is spanish an essay based subject

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Essay based Subjects: What they are and Some Examples

• by Joseph Kenas
• February 11, 2024

Essay writing is a very important part of your academic studies. In your academic journey, you will find essay-based subjects that will require you to write an essay on a particular topic.

Always remember that an essay is just an argument or discussion about a topic. Therefore, you have to write an essay that includes paragraphs each having a theme or purpose.

No matter the subject you are writing about, essays can be simple to write as long as you follow the right structure. 

What is an Essay Based Subject?

In high school, college, or university, the number of essays you write will depend on the subject you have chosen. Subjects that need the student to write a lot of essays for the exams are referred to as essay-based subjects .

History, languages, economics, and literature are some of the subjects that require a student to write frequent essays.

Yet still, most of the humanity and social science subjects also need a lot of research and writing of essay papers. 

Most essay-based subjects require the student to have analytical skills that enable good research for writing papers.

Students who choose these types of subjects need to practice critical thinking at all times. 

A good example is English literature and History. If a student does not have these skills, writing a good essay will become a problem. 

For other essay-based subjects such as physics, students need to be familiar with scientific principles before they can write good essays.

Creativity in thinking and a demonstration of self-discipline are important if you want to achieve good grades in these subjects. Nurture your study skills as a student to excel in subject-based essays

There are also practical subjects such as Music and Art which also have essay writing in some areas. Without imaginative and inventive skills, these subjects will not be easy to pass. 

Is Psychology an Essay-Based Subject?

Psychology is an essay-based subject in many ways. If you are pursuing a degree in psychology, you have to know how to write compelling essays which will be part of your final grades.

The writing of essays in psychology gives students a good opportunity to explore different aspects of this subject. As a psychology student, essay writing allows you to investigate deeply a topic you have chosen.

As long as the topic is within the subject of psychology, professors do give students the privilege to write about what they prefer. In the end, you will be able to sharpen your research, analytical, evaluation and communication skills. 

Since psychology revolves around the study of behavior, essay writing can help to enhance a student’s understanding of behaviors.

Research for essay writing from a psychology perspective will allow the student to learn terms and methods in this subject.

Psychology is a subject that needs a proper understanding of the methodologies involved. Without adequate knowledge and understanding of this subject, writing a good essay will be difficult. 

The choice of essay topic on this subject can be on an area covered in the course. However, students can also choose a good topic of their interest that does not relate to the subject content.

As long as you select a field in psychology that you have an interest in, you can write a good essay. 

30 Essay Based Subjects

• Anthropology 
• Archaeology
• Environmental science 
• Ancient history
• English language
• English literature
• Classical civilization
• Government and politics
• Health and social care
• Media studies
• History of art
• Criminology
• Religious studies
• Design and technology
• Product design
• Political science
• Global politics

How to Study and Pass Essay Based Subjects

It is not easy to prepare for exams involving essay-based subjects. If you want to pass with a good grade, you have to make the most out of your revision. Practice essay writing tips to keep you focused.

Below are effective tips on how to study and pass essay based subjects:

1.Be a Friend of the Teacher                                                                                      

Teachers play a very important role in helping you pass exams. This is what will propel you to the next level of education or give you a good job.

However, they have to prepare hundreds of students for the exams. As such, they may not be able to tell you everything unless you ask.

If you are a friend of the teacher, it will be easy to ask questions and get good tips on how to prepare for your exams.  You’ll also not be the students who have excuses to submit their assignments late.

Most teachers are willing to extend a helping hand to students so that they have an easy time preparing for exams. Therefore, when you need help in your study and revision, take advantage of the teacher’s help.

2. Plan your Revision

With proper planning, revising for essay-based subjects can be effective. You should start your revision in time so that you do not have to cram everything on the last day of the exam.

If you start revising early, you can have small amounts of time dedicated to each subject or topic.

Small revision parts each day for a longer period are more effective than trying to cram everything the night before your exams. 

 Also, you can plan to revise one subject at a time or alternate revisions between various subjects of study.

What you need is a suitable revision pattern that works well for you. All in all, always make revision a habit. Create specific set times of the day to revise and ensure you stick by it. 

3. Relaxing Activities

Even though studying for essay-based exams needs a lot of preparation, interspersing with relaxing activities is also advisable.

This helps to stop the overloading of the brain especially when you feel exhausted. You can take a walk, listen to your favorite music or take part in sports. 

Just take part in whatever activity you like but ensure the breaks do not become distractions. 

4. Avoiding Distractions

Effective studying for exams cannot go well if there are distractions. Social media platforms such as WhatsApp and Instagram are the greatest enemies. Develop routines to help you use your free time productively.

Notifications from friends will always pop up and distract you from studying. One way of avoiding this is by installing a locking app so that you can disable your social media for a specific period. 

Another alternative is to block your web browser or the internet router. You can block access and create a restriction for a specific period.

With help from friends and family members, have a blocking schedule. Far from that, find a quiet place where you can do your revisions effectively.

If there is no quiet place at home, the nearby library is the best place where you can study comfortably. 

5. Create a Glossary

When the exam period approaches, it is good to come up with a list of all the important words and phrases that you need to know.

For each of the modules, ensure you list important phrases that you need to remember. Have a brief definition of each of the terms which are important for the exams.

You can then go back to your glossary and test your ability to remember these terms. 

6. Practice Essay Writing Regularly

Regularly writing essays will give you a clue about how to go about your exams. It makes you master the time you will need to plan, write and proofread your essay.

With the use of past papers, you can know the type of questions that are frequently asked in your area of study. This will boost your flexibility and confidence because you will be familiar with all the course materials. 

Joseph is a freelance journalist and a part-time writer with a particular interest in the gig economy. He writes about schooling, college life, and changing trends in education. When not writing, Joseph is hiking or playing chess.

The 10 Most Respected A-Level Subjects – Ranked for 2024

In A-Level by Think Student Editor January 1, 2021 17 Comments

Figuring out which A-Level subjects to choose can be difficult as there are so many things you may need to consider. This includes what subjects you’re good at, what subjects you enjoy as well as what subjects can help with future applications. If you’re not quite sure what you want to do next, it can help to pick A-Level subjects that keep your options open. One way to do this is to choose from subjects that are perceived as being the most respected A-Levels.

Be advised.   The information that this ranking is based off is explained at the end of this article. Please understand that this list is not definitive. Perception of an A-Level subjects’ respectability is highly subjective. Your opinion may differ from the ranking displayed in this article. Please vote in our poll to have your say. We try our best to update these rankings as often as possible.

Most respected A-Levels: Student Perception

Below you can find the visualisation A-Level subject difficulty rankings (top – most respected, bottom – 13 th most respected).

(*) Perception of which A-Levels are most respected voted by students. You can learn more about how we collected this data at the end of this article.

Continue reading to learn more about which subjects students feel are the most respected. This article will outline the top 10 and give you some insight into why students may have chosen these subjects.

10. A-Level English Language

2.45% of the poll considered A-Level English Language as the most respected A-Level, putting it in 10th place.

In A-Level English Language, students learn about the linguistic side of the English language. This will be done through analysing and evaluating different texts, as well as studying how children develop language and the different varieties of English that are spoken.

Students may consider A-Level English Language as one of the most respected A-Levels due to it being a core subject and allowing you to develop many transferable skills. These include writing skills and critical thinking skills, both of which would likely be useful for any degree that you may want to study or a range of jobs .

To learn more about A-Level English Language and why students may consider it one of the most respected A-Levels, check out this Think Student article .

9. A-Level Foreign Languages

3.87% of the poll considered A-Level Foreign Languages as the most respected A-Level, putting it in 9th place.

A-Level Foreign Languages refers to a wide range of different language A-Levels that you can take. The most popular of these are in French, Spanish and German but you may also be able to take A-Levels in Italian, Mandarin and other languages. Unlike at GCSE, students don’t just study the grammar and vocabulary of a language but also the culture of where the language is spoken.

A-Level Foreign Languages may be considered one of the most respected A-Levels as language skills are a great skill to have. This is especially as the world is becoming increasingly globalised and more companies are operating on an international scale. This means that A-Level Foreign Languages can give your CV a great boost as people with language skills are increasingly being sought after.

To learn more about the benefits of studying languages, check out this Think Student article .

A-Level Foreign Languages may also be considered one of the most respected A-Levels as it is valued by universities. This is because both A-Level Modern Languages and A-Level Classical Languages are considered facilitating subjects. Facilitating subjects were subjects that the Russel Group universities considered to be good A-Level options, although this is no longer used, they show which subjects the top universities respect most.

To learn more about A-Level Foreign Languages, check out this article by CIFE. For more on facilitating subjects, check out this guide by The Uni Guide.

8. A-Level Biology

4.9% of the poll considered A-Level Biology as the most respected A-Level, putting it in 8th place.

In A-Level Biology, students continue their learning of biology and how organisms function. This includes topics on cells, energy transfer in organisms, ecosystems, gene expression and more. To learn more about these, check out this page by AQA.

Students may consider it one of the most respected A-Level subjects as it is one of the main science subjects . Due to this, A-Level Biology is often a requirement for studying science subjects when continuing education, particularly for degree subjects such as Medicine or Biomedical Sciences.

Also, as a largely academic subject, A-Level Biology was also one of the facilitating subjects, as mentioned above, showing that universities respect it highly . To learn more about why students may consider A-Level Biology one of the most respected, check out this article by Online Learning College.

7. A-Level Psychology

5.16% of the poll considered A-Level Psychology as the most respected A-Level, putting it in 7th place.

In A-Level Psychology, students learn about the mind and behaviours. A-Level Psychology students will particularly study topics such as attachment, memory, social influences and research methods in psychology. To learn more about the A-Level Psychology course, check out this page by AQA.

It may be considered one of the most respected A-Level subjects as it is both one of the sciences and an essay-based subject. This means that the course will allow you to develop a wide range of skills that are favourable to university study and employment. These include critical thinking and analysis as well as strong research skills. To learn more about this, check out this article by Learn Direct.

Students may also consider A-Level Psychology as one of the most respected as the subject of psychology is largely on the rise in both popularity and status. In 2023, A-Level Psychology was the 2nd most popular A-Level course and the most popular degree subject. For more on these A-Level and degree popularity rankings, click here and here to see their respective Think Student articles.

6. A-Level English Literature

6.13% of the poll considered A-Level English Literature as the most respected A-Level, putting it in 6th place.

In A-Level English Literature, students study a range of texts such as poetry, plays and novels from different time periods. Similarly to GCSE, these texts will be analysed by looking at different themes, characters and features of the novels themselves.

A-Level English Literature may be considered one of the most respected A-Levels due to the skills you can gain from it. This is particularly as it can enable you to develop writing and debating skills, both of which can be absolutely crucial for various degree subjects.

Improving your written communication skills is also important for working environments. To learn more about why A-Level English Literature might be considered one of the most respected, check out this Think Student article.

Also, A-Level English Literature is highly regarded by the top universities for students taking a humanities course. To learn more about this, check out this page by Trinity College of the University of Cambridge.

5. A-Level Physics

6.51% of the poll considered A-Level Physics as the most respected A-Level, putting it in 5th place.

In A-Level Physics, students will advance their scientific study of physics, specifically covering areas such as electricity, waves, mechanics, nuclear physics, radiation and more. To learn more about this, check out this page by AQA.

It may be considered one of the most respected A-Level subjects as once again, it is one of the main scientific subjects . This means that it will often be a requirement for science-based degree programmes, particularly ones like Engineering and Astrophysics.

This may make students consider it one of the most respected as it is valued by universities and can be a useful A-Level to have. To learn more about this, check out this article by Online Learning College.

4. A-Level History

6.71% of the poll considered A-Level History as the most respected A-Level, putting it in 4th place.

In A-Level History, students study specific areas of history in-depth and develop their critical thinking and analysis skills in order to evaluate how reliable historical sources and interpretations are based on their context and wider information. The exact historical topics that are studied will depend on the exam board and what your school has chosen.

To learn more about what is studied in A-Level History, check out this Think Student article .

A-Level History may be considered one of the most respected A-Level subjects as it allows you to develop key analytical, evaluative and debating skills, which could prove to be useful in a range of humanities degrees and career paths . A-Level History is often regarded as a good basis for prestigious degree options, such as for studying a Law degree.

Similarly to A-Level Foreign Languages, as mentioned above, A-Level History was also on the list of facilitating subjects, showing that it is also highly respected by top universities. To learn more about all this, check out this guide by CIFE.

3. A-Level Chemistry

7.67% of the poll considered A-Level Chemistry as the most respected A-Level, putting it in 3rd place.

In A-Level Chemistry, students will advance their studies by learning about more in-depth and advanced chemistry concepts. Students will cover organic, inorganic and physical chemistry split up into topics such as spectroscopy, thermodynamics, isomerism and more.

To learn more about the A-Level Chemistry course, check out this Think Student article .

It is considered one of the most respected A-Level subjects as it is another one of the main science subjects . This means that it is often a compulsory subject in order to study degrees, such as Chemical Engineering and Pharmacology.

As one of the main sciences, it is also one of the facilitating subjects as mentioned above, meaning that it is highly respected by universities. To learn more about this, check out this article by Online Learning College.

2. A-Level Further Maths

22.37% of the poll considered A-Level Further Maths as the most respected A-Level. This puts it in 2nd place with substantially more of the poll considering it the most respected A-Level than for the previous ones.

A-Level Further Maths is one of the hardest A-Level subjects, in which students learn about much more advanced mathematical concepts. To learn more about this, check out this Think Student article .

Due to its difficulty, students may consider it one of the most respected A-Levels as doing well on it shows off exceptional academic and mathematical ability. As 39.7% of students got an A*, much more than the average across subjects, A-Level Further Maths may also be respected as it shows off dedication and commitment to the subject.

For scientific or mathematical degree paths or career options, this can be incredibly useful. To learn more about this, check out this Think Student article . For more on this statistic, check out this page on Ofqual’s website.

1. A-Level Maths

29.59% of the poll considered A-Level Maths as the most respected A-Level, putting it in 1st place.

In A-Level Maths, students will advance their mathematical studies, with particular focus on the main areas of pure maths, statistics and mechanics with each having their own topics. Some of these topics may include integration, kinematics, forces, statistical hypothesis testing, logarithms and differentiation. To learn more about A-Level Maths, check out this page by AQA.

