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. AIC LSU Student Resources: Essay Writing This document is uncontrolled when printed Last Updated: 26th February, 2008 Page 3 of 11 Last printed 11/03/2008 9:46 AM 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 effective system. patients could be better served by accessing mainstream health and welfare services in the community hospitals. However, mental health service is in crisis community, the mentally ill are now more likely to be homeless, imprisoned, or suicidal. 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, 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 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’, Developmental Education 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 • for example, ‘analyse’, ‘compare’, ‘describe’. A list of definitions of directive words is available from the LSU. • • searches. • UNSW Library; your local council library); and for electronic journals containing academic (or ‘scholarly’) articles through the Electronic Resources section of the Library website. • website by doing the online tutorial or making an appointment with a librarian. • to your topic. • Take care to write the full referencing details at the top of your notes. • quotation. discuss. • that you have analysed the topic critically. • whatever works best for you! • Is your argument logical and clear? • research? • Are your quotes and paraphrases correctly referenced? • Have you include a list of References? • Does your essay contain grammar or spelling errors? 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 Queensland University, Rockhampton, QLD. De Fazio, T 1999, Studying in Australia – A Guide for international students, Allen & Unwin, St Leonards.
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Identify the ‘directive words’ – these words tell you how to approach the essay,
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
Look for suitable academic books and journals in libraries (CQU Library;
Make sure you are familiar with all the resources available through the Library
List the titles of possible materials to use.
Read the list carefully and cross off anything that does not look directly relevant
Take notes from the materials you have selected.
Write any copied material in inverted commas so that you know it is a
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In an essay, you must show both that you understand the topic, and demonstrate
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