Introduction Environmental degradation has become one of the defining challenges of the 21st century. Among the many issues facing the planet, two stand out as particularly urgent: global warming and deforestation. Some...
Faglig kvalitetssikret av lærere og toppstudenter · Følger læreplanen (LK20) · Sist oppdatert 2026-09-07
This guide breaks down a model essay on the topic of **Global Warming vs. Deforestation**, providing you with the exact structure, argumentation techniques, and vocabulary needed to elevate your discursive writing and achieve a top grade on your English exam.
The topic of environmental challenges is a recurring theme in English exams for VG1–VG3, often framed as a "discuss both views and give your opinion" task. An exam question might look like this: "Some argue that global warming is the single most critical threat facing humanity, while others claim that immediate issues like deforestation and biodiversity loss are more urgent. Discuss both perspectives and present your own conclusion." This question type tests your ability to construct a balanced, well-supported argument, demonstrate critical thinking, and use precise, persuasive language. The examiner is not looking for a "correct" answer but for a well-structured and nuanced discussion that demonstrates a high level of linguistic and analytical skill. Understanding how to compare and synthesize complex issues like Global Warming – Causes and Solutions is therefore a core competence.
To write a high-scoring essay, you need to master the key components of argumentation. The model essay below effectively uses these concepts to build a convincing case. Understanding them will help you structure your own writing.
| Concept | Definition | Example from the Model Essay |
|---|---|---|
| Thesis Statement | A single sentence in the introduction that clearly states the main argument or purpose of the essay. It acts as a roadmap for the reader. | "This essay will examine both perspectives before concluding that while both problems are interconnected, deforestation is at the root of many environmental issues, including global warming, and therefore deserves equal attention." |
| Topic Sentence | The first sentence of a body paragraph that introduces the main point of that paragraph. It links back to the thesis statement. | "Supporters of the idea that global warming is the most serious environmental problem point to its wide-ranging and long-term consequences." |
| Counterargument | An argument that opposes your own thesis. Acknowledging the counterargument shows that you have considered different perspectives. | The essay dedicates the first two body paragraphs to the view that global warming is the primary threat, effectively setting up the counterargument to its own thesis. |
| Synthesis | The process of combining different ideas or perspectives to create a new, more complex understanding. It moves beyond a simple "for vs. against" structure. | "It is important to recognise that global warming and deforestation are closely linked... Therefore, treating these issues as separate oversimplifies their relationship. Addressing one requires addressing the other." |
| Signposting Language | Words and phrases that guide the reader through the argument, showing the relationship between different points (e.g., comparison, contrast, cause-effect). | "On the other hand...", "Moreover...", "Therefore...", "In conclusion...". These words create a logical flow between sentences and paragraphs. |
Examiners frequently see the same mistakes that prevent students from achieving higher grades. By being aware of these pitfalls, you can actively avoid them in your own writing.
An experienced examiner assesses your essay based on several key criteria. It is not just about correct grammar, but about the quality of your thinking and your ability to communicate it effectively in English.
To understand what separates a basic response from a top-grade one, let's examine how the same core idea—the link between deforestation and global warming—can be expressed at different levels of proficiency.
"Deforestation is bad because trees are good. When we cut trees, we get more CO2. This makes global warming. Global warming is also bad for forests. So they are connected."
Examiner's comment: The student shows a basic understanding of the connection but uses simple, repetitive vocabulary ("bad," "good") and short, disconnected sentences. The explanation lacks depth and uses no subject-specific terminology. The reasoning is superficial.
"There is a clear link between deforestation and global warming. When forests are cut down, the carbon they store is released as CO₂, which contributes to the greenhouse effect. Furthermore, global warming itself can harm forests by causing more droughts and fires. This shows that the two problems influence each other."
Examiner's comment: This response is much stronger. It uses more precise terms ("carbon," "greenhouse effect") and connects ideas using conjunctions ("Furthermore"). The sentence structure is more complex. However, the analysis could be deepened by explaining the cyclical nature of the relationship more explicitly.
"The relationship between deforestation and global warming is not merely correlational but cyclical, creating a destructive feedback loop. Deforestation directly exacerbates climate change by eliminating vital carbon sinks and releasing vast amounts of stored carbon into the atmosphere. Conversely, rising global temperatures, a key symptom of global warming, increase the frequency and intensity of wildfires and pest outbreaks, further decimating forest ecosystems and their capacity to mitigate climate change."
Examiner's comment: This is an outstanding response. The student uses sophisticated and precise academic language ("correlational," "cyclical," "exacerbates," "carbon sinks," "decimating"). The complex sentence structure perfectly captures the complex, two-way relationship. The analysis of the "feedback loop" demonstrates a deep and nuanced understanding of the topic. …