A-Level Maths may be considered one of the most respected A-Levels due to it being so challenging. This is because it shows that students have advanced and specific mathematical knowledge. This can be useful for a range of degree options, particularly ones with a scientific basis, such as Physics, and even some social sciences, such as Economics.

To learn more about why students may consider it one of the most respected subjects, check out this article by Bright Young Things.

• Health and Social Care
• Physical Education
• Classical Subjects
• Media/Film/TV Studies
• Design and Technology
• Art and Design Subjects
• Further Maths
• English Language
• English Literature
• English Language & Literature
• Computer Science
• Foreign Languages
• Religious Studies
• Performing/Expressive Arts

How were these rankings decided?

Over the past few years, we’ve asked thousands of students what their opinion is on the most respected A-Level subject. When we refer to student polling, we are referencing the results of these polls. If you wish to add your vote to the list, please navigate to the questionnaire above.

How was the polling data collected?

Between January 2021 and January 2023, we displayed a poll on this page which prompted readers to vote on which A-Level subject was the most respected. Within this timeframe, we collect 1,551 votes, excluding submissions that were disregarded from the data set due to formatting issues or other errors.

Listed below are some key limitations of our polling methods that could’ve swayed results:

• Static ordering of subjects on voting form: A previous iteration of our survey form listed A-Level subjects in the same order each time. It could be argued that this would favour the subjects that were listed at the top. This issue has been fixed in our updated voting form below.
• Voting form displayed only a subset of A-Level subjects:  Previously, only a small selection of A-Level subjects was displayed on the survey. We have since expanded the size of this selection on the voting form.
• Potential bad actors:  Despite having anti-spam software in place, it is possible repeated entries were made by single individuals. With respect to privacy, we don’t ask for more information than we need and as a result, it is almost impossible to identify submission users to check if they are unique.

This article is a member of a series of A-Level ranking articles listed on this site. If you find our data and analysis within this article helpful, you may also wish to take a look at our other articles below:

• The 10 Hardest A-Level Subjects
• The 10 Easiest A-Level Subjects
• A-Level Combinations that Universities Love

i thought there were supposed to be 10

You don’t learn a language at school, full stop!

Psychology over physics, yep this top 10’s a bunch of crap

IKRRRR. Physiology is easy as well. Physics is well…. You get it.

MAN SAID PSYCHOLOGY IS EASY LOOOOL – what exam board do you do

what about computer science?? Literally so many people graduating from ivys and russel groups major in computer science>

yeah but even for computer science degrees you dont really need the subject

geography is not on there but languages are bruh

Learning foreign languages is important.

But geography is not that hard so it isn’t respected compared to maths or psychology

Oxbridge and RG would not like Psychology

Geography is missing here, it’s another Oxbridge and RG winning ticket. English Language is not

English language is hard and respected geography is not that difficult so it is not respected

Yes English Language is an RG wining ticket, geography is not unless you want to do geography at uni or should I say colouring in

neither of them are up there lmao. hardest a levels by far are maths and sciences (bio, chem, physics ONLY), then philosophy and history

Top tier: Further Maths, Maths, Physics, Chemistry, Biology, Foreign Languages, with English Lit rounding it out — they’re the hardest, most useful, and most respected. — 2nd tier that are hard, useful, and respected to varying degrees: History, Computer Science, Economics, Music … Bottom tier: any of the other ones, although some folks would love to pretend Geography and Psychology are serious things 😂 belonging in the top 2 tiers.

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A&J School

The best a-level subject combinations.

Choosing the right A-level subjects can be vital for your university application: that’s because some subjects work better together than others.

When you apply to a competitive course, it’s crucial that you choose the subject combinations that will help to make your application stand out. 

There are three main ways of making this decision:

• Work with an education concierge to identify the best subject combinations for your A-levels.
• Choose the subjects that combine best with your favourite subject.
• Choose the best subject combination for the course you want to study at university.

Work With an Education Concierge 

Whilst all of the advice in this article is accurate and based on decades of experience in university admissions, in reality, every case is different.

Sometimes, you’ll find that the best course of action is to take the exact subjects that are listed under your desired course in this article, but there are situations in which this might not be the best option. 

For example, should you take a recommended subject in place of a subject you are passionate about, and in which you’re likely to achieve a fantastic grade? Sometimes you should, but sometimes you shouldn’t. It all depends on the course and university you are applying to and how competitive that particular degree is.

Generally speaking, certain subjects are useful regardless of these factors. Facilitating subjects such as Maths, Modern Foreign Languages, History, English and the Sciences are usually strong and safe choices (although for some university courses, choosing English over Physics might put you at a distinct disadvantage).

Similarly, it’s best to avoid some subjects. Generally, you’ll find that courses like General Studies, Media Studies, Dance, and Home Economics aren’t well respected by the top universities. However, if you want to study a subject like Journalism or Dance and Media at university, you should think about taking one of these courses at A-level. 

If you’re looking to apply to a competitive university, we’d highly suggest contacting an experienced education concierge. This service will be able to help you select the best A-level subject combinations, both for your skillset and for the university course’s requirements. 

Get in touch with us at A&J Education to book a free consultation with one of our expert mentors. 

Choose the Subjects That Combine Best With Your Favourite Subject

If you’re not sure what degree you want to study at university, a useful strategy is to choose your favourite subject that’s offered at A-level and build your other subject choices around it.

If you’re planning on applying to a competitive academic course at university, you should remember to pick a facilitating subject as the subject you build your other choices around, rather than a ‘soft’ subject such as Media Studies or Photography.  

Top Russell Group and non-Russell Group universities like St Andrews and Lancaster will value facilitating subjects more than other subjects. 

As a rule, if your primary interest is in the Sciences or in Maths, you’ll want to take at least two subjects out of Maths, Chemistry, Physics, and Biology. 

If you’re more interested in the Arts and Humanities, then you should choose two subjects out of English Literature, History and Geography. 

If your main aim is to keep your options open, then aim to choose this collection of subjects at AS-level: 

• A Humanities course 
• A Science subject 

This collection gives you the ability to become more specialised when you narrow down your subject choices for A2-level.  

Here is an in-depth rundown of the best A-level subject combinations. We’ll go through each of the facilitating subjects in turn, looking at which combinations work well when it comes to building a strong application for university.  

Best A-Level Subject Combinations: English Literature

Suggested subject combinations.

It’s little surprise that English Literature A-level is an essay-based subject, focusing on writing, comprehension, analysis, and the ability to form and present a convincing argument. 

It’s a subject that builds a number of transferable skills that will benefit you at university and in your career.

Universities are always on the lookout for students with these writing, critical thinking, and comprehension skills. You’ll need to have the ability to interpret texts analytically and develop cogent arguments in almost any subject you choose to study at university. 

If English is your main choice, it makes sense to further develop and demonstrate these skills by pairing it with more subjects that require similar transferable skills. 

Here are a few suggestions: 

• English, History, and a Modern Foreign Language
• English, History, and Philosophy 

Extended writing is a significant part of many university courses. These A-level combinations will prepare you for when you have to write a dissertation or thesis, allow you to perfect your ability to put together a convincing argument, and improve your capacity for critical thinking.

Applying for English Literature at a Top University?

Even at most Cambridge colleges, the only requirement to study English is that you take English Literature at A-level, and some might accept English Language and Literature as a substitute. However, we’d highly recommend that you take English Literature as an A-level where possible.

Here are some more suggestions for complementary subjects to English Literature: 

• A Modern Foreign Language
• A classical language such as Latin or Greek (if possible) 
• Philosophy (note that if you’re applying to a top university such as Oxford or Cambridge, we wouldn’t recommend choosing Philosophy at A-Level).

Best A-Level Subject Combinations: Biology, Chemistry or Physics

If your preferred subject is one of the Physical Sciences, then your A-level combination choice is quite simple. 

Pair two or more of the Physical Sciences together, and include Maths if you can. For A2, the following combinations are popular and feed into a strong application for Science-based degrees at top universities:

• Biology, Chemistry, Maths
• Physics, Chemistry, Maths
• Biology, Physics, Chemistry

If you want to keep your options open a little, and you want some variety in your A-level subjects, just make sure the additional subject you choose is a facilitating subject. 

For example, English and History would provide some balance to a primarily science-based A-Level subject set. 

Focus on Biology 

In addition to the required A-level in Biology, you’ll want to take at least one more Science, if not two. Maths is a secure final option.

Here are our complementary recommendations if you’re applying for Biology at university: 

• Mathematics
• Physics/Further Mathematics

You could consider replacing Physics/Further Mathematics with an essay-based subject to diversify your A-Level combination, but if you’re applying to study Biology at a top university you’ll want to focus on your Science-based subjects. 

Focus on Chemistry 

If you want to study Chemistry at university, then you should study Chemistry and Mathematics at A-level. We would then advise choosing another science and Further Maths:

Here are our complementary recommendations for Chemistry: 

• Biology/Physics
• Further Maths

Focus on Physics 

In addition to Physics, we’d suggest taking Maths, and preferably Further Maths. Alongside these three subjects, take one of:

• Human Biology

If you don’t want to take Further Maths, you can replace it with one of the three subjects above. However, this might put you at a disadvantage if you’re applying to a competitive university. 

Best A-Level Subject Combinations: Maths

Suggested subject combinations .

Maths is the most popular A-level choice, and it’s a fantastic subject when it comes to applying for university and building a transferable skill set to help you in your career. 

The subject requires a lot of expertise and the ability to focus on a specific issue: these skills are invaluable when working in the finance and technology sectors. 

You can’t really go wrong when combining subjects with Maths, as it’s such a versatile subject. Here are a few of our favoured A-level combinations that work well with Maths:

• Maths, Physics, Chemistry, Biology
• Maths, Physics, Economics, Business Studies
• Maths, Psychology, English, Economics 
• Maths, Further Maths, Physics, Computing 

A lot of top universities request that you combine Maths, Further Maths, and Physics when applying for courses such as Computer Science and Engineering. 

It’s also worth noting that Maths is often a required subject for Medicine, Economics, Maths and Natural Sciences degrees.

Applying for Maths at a Top University?

If you’re applying for Maths at Cambridge, you’ll need to take Further Maths alongside Maths at A-level.

Oxford colleges don’t require you to take Further Maths, but we’d highly recommend that you do: your chances of admission without Further Maths are significantly lower than if you take the subject.

Physics is required if you’re applying to Maths and Physics, and even if you’re not, it’s a good idea to take the subject. 

We’d recommend Chemistry for your fourth A-Level, although you might get away with taking Computing or Statistics if you’re not applying to Oxford, Cambridge, or a top US university. 

Modern and Classical Languages 

Modern Languages are a little more challenging to incorporate into your A-level collection. 

You should have a specific language in mind as your main Modern Language A-level. Once you’ve picked that A-level, you’ll have two options:

• Pair it with other subjects you enjoy
• Make your decision based on the degree you’d like to study.

Still unsure? Here are a few subjects we think combine really well with a Modern Language:

• If you’re talented enough to be able to speak another foreign language, doubling up on languages is never a bad idea
• English Language/Literature
• Business Studies

Applying for Modern Languages at a Top University? 

If you’re applying for Modern Languages at a top university, it’s important, of course, to take at least one foreign language at A-level. If you can take two then that is preferable. 

Other than that, few universities have any other required subjects for Modern Languages. However, there are many Modern Languages degrees that combine with subjects such as History, Classics, or Linguistics. 

Therefore, we’d suggest taking History and English Language and/or English Literature alongside a Modern Language or two at A-Level. 

As with English Literature, it’s a great idea to pair essay-based subjects together at A-level. This really demonstrates your valuable transferable skill set.

Here are a few recommended subject combinations: 

• History, English Literature, Psychology
• History, English Literature, Economics
• History, Economics, one of Philosophy, Sociology or Theology 

Geography is an interesting A-level choice. It’s a multi-disciplined subject, and there is a wide range of complementary options when it comes to your A-level subject combinations. 

However, certain universities might not regard the Geography A-level as highly as they do the History one. 

In terms of A-level combinations, there are a lot of options, from combining with other essay-based subjects to adding Maths or Economics.

Here are some recommendations: 

• Geography, Biology, Economics 
• Geography, Biology, Maths
• Geography, History, English 

Applying for Geography at a Top University?

Not many universities have specific entrance requirements for their Geography courses: they often don’t even require you to have taken Geography at A-level. However, if you want to study Geography at a top university, you should take the subject at A-level.

There are a lot of subjects you could choose to pair with Geography, but we’d suggest picking a mixture of Humanities and Science-based subjects. You could also include English Literature to demonstrate your essay-writing ability.

Any of these combinations would work well as part of your university application: 

• Geography, History, Biology, Maths
• Geography, English, Physics, Chemistry
• Geography, History, English, Maths

Feel free to swap any of the Sciences in these combinations for another Science-based subject of your choice. Some Geography departments will like it if you take Latin or a Modern Language at A-level.

An Art-Based Subject

As a rule, we would advise that you only take Art, or an Art-based subject, if it is key to getting into the course you’d like to study at university or if it is a crucial stepping stone to the career you would like to pursue. 

We would always recommend including two facilitating subjects alongside an Arts A-level.

If Art is your passion, and you choose an Art-based A-level subject, here are some combinations to consider. 

• Art, English, History/Geography, a Modern Foreign Language
• Art, English, History/Geography, a Science 
• Art, English, Maths, a Science (brilliant for pursuing Art and keeping your options open for a number of university courses and careers)
• Art, Maths, Physics (this combination is often preferred by Architecture degree courses)
• Art, Maths, Business, English 
• Art, Computer Science, Graphic Design (this is a little more niche, and only really works if you’re looking to pursue a career in graphic design or video game animation)

Applying to Fine Art at Oxford? 

It will come as little surprise that you’ll need to study Art at A-level if you want to earn an offer for this degree. 

If you’re looking for complementary subjects, it’s never a bad idea to take English (there is often more essay-writing in a Fine Arts degree than you might expect).

Other than that, just make sure you avoid “soft” subjects. Most importantly, you should work on creating an outstanding portfolio that shows off your artistic passions and talents. 

Best A-Level Subject Combinations for Specific University Degrees 

Here, we’ll do an in-depth rundown of which A-level subject combinations you should consider when it comes to applying for more specific, niche, or vocational university degrees at top institutions. 

Applying for Architecture?

Most Architecture courses don’t require specific A-level subject choices. It’s more likely that you’ll have to present a portfolio of relevant work that demonstrates your transferable skills. 

