how do you write a link in an essay

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How to Write TEEL Paragraphs

Last Updated: June 9, 2024 Fact Checked

This article was co-authored by Alexander Ruiz, M.Ed. and by wikiHow staff writer, Megaera Lorenz, PhD . Alexander Ruiz is an Educational Consultant and the Educational Director of Link Educational Institute, a tutoring business based in Claremont, California that provides customizable educational plans, subject and test prep tutoring, and college application consulting. With over a decade and a half of experience in the education industry, Alexander coaches students to increase their self-awareness and emotional intelligence while achieving skills and the goal of achieving skills and higher education. He holds a BA in Psychology from Florida International University and an MA in Education from Georgia Southern University. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 205,555 times.

If you’ve ever written an essay for school, you may have heard of a TEEL paragraph. These are paragraphs that follow a defined and logical structure, helping you present your information in a clear, well-organized manner. To write a TEEL paragraph, you’ll need to include a T opic sentence, an E xplanation, an E xample or E vidence to support the topic, and a L inking sentence to put it all in context.

Learning the TEEL Structure

• Keep your topic sentence clear and concise so that the reader can tell exactly what the paragraph is about. For example, your topic sentence might be “A zebra is a type of mammal.”
• You may have seen a variant on the TEEL structure called a PEEL paragraph. In a PEEL paragraph, the P stands for “Point,” i.e., the main point of the paragraph. [2] X Research source

• For example, your explanation might state, “A mammal is a warm-blooded animal with hair or fur. Female mammals secrete milk to feed their offspring, and typically give birth to live young as opposed to laying eggs.”
• Think about what kind of explanation or additional detail would benefit the reader. For example, are there terms in the topic sentence you need to define?

• For instance, in your paragraph about zebras, you could follow up your explanation by saying, “Like all mammals, zebras are warm-blooded. They also have a coat of striped black and white fur. The females give birth to live foals, which they feed with milk from a pair of teats located between their back legs.”
• You might have several examples or pieces of evidence to choose from. Try to pick the example or evidence that is most relevant and best supports your argument. [5] X Research source

Variation: Sometimes it’s helpful to include a “Comment” in your TEE(C)L paragraph after the Example/Evidence. For instance, this may be useful if you need to critique the evidence or provide an explanation to show how it supports your argument.

• For example, you might sum up your paragraph on the zebra by saying, “Therefore, the zebra meets all the major criteria for being classified as a mammal.”

Perfecting Your TEEL Paragraph

• “What exactly am I trying to say with this paragraph?”
• “What’s the best evidence I have to support my point?”
• “How does the information in this paragraph connect to the question I’m trying to answer or the main point I’m trying to make?”

• There are some exceptions to this rule. For example, if you’re writing a personal essay for a college application, you might use the TEEL structure along with the first person.

• For example, don’t write something like, “I’m pretty sure zebras aren’t reptiles, because they don’t have scales.”
• Instead, you might write, “Unlike all known species of reptiles, zebras do not have scales. This evidence suggests that zebras are probably not reptiles.”

• For example: According to Dr. Pritchard’s 1974 dissertation on zebras, “The zebra is undoubtedly a mammal” (p. 62).
• You can also use an indirect quote, where you rephrase or summarize what someone else said in your own words. If you do this, you must still indicate where the information came from.
• If you need to leave a word or phrase out of a quote, indicate that something is missing with ellipses (…). For example, “The zebra is related to other equine mammals, including…the horse.”
• If you have to change or add a word, use brackets. For example: According to her diary, “[Veronica] thought that zebras were insects.”

• You might find it helpful to read your paragraph out loud since your ears sometimes pick up on problems that your eyes miss.

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Expert Interview

Thanks for reading our article! If you'd like to learn more about writing TEEL paragraphs, check out our in-depth interview with Alexander Ruiz, M.Ed. .

• ↑ https://emedia.rmit.edu.au/learninglab/content/paragraph-structure
• ↑ https://www.matrix.edu.au/ultimate-peel-paragraph-checklist/
• ↑ https://galston-h.schools.nsw.gov.au/learning-at-our-school/what-is-t-e-e-l--.html
• ↑ https://learn.stleonards.vic.edu.au/yr7eng/files/2012/07/Year-7-English-TEEL-Paragraph-Writing-Guide-Wonder.pdf

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A Writer's Handbook

• Introduction
• Purpose & Audience
• Opening Sentences
• Linking Sentences

Linking Sentences in the Introduction

• Finished Introduction
• Topic Sentences
• Development
• Conclusion Sentences
• Conclusion Paragraphs for Essays
• Essay Writing Organization: The Outline
• Annotating Readings
• General Writing Idea Development
• Rhetorical and Visual Analysis Idea Development
• Character Analysis Idea Development
• Theme Analysis Idea Development
• Theory Analysis
• Using the Library
• Using Sources for Illustration or Support
• Using Research for Essays
• Writing About Research
• MLA Handbook Summary for Citations
• Final Thoughts on Essays
• Literary Element Index
• Appendix of Example Papers

Because your first sentence (or sentences) of the opener should be very general, and the thesis at the end of the paragraph will be very specific, you will need several sentences to link to each other, getting more specific as the sentences get closer to the thesis. These are just some ways of thinking about linking sentences:

Introduction - Type One

• Use a surprising or startling statement to start the paragraph
• Explain how that startling idea relates to the general topic of your paper
• Introduce background or any necessary information about the issue or subject

Introduction - Type Two

• Use a short story (2-3 sentences) to exemplify the notion you are looking at
• Explain this story in the context of the issue or subject
• Introduce background or any necessary information of the issue or subject

