5 Mistakes Students Make When Using Example Essays

You’ve decided to use an example essay to help with your assignment. Smart choice—when used correctly, example essays are powerful learning tools. But here’s the problem: most students unknowingly make critical mistakes that undermine the entire purpose of studying examples.

These aren’t just minor errors. They’re fundamental misunderstandings about how to learn from examples that can lead to:

• Plagiarism accusations (even when you thought you were being careful)
• Wasted money on resources you don’t use effectively
• Missed learning opportunities
• Academic integrity violations
• Work that doesn’t actually improve despite having access to good models
  
  

The frustrating part? Many students make these mistakes with good intentions. They genuinely want to learn and improve their writing. They just don’t understand how to extract value from example essays without crossing ethical lines or undermining their own education.

This article identifies the five most common—and most damaging—mistakes students make when using example essays. More importantly, it shows you exactly how to avoid each one and use examples effectively for genuine learning.

If you’re investing time and money in example essays, make sure you’re actually getting the value you’re paying for.

Mistake #1: Using the Example Essay as a Template to Fill In

The mistake: Students treat example essays like Mad Libs—keeping the structure, arguments, and approach while just swapping in different words or slightly different topics.

What This Looks Like

Student sees example essay structure:

• Introduction with hook about social media
• Thesis: “Social media affects teenagers through psychological, social, and developmental
  impacts”
• Body paragraph 1: Psychological effects (anxiety, depression)
• Body paragraph 2: Social effects (peer pressure, comparison)
• Body paragraph 3: Developmental effects (identity formation, maturation)
• Conclusion summarizing these three impacts
  
  

Student creates their essay on video games:

• Introduction with hook about video games
• Thesis: “Video games affect teenagers through psychological, social, and
  developmental impacts”
• Body paragraph 1: Psychological effects (addiction, aggression)
• Body paragraph 2: Social effects (isolation, online relationships)
• Body paragraph 3: Developmental effects (attention spans, learning)
• Conclusion summarizing these three impacts
  
  

The problem: This is copying the intellectual work—the structure, approach, and argumentative strategy—even though the specific topic changed.

Why This Is Wrong

Academically:

• You’re not developing your own analytical approach
• You haven’t made genuine intellectual choices
• The work isn’t authentically yours even though you wrote different sentences
  
  

Educationally:

• You’re not learning how to structure arguments (you’re just copying)
• You’re not developing organizational thinking
• Skills won’t transfer to assignments where this specific structure doesn’t work
  
  

Practically:

• Professors often recognize template-based work
• Your essay may feel forced if the structure doesn’t fit your content
• You’re vulnerable if the example’s approach is actually flawed
  

How to Avoid This Mistake

What you SHOULD do:

1. Study multiple examples to see varied approaches (not just one template)
2. Identify the principles behind organizational choices
   • Why did this writer choose this structure?
   • What makes it effective for this specific argument?
   • When would different structures work better?
3. Create your own outline before looking at examples again
   • What’s YOUR thesis?
   • What structure best serves YOUR arguments?
   • How should YOUR content be organized?
4. Let the example inform, not dictate your choices
   • Apply principles you learned
   • Make structure decisions based on your content
   • Create organization that serves your specific needs
     

The goal: Learn how to make structural decisions, not inherit someone else’s decisions.

Mistake #2: Copying the Example’s Research Instead of Doing Your Own

The mistake: Using the example essay’s bibliography as your source list, either without reading the sources yourself or by just finding quotes from those sources that support similar points.

What This Looks Like

Example essay cites:

• Johnson, M. (2022). “Social Media and Adolescent Anxiety.” Journal of Youth Studies
• Smith, K. (2023). “Platform Design and Mental Health.” Digital Psychology Review
• Williams, R. (2021). “Teenage Social Media Use Patterns.” Adolescent Behavior Quarterly
  
  

Student’s essay cites:

• Johnson, M. (2022). “Social Media and Adolescent Anxiety.” Journal of Youth Studies
• Smith, K. (2023). “Platform Design and Mental Health.” Digital Psychology Review
• Williams, R. (2021). “Teenage Social Media Use Patterns.” Adolescent Behavior Quarterly
  
  

The problem: You haven’t done independent research. You’ve inherited someone else’s source selection without the research process that makes those choices meaningful.

Why This Is Wrong

Academically:

• Citing sources you haven’t read is academic dishonesty
• Using the example’s interpretation without reading sources is misrepresentation
• You can’t verify claims or understand context
  
  

Educationally:

• You don’t learn how to find and evaluate sources
• You miss the research process that develops critical skills
• You can’t engage meaningfully with literature
  
  

Practically:

• You can’t discuss sources you haven’t read
• Professors can detect superficial engagement with sources
• You’re vulnerable if the example cited sources incorrectly

Common Variations of This Mistake

Variation A: “Source shopping”

• Reading example essay’s sources
• Finding quotes that support your argument
• Never looking for other perspectives or sources
  
  

Still wrong because: Your research is bounded by someone else’s search. You’re not doing genuine inquiry.

