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
0 comments:
Post a Comment
Click to see the code!
To insert emoticon you must added at least one space before the code.