Introduction - Type Three

• Use a relevant quote to start the paragraph
• Explain what the quote means
• Explain the quote toward the issue or subject

Introduction - Type Four

• Use a question to start the paragraph
• Answer that question somehow
• Explain that answer into the topic of your issue or subject

Linking Sentences [Example]

Jane’s hair is thinning; her eyes have dark circles beneath them; she rarely eats; she even hardly talks to any of her friends or family members:  Jane is an “addict.” (opening sentence – an anecdote starter)

Her addiction started when she was twenty years old; at first no one noticed, but her problem grew. ( link – continued anecdote)

It grew so much that today, even after many of her friends have confronted her with it, she still cannot get over it. ( link )

She is not having to “ get over ” an addiction to drugs, alcohol, or even gambling; her problem is almost worse. ( link )

It is worse because her addiction is to something she must do to live: her addiction is to her work. ( link )

While work for some people is just a job done away from home, Jane’s work is something that has consumed her life and ruined many of her relationships and even her health. ( link )

• << Previous: Opening Sentences
• Next: Thesis >>
• Last Updated: Jan 3, 2023 9:01 AM
• URL: https://library.jeffersonstate.edu/AWH

• Academic Skills
• Reading, writing and referencing
• Writing effectively

Connecting ideas

How to connect ideas at the sentence and paragraph level in academic writing.

What is cohesion?

Cohesion refers to the way we use vocabulary and grammatical structures to make connections between the ideas within a text. It provides flow and sequence to your work and helps make your paragraphs clear for the reader.

Cohesive devices are words and expressions that show relationships between parts of text and ideas, such as cause and effect, time, addition, or comparison and contrast.

Watch the video to learn how to make your ideas link together and your narrative flow.

How can I create cohesion?

Let’s look at types of cohesive devices.

Linking words

Academic writing usually deals with complex ideas. To enable the reader to follow your thoughts, they need to be clearly and smoothly linked. To join ideas and sentences, we use a number of connecting words and phrases. For example:

Additionally, and, also, apart from this, as well (as), in addition, moreover, further, furthermore.

If, in that case, provided that, unless.

Correspondingly, equally, for the same reason, in a similar manner, in comparison, in the same way, on the one hand, similarly.

Alternatively, although, but, conversely, despite, even so, even though, however, in contrast, in spite of, instead, on the contrary, contrary to, nevertheless, nonetheless, notwithstanding, on the other hand, rather, still, though, yet, whereas, while.

Again, in fact, interestingly, indeed, it should be noted (that), more important(ly), most importantly, to repeat, (un)fortunately, unquestionably.

A further instance of this is..., an example of this is…, for example, for instance, such as, thus, as follows.

In other words, more simply, namely, simply put, to put it differently / another way, such as, that is.

A / the consequence of, because, due to, for, the effect of …, since, the result of …

Accordingly, as a result/consequence, consequently, for this reason, hence, so, therefore, thus.

Admittedly, although, clearly though, even though, however, indeed, obviously.

As a rule, for the most part, generally, in general, in most cases, normally, on the whole, usually.

First, second, third (etc), next, before, earlier, finally, following, given the above, later, meanwhile, subsequently, then, to conclude, while.

A note about presentation and style

Check a usage guide for exact rules for punctuation. Many introductory phrases have a comma after them. For example, 'therefore,' and 'in addition,'.

Referring backwards

To avoid repeating words and phrases many times, we use cohesive devices to make references to other parts of a text, such as:

• Pronouns: it, he, she, his, her, they, their
• Demonstratives: this, that, these, those
• Articles: a, the
• Adverbs: previously, subsequently

The Australian prime minister has called an early election. The date was selected to coincide with the start of the Olympic Games. This decision was based on the views of his ministerial advisors, who predicted that voter confidence in the government’s policies would be strong at this time . As previously mentioned , decisions on the timing of elections are based on predictions of voter confidence in the existing government.

In the example above:

• The date - refers back to the election date
• This decision - refers to the prime minister calling an early election
• His - refers to the Australian prime minister
• this time - refers to the start of the Olympic Games
• As previously mentioned - refers to all of the earlier information about the selection of election dates

Looking forward

We often use words and phrases to highlight new information for the reader. This helps make a smooth transition from one point to another. Such phrases include: the following, as follows, below, next, subsequently .

The following dates have been proposed for the forthcoming election: September 8, September 15 and 3 October.

The next issue to be discussed is the influence of the media on voter confidence in the government.

Connecting paragraphs

Apart from using the linking words / phrases above, showing the link between paragraphs could involve writing ‘hand-holding’ sentences. These are sentences that link back to the ideas of the previous paragraph. For instance, when outlining the positive and negative issues about a topic you could use the following:

Example (from beginning of previous paragraph):

• One of the main advantages of X is…

When you are ready to move your discussion to the negative issues, you could write one of the following as a paragraph opener:

• Having considered the positive effects of X, negative issues may now need to be taken into account…
• Despite the positive effects outlined above, negative issues also need to be considered...

It is always important to make paragraphs part of a coherent whole text; they must not remain isolated units.

Checking for paragraph links in your own work

When you are editing your next written assignment, ask yourself the following questions as you read through your work (Gillett, Hammond, & Martala, 2009):

• Does the start of my paragraph give my reader enough information about what the paragraph will be about?
• Does my paragraph add to or elaborate on a point made previously and, if so, have I made this explicit with an appropriate linking word / phrase?
• Does my paragraph introduce a completely new point or a different viewpoint to before and, if so, have I explicitly shown this with a suitable connective?
• Have I used similar connectives repeatedly? If yes, try to vary them using the above list.