The lack of required subjects means that your choices need to be more strategic. You need to be able to build a portfolio and demonstrate the raw skills required for an Architecture degree.

Here is our recommended A-level subject combination for Architecture:

Mathematics and Physics allow you to demonstrate an understanding of the core principles of Architecture. 

Some Architecture courses are more arts-based than others, so it’s a good idea to be able to demonstrate your creative skills through your A-level subject choices. 

Applying for Biochemistry? 

Choosing Biology and Chemistry as A-Levels are clear and obvious choices for Biochemistry, but filling your last A-Level and choosing a subject to study at AS can be a little tricky.

Maths is an obvious choice: it’s not essential for Biochemistry, but the skills that you’ll develop in terms of interpreting statistics and data are beneficial. You’ll also improve your calculation skills.

For your final choice, you can either focus on your scientific skills or for a bit of intellectual balance you can demonstrate your communication skills and ability to form an argument with an essay-based subject such as English or History. 

Here is our recommended A-Level subject combination when it comes to applying for Biochemistry:

• Mathematics 
• Physics, English or History

Applying for Biomedical Sciences? 

For most universities, you will need to take two subjects out of Biology, Chemistry, Maths, and Physics, preferably Biology and Chemistry. 

Whilst some universities will then accept two other, preferably facilitating, subjects, top universities will expect you to choose all four of these subjects. 

Therefore, our recommended subject combination here is pretty simple:

A lot of universities, such as Warwick, exclude General Studies and Critical Thinking in their course requirements, so it’s best to avoid “soft” subjects when you’re applying to the top institutions. 

Applying for Classics?

Ideally, you would study one of the classical languages, whether it’s Latin or Classical Greek, at A-level. 

However, many universities understand that not all schools offer these A-levels, and these universities will provide ab initio courses for those who haven’t studied either subject at A-level. 

However, taking a Classical Language A-level is a requirement for some university courses, so we have to include them in our recommended A-level options:

• Latin/Classical Greek 
• History of Art

If you can’t take Latin and or Classical Greek, you should take one or two modern foreign languages and look for a university course with a four-year or study abroad option so that you can develop your ability in one of the Classical Languages from scratch.

Applying for Computer Science? Best A-Level Subject Combinations

Most university courses don’t require you to have taken Computer Science at A-level to study it at university, however, if it is an option for you then it’s worth taking. 

Mathematics is an essential subject, and Further Mathematics is advised. Taking one other science is also a good idea.

It’s common to assume that taking IT is advantageous when for most universities it is in fact wiser to avoid taking that particular subject.  

We’d advise taking Maths, Further Maths, and two of the following:

• Computer Science

Applying for Economics? 

Economics is another mathematics-based subject, so you’ll need to take Maths, and Further Maths if you’re applying to study at a top university. If not, then just taking Maths might suffice. 

You should take Economics at A-level if you can, but don’t worry if your school doesn’t offer it.  

Combine Maths and Further Maths with two of these subjects:

• Government and Politics

Applying for Engineering?

For an Engineering degree at a top university, you’ll want to choose Maths and at least one more science. Physics is your best bet. 

Whilst not many universities require Further Maths, it’s a good idea to take it, and it’ll give you skills that will be beneficial on your course. 

Therefore, we’d recommend that you take Maths, Physics, Further Maths and one of the following:

Some universities might accept Engineering or Design and Technology, but if you’re applying to a top university, you’d be better off choosing Maths, Physics, Further Maths, and either Chemistry or Biology.

Applying for Law? Best A-Level Subject Combinations

Both Oxford and Cambridge recommend an essay-based subject if you’re applying to study Law, but neither have specific subject requirements. Despite what you might think, you don’t need to take Law at A-level to study it at university. However, it might be a good idea to take that Law A-level to ensure you enjoy the subject. 

If you do choose to take Law at A-level, we recommend pairing it with at least two essay-based subjects such as English and History. You should then choose either Geography, a Modern Foreign Language, or Maths as your final option. 

It’s also not a bad idea to take Critical Thinking because it should help with the LNAT. However, we only recommend this as a fifth A-Level and not as one of four subjects. 

Applying for Materials Science?

If you’re looking to study Materials Science as a degree, then your A-level choices are actually quite simple.

• We’d then recommend Further Maths as your fourth A-Level, though at most universities it’s not required 

Applying for Medicine?

Technically, if you’re applying for Medicine at most universities, you’ll need only to take Chemistry with one of Maths, Further Maths, Biology or Physics as a complementary subject. 

However, if you’re looking to apply to Oxford or Cambridge, it’s worth considering that most applicants will take three or four sciences.

We’d recommend this subject combination if you’re applying to study Medicine at a top university: 

• Physics/Further Maths 

Applying for Music?

Most top universities, including Oxford and Cambridge, have very similar subject requirements for a Music degree. You’ll require an A-level in Music, though most universities would consider a decent certification in ABRSM Grade 8 Theory to be a fine replacement.

When you’re applying to the best universities, the safest bet is to have both a Music A-level and a Merit or Distinction in ABRSM Grade 8 Theory. Cambridge colleges will look for that Grade 8 certification , while Oxford colleges will also look for candidates with a Keyboard Ability of Grade 5 or above.

Other than taking the Music A-level, you’re better off focusing on working on your musicality and ability than worrying too much about A-level choices. However, as always, top universities will prefer that you take facilitating subjects as part of your A-level subject set. 

Applying for Natural Sciences?

You should take at least two Science A-levels alongside Maths. 

All Cambridge colleges require at least two science subjects at A-level if you’re applying for Natural Sciences, and some require three. 

We’d suggest taking three, if not four Science-based subjects. In addition to Maths, you should consider taking:

• Further Maths 

Applying for Philosophy? 

While there are usually no set requirements for studying Philosophy at university, we’d recommend a mix of Arts and Science-based subjects. An Arts-based subject will give you essay-writing skills, while Science subjects help to develop your logic and reason. 

We’d suggest choosing four of the following:

• English Literature
• English Language and Literature

Physics and Philosophy is a popular undergraduate degree at Oxford, so we’d recommend that you consider taking Physics as one of your choices at A-level.

Applying for Philosophy, Politics and Economics?

There are no set subject requirements to study PPE at university, and even Oxford will consider any subject combinations. 

However, as with most subjects, there are preferences and various factors to consider. If you’re applying to a competitive university, you should follow the following recommendations.

We think that taking History and Maths is essential if you’re applying to study PPE at Oxford. It’s also advised if you’re applying to another competitive university. In addition, consider English, Economics, Geography, or a Modern Language as one of your other options. 

Applying for Politics?

Politics degree courses don’t usually carry any specific entrance requirements, and a mix of Humanities and Science-based courses will provide a solid foundation and good general knowledge.

We’d recommend any of the following A-level courses if you’re planning on applying for Politics at university: 

• Foreign Language

Applying for Theology and Religion?

There are no specific subject requirements to study Theology and Religion at most universities. However, you should try to take an essay-based subject, such as: 

• A Classical Language such as Latin

The Final Thoughts: Choosing the Best A-Level Subject Combinations for Applying to University 

There are several factors to consider when you’re picking the best A-level combination for applying to the top universities. 

Try to pick a facilitating subject as your top A-level choice, then build the rest of your choices around that subject. 

You should also try to think about what you want to study at university and pick out a combination of subjects that sets you up to submit a strong application for that particular degree.

Some universities are more strict than others in terms of their A-level subject requirements. For example, Trinity College, Cambridge might have slightly different course requirements to an Oxford college , so it’s best to head online. Check out each Oxbridge college’s subject requirements. 

If you’re looking at non-Oxbridge universities, head to the relevant department’s website to see their A-level requirements. You can also reach out to your chosen universities or work with an education consulting service to make sure that you’re making the right choices. 

To get in touch with us, book a free consultation at A&J Education to chat with one of our expert mentors.

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• How to Write a Great Essay for Different A-Level Subjects

In previous articles, we’ve given you lots of advice on how to write the perfect essay.

You should also read…

• 6 Practical Tips for Writing Better Essays
• How to Do Research for an Excellent Essay

However, the skills we’ve discussed up to now have been generic, and have not taken into account the fact that different subjects require different skills when it comes to writing excellent essays for them. In this article, we look at the particular skills needed to write great essays for individual A-level subjects, so that you can familiarise yourself with what you need to do to excel in whatever A-levels you happen to be studying.

Good English literature essays revolve around intelligent interpretation. The problem many students have with this is organising their interpretations into a tightly structured essay that flows well; many simply let their ideas run wild and flit aimlessly between one point and the next. To combat this problem, you need to consider the writer’s overall aims and then show how they have conveyed those aims, paragraph by paragraph, with each paragraph devoted to a particular technique or focus. A good structure to use is as follows:

• Point – make a statement, such as “Brontë uses the bleakness of the moorland setting to reflect Heathcliff’s temperament.”
• Explanation – elaborate on the statement in more detail. In this example, your explanation would involve explaining the parallels between Heathcliff and the moors – their unpredictability and wildness, for instance, and the violence of the weather mirroring Heathcliff’s violent personality.
• Evidence – now provide quotes from the text to back up what you mean. In the Heathcliff example, you could quote specific words and phrases that show similarities in the way Heathcliff is described and the way in which the moorland landscape and weather are described.
• Reiterate – close off the paragraph by reiterating the point, and perhaps developing it a little further or introducing the idea you’re going to carry into the next paragraph. For example, “This ties in with a wider theme running through the book as a whole, which is that nature parallels human emotions.”

Good English essays pay close attention to detail, noting specific words, phrases and literary devices a writer has used, and to what effect. They quote liberally from the text in order to support each point, deconstructing the writing and analysing the use of language; they look at different interpretations, seeing beyond the surface and picking up on possible deeper meanings and connotations. But they also consider the meaning of the piece as a whole, and the overall effect created by the specific details noted. All this should be considered within the framework of the genre and context of the piece of writing. For instance, a poem by William Wordsworth would be considered within the context of the Romantic poets, and might be compared with work by contemporary poets such as Shelley or Keats; the historical background might also be touched upon where relevant (such as the Industrial Revolution when discussing the poetry of William Blake).

Though it’s also a humanities subject, History requires its own very particular set of skills that differ to an appreciable degree from those expected of you in English. A history essay is unequivocal about its writer’s opinion, but this opinion must be based on a solid analysis of evidence that very often can’t be taken as fact. Evidence must be discussed in terms of its reliability, or lack thereof. The good historian considers what biases may be inherent in a source, what vested interest the source might have, and what viewpoint that source was written from. For instance, you might analyse a source by discussing whether or not the person was present at the events they are describing; how long after the events they were writing (and therefore whether they are remembering it accurately if they were there, or whether they are getting their information second or third hand from someone else; and if so, how reliable the original source is); whether they are trying to show evidence to support a particular political view; and so on. So, each time you make a point, back it up with evidence, and consider the strengths and weaknesses of that evidence. A good history essay makes connections between what’s been written about, considering how issues interrelate, so think about how what you’re writing about ties in with other things; what was the impact of the event you’re discussing, did it happen in isolation, and what were the events that led to it ?

It’s vital to look at both sides of the argument – or, where many possible viewpoints exist, to acknowledge these nuances. It’s fine to contradict yourself, provided you do so consciously; that is, you can build up an argument and then turn it on its head, observing that you are doing so (for example, “So far, so compelling; but what about the less well-known evidence from such and such?”). You can use quotes from historians you’ve read, but use these in the context of discussing scholarly opinion. Don’t quote a historian’s words as evidence of something, because this is only someone’s opinion – it’s not proof. Finally, where possible, use specialist terms to show that you know your stuff (“proletariat” instead of “workers”, for example).

The primary task that lies ahead of you in writing a French essay is, of course, to demonstrate your superior language skills. Keep the content itself very even-handed, sitting on the fence rather than presenting a forceful opinion that could distract attention away from the quality of your use of French. Focus on using as wide a variety of vocabulary and tenses as you can. It will help your essay if you can learn how to say more sophisticated phrases in French, of the sort you would use if you were writing an essay in English. This useful document from RealFrench.net, Writing Essays in French, will give you numerous useful French phrases to help you put together an impressive essay, including the vocabulary you need to present a balanced argument.

Geography is a subject that crosses the divide between the sciences and the humanities , considering both physical processes and human activities (and their effects on the world around us). Essays for Geography may differ depending on which of these focuses the essay is discussing, and the evidence you might include in your essay could vary from phenomena observed and data gathered in the natural world to the results of population censuses. To write a good Geography essay, you’ll need to include both theory and detailed, real-world case studies to support your answer. Mention specific places by name, and communicate the facts accurately. Your teacher will be assessing not just your knowledge, but your ability to support what you say with relevant information that proves it. You shouldn’t just rattle off everything you know about a particular case study; you should deploy relevant facts from the case study to support a specific point you’re trying to make. Keep linking each point back to the question, so that you’re always working towards answering it; this also helps you ensure that everything you include is actually relevant to the question. Showing that you’ve thought about an issue from multiple perspectives, and that you appreciate how they interrelate, is important in Geography. You can do this by organising the content of your essay into categories, considering different factors in turn, such as the scale of the issue, and the timeframe and environment involved. Discuss the various factors involved logically, one by one, such as the environmental impact of climate change or a natural disaster (such as a tsunami or volcanic eruption), followed by its physical, economic, social and political implications. Acknowledging the numerous nuances of the situation will demonstrate your appreciation of its complexity and show that you are thinking at a high level.

Classical Civilisations

As the study of the ancient world (primarily ancient Rome and Greece), Classical Civilisations combines archaeology and history, looking both at what survives materially (from small finds, to art and sculpture, to temples) and what survives in the way of texts by ancient authors. A good essay for this subject analyses, evaluates and interprets. The historical elements of the subject will require the same set of skills we discussed for History earlier, while the archaeological components of this subject require slightly different skills. With your archaeologist hat on, your job becomes similar to that of a detective, piecing together clues. Archaeology crosses over into science, and with that comes scientific considerations such as how archaeological evidence has been gathered – the methods used, their reliability, whether or not they could have been tampered with, how accurately they were recorded, and so on. You’ll look at a variety of different types of evidence, too, from the finds themselves to maps of the local topography. As with Geography, for which you’re required to learn lots of detailed case studies and names, you’ll need to learn plenty of examples of sites and finds to use as sources of evidence in building up a picture of the ancient world. And, as with any subject, looking at both sides of any argument is crucial to good grades. If the evidence you’re discussing could show one thing, but it could also show another, don’t just present one possibility – show that you’ve thought in depth about it and consider all the possible interpretations.