Variation B: “Citation padding”

• Adding a few of your own sources to the example’s list
• Hoping the mix disguises that you borrowed most sources
  
  

Still wrong because: Most sources still came from the example, not from your research.

Variation C: “Second-hand citing”

• Example cites: “According to Johnson (2022), social media use correlates with anxiety”
• Your paper: “According to Johnson (2022), social media use correlates with anxiety”
• You never read Johnson—you’re citing based on the example’s description
  
  

Still wrong because: This is technically plagiarism of the example’s description of Johnson’s work.

How to Avoid This Mistake

What you SHOULD do:

1. Treat the example’s bibliography as research leads only
   • It shows what types of sources might be relevant
   • Provides keywords and authors to explore
   • Demonstrates what level of source is appropriate
   • But doesn’t become your source list
2. Conduct your own library research
   • Use databases appropriate to your field
   • Search with your own keywords and questions
   • Evaluate sources based on your specific needs
   • Find sources the example didn’t use
3. Read all sources you cite
   • Actually read them, don’t just skim for quotes
   • Take your own notes on key arguments
   • Understand context and methodology
   • Form your own judgments about value and relevance
4. Create your own synthesis
   • What do YOUR sources say collectively?
   • What patterns emerge from YOUR research?
   • What gaps or conflicts do you notice?
   • What unique synthesis can you create?

The goal: Develop genuine research capabilities, not shortcut the research process.

Mistake #3: Keeping the Example Open While Writing

The mistake: Having the example essay displayed on your screen or open on your desk while drafting your own essay, leading to unconscious copying of phrasing, structure, and ideas.

What This Looks Like

Your setup:

• Example essay open in one window
• Your essay draft in another window
• Looking back and forth while writing
• “Using your own words” but constantly referencing the example
  
  

What happens: Your essay ends up with phrases like:

• “It is important to note that...” (copied from example)
• Very similar sentence structures
• Arguments that mirror the example’s progression
• Transitions that echo the example’s
  
  

The problem: Even with good intentions to use your own words, having the example visible leads to unconscious mimicry and near-copying.

Why This Is Wrong

Academically:

• Close paraphrasing is still plagiarism
• Similar phrasing can trigger plagiarism detection
• You’re not actually using “your own words” if they’re derivative
  
  

Educationally:

• You’re not developing your own voice
• You’re not making genuine compositional choices
• You’re creating dependence on having examples to reference
  
  

Cognitively:

• Looking at text while writing makes it nearly impossible not to copy
• Your brain defaults to slight modifications rather than original expression
• You’re not processing information deeply enough to truly understand
  

The Insidious Nature of This Mistake

Why students do this:

• Feels more efficient
• Provides security (“I won’t get stuck”)
• Seems like a hybrid approach (learning + writing)
  
  

Why it’s actually harmful:

• Creates false sense of security
• Produces derivative work disguised as original
• Prevents genuine learning from occurring
• Makes you vulnerable to plagiarism accusations
  
  

The test: If you can’t write your essay with the example closed, you don’t understand the material well enough—and you’re probably copying more than you realize.

How to Avoid This Mistake

What you SHOULD do:

1. The “Read-Close-Write” method:

Phase 1: Study (Example OPEN)

• Read the example thoroughly
• Take notes on approaches and principles
• Analyze structure and techniques
• Understand quality standards
  
  

Phase 2: Distance (Example CLOSED)

• Close the example completely
• Take a break (even 10 minutes helps)
• Clear your mental workspace
• Switch to a different task briefly
  
  

Phase 3: Write (Example CLOSED)

• Work from your own outline
• Write from your notes and understanding
• Use your own research and sources
• Express ideas in your own natural voice
  
  

Phase 4: Refine (Limited example reference)

• Check your draft for quality
• Compare organizational effectiveness (not content)
• Verify citation formatting if needed
• But still don’t copy phrasing or content
  
  

2. Physical separation:

• Print the example and put it in a drawer during writing
• Use different devices (read on phone, write on computer)
• Create physical barriers to easy reference
  
  

3. Note-taking buffer:

• Take notes on the example in your own words
• Put away both the example AND your notes
• Write from memory of your notes
• Multiple layers of processing prevent copying
  
  

The goal: Internalize principles without memorizing content.