Strategies to improve cohesion

• Select a piece of writing, preferably from a textbook or journal article, from your area of study.
• Choose a paragraph and underline or highlight all the different forms of cohesion used, such as using linking words, referring backwards, looking forwards or adding synonyms.
• Which forms are the most common?
• Choose a couple that you think are effective and practice using them in your own writing.
• Try to use a variety of ways to show the relationship between your ideas.

Looking for one-on-one advice?

Get tailored advice from an Academic Skills Adviser by booking an Individual appointment, or get quick feedback from one of our Academic Writing Mentors via email through our Writing advice service.

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Paragraphs – what should they look like?

In the section on sentences, I suggested that you can also learn a lot about the length of sentences simply by being aware of what you are doing when you are writing. You can do the same with paragraphs. Have a look at your most recent essay. Do your paragraphs have wildly differing lengths – sometimes a few lines, sometimes nearly a whole page? Or are they all about the same length? If you answered ‘yes’ to the second question then you are well on your way to writing good, clear essays.

A good average length for a paragraph is somewhere between 150 – 250 or between a third and two thirds of a double-spaced A4 page. Have a look at paragraphs in books and journals to get a better sense of good paragraph length. A paragraph that is longer than this suggested length gets harder and harder to follow. A paragraph that is shorter looks scrappy, more like a note than part of a coherent, developing argument.

This does not mean that all paragraphs should be exactly the same length but it’s a good rule to follow when you first start writing essays.

Paragraphs – what should be in them?

Each paragraph should represent a new stage in the argument and structure of your essay. A good way to think about the content of paragraphs is the ‘Rubin method’ which says that paragraphs should contain a subject or topic and a series of statements that make clear what the writer thinks is important or pertinent about the subject or topic.

Some people find it useful to think about each paragraph of the essay as a separate component which gets linked with all the others later. Other people find it easy to move from one paragraph to the next.

Some things paragraphs can do

• Divide writing into easily manageable sections.
• Signal a change of direction in an argument: “However, when we apply Professor X’s model to the recent performance of Marks & Spencer we can see…”
• Signal the introduction of a new idea.
• Be containers for separate points in your argument.
• Summarise what’s been said so far before moving on to the next stage of an argument.

Paragraph links

Now you’ve written clear sentences and arranged them into clear paragraphs you need to make your essay flow smoothly. You make this happen by linking everything together. Here’s an example from a book about Chinese business practices:

…By using family titles to name their colleagues, Chinese employees shape their business relations in terms of the well-known conventions and roles of the family and social structure. Interaction between employers and employees also finds a basis in family-centered codes of behaviour.

Our example shows the end of one paragraph and the beginning of another. The author’s main point is the way that family relations are the basis for all Chinese social relations, including those in the workplace. The end of the first paragraph sums up the way that Chinese workers interact. The beginning of the second paragraph starts by talking about the way that Chinese employers and their workers interact.

Read the example carefully and you will see that the beginning of the second paragraph mirrors and repeats words from the end of the first one. The words ‘employees’ and ‘family’ appear in both paragraphs. The word ‘interaction’ mirrors the word ‘relations’. The phrases ‘shape their business relations in terms of’ and ‘finds a basis in’ say similar things. The author keeps his main point – all relations are modelled on family relations – in front of the reader and then works through different examples of it.

When you read, see if you can spot when an author is linking things together in this way – it will help your own writing.

Link words and phrases

Here are some link words and phrases that often appear at the beginning of a paragraph:

Look at these phrases carefully: they all introduce a new beginning while referring to what has gone before. Remember: link words and phrases work in both directions, backwards and forwards.

Of course, you can also use link words and phrases in the middle of a paragraph to start a new sentence. However, make sure you don’t over-use words such as ‘furthermore’, ‘moreover’, ‘additionally’, ‘nonetheless’ and ‘similarly’ to start either new paragraphs or new sentences.

Another way to understand how link words and phrases work is to take a passage from a book and remove all words that seem to be superfluous to the argument.

Here is an example from Linda Hutcheon’s book A Poetics of Postmodernism: History, Theory, Fiction . Hutcheon is criticising an article by another critic Terry Eagleton. Here is the passage as it appears in the book:

In fact, much of what is offered here is repeated in other theorizing on postmodernism. Like many before him (both defenders and detractors), Eagleton separates theory and practice, choosing to argue primarily in abstract theoretical terms and almost seeming to avoid mention of exactly what kind of aesthetic practice is actually being talked about. This strategy, however clever and certainly convenient, leads only to endless confusion.

Now here’s the same passage with everything superfluous removed:

Much offered here is repeated in other theorizing on postmodernism. Like many, both defenders and detractors, Eagleton separates theory and practice, choosing to argue in abstract theoretical terms and almost seeming to avoid mention of what aesthetic practice is being talked about. This strategy, clever and convenient, leads to endless confusion.

Read the two passages aloud and listen to how different they sound. In Linda Hutcheon’s original paragraph, we get a sense of a real person talking to us and trying to persuade us of her point of view. In my edited version, over a third of the passage has disappeared and the passage now reads like a collection of notes. It sounds like a robot talking. The sense of a real person talking to us has disappeared. Crucially, it’s now unclear what Hutcheon is saying about Terry Eagleton’s article. Does she agree or disagree? Does she find it helpful or unhelpful. In the edited version, the conclusion is still that Eagleton’s methodology “leads to endless confusion” but it is unclear whether Hutcheon approves, disapproves or is just giving an objective description.