Science subjects

The sciences – Biology, Chemistry, Physics and Mathematics – are generally less essay-focused, so we’re grouping them together here because the essay skills required for each of these subjects are very similar. While the fundamentals of scientific essay writing are the same as any other subject – having a logical structure, well-developed argument, and so on – there are a few subject-specific considerations to bear in mind, and some common pitfalls to watch out for. The first is that there is no room for opinion in a scientific essay; unless you’re specifically asked for it, leave your own thoughts out of it and focus instead on a completely objective discussion of the evidence gathered through scientific research, which will most probably be quantitative data. Avoid vague language such as “it is thought that…”; be as precise as possible. Start with a hypothesis, and then discuss the research that supports or disproves it. Back up every statement you make with solid data; it’s not enough simply to drop in the name of the research, so briefly describe what the findings were and why they prove the statement you’ve just made. Another mistake many students make is to confuse cause and effect; this arises because of the tendency to assume that correlation implies causation, which is a common logical fallacy. Just because two things appear to be related, it doesn’t mean that one caused the other, and committing this error in an essay is a major faux pas that will lose you marks. It’s also a good idea to ensure that you’ve included every piece of research that could be relevant; if you don’t, you could be leaving out a crucial piece of evidence. Finally, mention any limitations there may have been with the methodology used to gather the data you discuss.

Psychology essays are best approached with a scientific mindset, but it’s far more difficult to prove anything in this subject – and this should be acknowledged in your essay. The task becomes one of assessing which theory is the more probable one, based on an analysis of the data from various studies. Make liberal reference to named and dated psychological experiments and research, but acknowledge the fact that there may be more than one theory that could account for the same set of results. When these experiments are quoted as evidence, this should be done with reference to any possible limitations of how the experiment was conducted (such as a small sample size). If you’ve reached the end of this article, you’re now equipped with the knowledge to write fantastic essays guaranteed to impress your teachers. You’re also well on the way to thinking in the right way for university-level essays, so keep working on these skills now and you’ll find it much easier to make the leap from sixth former to undergraduate.

Image credits: banner ; Wuthering Heights ; Diet of Worms ; factory workers ; Charioteer ; Hubble Space Telescope ; Psychology . 

• UConn Library
• Spanish Studies Subject Guide
• Thinking about Topics

Spanish Studies Subject Guide — Thinking about Topics

• Exploring Broad Topics in Spanish Studies
• Narrowing Topics in Spanish Studies
• Forming a Research Question
• Finding Primary Sources
• Finding Secondary Sources
• Finding Open Access Sources
• Finding Audiovisual Materials
• Finding Current News
• Finding Materials on Microform
• Citing Sources
• Finding Additional Resources

Exploring broad topics in Spanish Studies scholarship is a good way to start thinking about potential topics for your essay, research paper, or project. As you explore some of the broad topics in recent scholarship, consider:

• What are the expectations around the essay, paper, or project? Are there specific geographic or temporal requirements for the assignment?
• What interests you most about some of the broad topics? What are some of the ways that they connect with your interests inside and outside of the classroom?

If you have identified a broad topic, the next step is to adapt or narrow the topic to match the course expectations and requirements for your essay, paper, or project. As you narrow your topic, consider: 

• What are expectations around the length of the paper or project?
• What are the requirements around the use of primary and secondary sources?

Identifying a topic and sources to support your analysis is an important first step in the research process. For many essays and projects, forming a research question and thesis statement is an important next step. As you form a research question, plan to use additional resources: 

• Visit your professors during drop-in office hours or make an appointment with them to discuss your research question and thesis statement early in the process. 
• Use the  UConn Writing Center  to formulate or revise a research question or preliminary thesis statement. The writing center offers free in-person and online tutoring. You can make an appointment, drop-in with a quick question, or request written feedback.
• Email or make an appointment with the  Research Services Librarian for Spanish Studies  for help finding additional primary or secondary sources. 
• << Previous: Overview
• Next: Exploring Broad Topics in Spanish Studies >>
• Last Updated: Jan 19, 2024 5:10 PM
• URL: https://guides.lib.uconn.edu/Spanish

How should I structure an A level Spanish essay to achieve a top grade?

A clear structure is highly important if you are looking to get a top grade in A Level Spanish. If you follow the same structure for every essay you write you will get into a routine so that by exam time it will come naturally!

To begin, a short introduction is necessary to outline what you are going to talk about within the essay. It may be useful to briefly contextualise the question here before stating the different themes you will be looking at throughout your essay. 

You should be aiming for 3 main themes which will in effect transfrom into 3 paragraphs. Within each paragraph you should then be looking to make 3 valid and detailed points all related to your main theme. Each point should be backed up by specific examples relating to the book/film/play/author or whatever it may be that you have studied. 

To neatly finish the essay, you should then write a conclusion which aims to answer the initial question. Be careful not to repeat your previous points and instead summarise them with slightly different wording. If you have clearly stated your opinion and answered the original question the reader will be left feeling content as the conclusion ties all of the loose ends together.

If you follow this structure with every A Level Spanish essay you write, coupled with a good vocabulary and knowledge of your topic you should be able to achieve a top grade in A Level Spanish.

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Politics, International Relations and Modern Languages (Spanish)

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Thank you for considering an application.

Here's what you need in order to apply:

• Royal Holloway's institution code: R72

Make a note of the UCAS code for the course you want to apply for:

• Politics, International Relations and Modern Languages (Spanish) BA - LR24
• Click on the link below to apply via the UCAS website:

Key information

Duration: 4 years full time

UCAS code: LR24

Institution code: R72

Campus: Egham

Politics, International Relations and Modern Languages (Spanish) (BA)

Politics, International Relations and Modern Languages explores the key areas of contemporary politics and international relations and combines these with the in-depth study of Spanish language, society and culture. Taught in partnership between the Department of Politics, International Relations and Philosophy, and the Department of Languages, Literatures and Cultures, this course is informed by the outstanding research and international outlook of both departments.

The politics element of the course provides an introduction to the working of international relations. This includes research into areas such security, international diplomacy, and the use of military force, as well as European languages and cultures.

Spanish is a major world language and Spain itself is a key player in Europe, while Latin America is expected to see significant expansion over the coming decades as globalisation continues to gather pace. Choosing to study Spanish at Royal Holloway means joining our friendly, supportive and culturally diverse community where you will be inspired by leading specialists from one of the UK’s most interdisciplinary Hispanic Studies teams.

As a modern linguist, you will not only learn to speak and write fluently, you will also develop excellent communication and research skills and combine language proficiency with cross-cultural perspectives. You will be taught by dedicated language specialists, who will ensure that you gain valuable exposure to different varieties of Spanish. You will have the opportunity to spend a year working, teaching or studying, in a Spanish-speaking city, such as Havana, Madrid, Buenos Aires, Santiago de Chile, Mexico City, Seville or Salamanca, where you will immerse yourself in the language and culture, truly broadening your horizons in the process.

• Study with leading experts Politics, International Relations and European affairs. • Taught in partnership with the Department of Languages, Literatures and Cultures. • Spend a year of study and/or work in a Spanish-speaking country. • Gain written and verbal fluency in Spanish. • Other language options in French (LR21), German (LR22), and Italian (LR23)

• Study with leading experts on Brexit and EU Budgets.
• Taught in partnership with the Department of Languages, Literatures and Cultures.
• Spend a year of study and/or work in a Spanish-speaking country.
• Gain written and verbal fluency in Spanish.
• Other language options in German (R200), Italian (R300) and French (R100).

From time to time, we make changes to our courses to improve the student and learning experience. If we make a significant change to your chosen course, we’ll let you know as soon as possible.

Course structure

Core modules.

This module offers a broad introduction to theory and history in international relations since 1870. You will look at a variety of different theoretical lenses, ranging from orthodox to critical perspectives, in order to understand events from the collapse of the Bismarckian European order and the origins of World War 1 to the contemporary War on Terror. Along the way you will also explore the origins and the end of the Cold War, decolonisation and the End of Empire, the rise of international institutions, humanitarian intervention and new security issues.

This module will introduce you to the academic study of politics and to the ‘real world’ of contemporary politics. As a foundational course, it will give you all the essential tools to understand the nature of politics and analyse the way different political systems work. You will be introduced to key concepts such as politics, power, rights, ideologies, democracy and representation, and will learn about the different actors, institutions and processes that make up politics today.

You will take one or two of the following modules in Spanish depending on your language proficiency

The module develops students' command of both Spanish-English translation and critical analysis of Spanish-language material by exposing them to a range of source material which might include prose fiction, poetry, drama, film, graphic novels, multimedia and web content, and newspaper and magazine articles.

The module aims to develop reading and writing skills in Spanish. Classes use Spanish as much as possible and the module is assessed in Spanish. The module uses a blended approach: it is based on a beginners' coursebook with additional material on Moodle and as weekly hand-outs based on authentic material. Themes studied vary from year to year but are likely to include every-day life in France, an introduction to Spanish-speaking society and culture, regions and traditions.

The module aims to develop speaking and listening skills in Spanish. Classes use Spanish as much as possible and the module is assessed in Spanish. The module uses a blended approach: it is based on a beginners' coursebook with additional material on Moodle and as weekly hand-outs based on authentic material. Themes studied vary from year to year but are likely to include every-day life in Spanish-speaking countries, an introduction to Spanish-speaking society and culture, regions and traditions.

The module aims to expand students’ ability to express themselves in accurate written Spanish. Major grammatical issues will be taught and/or revised, and students will work on a wide range of authentic material in Spanish to expand their vocabulary and range of expressions. Key linguistic features of the texts will be identified and discussed to improve the student’s language acquisition and analysis skills.  The module will be taught and assessed in Spanish.

The module aims to expand students’ ability to express themselves in accurate spoken Spanish. Students will work on a wide range of authentic material in Spanish to expand their vocabulary and range of expressions and to introduce them to contemporary issues and culture. The module will be taught and assessed in Spanish.

In this module you will analyse the contemporary politics of the European Union and its institutions, amid the challenges of the triple crisis of economics, migration and Brexit. You will learn about the political history of European integration after 1949 and the contemporary theory of European integration. The first term will begin with an introduction to the European Union as a political system followed by an overview of the European Union's historical development. The second term will focus on contestation of the European Union and the theories that underpin this, in order to explain how the EU developed and the challenges that it faces. Topics will include Euroscepticism, party politics, public opinion, Brexit and EU-UK relations, and European Parliament elections. The theory sessions comprise of federalism, neo-functionalism, liberal intergovernmentalism and the new institutionalisms.

This module offers four hours of weekly contact time each term and an additional hour for oral practice. The first two hours focus on reading, writing, and oral skills, combining in-class exercises with homework review based on a journalistic text. The third hour is dedicated to listening comprehension, occasionally held in language labs. The final hour features a grammar lecture introducing new verb tenses and structures, which are then practised in the following week. Weekly lesson content, tutor-prepared material, and audio-visual resources like podcasts, TV, and radio programs are provided. Classes incorporate a flexible approach, ranging from formal exposition to communicative activities in pairs and small groups. Spanish is used predominantly in the classroom, and multimedia resources are encouraged for independent study. Regular homework assignments are assigned.

In this module you’ll learn to demonstrate good lexical and grammatical competence in the four skills of speaking, listening, reading, and writing in Spanish. You’ll learn to understand and communicate effectively in Spanish across a complete range of tenses and will participate competently in conversation with a native speaker.

• Advanced Spanish Translation: Skills and Practice

You will spend the third year of your degree programme abroad, either studying, working, or both, based on your own learning preferences as well as your professional goals and interests. It is usually expected that you will spend at least nine months in a country where the native language is the same as the language you are studying. The Year Abroad allows you to expand and refine your existing linguistic competencies in the relevant target language alongside the development of intercultural competency and employability skills. The Department of Languages, Literatures and Cultures will support you in finding a suitable study or work placement, or you may explore opportunities independently. This year forms an integral part of your degree programme and will be formally assessed.

In this module you will develop an understanding of regulation in the European Union, including delivery of policy and administration. You will look at how the world's largest market operates, with a focus on EU public policy, including de-regulation, re-regulation, budgets and spending. You will examine the concept of the single market, the Euro and its crisis, justice, home affairs and counter-terrorism, the EU budget, agriculture, regional development, and social and environmental policies.

You will take the following module in Spanish:

This module is taught entirely in Spanish and provides a variety of formal grammar lectures, written and oral classes. You’ll demonstrate lexical and grammatical competence in the four skills of speaking, listening, reading, and writing in Spanish and will learn to understand and communicate fluently in Spanish across a complete range of tenses. You’ll participate in conversation with a native speaker and will learn awareness of key cultural aspects of the Hispanic world.

Optional Modules

There are a number of optional course modules available during your degree studies. The following is a selection of optional course modules that are likely to be available. Please note that although the College will keep changes to a minimum, new modules may be offered or existing modules may be withdrawn, for example, in response to a change in staff. Applicants will be informed if any significant changes need to be made.

Optional modules in Spanish may include:

• Passion and Betrayal on the Spanish Stage

The module provides a selective but wide-ranging introduction to culture in the Hispanic world from the 15th to the 21st century. It explores a broad range of cultural manifestations from different socio-historical contexts both independently and comparatively from a topic-based perspective. Materials may include plays, narratives, poems, paintings, sculptures, musical compositions and architectural works, while topics may be drawn from (but not be limited to) the following: ‘Discovery’, ‘Destruction’, ‘Subversion’, ‘Self-fashioning’, ‘Power’ and ‘the Body’.

Students on this module will be introduced to some of the most important literary, visual and cinematic works from twentieth century Latin America. The works from selected writers pertaining to the Latin American Literary Boom will feature on this module, as well as some of the Nobel Prize winning poets from Latin America. Students on this module will be provided with samples of the artistic wealth (both in styles and techniques) from artists across the Latin American continent. Attention will be paid to the question of identity as reflected in the cinemas of Cuba and Mexico; two of the most important film industries from Spanish speaking America.

• Text and Image In The Hispanic World
• Visual Cultures: Visualising Cuba

I in this module you will develop an understanding of contemporary British politics. You will look at the ways in which British government has evolved, how it continues to operate, and why it operates in the way it does. You will consider the causes and consequences of major political change in Britain and examine the underlying assumptions upon which theoretical disputes in political science are based.

