AIC LSU Student Resources



ESSAY WRITING



What is an essay?


Structure


- Introduction


- Body


- Conclusion


- Basic Essay Structure


Standard conventions (presentation)


Tips


Essay checklist



What is an essay?



An essay is a piece of writing that allows you to develop ideas and arguments using a


logical sequence of interrelated paragraphs. Unlike reports, essays usually do not


contain any headings, lists (bullet points) or diagrams. Rather they depend on direct


links from one paragraph to the next in order to gradually build the argument and


justify the point of view.



Essay structure



Before beginning an essay, there are several planning steps that need to be undertaken.


Do not attempt to begin writing without having first done the planning and research as


you will find that your essay will have little to say and will lack organisation and


structure. Academic writing requires you to develop your ideas with reference to


evidence and the arguments of expert authors in the field. In an essay you need to


support your opinion by discussing the opinions of experts. To find these expert


opinions, you need to research.


An essay is made up of four key parts:


• Introduction (beginning) – This is the first paragraph (approximately 10% of the


length of the essay).


• Body (middle) – These paragraphs develop the main idea and provide supporting


arguments and evidence.


• Conclusion (end) –This is the last paragraph (approximately 10% of the length of


the essay).


• Reference List


Each part of the essay plays an important role in its overall effect. Note however that


although an essay must have these four parts, you should not put headings for any


section except the Reference List. The first and last paragraphs should automatically


serve as the introduction and conclusion and therefore everything in between


constitutes the body.



Basic Essay Structure



Introduction



(approx 10% of word count)


Paragraph



Paragraph



Body



(approx 80% of word count)


Paragraph



Conclusion



(approx 10% of word count)



Reference List



General statements on broad topic


(Definitions of important terms)


Statement of the central argument


Listing of main points to be covered


Topic sentence


Explanation


Evidence


(Concluding sentence)


Topic sentence


Explanation


Evidence


(Concluding sentence)


Topic sentence


Explanation


Evidence


(Concluding sentence)


Restatement of the central argument


Summary of main points covered


Final statements


Introduction



The introduction begins with general statements to introduce the main topic/subject


area and to set the context for the discussion. This arouses the interest of the reader and


indicates why the topic is of interest in the first place. These statements are then


followed by a thesis statement or statement of contention, which tells the reader what


point the essay is trying to prove or what questions it is trying to answer. A thesis


statement must be included when an argument is being made. A thesis statement


includes your position on the issue and the reasoning you are using to support your


position. The thesis statements are highlighted in bold:


This paragraph sets up for the reader an idea of the arguments being made/considered


and the reasons why the issue is important in the first place. It indicates to the reader,


the type of discussion the essay involves and previews the order in which topics or


arguments will be presented.


Example of an introductory paragraph:



The treatment of the mentally ill in Australia needs to be re-examined. In


1992 the Australian Health Ministers developed a new policy referred to as


‘de-institutionalisation’ with the intention of creating


a more humane and

effective system.


The idea behind this policy was that mental health

patients could be better served by accessing mainstream health and


welfare services in the community


rather than as in-patients in mental

hospitals. However,


due to government neglect and inaction, the current

mental health service is in crisis


. Instead of being supported in the

community, the mentally ill are now more likely to be homeless, imprisoned,


or suicidal.


The first part of this essay traces the history of the deinstitutionalisation

policy and demonstrates how the lack of government


funding and leadership led directly to the policy’s failure. The next


section discusses and focuses on how these failures impacted upon


those in need.



General Topic


Thesis


Statement


Why the


issue is


important


Preview &


Scope


Definition


Reasoning



Body



The body of the essay is where your discussion takes place. It ‘contains issues to support


your main argument. The argument is structured in a linear way: each issue is presented


with supporting evidence. Research is also used in the body of the essay to support each


main point’ (De Fazio1999, p. 61). The body is formed by writing a series of linked


paragraphs.



Paragraphs



A paragraph is a series of sentences, arranged in a logical order to introduce and


develop the main idea. Each paragraph should contain a topic sentence, an


explanation of the topic sentence and proof of the explanation


.

• Each paragraph should begin with a topic sentence (T). This sentence lets


the reader know what the paragraph will be about.


• Other sentences in the paragraph should explain (E) or support the topic


sentence.


• You should use primary and secondary information (references) to give proof


(P) that what you have said is true/ correct. Each paragraph should help


answer the main question.


Example of a body paragraph



Violence on television can lead to sleeping disorders in children. Children, particularly between


the ages of one and eight, can be quite disturbed by violent scenes that are seen on television.


Sleep disturbances may occur because children feel threatened. It is hard for young children to


distinguish fact from fiction, and often violent scenes are re-enacted in dreams. Goodge (1999, p.