Take a section from a book or journal article and try the experiment for yourself. It will help you in two ways. First, it will help you to recognise link words and phrases. Second, it will help you to understand how writers ensure that their writing has a particular effect on the reader. Understanding that will, in turn, help you achieve the effects you want in your own writing.

How to Write a Well-Structured PEEL Paragraph for Your English Essays

Are you writing an English essay and feeling a little confused about how to structure your body paragraphs? Maybe you’ve heard about the PEEL paragraph structure but you’re unsure about how to use it.

If that’s the case, you’ve clicked on the right article! 

We’ll unpack what the PEEL paragraph is and walk you through how to write one, using ‘Persepolis’ — a graphic novel by Marjane Satrapi , so that you can ace your next English essay! 

What are you waiting for? Let’s dive in!

What is a PEEL paragraph? Step 1: Identify Your Point Step 2: Incorporate Your Example Step 3: Explain How Your Example Supports Your Point Step 4: Finish Off With Your Link Constructing the PEEL Paragraph

What is a PEEL Paragraph? 

PEEL is a mnemonic (a pattern or word that can help us remember an idea or concept) used to organise your writing and ensure that you’re focussing on a single clear argument in each paragraph.  

This mnemonic stands for: Point, Example, Explain, Link. 

Something to keep in mind is that PEEL is a quite generic structure and as your writing gets more advanced, it’ll start to look more like PEEEEEEL! This is because you’ll be including a lot of examples and explanations to build a strong, convincing argument. 

Why should you use PEEL Paragraphs? 

Each of these components of PEEL (Point, Example, Explain and Link) are super important when writing body paragraphs for English essays!

If you’re missing any one of these, it’ll be harder to get your point across, which means you won’t be able to achieve a high mark in your essay.   

Are you trying to lift your marks for English? If so, fixing your essay structure is a great place to start! We have English tutors in the Hills District and all across Sydney who can provide a personalised improvement plan for you! We also have tutors in Queensland and Victoria (+ anywhere remotely!)

Using the PEEL structure will make sure that you’re covering each of these components , which will make your argument more convincing and help you achieve that top mark! 

Download your own copy of our PEEL paragraph template here!

Step 1: Identify Your Point

Your paragraph should start with a sentence that establishes the point you’re trying to make and answers the essay question by using key words from the question.

The Point, or topic sentence , should be clear and succinct because this is what the marker is going to read first. If they don’t understand the Point, it weakens the rest of your argument. 

For example, if you’re responding to the question, “How does ‘Persepolis’ explore Marji’s conflicted identity throughout her childhood in post-Revolution Iran?” your Point could be: 

In ‘Persepolis’, Marjane Satrapi interrogates her conflicted identity during her childhood in post-Revolution Iran through her use of graphic novel form and features to reflect on her personal experiences. 

In this sentence, “through her use of the graphic novel form and features” directly answers the “How” part of the question. The incorporation of keywords like “conflicted identity” and “post-Revolution Iran” also clearly respond to the essay question. 

The sentence essentially tells the marker what this paragraph is about and what point it’s trying to make.

Keep in mind that even though the PEEL structure only has four key components, you don’t have to restrict yourself to four sentences!

If your Point is getting too long and wordy, it might be a good idea to split it into two sentences so that it flows better. 

It’s not too late to get individual support on your writing. Our Sydney English Tutors will tailor 1-1 sessions that suit your specific needs. Sessions can be held in your own home or online.

Step 2: Incorporate Your Example

Example is where you bring in evidence from your text to support your Point. Depending on your text, the Example can be a quote , image, scene from a film, or more. 

The key to finding good examples is to make sure that there are plenty of techniques to unpack! It’s also really important to find quotes that are unique and uncommon so that you stand out from other students.

Backing up your argument with examples that haven’t been used by everyone else adds a lot of depth and strength to your Point! 

When you’re including the Example in your body paragraph, make sure you contextualise it .

A little sentence or even just a few words about the broader plot and context behind the quote can go a long way! It shows that you’re engaging with the text on a deeper level. 

For example, going back to our ‘Persepolis’ example, a good Example to support the Point would be: 

Satrapi reflects on her personal experiences growing up while the Islamic Regime consolidated its power as she narrates, “I really didn’t know what to think about the veil. Deep down I was very religious but as a family we were very modern and avant-garde.”

One thing to note here is that ‘Persepolis’ is a graphic novel memoir, so even though the example shows a quote, make sure to discuss and analyse both the quote and the visual! 

Also, notice how the Example also adds a sentence about how “Marjane Satrapi reflects on her personal experiences growing up while the Islamic Regime gained and consolidated power.” This situates the example within the text as a whole and also within its historical context. 

Step 3: Explain How Your Example Supports Your Point

Now that you have your Example, you need to Explain how it supports the Point. 

This is where your analysis really shines! You’ll flesh out your key points, introduce different techniques and go into greater detail about the deeper meanings of the text and your Example. 

When you’re trying to Explain, it can be easy to just slip into recounting the plot but it’s super important to steer clear of recounting! You can avoid doing this by always bringing your discussion back to the Point. 

Going back to our ‘Persepolis’ example, here’s what your Explanation would be like if you’re only retelling/recounting: 

Her narration uses juxtaposition and symbolism to demonstrate how Marji is caught between the oppressive and extremist religious ideas of the regime and her family’s modern and avant-garde ideas, which shows how her identity is conflicted as she grows up in post-Revolution Iran. 