In this module you will develop an understanding of some of the key concepts in political theory today. You will look at political obligation, civil disobedience, democracy, citizenship, equality, global justice, human rights, and freedom and toleration. You will consider important theorists including Berlin Rawls, Nozick, Sandel, Okin and Pettit, examining the recent major theoretical perspectives in the context of contemporary politics.

In this module you will develop an understanding of the relationship between states and markets, power and wealth. You will look at the key concepts and theoretical debates in International Political Economy, such as the globalisation of trade, finance, and production, the continued problems of development and democratic governance in the world economy, and emerging questions surrounding global flows, networks and spaces. You will consider the history of regimes, crises, and competing theories of political economy from the nineteenth century to the present day and examine how political institutions operate in international politics to regulate the creation of wealth, and who benefits from these arrangements.

In this module you will develop an understanding of security studies as a subfield of International Relations. You will look at the issue of war and it is/should be fought. You will consider the theories of security and how these have changed, especially in an age of terrorism, and examine a wide variety of security including nuclear weapons, drone warfare, genocide, and gun control.

In this module you will develop an understanding of the themes, arguments, and interpretations of major political thinkers from the 17th, 18th, and 19th centuries. You will look at the works of Hobbes, Locke, Rousseau, Kant, Mill, Marx and Nietzsche and consider how the ideas articulated by these thinkers continue to underpin contemporary debates about the nature of freedom, human rights, value pluralism, popular sovereignty, state legitimacy, and the modern condition. You will also examine how study of these thinkers illuminates contemporary debates even where these debates no longer make reference to them.

In this module you will develop an understanding of how citizens, politicians and the media interact across Western democracies during both electoral and governing periods. You will look at the production and consumption of political news, consider election campaigns and their effects, and examine contemporary debates in political communication, including ethical issues.

• Government and Politics of the United States

In this module you will develop an understanding of the most important features of the history of the development of the non-West. You will look at the distinctive political dynamics characterising the contemporary non-West and consider the thoughts of prominent non-Western political thinkers.

During the module attention will be devoted to analysing samples from early Twentieth century Mexican visual arts. Students will study the Mexican Mural Movement and will analyse the work of its most prominent members. Attention will be paid to the works of Diego Rivera, David Alfaro Siqueiros and José Clemente Orozco. The first part of this module will also cover the photographic works of Edward Weston, Henri Cartier-Bresson, Tina Modotti, Mariana Yampolski, Araceli Herrera and Graciela Iturbide. During the second part of this module students will be introduced to some of the most significant cinematic works from Mexico’s century of filmmaking. Students will analyse some of the most important filmic genres from a wide range of directors and periods in Mexican cinematic history. On this module students will be introduced to some areas of film theory and will learn how to apply theoretical concepts to a reading of Mexican visual arts and films.

On this module students will examine the ways in which critical historical moments in Latin America have been represented visually in a global context. We will explore how political unrest in Latin America has been memorialised by both filmmakers and photographers, with the aim of re-thinking how global imaginaries concerning the rebel and revolution have been constructed in film and photography.

In this module students will study films from the last twenty years in Spain. The films selected will in different ways express representations of identity in Spain. We will explore issues such as national and regional identities, linguistic diversity and national identity, Spanishness, cultural memory, history on screen, urban versus rural experience, cultural diversity, immigration and the portrayal of gender within new family paradigms.

In this module you will develop an understanding of the European Union's foreign relations, focussing on political, security and economic impacts. You will examine its international role, looking at the Common Foreign and Security Policy, its relationship with NATO, the USA and Russia, its connection to immediate neighbours in Eastern Europe and the Mediterranean, and its role in global trade negotiations.

• Power and Money in the European Union

The dissertation offers you the opportunity to pursue independent research in a topic of your own choosing with the support of an academic supervisor working one-to-one with you. You will develop your own research question and research strategy, explore the scholarly debates surrounding your topic, and advance your own thesis that interprets or challenges the way your topic has been understood. You are encouraged to use a variety of quantitative or qualitative methods and theoretical approaches as appropriate to the field you are exploring.

• US Foreign Policy
• Young People's Politics
• Leadership, Power and the British Prime Minister
• Visual Politics
• American Political Development
• The Politics of Russia and Eastern Europe
• Political Theories of Freedom
• Politics of the Law and Rights

Party leaders, and their public image, are increasingly considered important for a party’s electoral success, for the smooth running of government and for regime legitimacy. Perhaps the most important variable for successful politicians is their ability to effectively communicate and connect with their audiences. This module will first, show you the techniques most frequently used my politicians, communicators and speechwriters to effectively deliver their messages in different contexts and settings. Next, you will analyse how these techniques have been used by the greatest leaders in the word to justify their regimes. By the end of the module you will be able to evaluate leadership styles during and after elections and design communication strategies that will deliver political messages effectively.

• Military Change in the 21st Century
• Radical Political Theory
• Foundations in Middle East Politics
• Global Health Policy
• Politics and Government of Africa

The politics of South Asia – India, Pakistan, Sri Lanka, Bangladesh - are central to understanding some of the themes at the core of modern politics: poverty and development, security and warfare, migration and transnationalism, decolonisation and postcolonialism, the international economy and globalisation. This module deals with the social and political development of these countries since independence from British rule in 1947. We will analyse issues including caste politics, the role of religious violence and the place of women in politics and society. Sources will come from a range of disciplines – politics and IR, history, sociology, anthropology, novels and films. We will study regional cooperation and conflict including the troubled relationship between India and Pakistan over Kashmir and their nuclear status. By the end of the module you will have a specialised understanding of the major social, economic and political developments in the region.

This module examines the contemporary literature on gender and politics, with a particular focus on women’s participation and representation in British politics. It introduces you to feminist theories of representation, debates over women’s interests, and feminist institutionalism. It applies these frameworks to consider why the number of women in our parliaments might matter and what difference – symbolic, substantive and affective – sex and gender make to elected political institutions, the policy process, political outcomes, and healthy democracies.

This final-year half module offers students the opportunity to obtain an in-depth knowledge and understanding of the British parliament and its place in British democracy. It will help you to evaluate the work and role of Parliament and parliamentarians, appreciate ongoing debates about contemporary legislative practice, and engage critically with previous academic scholarship in this area. It will also help you to develop you own awareness and experience of conducting research.

Issues of free speech are amongst the most contentious in current political debate. The module aims to give you an in depth understanding of the nature, value and limits of freedom of speech, from the perspective of normative political theory. It is not a course in the law of free speech, nor about the free speech situation in any particular country. Though the module touches on both the latter, the aim instead, is to enable you to understand the values, norms and principles at issue in contexts where free speech is promoted, regulated, limited or denied- especially contexts where that choice is contentious. You will be encouraged to look beyond the headlines to explore the rich and varied academic scholarship on free speech, and to offer critical analyses of that scholarship. By the end of the module, you should be able to interrogate your own and others’ intuitive reactions in controversial cases of e.g. hate speech, and to develop a reasoned, nuanced approach to these issues.

This module is designed to introduce advanced undergraduates to the major themes of contemporary Latin American politics and, consequently, democracy and political development. Although the module does not assume that you already have knowledge of the region, you are expected to be familiar with basic concepts of comparative political analysis. While the module stresses the political aspects of the developmental process, its objective is to show the linkages between economic, social, cultural, and political variables--both at national and international levels.

• Defence and Security Governance
• The Political Economy of Racial Injustice
• Narrative in World Politics
• Radical Political Theory: Nietzsche and Foucault
• Why and How People Vote
• Identity, Emotions and Trauma in International Politics
• Ethnic Politics and Ethnic Conflict

This module explores, compares and contrasts representations of social and political conflict in a range of 20th-century Latin American literary texts. It considers conflict in literature critically with regards to and in the context of some of the following: revolution, racial difference, social inequality, economic exploitation, exile, urban violence and historical memory. It provides students with a basic understanding of the historical background and trajectory of some of the most relevant socio-political movements and events in the continent in the module of the century.

• Journeys of Discovery in 20th- Century Spanish American Literature

This module introduces students to a range of important texts and authors, both canonical and non-canonical, from early modern Spain and France. Yet it does so through a selection of outsider figures – characters whose aberrant or idiosyncratic identity, outlook, or behaviour sets them at odds with their society. The characters on this module thus challenge some of society’s most deeply entrenched but often unwritten codes – of reason, gender, decorum, sexuality, class, and religion – and can thus offer important insights into the workings and values of the society whose norms they transgress. As we shall see, though, the treatment of such figures can vary widely. Whereas the outsider’s departure from the norm is often apparently ridiculed or censured, it can sometimes be celebrated or rehabilitated – whether by other characters within the fiction or by the literary work itself. Indeed, the period’s fascination with marginal or transgressive characters and behaviour betrays throughout a deep unease about the validity of its own norms and standards.

On this module students will explore the horror genre by exploring a broad range of films made in Spain and Latin America. Following an introduction to horror filmmaking, we will analyse texts in relation to horror’s numerous subgenres (gothic, physiological, psychological, science fiction, zombie etc.) and will learn both how to identify different types of horror film as well as to situate them in the history of horror filmmaking.

On this module students will learn how to identify some of the traits of contemporary Mexican cinema, a period of filmmaking which has been recognised as one of the most fruitful in cinematic history. The films selected for analysis on this module will be examined within the context of contemporary Mexico: an era rife with socio-political unrest. We will learn how political corruption, social violence and the recent Drug Wars have shaped the narratives of the films we will explore, and how these issues have dictated the emergence of new filmic genres. Students will learn about how youth culture and its manifestations are explored in film and will be able to place the films studied in their socio-historic contexts.

Teaching & assessment

The course has a modular structure, whereby you will take 14 units at the rate of four per year in the first, second and fourth years, plus two in the third year, which is spent working or studying abroad. Most modules contain an element of assessed coursework, which contributes to the final mark awarded.

Your first year is formative, though your results will determine whether you can progress to the second year. Your second and fourth year results, alongside those of the third year spent abroad, will contribute to your final degree classifcation. Work completed in your fourth year will count for a larger proportion of the result.

In Modern Languages, you will also take a study skills module during your first year, designed to equip you with and enhance the writing skills you will need to be successful in your degree. This module does not count towards your final degree award but you are required to pass it to progress to your second year.

You will be assigned a personal tutor who will provide you with support, guidance and advice throughout your studies.

You will also have access to the comprehensive e-learning facility Moodle, which features lecture handouts and other supporting materials, such as lecture slides, quizzes, video clips, and links to relevant academic journal articles.

Entry requirements

A levels: abb-bbb.

Required subjects:

• At least one A-level in an essay based subject.
• At least five GCSEs at grade A*-C or 9 - 4 including English and Mathematics.
• Grade B at A-level in Spanish for the advanced level language pathway. For the beginners language pathway there is no language requirement.

Where an applicant is taking the EPQ alongside A-levels, the EPQ will be taken into consideration and result in lower A-level grades being required. For students who are from backgrounds or personal circumstances that mean they are generally less likely to go to university, you may be eligible for an alternative lower offer. Follow the link to learn more about our  contextual offers.

We accept T-levels for admission to our undergraduate courses, with the following grades regarded as equivalent to our standard A-level requirements:

• AAA* – Distinction (A* on the core and distinction in the occupational specialism)
• AAA – Distinction
• BBB – Merit
• CCC – Pass (C or above on the core)
• DDD – Pass (D or E on the core)

Where a course specifies subject-specific requirements at A-level, T-level applicants are likely to be asked to offer this A-level alongside their T-level studies.

English language requirements

All teaching at Royal Holloway (apart from some language courses) is in English. You will therefore need to have good enough written and spoken English to cope with your studies right from the start.

The scores we require

• IELTS: 6.5 overall. Writing 7.0. No other subscore lower than 5.5.
• Pearson Test of English: 61 overall. Writing 69. No other subscore lower than 51.
• Trinity College London Integrated Skills in English (ISE): ISE III.
• Cambridge English: Advanced (CAE) grade C.

Country-specific requirements

For more information about country-specific entry requirements for your country please visit here .

Undergraduate preparation programme

For international students who do not meet the direct entry requirements, for this undergraduate degree, the Royal Holloway International Study Centre offers an International Foundation Year programme designed to develop your academic and English language skills.

Upon successful completion, you can progress to this degree at Royal Holloway, University of London.

A global economy offers exciting opportunities to those wanting to pursue successful and rewarding careers. An ability to speak languages and a keen analytical mind are among the most sought-after qualities in today’s highly competitive job market; Politics, International Relations and Modern Languages equips students with both.

Our course fosters a deeper cultural understanding of a foreign language which can be a great asset in industries such as export, trade and international marketing. In these fields, workers need to build and maintain solid relationships with foreign partners, so a cultural understanding can help workers anticipate foreign clients’ expectations. Many government jobs require language skills, particularly in the sectors of immigration and diplomacy.

This course produces high calibre graduates with the skills and knowledge to fully exploit every opportunity including those presented during the study year abroad. Studies show that students who have spent time abroad as part of their degree gain higher status and better-paid jobs. As part of the study year abroad, those of our students who wish to pursue a career in teaching can apply to work as an English language assistant in a continental school. Alternatively, there is an opportunity to spend the year in employment on an approved work placement (former students have worked for companies such as IBM in Marseilles, France) or apply to work as an intern for an MEP. This latter option is a popular choice for those who wish to gain work experience in politics.

Graduates from our department work in a range of careers including public affairs, political organisations, journalism, international law and charities. Roles include Ministry of Justice Fast Stream, political analyst at merchant banks, Foreign Office Fast Stream and graduate entry into a wide array of large companies. Many of our graduates also go on to further study, entering postgraduate courses both at Royal Holloway and at other prestigious institutions around the world.

Employers include The House of Commons, Unilever, Ministry of Defence, Amazon Nestle, Ipsos MORI and MPs’ offices.

Fees, funding & scholarships

Home (UK) students tuition fee per year*: £9,250

EU and international students tuition fee per year**: £23,800

Other essential costs***: The cost of your year abroad will vary by country. Typical living costs to consider will be accommodation, food and household items, entertainment, travel, books and bills (including your mobile phone). You'll also need to budget for travel to and from your country of study. Additional costs compared to studying in the UK will also depend on personal choices and it is important to research the cost of living before the year commences.