26) found that ‘two in three children who watched a violent film before going to bed suffered


from sleep disturbances’. Children who over a period of a month watched a violent film once a


week were found to suffer from sleep disorders (Black 2000).



Adapted from: De Fazio, T 1999,


Studying in Australia – A Guide for International Students,

Allen & Unwin, St Leonards, p. 62



Conclusion


The concluding paragraph is:



• A summary of the main points


• A restatement of your key argument in different words


• A final comment on the subject, based on the information you have provided eg


suggestions/recommendations/final statements



1. Topic Sentence


2.


Explanation


3. Proof


4. Evidence



Note: a conclusion should start with a transition phrase (e.g. In conclusion, to conclude/


In summary, to summarise) and should not contain any new information. It should


simply be a reiteration of your main points/arguments.



Standard Conventions – presentation



When writing essays there are certain rules regarding presentation that should be


followed:


• Write the title of your essay at the top of the first page.


• Do not use headings or subheadings unless you are specifically advised to in


your course profile or by your tutor.


• An essay should not include tables, diagrams or figures (unless specified by


course profile/tutor)


• All paragraphs should be separated with an extra line rather than an indent.


When you complete a paragraph simply hit the ‘Enter’ or ‘Return’ key twice and


then begin your new paragraph.


• Font size 12


• 1.5/double spacing


• Margins (3 cm)


• Page numbers


• Assignment cover sheet



SAMPLE ESSAY



A Discussion of Critical Thinking and Rote Learning



This essay contrasts the benefits of rote learning and critical thinking in the context


of university education. It argues that although rote learning is important for passing


exams in some subjects, the development of critical thinking skills is far more


crucial in succeeding overall within the tertiary education environment. Whereas


rote learning involves memorising information, the central aspect of critical


thinking is to ask questions and to think independently. Critical thinking carries


across to all aspects of learning, including participating actively in the classroom,


selecting and reading source material carefully, and constructing logical arguments


in written work. This essay focuses on the importance of critical thinking for


assessing the validity and relevance of information and for constructing a coherent


argument. It compares the strengths and weaknesses of critical thinking with those


of rote learning within a western academic context.


Studies have indicated that critical thinking skills are more important than


memorising information in order to perform well at university. For example, in her


article, ‘Critical thinking and college success’, Higbee (2003) writes that good


thinking habits are far more important than specific knowledge to succeed at tertiary


level. The skills that were found to be most crucial for study are outlined in the


following quotation:



The habits of the mind include critical thinking; analytical thinking and problem


solving; an inquisitive nature and interest in taking advantage of what a research


university has to offer; the willingness to accept critical feedback and to adjust


based on such feedback; openness to possible failures from time to time ad the


ability and desire to cope with frustration and ambiguous learning tasks.



(Conley 2003, p.8 cited in Higbee 2003 p.77)


Higbee’s article discusses the results of a study which identified the learning


behaviours of successful students in relation to a range of subject areas including


Mathematics, Science and English. She concludes that those who succeed at tertiary


level are active, independent and curious learners who are able to construct logical


arguments and support these with relevant information.



Title of the essay


INTRODUCTION


State the main


topic. Indicate the


central argument.


Define the main


terms. List the


main topics


(scope)



BODY


Contains separate


paragraphs for


each new point


you are making.



Long (direct) quote


This is a long


sentence and so


must be referenced


as a long direct


quote.


Start on a new line.


Indent 1cm from


both margins. Use


smaller font size.


Critical thinking is also vital for assessing the validity of different information. It is


important to question the arguments presented in different sources, and identify what


stance the writer is taking in relation to the material. To read critically, it is important


to determine whether the information is consistent with other sources read on the


subject; what sources the writer uses to back up their arguments, and whether these


are reliable sources; and the strengths and weaknesses of the writer’s argument.


In comparison, rote learning does not develop the skills which are important for


university education. Although in some subjects it is necessary to memorise


information such as formulae used in maths, science and statistics, it is more


important to understand the application and relevance of this formulae. Rote learning


also does not assist students to construct valid arguments, as it fails to teach students


to think independently. For example, it has been argued that rote learners are more


likely to use inductive fallacies, in which case their reasoning will not be sound


(Sternberg 2004). These fallacies include the ‘ad populum’ argument in which the


reason given for the conclusion is that the majority of people agree with it. Sternberg


writes that ‘the essence of this fallacy lies in our need to conform to popular views


and conclusions’ (2004, p.69) Critical thinking, on the other hand enables students to


construct logical arguments, which is essential in all university work.


In conclusion, although rote learning is necessary in some situations, it is far more


important to develop critical thinking skills in order to succeed at university level.