Here, as we Explain the Example, we’re mostly retelling what’s already been said in the quote, but with a brief mention of techniques and the Point. 

Instead, you want to make sure you flesh out the relationship between the Example, the techniques it uses, and the effect/significance of this. This would look more like: 

Satrapi’s narration creates a juxtaposition between modernism and the religious fundamentalism of the Islamic Republic, which is elucidated by the visual juxtaposition between industrial images such as screws and cogs that represent modernity and traditional religious patterns that symbolise religion. The protagonist Marji is centred between the two juxtaposing backgrounds with only half of her hair covered by a veil. This visual juxtaposition paired with Satrapi’s narration reveals how Marji’s identity and sense of self are conflicted as a result of her experiences during the new Islamic Regime. 

Step 4: Finish Off With Your Link

The final step is to just wrap it all up! Your Link should sum up what you’ve discussed in your body paragraph and tie it up so that it’s cohesive and clearly organised.

But the Link shouldn’t just repeat your Point! It should also link back to the essay question and directly respond to it.

 Using our ‘Persepolis’ example, here’s what the Link could look like: 

Satrapi hence uses the form and features of graphic novels such as juxtaposition to highlight her conflicted identity and reflect on the challenges of growing up in the tumultuous social and political context of post-Revolution Iran.

We’ve taken a look at the four steps of writing PEEL paragraphs and now it’s time to put it all together!

Constructing the PEEL Paragraph

When you’re writing your body paragraph, do a little checklist to see if you’ve included all four components of PEEL. Feel free to go more in-depth with your Example and Explanation so that it looks more like a PEEEEEEL paragraph! 

Here’s what your final PEEL Paragraph might look like: 

Each component of PEEL has been highlighted for your convenience, Point (yellow), Example (green), Explanation (purple), Link (blue). 

So there you have it! We’ve looked at the four easy steps that will help you write a PEEL paragraph. Now it’s time for you to ace your next English essay. 

If you’d prefer to use a different paragraph structure, then you should check out how the STEEL paragraph structure , TEEL paragraph structure or the PETAL paragraph structure works!

On the hunt for other English resources?

Check out some of our other articles and guides below:

• How to Elevate Your Essays in English Using the ‘Thesis + 3’ Technique
• The Top 3 Tips For Improving Your English Writing Skills
• A Step-by-Step Guide to Analysing English Texts (Textual Analysis Examples Included!)
• HSC State Ranker’s #1 Strategy for Acing Unseen Essay Questions in HSC English

Heads up! NSW English has changed its syllabus – we’ve shared the major updates you need to know about!

Looking for some extra help with the PEEL paragraph structure?

We have an incredible team of english tutors and mentors.

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11 Rules for Essay Paragraph Structure (with Examples)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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How do you structure a paragraph in an essay?

If you’re like the majority of my students, you might be getting your basic essay paragraph structure wrong and getting lower grades than you could!

In this article, I outline the 11 key steps to writing a perfect paragraph. But, this isn’t your normal ‘how to write an essay’ article. Rather, I’ll try to give you some insight into exactly what teachers look out for when they’re grading essays and figuring out what grade to give them.

You can navigate each issue below, or scroll down to read them all:

1. Paragraphs must be at least four sentences long 2. But, at most seven sentences long 3. Your paragraph must be Left-Aligned 4. You need a topic sentence 5 . Next, you need an explanation sentence 6. You need to include an example 7. You need to include citations 8. All paragraphs need to be relevant to the marking criteria 9. Only include one key idea per paragraph 10. Keep sentences short 11. Keep quotes short

Paragraph structure is one of the most important elements of getting essay writing right .

As I cover in my Ultimate Guide to Writing an Essay Plan , paragraphs are the heart and soul of your essay.

However, I find most of my students have either:

• forgotten how to write paragraphs properly,
• gotten lazy, or
• never learned it in the first place!

Paragraphs in essay writing are different from paragraphs in other written genres .

In fact, the paragraphs that you are reading now would not help your grades in an essay.

That’s because I’m writing in journalistic style, where paragraph conventions are vastly different.

For those of you coming from journalism or creative writing, you might find you need to re-learn paragraph writing if you want to write well-structured essay paragraphs to get top grades.

Below are eleven reasons your paragraphs are losing marks, and what to do about it!

Essay Paragraph Structure Rules

1. your paragraphs must be at least 4 sentences long.

In journalism and blog writing, a one-sentence paragraph is great. It’s short, to-the-point, and helps guide your reader. For essay paragraph structure, one-sentence paragraphs suck.

A one-sentence essay paragraph sends an instant signal to your teacher that you don’t have much to say on an issue.

A short paragraph signifies that you know something – but not much about it. A one-sentence paragraph lacks detail, depth and insight.

Many students come to me and ask, “what does ‘add depth’ mean?” It’s one of the most common pieces of feedback you’ll see written on the margins of your essay.

Personally, I think ‘add depth’ is bad feedback because it’s a short and vague comment. But, here’s what it means: You’ve not explained your point enough!

If you’re writing one-, two- or three-sentence essay paragraphs, you’re costing yourself marks.

Always aim for at least four sentences per paragraph in your essays.

This doesn’t mean that you should add ‘fluff’ or ‘padding’ sentences.

Make sure you don’t:

a) repeat what you said in different words, or b) write something just because you need another sentence in there.

But, you need to do some research and find something insightful to add to that two-sentence paragraph if you want to ace your essay.

Check out Points 5 and 6 for some advice on what to add to that short paragraph to add ‘depth’ to your paragraph and start moving to the top of the class.