How do I pay for it? Find out more about  funding options , including  loans , scholarships and bursaries . UK students who have already taken out a tuition fee loan for undergraduate study should  check their eligibility  for additional funding directly with the relevant awards body.

**The tuition fee for UK undergraduates is controlled by Government regulations. The fee for the academic year 2024/25 is £9,250 and is provided here as a guide. The fee for UK undergraduates starting in 2025/26 has not yet been set, but will be advertised here once confirmed.

**This figure is the fee for EU and international students starting a degree in the academic year 2024/25, and is included as a guide only. The fee for EU and international students starting a degree in 2025/26 has not yet been set, but will be advertised here once confirmed.

Royal Holloway reserves the right to increase tuition fees annually for overseas fee-paying students. Please be aware that tuition fees can rise during your degree. The upper limit of any such annual rise has not yet been set for courses starting in 2025/26 but will be advertised here once confirmed.  For further information see  fees and funding  and our  terms and conditions .

***These estimated costs relate to studying this specific degree at Royal Holloway during the 2024/25 academic year, and are included as a guide. General costs, such as accommodation, food, books and other learning materials and printing etc., have not been included.

Politics and International Relations Undergraduate Admissions

Admissions office: +44 (0)1784 414944

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A-level Spanish

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Social issues and trends
• 3.2 Political and artistic culture
• 3.3 Grammar
• 3.5 Individual research project

Scheme of assessment

• General administration

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

A-level exams and certification for this specification are available for the first time in May/June 2018 and then every May/June for the life of the specification.

All materials are available in English only.

Our A-level exams in Spanish include questions that allow students to demonstrate their ability to:

• draw together their knowledge, skills and understanding from across the full course of study
• provide extended responses.

Courses based on this specification should encourage students to:

• enhance their linguistic skills and promote and develop their capacity for critical thinking on the basis of their knowledge and understanding of the language, culture and society of the country or countries where the language is spoken
• develop control of the language system to convey meaning, using spoken and written skills, including an extended range of vocabulary, for both practical and intellectual purposes as increasingly confident, accurate and independent users of the language
• develop their ability to interact effectively with users of the language in speech and in writing, including through online media
• develop language learning skills and strategies, including communication strategies to sustain communication and build fluency and confidence
• engage critically with intellectually stimulating texts, films and other materials in the original language, developing an appreciation of sophisticated and creative uses of the language and understanding them within their cultural and social context
• develop knowledge about matters central to the society and culture, past and present, of the country or countries where the language is spoken
• mediate between cultures and between speakers of the language and speakers of English
• foster their ability to learn other languages
• equip themselves with transferable skills such as autonomy, resourcefulness, creativity, critical thinking, and linguistic, cultural and cognitive flexibility that will enable them to proceed to further study or to employment
• develop their capacity for critical and analytical thinking through the language of study
• develop as independent researchers through the language of study.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all A-level Spanish specifications and all exam boards.

The exams will measure how students have achieved the following assessment objectives.

• in speech to spoken language including face-to-face interaction
• in writing to spoken language drawn from a variety of sources.
• in speech to written language drawn from a variety of sources
• in writing to written language drawn from a variety of sources.
• AO3: Manipulate the language accurately, in spoken and written forms, using a range of lexis and structure.
• AO4: Show knowledge and understanding of, and respond critically and analytically to, different aspects of the culture and society of countries/communities where the language is spoken

Across assessment objectives AO1 and AO2, no more than 10% of the total marks for the qualification may be used for responses in English, including translation into English.

Assessment objective weightings for A-level Spanish

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Paper 1: Listening, Reading and Writing

Duration: 2 hours 30 minutes; total raw mark: 100

Listening and responding

Students will listen to spoken passages from a range of contexts and sources, covering different registers and types. The content of the passages will be based on the themes and sub-themes in this specification.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and will include of abstract material such as opinions, views, emotional reactions and personal experiences.

For one question students will need to summarise in Spanish what they have understood from the passage they have heard and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

In the remaining questions requiring a response in Spanish, students should give only the information required by the question.

Across the passages for listening, reference will be made to at least two Spanish-speaking countries other than Spain.

At least one passage will involve more than one speaker. Passages will be studio recorded and provided to schools and colleges. Students will have individual control of the recording. The language and delivery of the recorded material will reflect its content and context.

Reading and responding

Students will read a range of stimulus texts adapted from authentic sources, including online sources. Texts will include contemporary and historical material and will cover non-fiction and literary fiction and/or material based on literature. The content of the stimulus texts will be based on the themes and sub-themes in this specification, except in the case of literary texts where the content may fall outside of these themes and sub-themes.

Questions will target main points, gist and detail and will require either non-verbal responses or responses in Spanish. Questions will include the need to infer meaning and will include abstract material such as opinions, views, emotional reactions and personal experiences.

For one question students will need to summarise in Spanish what they have understood from the stimulus text they have read and marks will be awarded for the quality of Spanish used. Students must write in full sentences and use their own words as far as possible in this question.

For the remaining questions requiring a response in Spanish, students should give only the information required by the question.

Across the stimulus texts for reading, reference will be made to at least two Spanish-speaking countries other than Spain.

In questions requiring a summary, the marks for content (AO1 or AO2) and language (AO3) are awarded independently.

Long summaries will be marked for content (AO1 or AO2) or language (AO3) until the first natural break (usually the end of a sentence or main clause) between 90 and 100 words. Short summaries are not subject to an automatic penalty but in practice are unlikely to include all the required content points and will therefore be self-penalising.

The AO1 or AO2 mark is awarded for content points which contain the required information regardless of whether those points are expressed in the student’s own words, or are partly or wholly lifted from the recording or text. However, no AO1 or AO2 mark will be awarded for a content point where the student includes irrelevant material or copies inappropriately from the stimulus, eg by ‘lifting’ an element from the original which does not match the phrasing of the bullet point. Examples of this are in the specimen mark scheme. ‘Lifted’ language will not be eligible for credit when the AO3 mark is awarded.

In comprehension questions with no AO3 marks, where the natural answer to a question consists entirely or partly of words or phrases from the recording or text, students may use that material without rephrasing it. Minor spelling errors which do not distort the meaning will be tolerated. However, the AO1 or AO2 mark will not be awarded for a response in which the student includes irrelevant material or copies inappropriately from the stimulus, eg by ‘lifting’ an element from the original which does not match the phrasing of the question set. Examples of this are in the specimen mark scheme.

Translation

Students will translate a passage of at least 100 words from Spanish into English. The content will be based on the themes and sub-themes in this specification.

Students will translate a passage of at least 100 words from English into Spanish. The content will be based on the themes and sub-themes in this specification and students will be provided with a supporting text in Spanish, giving them some of the vocabulary and structures which they will need for the translation.

No dictionaries are allowed in this exam.

Paper 2: Writing

Duration: 2 hours; total raw mark: 80

Students will answer an essay question in Spanish for each of the two works they have studied (this can be a book and a film, or two books). Students will have a choice of question on each book/film. All questions will be in Spanish and will require a critical and analytical response.

Students will be advised to write approximately 300 words per essay. Everything that students write will be marked; there is no word limit. Students who write the recommended number of words will have access to the full range of marks.

Access to the books and films is not allowed in this exam.

Paper 3: Speaking

Duration: 21–23 minutes (including 5 minutes supervised preparation time); total raw mark: 60

The test will be in two parts. Part 1 will be the discussion of one sub-theme from those in this specification, lasting 5–6 minutes, and Part 2 will be the presentation and discussion of the student’s individual research project.

In Part one, the teacher-examiner gives the student two cards, following the sequencing table provided as part of the assessment material and avoiding the topic of the student’s individual research project. Each card is based on a sub-theme and the two cards are drawn from different themes. The student chooses one of the two cards.

The stimulus card will form the basis for the discussion. The content of each card will be based on one of the sub-themes in this specification. Cards will contain images, text and three questions. The teacher-examiner will ask the student the questions during the discussion.

The student must ask the teacher-examiner two questions arising from the material on the card.

To meet the requirement to ask questions, a student must seek information or an opinion. Asking for repetition or clarification will not meet the requirement. The student’s questions must contain a conjugated verb. Rephrasing or repetition of the printed questions will not meet the requirement. Sample questions are shown in the specimen mark scheme.

Students may make notes during the 5 minute supervised preparation time and may make reference to these notes during the discussion of the sub-theme. The notes should be stored securely in the centre until results day.

In Part two the student will present the findings of his or her research for up to two minutes. This will be followed by a discussion of the findings of the student’s research. Examples of the types of question the teacher-examiner will ask during the discussion of the project are included in the AS and A-level French, German and Spanish Instructions for the Conduct of the Examinations at aqa.org.uk .

Students will provide in advance on the Research project form a list of headings to indicate the scope of their research and the sources used. Apart from the names of published sources, any headings must be in English. The teacher may help the student to complete the form. Students must use at least two sources and at least one of them must be an online source. Apart from the two required sources, any remaining sources and/or headings must not exceed 80 words. Sources could be visual, audio or written (in any combination) and must be capable of leading to findings that will form the basis of a 9–10 minute discussion.

Teachers are allowed to:

• provide suggestions for the subject of students’ individual research
• discuss, guide and advise students on their proposed project title (including language of the title) and the scope of the research
• correct the language of the project title where necessary
• give feedback to students on the extent to which their provisional titles will or will not meet the assessment criteria
• suggest sources of reference, including but not limited to websites, books and magazines
• provide support/guidance on research techniques, including how best to manage the storing and assimilation of knowledge and information that has been researched
• provide guidance on planning and timescales, including deadlines or milestones according to which research outcomes can be monitored and checked
• monitor students’ progress according to such deadlines or milestones
• provide general advice on the type of language which students might use in the presentation and discussion.

Teachers must not:

• provide the student with material that they have designed specifically for the student’s project
• download and give the student specific source materials or copied and pasted extracts
• provide specific advice on the language of the student’s presentation and discussion, apart from the language of the project title
• give feedback orally or in writing on any written notes, drafts or preparatory work produced by the student for the presentation or discussion
• give feedback orally or in writing on any oral practice presentation by the student, beyond informing the student if it exceeds 2 minutes.

General advice is defined as guidance which the teacher would include in the teaching and learning of the class and which would apply to all projects. Specific advice is defined as guidance which relates to a particular project and is tailored to an individual student or group of students.

During the presentation and discussion of their research project, students may only have access to their completed Candidate Record form . No other notes are allowed.

Speaking assessments will be conducted by either the school or college or a visiting examiner. All assessments must be recorded and a complete and unedited audio recording made available to AQA.

All assessments will be assessed by an AQA examiner.

A five - week window will be timetable d during April and May. All assessments must be conducted within this period.

Teachers conducting the assessments can open the assessment material up to two working days before the assessment window opens in order to prepare for conducting the tests.

Detailed instructions for the teacher will be issued before the test period. Online training materials will also be available to ensure that teachers are familiar with the requirements of the assessments.

The confidentiality of the assessment materials must be strictly maintained before and during the period of the assessments.

Access to dictionaries is not allowed at any time during the assessment or preparation time.

For further detail on Paper 3 Speaking, see A-level French, German and Spanish Instructions for the Conduct of the Examinations and A-level French, German and Spanish: Candidate Record form.

Assessment criteria

Paper 1 summary questions: ao3.

Essays on texts and films will be assessed according to the following assessment criteria.

AO3 (20 marks)

Ao4 (20 marks).

The following assessment criteria will be used.

Discussion of sub-theme

Ao1 (5 marks).

Fluency is defined as delivery at a pace which reflects natural discourse, although not of the level associated with a native speaker. Hesitation and pauses may occur to allow for a word to be found, for a phrase to be formulated or for self-correction and/or repair strategies to be used. The use of self-correction and/or repair strategies will not be penalised.

AO2 (5 marks)

If a student only asks one question, a maximum of 4 marks can be awarded for AO2. If a student asks no questions, a maximum of 3 marks can be awarded for AO2.

The material on the card is defined as the text containing the target-language heading, any statement of opinion, any factual/statistical information and the printed questions.

AO3 (10 marks)

Pronunciation and intonation are not expected to be of native speaker standard.

Serious errors are defined as those which adversely affect communication.

Idiom refers to a form of expression that is particular to the target language.

AO4 (5 marks)

Further guidance on what we expect for AO4 can be found in the indicative content in the specimen mark scheme.

Research-based topic presentation

The maximum mark available for the presentation is 5.

Research-based topic discussion

The maximum mark available for discussion of the research topic is 30 .

AO1 (10 marks)

Ao4 (10 marks), assessment of individual research project.

Students will provide a two-minute presentation of their chosen research project. This will be followed by a discussion lasting 9–10 minutes.

The presentation will be assessed for AO4 and the discussion for AO1, AO3 and AO4.

The presentation

The presentation should cover some key findings emerging from the research carried out by the student. It will be the quality of these findings rather than their quantity that will determine the mark awarded.

The discussion

The examiner may use points made in the presentation as well as information given on the Candidate Record f orm to initiate the discussion.

From there on, the examiner proceeds on the basis of points made in response to questions. Questions can be informed by knowledge of the topic area, or lack of knowledge of the topic area.

The emphasis throughout the discussion will be on eliciting views, opinions, ideas, and reactions from the student which they will be invited to explain, develop further, justify, illustrate, and defend, and where knowledge of the topic area will be paramount in supporting the responses given.

The discussion will focus on key concepts such as importance, impact, value, contribution, significance, as well as on the student’s appreciation of the topic area – its appeal and interest, and the insights the study has brought to the student. This will naturally generate opportunities for the student to analyse, evaluate and draw conclusions on those aspects of the topic area that have been researched.

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Frequently asked questions

What is an essay.

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.

Frequently asked questions: Writing an essay

For a stronger conclusion paragraph, avoid including:

• Important evidence or analysis that wasn’t mentioned in the main body
• Generic concluding phrases (e.g. “In conclusion…”)
• Weak statements that undermine your argument (e.g. “There are good points on both sides of this issue.”)

Your conclusion should leave the reader with a strong, decisive impression of your work.

Your essay’s conclusion should contain:

• A rephrased version of your overall thesis
• A brief review of the key points you made in the main body
• An indication of why your argument matters

The conclusion may also reflect on the broader implications of your argument, showing how your ideas could applied to other contexts or debates.