Mistake #4: Submitting Work That Exceeds Your Demonstrated Ability

The mistake: Producing an essay of dramatically higher quality than your previous work, making it obvious you had substantial help you’re not disclosing.

What This Looks Like

Your previous essays:

• Simple sentence structures
• Basic vocabulary
• Straightforward arguments
• Occasional grammar errors
• C+ to B- quality
  
  

Your current essay (after studying example):

• Complex, sophisticated sentences
• Advanced vocabulary
• Nuanced, multi-layered arguments
• Perfect grammar and style
• "A" quality
  
  

The problem: The gap is too large to be explained by normal improvement or even by learning from an example. It signals inappropriate help.

Why This Is Wrong

Academically:

• Creates suspicion of academic dishonesty
• May trigger plagiarism investigations
• Damages your credibility with professors
  
  

Educationally:

• Indicates you didn’t actually learn (you mimicked)
• Suggests you got help you can’t replicate independently
• Shows dependency rather than capability development
  
  

Practically:

• You can’t maintain this level in subsequent work
• You’ll struggle to discuss the essay’s sophistication
• Future assignments will expose the capability gap
  

Understanding the Issue

Appropriate improvement: “I studied examples and my writing got noticeably better through learning”

• Gradual quality increase
• Visible progress across assignments
• Improvement in specific areas you studied
• Still reflects your authentic voice and capability level
  
  

Suspicious transformation: “I studied examples and suddenly write like a professional academic”

• Dramatic overnight improvement
• Quality that’s inconsistent with demonstrated skills
• Sophistication that seems imported rather than developed
• Work you likely can’t replicate without the example
  
  

The difference: Authentic learning shows development. Inappropriate help shows replacement.

How to Avoid This Mistake

What you SHOULD do:

1. Aim for realistic improvement:

• Better than your previous work, not perfect
• Noticeably improved, not transformed
• Reflecting learned principles, not copied sophistication
  
  

If your previous work was B- quality: 

• Realistic goal: B+ to A-
• Unrealistic goal: Perfect A+ graduate-level work
  
  

2. Maintain your authentic voice: 

• Write how you actually think and speak (academically)
• Use vocabulary you genuinely know and use
• Structure sentences naturally for your style
• Don’t force sophistication that isn’t yours yet
  
  

3. Show incremental progress:

• Each essay should be slightly better than the last
• Improvement should be visible and steady
• Demonstrate learning over time, not sudden transformation
  
  

4. Focus on specific improvements: Rather than overall transformation, target specific skills:

• Better thesis statements
• Improved source integration
• Clearer organization
• Stronger topic sentences
  
  

These targeted improvements are: 

• More believable
• More sustainable
• More genuine
• More educational
  
  

5. Be prepared to discuss your work: If you can confidently explain:

• Your research process
• Your argumentative choices
• Your organizational decisions
• How you developed your thesis
  
  

Then your work is probably authentically yours, even if it’s quite good.

The goal: Get better at writing yourself, not import someone else’s sophistication level.

Mistake #5: Not Learning—Just Getting Text

The mistake: Treating example essays as shortcuts to produce assignment outputs rather than as learning tools to develop capabilities.

What This Looks Like

Wrong approach:

• Order example essay
• Read it quickly
• Produce essay using example as heavy reference
• Submit assignment
• Repeat for next assignment
• Never actually improve
  
  

Right approach:

• Order example essay
• Study it thoroughly to understand principles
• Practice applying those principles
• Write original work demonstrating learned skills
• Gradually need examples less as skills develop
  
  

The problem: You’re consuming examples like a service rather than using them as educational tools. You stay dependent rather than becoming capable.

Why This Is Wrong

Academically:

• You’re not fulfilling the educational purpose of assignment
• You’re getting grades without genuine learning
• You’re misrepresenting your capabilities
  
  

Educationally:

• You don’t develop real writing skills
• You remain dependent on external help
• You can’t perform independently when required
  
  

Long-term:

• You graduate without skills you’re supposed to have
• You struggle in situations requiring genuine capability
• Your career suffers from skill gaps
• Your education was essentially wasted

The Dependency Trap

How it happens:

• Assignment 1: You use an example essay and get a good grade. Success!
• Assignment 2: You use another example essay and get another good grade. This works!
• Assignment 3-10: You keep using examples because it’s working...
• The hidden problem: Your grades are good, but you’re not learning. Each assignment could be your first—you’re not developing capabilities.
  
  

The eventual crisis:

• Timed exam essay (no example available)
• Job that requires writing (no examples provided)
• Graduate school (expectations exceed your actual skills)
• Professional setting (need to perform independently)
  
  

Suddenly your grades don’t match your abilities.