• How to Make an Essay Longer
• How to Make an Essay Shorter

2. Your Paragraphs must not be more than 7 Sentences Long

Okay, so I just told you to aim for at least four sentences per paragraph. So, what’s the longest your paragraph should be?

Seven sentences. That’s a maximum.

So, here’s the rule:

Between four and seven sentences is the sweet spot that you need to aim for in every single paragraph.

Here’s why your paragraphs shouldn’t be longer than seven sentences:

1. It shows you can organize your thoughts. You need to show your teacher that you’ve broken up your key ideas into manageable segments of text (see point 10)

2. It makes your work easier to read.   You need your writing to be easily readable to make it easy for your teacher to give you good grades. Make your essay easy to read and you’ll get higher marks every time.

One of the most important ways you can make your work easier to read is by writing paragraphs that are less than six sentences long.

3. It prevents teacher frustration. Teachers are just like you. When they see a big block of text their eyes glaze over. They get frustrated, lost, their mind wanders … and you lose marks.

To prevent teacher frustration, you need to ensure there’s plenty of white space in your essay. It’s about showing them that the piece is clearly structured into one key idea per ‘chunk’ of text.

Often, you might find that your writing contains tautologies and other turns of phrase that can be shortened for clarity.

3. Your Paragraph must be Left-Aligned

Turn off ‘Justified’ text and: Never. Turn. It. On. Again.

Justified text is where the words are stretched out to make the paragraph look like a square. It turns the writing into a block. Don’t do it. You will lose marks, I promise you! Win the psychological game with your teacher: left-align your text.

A good essay paragraph is never ‘justified’.

I’m going to repeat this, because it’s important: to prevent your essay from looking like a big block of muddy, hard-to-read text align your text to the left margin only.

You want white space on your page – and lots of it. White space helps your reader scan through your work. It also prevents it from looking like big blocks of text.

You want your reader reading vertically as much as possible: scanning, browsing, and quickly looking through for evidence you’ve engaged with the big ideas.

The justified text doesn’t help you do that. Justified text makes your writing look like a big, lumpy block of text that your reader doesn’t want to read.

What’s wrong with Center-Aligned Text?

While I’m at it, never, ever, center-align your text either. Center-aligned text is impossible to skim-read. Your teacher wants to be able to quickly scan down the left margin to get the headline information in your paragraph.

Not many people center-align text, but it’s worth repeating: never, ever center-align your essays.

Don’t annoy your reader. Left align your text.

4. Your paragraphs must have a Topic Sentence

The first sentence of an essay paragraph is called the topic sentence. This is one of the most important sentences in the correct essay paragraph structure style.

The topic sentence should convey exactly what key idea you’re going to cover in your paragraph.

Too often, students don’t let their reader know what the key idea of the paragraph is until several sentences in.

You must show what the paragraph is about in the first sentence.

You never, ever want to keep your reader in suspense. Essays are not like creative writing. Tell them straight away what the paragraph is about. In fact, if you can, do it in the first half of the first sentence .

I’ll remind you again: make it easy to grade your work. Your teacher is reading through your work trying to determine what grade to give you. They’re probably going to mark 20 assignments in one sitting. They have no interest in storytelling or creativity. They just want to know how much you know! State what the paragraph is about immediately and move on.

Suggested: Best Words to Start a Paragraph

Ideal Essay Paragraph Structure Example: Writing a Topic Sentence If your paragraph is about how climate change is endangering polar bears, say it immediately : “Climate change is endangering polar bears.” should be your first sentence in your paragraph. Take a look at first sentence of each of the four paragraphs above this one. You can see from the first sentence of each paragraph that the paragraphs discuss:

When editing your work, read each paragraph and try to distil what the one key idea is in your paragraph. Ensure that this key idea is mentioned in the first sentence .

(Note: if there’s more than one key idea in the paragraph, you may have a problem. See Point 9 below .)

The topic sentence is the most important sentence for getting your essay paragraph structure right. So, get your topic sentences right and you’re on the right track to a good essay paragraph.

5. You need an Explanation Sentence

All topic sentences need a follow-up explanation. The very first point on this page was that too often students write paragraphs that are too short. To add what is called ‘depth’ to a paragraph, you can come up with two types of follow-up sentences: explanations and examples.

Let’s take explanation sentences first.

Explanation sentences give additional detail. They often provide one of the following services:

Let’s go back to our example of a paragraph on Climate change endangering polar bears. If your topic sentence is “Climate change is endangering polar bears.”, then your follow-up explanation sentence is likely to explain how, why, where, or when. You could say:

Ideal Essay Paragraph Structure Example: Writing Explanation Sentences 1. How: “The warming atmosphere is melting the polar ice caps.” 2. Why: “The polar bears’ habitats are shrinking every single year.” 3. Where: “This is happening in the Antarctic ice caps near Greenland.” 4. When: “Scientists first noticed the ice caps were shrinking in 1978.”

You don’t have to provide all four of these options each time.

But, if you’re struggling to think of what to add to your paragraph to add depth, consider one of these four options for a good quality explanation sentence.

>>>RELATED ARTICLE: SHOULD YOU USE RHETORICAL QUESTIONS IN ESSAYS ?

6. Your need to Include an Example

Examples matter! They add detail. They also help to show that you genuinely understand the issue. They show that you don’t just understand a concept in the abstract; you also understand how things work in real life.

Example sentences have the added benefit of personalising an issue. For example, after saying “Polar bears’ habitats are shrinking”, you could note specific habitats, facts and figures, or even a specific story about a bear who was impacted.