The conclusion paragraph of an essay is usually shorter than the introduction . As a rule, it shouldn’t take up more than 10–15% of the text.

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

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 .

Let’s say you’re writing a five-paragraph  essay about the environmental impacts of dietary choices. Here are three examples of topic sentences you could use for each of the three body paragraphs :

• Research has shown that the meat industry has severe environmental impacts.
• However, many plant-based foods are also produced in environmentally damaging ways.
• It’s important to consider not only what type of diet we eat, but where our food comes from and how it is produced.

Each of these sentences expresses one main idea – by listing them in order, we can see the overall structure of the essay at a glance. Each paragraph will expand on the topic sentence with relevant detail, evidence, and arguments.

The topic sentence usually comes at the very start of the paragraph .

However, sometimes you might start with a transition sentence to summarize what was discussed in previous paragraphs, followed by the topic sentence that expresses the focus of the current paragraph.

Topic sentences help keep your writing focused and guide the reader through your argument.

In an essay or paper , each paragraph should focus on a single idea. By stating the main idea in the topic sentence, you clarify what the paragraph is about for both yourself and your reader.

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.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The thesis statement should be placed at the end of your essay introduction .

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

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.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

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.

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

In rhetorical analysis , a claim is something the author wants the audience to believe. A support is the evidence or appeal they use to convince the reader to believe the claim. A warrant is the (often implicit) assumption that links the support with the claim.

Logos appeals to the audience’s reason, building up logical arguments . Ethos appeals to the speaker’s status or authority, making the audience more likely to trust them. Pathos appeals to the emotions, trying to make the audience feel angry or sympathetic, for example.

Collectively, these three appeals are sometimes called the rhetorical triangle . They are central to rhetorical analysis , though a piece of rhetoric might not necessarily use all of them.

The term “text” in a rhetorical analysis essay refers to whatever object you’re analyzing. It’s frequently a piece of writing or a speech, but it doesn’t have to be. For example, you could also treat an advertisement or political cartoon as a text.

The goal of a rhetorical analysis is to explain the effect a piece of writing or oratory has on its audience, how successful it is, and the devices and appeals it uses to achieve its goals.

Unlike a standard argumentative essay , it’s less about taking a position on the arguments presented, and more about exploring how they are constructed.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

If you have to hand in your essay outline , you may be given specific guidelines stating whether you have to use full sentences. If you’re not sure, ask your supervisor.

When writing an essay outline for yourself, the choice is yours. Some students find it helpful to write out their ideas in full sentences, while others prefer to summarize them in short phrases.

You will sometimes be asked to hand in an essay outline before you start writing your essay . Your supervisor wants to see that you have a clear idea of your structure so that writing will go smoothly.

Even when you do not have to hand it in, writing an essay outline is an important part of the writing process . It’s a good idea to write one (as informally as you like) to clarify your structure for yourself whenever you are working on an essay.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

Your subjects might be very different or quite similar, but it’s important that there be meaningful grounds for comparison . You can probably describe many differences between a cat and a bicycle, but there isn’t really any connection between them to justify the comparison.

You’ll have to write a thesis statement explaining the central point you want to make in your essay , so be sure to know in advance what connects your subjects and makes them worth comparing.

Some essay prompts include the keywords “compare” and/or “contrast.” In these cases, an essay structured around comparing and contrasting is the appropriate response.

Comparing and contrasting is also a useful approach in all kinds of academic writing : You might compare different studies in a literature review , weigh up different arguments in an argumentative essay , or consider different theoretical approaches in a theoretical framework .

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

If you’re not given a specific prompt for your descriptive essay , think about places and objects you know well, that you can think of interesting ways to describe, or that have strong personal significance for you.

The best kind of object for a descriptive essay is one specific enough that you can describe its particular features in detail—don’t choose something too vague or general.

If you’re not given much guidance on what your narrative essay should be about, consider the context and scope of the assignment. What kind of story is relevant, interesting, and possible to tell within the word count?

The best kind of story for a narrative essay is one you can use to reflect on a particular theme or lesson, or that takes a surprising turn somewhere along the way.

Don’t worry too much if your topic seems unoriginal. The point of a narrative essay is how you tell the story and the point you make with it, not the subject of the story itself.

Narrative essays are usually assigned as writing exercises at high school or in university composition classes. They may also form part of a university application.

When you are prompted to tell a story about your own life or experiences, a narrative essay is usually the right response.

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

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How to Write in Spanish: The Step-by-step Guide to Perfecting Your Writing Skills

Do you want to improve your Spanish writing skills and get even closer to fluency?

If you want to make Cervantes blush with your mastery of Spanish writing, you have come to the right place.

This step-by-step guide will show you how to write in Spanish, including information on spelling, grammar and more, as well as give you the tools to write practically anything!

Key Spanish Writing Rules

Spanish spelling, capitalization rules in spanish, spanish punctuation, spanish sentence structure, spanish abbreviations, other differences between english and spanish writing rules, how to write letters in spanish, how to write an email in spanish, how to write an essay in spanish, texting in spanish, spanish creative writing, journaling in spanish, other types of spanish writing, how to type in spanish, main differences between english and spanish keyboards, and one more thing….

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

If you want to be the next Cervantes, you should get acquainted with the main Spanish writing rules and the major differences between writing in English and writing in Spanish. Here are a few of them.

Spelling in Spanish is much more intuitive than it is in English.

This may sound almost too good to be true, but written words in Spanish are actually designed to reflect what they sound like! There are far fewer cases of silent letters, double letters or different spellings for the same sounds. Also, vowels each have their own specific sounds that don’t change, no matter what other letters surround it.

However, there are a couple of spelling “situations” that can give you a bit of a headache if you do not pay attention:

• The letter h has no sound. Regardless of its position in a word, it will always be soundless (zanahoria — carrot, hoguera  — bonfire , hueso  — bone). This letter changes the sound of the letter c when they go together (chaleco— vest , coche  — car , noche  — night), and even though it has no sound, it can change the meaning of a word (ola— wave, hola  — hello).
• There are some letter pairs that can be confusing. It would be impossible for you to learn every word containing these pairs, so the best you can do is check a dictionary in case of doubt. The letters that normally cause problems to learners of Spanish are b/v, r/rr, g/j, ll/y and the “triplets” c/k/q and c/s/z .
• Spanish uses accent marks . Accent marks may be small, but they are very important. If a word has an accent mark in Spanish, do not ignore it, because accent marks can easily change the pronunciation and meaning of words (tráfico — traffic , trafico — I smuggle , traficó — he smuggled).

If you want to improve your Spanish spelling skills, you can try some Spanish spelling games . They will make the learning process much more enjoyable, and the topic more accessible to you.

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Additionally, you may want to install a Spanish spell checker . This way you can be sure the majority of spelling errors you make while writing in Spanish will be detected and corrected.

Learning Spanish capitalization is actually pretty straightforward. You just have to remember the words that are not capitalized in Spanish.

For instance, Spanish does not capitalize, among others:

• Days of the week
• Nationalities
• Religions and their adjectives
• Social and political movements
• The pronoun yo (I) unless it is the first word in a sentence
• Book titles (except for the first word)
• Movie titles (except for the first word)
• Personal titles (except when they are the first word in a sentence)

Punctuation is another area where English and Spanish share a lot of features.

However, there are some Spanish punctuation rules that may be surprising for learners of Spanish.

These are the main ones (some of them have already been mentioned):

• Spanish has an opening question mark and an opening exclamation mark (¿,¡).
• Spanish does not capitalize the first word after a colon.
• Spanish uses the colon in the opening of letters. While English uses a comma (Dear Mrs. Petunia,), Spanish uses a colon (Estimada señora Petunia:).
• In Spanish, there is no Oxford comma at all. The last two items of a list will always be joined with a conjunction like y (and) or o (or) .
• Spanish and English write out numbers differently. In Spanish, you use a period to separate groups of thousands (e.g. 1450 or 1,450 would be 1.450 in Spanish). Spanish uses the comma as the decimal separator (so 1.5 would be 1,5 in Spanish).
• Spanish normally leaves commas, periods and other punctuation marks outside the quotation marks. (English: “I love you.” vs. Spanish “Te quiero”.).
• Dialogue formatting is very different in Spanish. The biggest difference is possibly the fact that Spanish uses a dash to open a dialogue (instead of quotation marks) and to enclose the dialogue tag (instead of commas). For example: 

English: “I love him,” she said, “I always have. “

Spanish: –Lo amo –dijo ella–. Siempre lo he amado.

Sentence structure refers to the internal organization of a language, i.e. the order we have to put elements in a sentence so that it is grammatically correct.

Many learners of Spanish think that since both Spanish and English follow the general pattern S + V + O (Subject + Verb + Object), both languages build sentences in the exact same way.

This is true sometimes, as in the following two examples:

Marta está bebiendo café. (S + V + O) Marta is drinking coffee. (S + V + O)

Unfortunately, this is not always the case, and learners of Spanish should take into account a couple of Spanish sentence structure rules if they want to come up with correct sentences, even if they are trying to produce basic Spanish sentences :

• In Spanish, you can omit the subject. If you know who you are talking or writing about, you do not need to mention that person (Tengo hambre — I am hungry). This is possible because verbs in Spanish have a different ending for each grammatical person.
• Adjectives come after the noun in Spanish. There are a few exceptions with a change in meaning, but overall, adjectives always come after the noun (la camisa blanca — the white shirt).
• Nouns and adjectives have to agree in Spanish. When you write a sentence in Spanish, you have to take a look at the nouns. Every determiner, quantifier, adjective and adverb that refers to a noun must have the same gender and number (el perro negro  — the black dog, all words masculine and singular in Spanish; las tazas rojas  — the red cups, all words feminine and plural in Spanish).
• Negation is very simple in Spanish. The majority of sentences become negative in Spanish by adding no in front of the main verb. No other changes are normally needed. You can also make negations in Spanish by using negative adverbs like nunca (never) and nadie (no one).

Abbreviations can be used in both formal and informal contexts, and even though they tend to work similarly across languages, there are a couple of things you should know about Spanish abbreviations and how to use them when writing in Spanish:

• Even though personal titles are not capitalized when written in full, their abbreviations are capitalized. For example:

señor — Sr. / Mister

señora  — Sra. / Mrs .

doctor  — Dr. / Doctor

• There are some abbreviations that appear very frequently in Spanish correspondence. For instance:

usted  — Vd. / formal you

se ruega contestación — S.R.C. / RSVP

• Ordinal numbers are gendered. They are adjectives, so they take on the gender of the noun they are referring to. Because of this, their abbreviations are also marked for gender (1º/1ª, 2º/2ª…).
• Spanish abbreviations can have a plural form. Normally, abbreviations add -s to form their plural (página — pág. / page, páginas  — págs. / pages). If the abbreviation has only one letter, they normally double it (página  — p. / page , páginas  — pp. / pages).
• Some acronyms do not accept the plural ending -s . They will still take the plural determiner if necessary (los CD  — the CDs). Oddly enough, you have to pronounce the final -s when reading/pronouncing them (los ce-dés  — the cee dees).
• There are some international abbreviations and acronyms that have their own version in Spanish. Examples of this are:

la UE  — la Unión Europea / the EU (European Union)

la ONU — la Organización de Naciones Unidas / the UN (United Nations)

• Spanish people use a lot of abbreviations when texting. (Have a look at the section on Texting in Spanish for more info.)

Although less important, there are some differences between English and Spanish you should take into account when writing in Spanish:

• We write dates differently. In Spanish, the order of writing the date is always day/month/year. So, while an American might read the date 02/07/2018 as February the 7th 2018, for a Spanish-speaking person it would be July the 2nd 2018.
• We use different measurement systems. This is something to bear in mind not only while writing, but when using Spanish in general. Not everybody knows what inches, feet, pounds or miles are (especially in Spain). Spanish-speaking countries use the metric system, so we have centimeters, meters, kilograms, kilometers, etc.

The first thing you need to do before starting to write a letter is to decide whether it has to be formal or informal.

This will have an impact not only on the body of the letter, but also (and especially) on the way you start and finish writing it.

There are a couple of well-established rules you should bear in mind when writing a letter in Spanish :

• Querido/a (Dear) is only used in informal letters, while Estimado/a (Dear) is the preferred form in formal ones.
• You normally use just the first name of the person you are writing to if the letter is informal (Querido Julián), but Señor (Mr.), Señora (Mrs.) or Señorita (Miss) and a surname if the letter is formal (Estimado Sr. González).
• Use tú (informal you) in the body of informal letters, but usted/ustedes (formal you singular/plural) in formal ones.
• When closing a letter, you can send Besos y abrazos (Hugs and kisses) in casual letters, but never in formal ones. Use Saludos (Regards) in semi-formal letters, and Cordialmente/Atentamente (Yours sincerely) in formal ones.

Knowing how to write an email in Spanish is a skill you are going to need sooner or later, because email communication, especially in a professional environment, is something most of us have to do on a daily basis.

The majority of the rules we had for writing letters also apply here.

You should make sure to use the right opening and closing in your email, and that the overall tone and the vocabulary used are appropriate to the situation.

When writing an email, especially a formal one, you will normally have to include four sections: greeting, reason for writing, body of the email and closing.

Here is a very brief example of an informal email John wrote to his friend Joanne:

¡Hola, Joanne! (Hi, Joanne!)

Reason for writing

Te escribo para preguntar si irás mañana al cumpleaños de Sonia. (I’m writing to ask if you’ll be going to Sonia’s birthday tomorrow.)

Me encantaría verte. ¡Hace tanto tiempo que no te veo! Madre mía, creo que la última vez que nos encontramos fue para Navidad. ¿Te acuerdas? (I would love to see you. I haven’t seen you in ages! Good Lord, I think the last time we ran into each other was on Christmas. Do you remember?)

Un abrazo, (Hugs,)

Starting to write essays in Spanish is possibly one of the most challenging tasks for beginner learners.

Going from simple sentences to several paragraphs requires a lot of practice, but there are tons of fixed expressions that can be used in order to make this process easier.

Depending on the type of essay you need to write, you will have to cover one or more of the following points:

Giving your opinion

This is very common in essays, especially the ones included in official Spanish exams. Make sure you use expressions that help you introduce your personal opinions, such as en mi opinión (in my opinion), me parece que (it seems to me that) or creo que (I believe that).

