Voting in democratic elections is an essential way for individuals to participate in shaping the future of their society.
Faglig kvalitetssikret av lærere og toppstudenter · Følger læreplanen (LK20) · Sist oppdatert 2026-10-03
Writing about voting in democratic elections requires you to synthesise information from multiple sources and articulate a personal reflection, a key skill for earning a top grade in the English exam. This guide deconstructs a model answer to show you precisely how to integrate sources, structure your argument, and develop a nuanced personal response that impresses the examiner.
Member of US Congress John Lewis (1940–2020) said that "[t]he right to vote is the most powerful nonviolent change agent you have in a democratic society".
Read the material below. Using all the provided material, write a personal response where you reflect on the importance of voting in democratic elections.
Recommended length for task 2 is approximately 175–300 words.
Text A
Young voters’ diversity across race, gender, class, sexuality, and other intersections of identity leads them to speak to a wide-ranging, representative set of issues. Their multifaceted perspectives also allow them to bring fresh approaches to topics like the economy, gun reform, and abortion justice. Mobilizing them to vote empowers them to use these fresh approaches to introduce innovative solutions into our democracy.
Excerpt, adapted for this exam by Udir.
Text B
Here are some main findings at a glance from a November 2023 US poll of youth (ages 18–34):
57% of youth, ages 18–34, say they’re “extremely likely” to vote in 2024, and another 15% say they’re “fairly likely” to cast a ballot in the election.
Among youth who are extremely likely to vote: 51% back the Democratic candidate, 30% the Republican.
Young people’s top issues are inflation / cost of living, jobs that pay a living wage, gun violence, and climate change.
Youth who selected climate as a top issue were 20 % more likely than youth who did not choose climate to say they’ll vote in 2024, and 37 % more likely to prefer a Democrat for President.
Excerpt, adapted for this exam by Udir.
References:
Lewis, J. (2011, 19 July) Voting Rights. The Leadership Conference on Civil and Human Rights. https://civilrights.org/value/voting-rights/
Text A: Blass, N. (2024, 13 February). Why we need Young Voters. https://www.lwv.org/blog/why-we-need-young-voters
Text B: de Guzman, P. & Medina, A. (2023, 29 November). Youth and the 2024 Election: Likely to Vote and Ready to Drive Action on Key Political Issues. https://circle.tufts.edu/2024-election-youth-poll
Voting in democratic elections is an essential way for individuals to participate in shaping the future of their society. As John Lewis stated, the right to vote is a powerful nonviolent tool for change. This is especially true for young voters, whose diverse perspectives on issues like the economy, gun reform, and climate change bring fresh, innovative solutions into the democratic process. Text A emphasizes that the youth of today are more than just voters—they are agents of change, capable of addressing complex issues in ways that can inspire progress.
The statistics in Text B highlight the growing involvement of young people in the 2024 US Presidential election, with over half of the youth aged 18–34 expressing a strong likelihood to vote. This shows a growing sense of civic responsibility among younger generations, who are increasingly motivated by issues such as inflation, job security, gun violence, and climate change. The fact that youth who prioritize climate change are significantly more likely to vote underscores the importance of making their voices heard on issues that directly affect their future.
Voting is not just a right; it is a responsibility. By casting a vote, individuals contribute to a broader democratic process, ensuring that the diverse voices of society, especially those of young people, are represented. The act of voting empowers individuals to hold elected officials accountable and ensures that the democratic system reflects the values and needs of the people. As we face pressing challenges such as climate change and economic inequality, it is crucial that all citizens, particularly the youth, engage in the democratic process and vote for the change they want to see.
This type of task, a short personal response based on multiple sources, is a staple of the English exam. It tests your ability to read critically, synthesise information, and formulate your own argument—all within a tight word count. The core challenge is not merely to understand the texts but to use them as a springboard for your own reflection.
Consider the core instruction: "Using all the provided material, write a personal response where you reflect...". This is a direct command to do three things simultaneously:
Tasks like this often centre on core societal issues, such as the principles of Freedom of Speech as a Fundamental Right Freedom of speech is an essential or the nature of democracy. Mastering the structure and skills demonstrated in the model answer will prepare you for a wide range of potential exam topics.
To write a successful personal response, you need to master several key concepts. Understanding these terms will help you decode the task and structure your answer effectively.
| Concept | Definition | Example in the Model Answer |
|---|---|---|
| Synthesis | Combining ideas from multiple sources to create a new, unified argument. It is the opposite of simply listing summaries. | The first paragraph seamlessly combines John Lewis's abstract idea of voting as a "tool for change" with Text A's specific point about young voters bringing "fresh, innovative solutions." |
| Personal Reflection | Articulating your own reasoned thoughts, interpretations, or conclusions based on the provided material. It is the "I think" part of the essay, but expressed with academic language. | The final paragraph's assertion, "Voting is not just a right; it is a responsibility," is a personal reflection that elevates the summary of the texts into a conclusive argument. |
| Paraphrasing | Restating information or an idea from a source in your own words without changing the original meaning. This demonstrates comprehension better than direct quotation. | Instead of quoting Text A's "multifaceted perspectives," the answer paraphrases this as "diverse perspectives on issues like the economy, gun reform, and climate change." |
| Civic Responsibility | The duties and obligations of a citizen towards their community and society, including active participation in its governance. | The answer interprets the statistics in Text B as evidence of a "growing sense of civic responsibility among younger generations," giving the numbers a meaningful context. |
Examiners frequently see the same mistakes in responses to this type of task. Avoiding them is a direct path to a higher grade.
This is the most common error. The student summarises the Lewis quote, then summarises Text A, then summarises Text B, without making any connections between them. The result is a fragmented text that fails the "synthesis" part of the task.
How to avoid it: Before writing, identify the central theme that connects all sources (in this case, the power and importance of youth voting). Structure each paragraph around this theme, pulling in evidence from different sources as needed. Use transition words like "This idea is further supported by..." or "Building on this principle, Text B provides concrete data..." to link the sources together.
The instruction "Using all the provided material" is not a suggestion. Many students focus on the text they find most interesting (e.g., the statistics in Text B) and briefly mention or completely ignore the others, especially the introductory quote.
How to avoid it: Make a quick checklist before you start writing: [ ] John Lewis quote, [ ] Text A, [ ] Text B. As you write, mentally tick off each source as you integrate it into your argument. The Lewis quote is perfect for setting up the theme in your introduction.
This happens when a student offers strong personal opinions that are not grounded in the provided texts. For example, writing at length about voting in Norway or personal political beliefs without linking them back to the source material. While the task asks for a personal response, it must be a response *to the texts*. …