Ideal Essay Paragraph Structure Example: Writing an ‘Example’ Sentence “For example, 770,000 square miles of Arctic Sea Ice has melted in the past four decades, leading Polar Bear populations to dwindle ( National Geographic, 2018 )

In fact, one of the most effective politicians of our times – Barrack Obama – was an expert at this technique. He would often provide examples of people who got sick because they didn’t have healthcare to sell Obamacare.

What effect did this have? It showed the real-world impact of his ideas. It humanised him, and got him elected president – twice!

Be like Obama. Provide examples. Often.

7. All Paragraphs need Citations

Provide a reference to an academic source in every single body paragraph in the essay. The only two paragraphs where you don’t need a reference is the introduction and conclusion .

Let me repeat: Paragraphs need at least one reference to a quality scholarly source .

Let me go even further:

Students who get the best marks provide two references to two different academic sources in every paragraph.

Two references in a paragraph show you’ve read widely, cross-checked your sources, and given the paragraph real thought.

It’s really important that these references link to academic sources, not random websites, blogs or YouTube videos. Check out our Seven Best types of Sources to Cite in Essays post to get advice on what sources to cite. Number 6 w ill surprise you!

Ideal Essay Paragraph Structure Example: In-Text Referencing in Paragraphs Usually, in-text referencing takes the format: (Author, YEAR), but check your school’s referencing formatting requirements carefully. The ‘Author’ section is the author’s last name only. Not their initials. Not their first name. Just their last name . My name is Chris Drew. First name Chris, last name Drew. If you were going to reference an academic article I wrote in 2019, you would reference it like this: (Drew, 2019).

Where do you place those two references?

Place the first reference at the end of the first half of the paragraph. Place the second reference at the end of the second half of the paragraph.

This spreads the references out and makes it look like all the points throughout the paragraph are backed up by your sources. The goal is to make it look like you’ve reference regularly when your teacher scans through your work.

Remember, teachers can look out for signposts that indicate you’ve followed academic conventions and mentioned the right key ideas.

Spreading your referencing through the paragraph helps to make it look like you’ve followed the academic convention of referencing sources regularly.

Here are some examples of how to reference twice in a paragraph:

• If your paragraph was six sentences long, you would place your first reference at the end of the third sentence and your second reference at the end of the sixth sentence.
• If your paragraph was five sentences long, I would recommend placing one at the end of the second sentence and one at the end of the fifth sentence.

You’ve just read one of the key secrets to winning top marks.

8. Every Paragraph must be relevant to the Marking Criteria

Every paragraph must win you marks. When you’re editing your work, check through the piece to see if every paragraph is relevant to the marking criteria.

For the British: In the British university system (I’m including Australia and New Zealand here – I’ve taught at universities in all three countries), you’ll usually have a ‘marking criteria’. It’s usually a list of between two and six key learning outcomes your teacher needs to use to come up with your score. Sometimes it’s called a:

• Marking criteria
• Marking rubric
• (Key) learning outcome
• Indicative content

Check your assignment guidance to see if this is present. If so, use this list of learning outcomes to guide what you write. If your paragraphs are irrelevant to these key points, delete the paragraph .

Paragraphs that don’t link to the marking criteria are pointless. They won’t win you marks.

For the Americans: If you don’t have a marking criteria / rubric / outcomes list, you’ll need to stick closely to the essay question or topic. This goes out to those of you in the North American system. North America (including USA and Canada here) is often less structured and the professor might just give you a topic to base your essay on.

If all you’ve got is the essay question / topic, go through each paragraph and make sure each paragraph is relevant to the topic.

For example, if your essay question / topic is on “The Effects of Climate Change on Polar Bears”,

• Don’t talk about anything that doesn’t have some connection to climate change and polar bears;
• Don’t talk about the environmental impact of oil spills in the Gulf of Carpentaria;
• Don’t talk about black bear habitats in British Columbia.
• Do talk about the effects of climate change on polar bears (and relevant related topics) in every single paragraph .

You may think ‘stay relevant’ is obvious advice, but at least 20% of all essays I mark go off on tangents and waste words.

Stay on topic in Every. Single. Paragraph. If you want to learn more about how to stay on topic, check out our essay planning guide .

9. Only have one Key Idea per Paragraph

One key idea for each paragraph. One key idea for each paragraph. One key idea for each paragraph.

Don’t forget!

Too often, a student starts a paragraph talking about one thing and ends it talking about something totally different. Don’t be that student.

To ensure you’re focussing on one key idea in your paragraph, make sure you know what that key idea is. It should be mentioned in your topic sentence (see Point 3 ). Every other sentence in the paragraph adds depth to that one key idea.

If you’ve got sentences in your paragraph that are not relevant to the key idea in the paragraph, they don’t fit. They belong in another paragraph.

Go through all your paragraphs when editing your work and check to see if you’ve veered away from your paragraph’s key idea. If so, you might have two or even three key ideas in the one paragraph.

You’re going to have to get those additional key ideas, rip them out, and give them paragraphs of their own.

If you have more than one key idea in a paragraph you will lose marks. I promise you that.

The paragraphs will be too hard to read, your reader will get bogged down reading rather than scanning, and you’ll have lost grades.

10. Keep Sentences Short

If a sentence is too long it gets confusing. When the sentence is confusing, your reader will stop reading your work. They will stop reading the paragraph and move to the next one. They’ll have given up on your paragraph.

Short, snappy sentences are best.