The skills involved in thinking critically and analytically can assist students to


construct sound arguments and to assess their reading material in terms of the


validity of its content. Whereas memorising information has limited value in terms of


university education, critical thinking is one of the most crucial aspects of university


study.



(T) TOPIC


SENTENCES


Start each


paragraph with a


topic sentence.


This summarises


the main argument


contained in that


paragraph. It


should be


in your

own words.



Topic Sentence


PARAPHRASE



Write the information


from a source in your


own words. Add the


reference.



SHORT QUOTE


Use inverted


commas around the


words copied from


the source.


Reference


accordingly



CONCLUSION


Restate the main


argument. Summarise


the main points used to


support our argument.


Make a final statement.



Reference List



Higbee, JL. 2003, ‘Critical thinking and college success’,


Research & Teaching in

Developmental Education


, vol. 20, no. 1, pp.77-82 (online ProQuest).

Sternberg, RJ 2004, ‘Four Alternative Futures for Education in the United Stats:


It’s Our Choice’, School Psychology Review, vol. 33, no.1, pp. 67-78 (online ProQuest).



REFERENCE LIST


Start this on a new page.


Give the full details of all


sources you have


referred to in your essay.


Format should be as per


the Harvard


(Author/Date) System of


Referencing.



The Key to Writing a Good Essay is Understanding and


Researching the Question



 


Read the question carefully.


Identify the ‘directive words’ – these words tell you how to approach the essay,

for example, ‘analyse’, ‘compare’, ‘describe’. A list of definitions of directive


words is available from the LSU.




Identify the ‘content words’ – these words tell you what your essay will be about.


Research the question – look for appropriate sources.


Use the content words and synonyms of the content words as keywords for your

searches.




Look for suitable academic books and journals in libraries (CQU Library;

UNSW Library; your local council library); and for electronic journals


containing academic (or ‘scholarly’) articles through the Electronic Resources


section of the Library website.




Make sure you are familiar with all the resources available through the Library

website by doing the online tutorial or making an appointment with a librarian.




List the titles of possible materials to use.


Read the list carefully and cross off anything that does not look directly relevant

to your topic.




Take notes from the materials you have selected.

Take care to write the full referencing details at the top of your notes.



Write any copied material in inverted commas so that you know it is a

quotation.




Write an outline for your essay by listing the main arguments you are planning to

discuss.




In an essay, you must show both that you understand the topic, and demonstrate

that you have analysed the topic critically.




Write your essay by following the guidelines below.


Many people find it easiest to write the body of the essay first. You should do

whatever works best for you!



 


Edit your draft carefully.

Is your argument logical and clear?



Have you supported each of your main points with evidence from your

research?



Are your quotes and paraphrases correctly referenced?


Have you include a list of References?


Does your essay contain grammar or spelling errors?



Having problems? Get help from the LSU.

Essay Checklist



Structure &


Content


Introduction



The position/argument/thesis of the essay is clearly stated


Background information and definitions are included – if necessary


The scope of the essay is clearly stated


The arguments in the body of the essay are previewed



Body


Paragraphs are arranged in logical order


Paragraphs support the position/thesis as stated in the introduction


Each paragraph includes topic sentence(s), explanation and proof



Conclusion


The main argument/thesis is restated


The major findings are summarised


A final statement has been made



Reference list


The Reference List is started on a new page


All references used in the essay are listed


References are in alphabetical order


Referencing style from CQU Guide for Students has been followed



Information Sources



Sources meet the required academic standard


Most sources have been used more than once


Sources are relevant to the essay topic



References In-text references



All ideas from sources have been referenced


All direct and indirect quotes have been referenced


All statistics, tables and figures have been referenced



Requirements Assignment requirements



The number of words is within the set word limit


The number of general sources used meets minimum requirements


The correct number of academic sources have been used



Language Grammar and Spelling



The verb tense used is consistent throughout the essay


The subject and verb agree (plural/singular)


The spelling has been checked


Words replaced by the spell checker have been checked for meaning



Academic Language


The essay is written in the third person


Transition words are used to signal changes in text


No contractions and abbreviations have been used



Presentation Correct font style & size used (usually size 12 Times Roman)


Line spacing is 1.5


Right and left margins are 3 cm


Each page has a page number, student name and student ID number


Assignment coversheet is attached to the front of the essay



MAKE A PRINTED COPY OF THE ASSIGNMENT BEFORE SUBMITTING IT!


References:



Central Queensland University, Faculty of Business & Law 2006 Guide for students, 5


th edn., Central

Queensland University, Rockhampton, QLD.


De Fazio, T 1999, Studying in Australia – A Guide for international students, Allen & Unwin, St


Leonards.




Credit:ivythesis.typepad.com


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