Agreeing and disagreeing

Another very common type of essay is the one where you are given a sentence or quotation and you have to agree or disagree with it. Useful expressions here can be estoy de acuerdo (I agree), no estoy de acuerdo (I disagree) and es falso que (it is false that).

Backing your claims

If you say that something is false or that you know for a fact something is true, you should back your claims with some evidence. Try to introduce words and expressions such as según (according to), demostrar (to demonstrate) and la fuente (the source).

A conclusion normally summarizes the main topics of the essay and answers any questions and hypotheses that were posed in the introduction. When writing your conclusion, use expressions like en conclusión (in conclusion), por esta razón (for this reason) and en resumen (in summary).

Texting in any language has its own separate set of rules.

For instance, depending on the recipient of the message, two texts can look completely different even if they include the exact same information:

Xq tki. (Because I have to go.) This is very informal, sent to a friend.

Porque tengo que irme. (Because I have to go.) This is sent in a much more formal situation, normally to someone with whom we do not have a very close relationship.

As you can see from the first example, there are a lot of abbreviations and slang words you can use while texting in Spanish , much like you would do in English.

It would be impossible to mention all of them here, but if you learn their most common traits, you will be able to text in Spanish like a pro:

• Letters are omitted. The most common feature you will see is the omission of vowels and consonants.

For example: xa — para (for), gnl — genial (great)

• The letters q and c normally become k.

For example: One of the most common examples is the expression tkm — te quiero mucho (I love you so much)

• There are some established abbreviations you will need to learn by heart. Sometimes you will only be given one letter, so knowing what it means in the world of Spanish texting will come in handy .

For example: b — bien (good), q — que/qué (that/what)

• Numbers and symbols can also be used. Just as in English, if a number comes close to the pronunciation of a part of a word, some letters will be replaced by numbers .

salu2 — saludos (regards), 100pre — siempre (always)

• Watch out for acronyms. Spanish normally uses their own versions of well-known acronyms. These acronyms are often similar to the international ones or can be understood from the context, but sometimes they will be completely different.

For example: NATO — OTAN , World Health Organization / WHO – Organización Mundial de la Salud / OMS

Creative writing is basically any kind of writing that is not professional, academic or journalistic.

Since this definition is so broad, there are also many types of writing that can fall into this category, the most common ones being poetry, novels, scripts, short stories, fairy tales and screenplays, among others.

Creative writing can be an amazing way to improve your Spanish language skills.

It forces you to think, be creative, ask questions and find answers for them. Your brain will be working hard while you write creatively, and the fact that you will be using vocabulary and grammar rules you have previously studied will make you remember them easier.

The ideal scenario for a learner of Spanish who wants to give creative writing a go would be having a native Spanish speaker that can read what the learner is writing and give detailed feedback (spelling and grammar errors and overall writing skills that could be improved).

Unfortunately, this is quite difficult to find, so the second-best option is to find resources that will help the learner get some Spanish writing practice (such as writing apps, creative writing websites, textbooks that teach writing, writing prompts, etc.).

Regardless of the way you choose to practice your creative writing skills, remember rule number one of every good writer: You have to read much more than you write!

Since there are no established rules, journaling can be a good way of practicing writing in Spanish without stress. No one except you will have access to your journal (unless you want to), so it does not matter if you make spelling mistakes or write grammatically incorrect sentences as long as you are doing it in Spanish.

If you feel that writing a journal in Spanish can be challenging, try to break your thoughts down into smaller thoughts.

There are many topics you can write about that will allow you to practice your Spanish writing skills in an undemanding way:

• Your bucket list.
• Your dreams.
• Things you are thankful for.
• Reasons for learning Spanish.
• Things that motivate you.
• Things that make you sad.
• Your goals for this week/month/year.
• Your fears.
• Your favorite places/people and why.

The list goes on and on. Write about the topics you want, whenever you want and however you want. Just remember to do it on a daily basis to be able to enjoy all the benefits journaling in Spanish can bring to you, both mentally and linguistically speaking.

There are many more types of Spanish writing, and each of them has its own intrinsic characteristics and rules.

Mentioning all of them would be impossible here, so here you have a selection of a few of them:

Recipes have a very easy structure: a list of ingredients and steps to cook the dish. You can start practicing writing recipes in Spanish by using the infinitive when you give the instructions (Pelar las patatas — To peel the potatoes), and move on to the imperative mood when you study the Spanish imperativo (Pela las patatas — Peel the potatoes).

Greeting cards

Even though we normally buy ready-made cards, adding a few words of our own could be a very nice finishing touch. If you are giving a birthday card, remember to include some wishes like ¡Feliz cumpleaños! (Happy birthday!) or ¡Te deseo mucha felicidad! (I wish you lots of happiness!).

If you want to give a Valentine’s Day card, try to make it even more personal by creating a romantic card in Spanish yourself. Do not forget to express your feelings with phrases like:

• Mi amor (My love)
• Mi cariño (My sweetheart)
• Te amo (I love you)

Notes can be written to say thank you, to ask for a favor or to remind someone to do something. They tend to be very short and to the point, including only information that is absolutely necessary. For this reason, many notes only include one or two words:

• ¡Gracias! (Thanks!)
• Para ti. (For you.)
• ¿Me echas una mano? (Will you help me?)
• Te quiero. (I love you.)
• Que aproveche. (Enjoy your meal.)
• Compra leche. (Buy some milk.)

Spanish and English keyboards are different.

Because of that, typing in Spanish can be a challenge for the first few times.

There are several ways in which you can type in Spanish on your device:

• You can install a keyboard on your device. 
• You can use Alt codes (Windows) and Opt codes (Macs). 
• You can use online tools such as TypeIt.  

If you take a look at a Spanish keyboard, you will notice some letters, characters and symbols have changed, moved or disappeared.

Let’s have a look at these changes.

Once you have your device ready to type in Spanish, you will notice some things are… different.

There are enough differences between a Spanish and an English keyboard to write a whole book, so I will only mention the three most important ones:

Accent marks

Spanish vowels can have an accent mark ( á, é,  í, ó, ú ). In order to type it, you first have to type the accent key on your keyboard (‘) and then the vowel you want to add the accent mark to.

Another letter with a mark is the Spanish letter ñ . In this case, you only have to press the (:) key, because Spanish keyboards have their own ñ key. The last mark you will need in Spanish is the diéresis (¨). In order to type it, press Shift + the (‘) key. Then type u or i.

Question and exclamation marks

One of the first interesting facts we learn about the Spanish language is that it has opening question marks and exclamation marks.

In order to type the opening question mark, press Shift and (=). The closing question mark can be typed by pressing Shift and (-). As for the exclamation marks, the opening one is very easy: just press the (=) key. The closing one can be typed by pressing Shift + 1, like on your normal keyboard.

Another change you will notice when typing in Spanish is the series of symbols you get by pressing Shift + numbers 2 to 0. Your keyboard probably has the sequence @#$%^&*() , while the Spanish keyboard will give you “·$%&/()= .

There are other differences between both keyboards, like the position of hyphens, dashes, apostrophes, colons, semi-colons, stops and commas, among others.

In the beginning, all these differences can be a little bit overwhelming, and you will probably type the wrong symbol or letter because your brain will want to do it automatically in your normal keyboard layout.

As with everything, practicing Spanish typing will be the key (no pun intended) to get you used to the new layout. There are even Spanish typing games where you can practice all you want until you feel fully comfortable using the Spanish keyboard.

I know this is a lot of information to digest, but the good news is that you now have everything you need to know about how to write in Spanish!

Thanks to writing, you will improve not only your vocabulary and grammar, but also your reading, speaking and listening skills.

So take a pencil and a piece of paper (or run that word processor you normally use) and start writing in Spanish right away!

If you've made it this far that means you probably enjoy learning Spanish with engaging material and will then love FluentU .

Other sites use scripted content. FluentU uses a natural approach that helps you ease into the Spanish language and culture over time. You’ll learn Spanish as it’s actually spoken by real people.

FluentU has a wide variety of videos, as you can see here:

FluentU brings native videos within reach with interactive transcripts. You can tap on any word to look it up instantly. Every definition has examples that have been written to help you understand how the word is used. If you see an interesting word you don’t know, you can add it to a vocab list.

Review a complete interactive transcript under the Dialogue tab, and find words and phrases listed under Vocab .

Learn all the vocabulary in any video with FluentU’s robust learning engine. Swipe left or right to see more examples of the word you’re on.

The best part is that FluentU keeps track of the vocabulary that you’re learning, and gives you extra practice with difficult words. It'll even remind you when it’s time to review what you’ve learned. Every learner has a truly personalized experience, even if they’re learning with the same video.

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Basic Guidelines For Writing Essays in Spanish

Students tend to focus on speaking practice while learning Spanish, so they often neglect writing. However, most educators emphasize its importance for mastering the language. They say it’s impossible to become fluent in a particular language if one doesn’t train writing skills. 

Therefore, teachers give a lot of essay assignments to students. This type of homework is a great way to inspire them to think and communicate in Spanish effectively. It may be quite difficult to complete such a task. However, it’s one of the most effective ways to learn Spanish or any other language.

You may be tempted to go online and find the best essay writing service to have your essay written for you. This may be helpful when you’re pressed for time, but in the long run, you’re missing an opportunity to improve your own essay writing skills. That’s why we are going to provide you with some recommendations on how to ease the writing process.

Some tips on writing in Spanish 

• Be careful with word spelling. Remember that teachers pay special attention to spelling so it can either make or break your student image. Having good spelling makes a positive impression of your writing skills and boosts your grades. 
• Make your essay coherent with the help of connectors. Use them to explain the relationship between the ideas so your essay doesn’t look like just a list of thoughts and facts. 
• Pay attention to syntax or the word order. As you need to stick to the academic style, try to keep the traditional order such as “subject + verb + objects”. This will also help you express your opinion in a simpler way, so it’s more clear to the reader.
• Avoid word repetitions by using synonyms. Frequent repetitions make your text boring and heavy. If you use the same words again and again, your essay will look dull. Hence, try to find synonyms in Spanish thesaurus and replace the most commonly used expressions with them. 
• Before you create a final version of your essay, let someone read it and give feedback. It’s hard to be objective about your writing, so ask another person to tell you which ideas are less clear if your text contains any confusing phrases, and what are the positive aspects that can be reinforced. 
• Do not write the essay in your native language first to translate it into Spanish then. This approach is not viable for mastering a foreign language. The only thing that you are doing by translating the text literally is practicing the grammatical structures that you have learned. This doesn’t help you learn new idioms and collocations that don’t follow the general grammatical rules. 

Now that you know how to make your writing better, let’s consider a step-by-step guide to essay writing in Spanish. 

Pick an interesting topic 

If possible, choose a topic you are truly excited about. Unless the specific title was given to you by instructors, find a theme you want to research and write about. True interest is what will drive you towards creating an excellent piece. If you enjoy reading about the subject you are going to analyze in your essay, then you will definitely succeed in writing. Remember that decent work can be done only if you are passionate about it. 

Brainstorm the ideas 

When it comes to any project, brainstorming is an integral stage of the creation process. This is one of the most efficient ways to gain insights and generate new ideas. You can use this technique to think of the main supporting arguments, an approach for a catchy introduction, and paragraph organization. You can also try freewriting and/or make a brief outline to ease the writing process itself. 

Create an introduction 

Probably the main rule about creating an introduction that you have to stick to is adding a clear thesis statement there. It must be included in the first paragraph to give your essay a certain direction and help the readers focus their attention on the topic. Also, your introduction must be catchy and intriguing to evoke the desire to read the essay further and learn more. 

Organize an essay body 

It’s essential to make the body paragraphs organized logically. You need to make sure that each of them is closely related to the main topic and discusses one major point. Each body paragraph must consist of a topic sentence and supporting arguments with evidence. It’s very important to write sentences in a logical sequence so they follow each other orderly. Also, since paragraphs shouldn’t overlap in content, add smooth transitions from one to the other. 

Sum up the content 

The vital requirement to the conclusion is that it must logically relate to the original thesis statement. Generally, it’s not acceptable to introduce new ideas in the conclusion. Instead, you need to sum up the main points mentioned in the essay’s body. It’s also forbidden to add any off-topic ideas to the last paragraph of your paper.

Check content relevance and cohesion 

Once you complete the conclusion, read through the essay for relevance and cohesion. Make sure that the whole piece is on the topic and in the mode required. In particular, check if body paragraphs support the thesis statement and whether the conclusion relates to it. After that, read your paper once again to see whether the parts connect together well. Think if there are logical links between ideas and if you need more transitions. 

Read for clarity and style

Scan your essay to find out whether some sections may be unclear to the reader. Analyze the text to find out if it sounds academic and polished. Check if there are any vague pronouns, excessive wording, or awkward phrases. Don’t forget to make sure that all points are listed in similar grammatical forms.

The last stage of your writing process is final proofreading. Read your paper the last time looking at grammar, spelling, punctuation, verb tense, word forms, and pronoun agreement. Correct all the mistakes to make your work excellent. 

Remember that the most important thing about learning a foreign language is a regular practice. Therefore, you should use any opportunity provided by instructors to polish your skills. Hopefully, the recommendations given above will help you write an excellent essay and master the Spanish language!

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essay-based subject

• Thread starter genie67
• Start date Aug 30, 2018
• Aug 30, 2018

Senior Member

By "essay-based subject" you are reffering to a single assessment criteria? If that's the case, I would say " Asignatura evaluada con ensayos " or, in a more general sense, " Asignatura evaluada con trabajos prácticos [ensayos] ".  

fcarmona said: By "essay-based subject" you are reffering to a single assessment criteria? If that's the case, I would say " Asignatura evaluada con ensayos " or, in a more general sense, " Asignatura evaluada con trabajos prácticos [ensayos] ". Click to expand...

Spanish Words to Use in an Essay

Are you writing an essay in Spanish and aren't sure of the best way to start the next paragraph? Or maybe you're trying to think of some connectors to make your essay flow better. Look no further! In this article, we've prepared a list of words that will help you write that Spanish essay without even breaking a sweat.

Looking to learn more phrases in Spanish? Check these articles out!

• Fundamental Spanish Phrases to Learn Right Away
• Spanish Exclamatory Words and Expressions
• Spanish Idioms
• How to Say "I Don't Understand" in Spanish
• How to Say “Good Morning” in Spanish
• "Good Night" in Spanish
• How to Say "I Speak a Little Spanish"
• Words of Encouragement in Spanish
• Common Mistakes in Spanish

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