks a turning point in global efforts to slow down climate change. The methods we enact towards not only stopping the spread of the virus, but slowing down climate change, will ultimately depict how humanity will arise once this pandemic is suppressed. The future of our home planet lies in how we treat it right now.”

Minicozzi discusses the differences in the U.K.’s and her native U.S.’s approaches to one of today’s greatest issues: climate change. The U.K. makes consistent efforts to reduce pollution, while the U.S., led by President Donald Trump, treats the issue with little to no regard. She laments her homeland’s inaction and concludes her essay with suggestions for Americans to help fight climate change in their way. 

“College began, in-person classes were allowed, but with half the students, all social distanced, wearing a mask at all times. Wearing a mask became natural, where leaving without one felt like I was leaving without my phone. It is our normal for now, and it has worked to slow the spread. With the vaccines beginning to roll out, we all hope that soon things will go back to the way

we remember them a year ago before the pandemic began.”

Pratt reflects on her school life throughout the COVID-19 pandemic in this short essay. She recalls the early days of class suspension, the lockdowns, and the social distancing and mask guidelines. She understands why it has to be this way but remains hopeful that things will return as they once were. 

You might be interested in these essays about cheating .

“While a tweet by Bieber to his tens of millions of followers will no doubt be widely read, it is unlikely that his musings on the Syrian peace process will suddenly sway the warring factions and yield overnight peace. In fact, this is a common limitation of many social analyses: the lack of connection between social reality and physical reality. A person who is highly influential in the conversation on Twitter around a particular topic may or may not yield any influence in the real world on that topic.”

Leetaru criticizes the perception that social media gives users that what they see is an accurate representation of contemporary worldviews. However, this is not the case, as the content that social media shows you are based on your interactions with other content, and specific demographics dominate these platforms. As a result, people should be more aware that not everything they read on social media is accurate. 

4.   Importance of English by Terry Walton

“We can use English to develop ourselves culturally and materially so that we can compete with the best side in the world of mind and matter. We can say that English language is our window to the world. One of advantage is that it is the world most used business and political language. Those who are still unaware about the importance of English. They should start learning English as a time come when everything would be understood spoken and written in English.”

According to author Terry Walton, proficiency in the English language is vital in today’s world. He discusses its status as a lingua franca used by people worldwide. He also lists some of the ways English is used today, such as in business, science and technology, and education. 

“The socialites have ensured the meaning of life is to push their followers beyond their healthy lives by making them feel that they are only worthy of keeping tabs on the next big thing that they are engaging. These socialites have ensured that life has been reduced to the detrimental appraisal of egos. They have guaranteed that the experience of social media is the only life worth living in the modern society.”

This essay describes the idea in contemporary culture that prioritizes social media image over well-being. People have become so obsessed with monitoring likes and follow that their lives revolve around social media. We seldom genuinely know a person based on their online presence. The meaning of life is reduced to the idea of a “good” life rather than the true reality. 

Technology is everywhere in our life –  in social media, internet services, and artificial intelligence. How do you think technology affects the world today, and how will it affect the future? If this topic seems too broad, you can focus on technology in one particular sector, such as education or medicine. Describe the common technologies used in everyday life, and discuss the benefits and disadvantages of relying on these technologies.

In your essay, you can write about the importance of being aware of whatever is happening in the contemporary world. Discuss lessons you can learn from current events and the advantages of being more conscious or knowledgeable in day-to-day life.

In the 21st century, we have heard many success stories of people who dropped out or did not attend college. In addition, more and more job opportunities no longer require a college degree. Decide whether or not a college education is still necessary in the contemporary world and discuss why. Also include context, such as reasons why people do not attend college.

Many countries have undergone drastic political changes, from coups d’état to wars to groundbreaking elections. In your essay, write about one important political event, global or in your home country, in the contemporary world. Provide context by giving the causes and effects of your chosen event. 

From vaccination to the racial justice movement to gun control. For your essay, you can pick a topic and explain your stance on it. Provide a defensible argument, and include ample evidence such as statistics, research, and news articles. 

Tip: If writing an essay sounds like a lot of work, simplify it. Write a simple 5 paragraph essay instead.

If you’d like to learn more, check out our guide on how to write an argumentative essay .

Martin is an avid writer specializing in editing and proofreading. He also enjoys literary analysis and writing about food and travel.

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• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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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.

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.

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 .

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.

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.

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.

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