How to Avoid This Mistake

What you SHOULD do:

1. Use examples with learning intent:

Ask yourself before ordering:

• What specifically am I trying to learn?
• What skills do I need to develop?
• How will this example help me improve?
• What will I practice after studying it?
  
  

Not: “I need to get this assignment done”

But: “I need to understand how to structure compare-contrast essays”

2. Create a learning plan:

After studying example:

• Identify 2-3 specific techniques to practice
• Apply those techniques to different topics
• Practice without the example
• Assess your own work against principles learned
  
  

3. Track your progress:

Keep a learning journal:

• What did I learn from this example?
• What improved in my own writing?
• What do I still struggle with?
• Am I getting better over time?
  
  

If you’re NOT getting better: You’re using examples wrong—as crutches rather than learning tools.

4. Reduce dependence over time:

Goal progression:

• Early semester: Study multiple examples to understand standards
• Mid-semester: Study examples for specific challenges
• Late semester: Write independently
  with confidence
• Next semester: Rarely need examples—you’ve internalized principles
  
  

If you need examples more as time goes on: You’re not learning from them—you’re depending on them.

5. Test yourself:

Can you:

• Write a solid essay on a new topic without an example?
• Explain why you made specific organizational choices?
• Identify quality issues in your draft?
• Revise effectively based on principles?
  
  

If yes: You’re learning from examples.

If no: You’re just borrowing quality, not developing it.

The goal: Progress from example-dependent to example-informed to independent.

The Right Way: What Success Looks Like

To contrast with these mistakes, here’s what effective use of example essays actually
looks like:

The Successful Pattern

1. Learning-oriented consumption

• Studies examples to understand principles
• Takes notes on approaches and techniques
• Analyzes what makes writing effective
  
  

2. Active application 

• Practices learned techniques on different topics
• Experiments with approaches
• Develops own style informed by principles
  
  

3. Independent production

• Creates genuinely original work
• Applies learned principles appropriately
• Demonstrates authentic capability
  
  

4. Continuous improvement

• Gets noticeably better over time
• Needs examples less as skills develop
• Builds genuine independence
  
  

Signs You’re Using Examples Right

Academically:

• Your work is clearly original
• Quality improves gradually
• You can discuss your work confidently
• Professors see authentic growth
  
  

Educationally:

• You understand why choices work
• You can apply principles to new contexts
• Your skills are transferable
• You’re becoming genuinely capable
  
  

Personally:

• You feel proud of your work (it’s really yours)
• You’re building real confidence
• You’re reducing dependence on help
• You’re actually getting educated
  
  

This is what we want for you. When you use models the right way, you get genuine educational value.

Putting It All Together: Your Action Plan

Avoid these mistakes by following this approach:

Before Using an Example

Clarify your purpose:

• What do I need to learn?
• What specific skills am I developing?
• How will I measure improvement?
  
  

Set learning goals:

• I want to understand how to structure X arguments
• I need to improve my Y technique
• I’m learning Z approach to this assignment type
  

While Studying the Example

Active analysis:

• Take notes in your own words
• Identify principles and techniques
• Ask why choices were made
• Consider alternatives and variations
  
  

Resist copying urges:

• Don’t copy structure directly
• Don’t use example’s research as yours
• Don’t memorize phrasing
  

After Studying the Example

Create distance:

• Close the example completely
• Take a break before writing
• Clear your mental space
  
  

Do your own work:

• Research independently
• Develop your own arguments
• Write in your own voice
• Create authentically original work
  

After Completing Your Work

Self-assessment:

• Is this genuinely my work?
• Can I explain all my choices?
• Did I learn something transferable?
• Am I better than before?
  
  

If you can’t answer “yes” to all four, reconsider your approach.

Resources for Getting It Right

Quality Examples to Study

Want to see examples that demonstrate these principles correctly?

See safe learning models created specifically to teach—not to tempt copying.

Additional Guidance

For comprehensive approach: Review our complete guide on ethical use

For research skills: Learn proper source work and citation

For understanding boundaries: Understand plagiarism versus learning

Conclusion: Mistakes Are Preventable

The five mistakes covered here are common, but they’re not inevitable:

The common thread: All these mistakes stem from treating example essays as shortcuts rather than learning tools.

The fix: Prioritize learning over convenience. Build real capabilities. Use examples to understand how to write well, not as templates for what to write.

When you avoid these mistakes:

• You learn genuinely
• You improve authentically
• You build real capabilities
• You get actual educational value
  
  

That’s what example essays should provide. That’s what success looks like.

Make sure you’re getting it.

Ready to learn the right way? Study example essays from a reliable essay writing service that teach genuine skills, not just provide text to copy. Start learning effectively.