Biography

Turning Class Discussions into Successful Paper Topics

Some of my best paper ideas didn’t come from textbooks or research databases—they came from random moments in class discussions. A heated debate over an author’s intent, a side comment from a professor, even an argument that had nothing to do with the syllabus—all of it had potential. But for a long time, I didn’t see that.

I used to think of class discussions as separate from my written work, as if talking and writing belonged in different worlds. But the more I paid attention, the more I realized that the best essays don’t start with a Google search—they start with conversations, contradictions, and questions that won’t go away.

When a Class Discussion Sparks an Idea

Sometimes, I’ll leave class still thinking about something someone said—maybe because I disagreed with it, or because it connected to something I hadn’t considered before. That’s the first clue that there’s something worth exploring.

When that happens, I write it down. Even if it doesn’t seem like an essay idea yet. Maybe a question, a contradiction, or even a frustration. Later, when I’m staring at a blank screen trying to come up with a topic, I go back to those notes. And more often than not, they lead somewhere.

Shaping a Paper from a Discussion (Without Just Repeating It)

One mistake I used to make was turning class discussions into summaries—basically writing a paper that just recapped what we had already talked about. But that’s not what professors want. They want analysis, not repetition.

So I started asking myself:

• What didn’t we cover in class? What questions were left unresolved?
• What’s my personal reaction? Do I agree, disagree, or feel like there’s more to say?
• What’s the next step in the conversation? If we had one more hour, where would I take the discussion?

Instead of just repeating the class conversation, my goal is to push it further.

Avoiding Overused Arguments (Especially in Certain Fields)

Not every idea that comes from class is automatically original. Some topics get so overused that they stop being interesting—especially in certain subjects.

For example, in pre-med or bioethics classes, there’s a set of common clichés in medical essays that always seem to come up:

• The “life-changing patient experience” narrative.
• The ethics of euthanasia argument (done a thousand times).
• The “medical innovation will save the world” angle.

I’ve learned that if I want my paper to stand out, I have to go beyond the obvious. Instead of writing about whether euthanasia is ethical, I might explore how different countries define “quality of life” and how that influences policy decisions. A small shift in perspective can make a big difference.

Turning Abstract Ideas into Concrete Topics

One of the hardest parts about turning a class discussion into a paper is moving from abstract debate to a specific researchable topic.

For example, in a literature class, we once had a long discussion about how sensory details create emotional depth in writing. But that’s too broad. If I wanted to turn it into a paper, I’d have to narrow it down.

That’s where I started thinking about touch as narrative tool—how writers use physical sensation to create meaning beyond just description. Instead of writing about sensory details in general, I could focus on how one author (say, Toni Morrison or Virginia Woolf) uses touch to shape character relationships.

A broad idea from class turns into something specific, researchable, and unique.

Knowing When a Class Discussion Isn’t a Good Paper Topic

Not every interesting discussion works as an essay. Some ideas sound exciting in the moment but fall apart when I try to turn them into an argument.

If a topic meets all three of these conditions, it’s worth pursuing:

1. There’s enough research material. If I can’t find scholarly sources on it, I might need to rethink.
2. It’s arguable. If the conclusion is obvious, I won’t have much to analyze.
3. I actually care about it. If I’m not at least a little interested, writing will be torture.

Some discussions stay discussions—and that’s okay. The trick is knowing when an idea has the weight to become something more.

Final Thought: The Best Papers Start as Conversations

I used to separate class discussions and writing, as if one was just talking and the other was “serious academic work.” But now I realize they’re connected.

The best papers don’t come from staring at a blank page. They come from ideas that already have energy, tension, and curiosity behind them. And more often than not, those ideas start in class, when someone says something that sticks with me long after the discussion is over.