Shorter sentences are easier to read and they make more sense. Too often, students think they have to use big, long, academic words to get the best marks. Wrong. Aim for clarity in every sentence in the paragraph. Your teacher will thank you for it.

The students who get the best marks write clear, short sentences.

When editing your draft, go through your essay and see if you can shorten your longest five sentences.

(To learn more about how to write the best quality sentences, see our page on Seven ways to Write Amazing Sentences .)

11. Keep Quotes Short

Eighty percent of university teachers hate quotes. That’s not an official figure. It’s my guestimate based on my many interactions in faculty lounges. Twenty percent don’t mind them, but chances are your teacher is one of the eight out of ten who hate quotes.

Teachers tend to be turned off by quotes because it makes it look like you don’t know how to say something on your own words.

Now that I’ve warned you, here’s how to use quotes properly:

Ideal Essay Paragraph Structure Example: How To Use Quotes in University-Level Essay Paragraphs 1. Your quote should be less than one sentence long. 2. Your quote should be less than one sentence long. 3. You should never start a sentence with a quote. 4. You should never end a paragraph with a quote. 5 . You should never use more than five quotes per essay. 6. Your quote should never be longer than one line in a paragraph.

The minute your teacher sees that your quote takes up a large chunk of your paragraph, you’ll have lost marks.

Your teacher will circle the quote, write a snarky comment in the margin, and not even bother to give you points for the key idea in the paragraph.

Avoid quotes, but if you really want to use them, follow those five rules above.

I’ve also provided additional pages outlining Seven tips on how to use Quotes if you want to delve deeper into how, when and where to use quotes in essays. Be warned: quoting in essays is harder than you thought.

Follow the advice above and you’ll be well on your way to getting top marks at university.

Writing essay paragraphs that are well structured takes time and practice. Don’t be too hard on yourself and keep on trying!

Below is a summary of our 11 key mistakes for structuring essay paragraphs and tips on how to avoid them.

I’ve also provided an easy-to-share infographic below that you can share on your favorite social networking site. Please share it if this article has helped you out!

11 Biggest Essay Paragraph Structure Mistakes you’re probably Making

1.  Your paragraphs are too short 2.  Your paragraphs are too long 3.  Your paragraph alignment is ‘Justified’ 4.  Your paragraphs are missing a topic sentence 5 .  Your paragraphs are missing an explanation sentence 6.  Your paragraphs are missing an example 7.  Your paragraphs are missing references 8.  Your paragraphs are not relevant to the marking criteria 9.  You’re trying to fit too many ideas into the one paragraph 10.  Your sentences are too long 11.  Your quotes are too long

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 19 Top Cognitive Psychology Theories (Explained)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 119 Bloom’s Taxonomy Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ All 6 Levels of Understanding (on Bloom’s Taxonomy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)

4 thoughts on “11 Rules for Essay Paragraph Structure (with Examples)”

Hello there. I noticed that throughout this article on Essay Writing, you keep on saying that the teacher won’t have time to go through the entire essay. Don’t you think this is a bit discouraging that with all the hard work and time put into your writing, to know that the teacher will not read through the entire paper?

Hi Clarence,

Thanks so much for your comment! I love to hear from readers on their thoughts.

Yes, I agree that it’s incredibly disheartening.

But, I also think students would appreciate hearing the truth.

Behind closed doors many / most university teachers are very open about the fact they ‘only have time to skim-read papers’. They regularly bring this up during heated faculty meetings about contract negotiations! I.e. in one university I worked at, we were allocated 45 minutes per 10,000 words – that’s just over 4 minutes per 1,000 word essay, and that’d include writing the feedback, too!

If students know the truth, they can better write their essays in a way that will get across the key points even from a ‘skim-read’.

I hope to write candidly on this website – i.e. some of this info will never be written on university blogs because universities want to hide these unfortunate truths from students.

Thanks so much for stopping by!

Regards, Chris

This is wonderful and helpful, all I say is thank you very much. Because I learned a lot from this site, own by chris thank you Sir.

Thank you. This helped a lot.

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Resources, information and exercises for international students and teachers of English and Mandarin Chinese.

Making links between paragraphs

It is important to provide  links  in your writing. When writing your sentences, try to link up one sentence with another. In the same way, when writing your paragraphs, try to link up one paragraph with another. This can take two forms: ending a paragraph with a sentence that leads  forward  to the next paragraph or starting the new paragraph in a way that links  back  to the previous paragraph.

Look at the passages above (Beauty, A basic truth, Marangu) and find the sentences that provide links with any subsequent paragraphs. When you’ve done that, look at the notes below.

In these paragraphs, the last line of each paragraph leads into the following paragraph.

However, for me, beauty does not reside in music alone.  (And my next paragraph will develop this idea and explain what else exemplifies beauty for me.)

However, despite the prevalence of these attitudes, change is on the way.  (And in my next paragraph I will outline about these changes.)

It brings back some striking memories.  (And in my next paragraph, I will describe some of about these memories.)

One further way of making links between paragraphs is to repeat certain key words and phrases, or near equivalents, in closely related paragraphs. This ensures a strong feeling of continuity from one idea to the next. In the example below, the key words and phrases have been circled and then linked with lines to show the connections that exist between one paragraph and the preceding and following paragraphs. Notice how the writer provides the reader with links, making it easier to follow the train of the argument.

The doctors of the law, those who developed and preserved the consensus of the community, were the nearest equivalent to a teaching authority in Sunni Islam,  and  it was essential for them to make sure that the understanding of  fiqh  and of its bases was fully transmitted from one generation to another.

From an early time there seems to have been a formal procedure for the transmission of religious learning. In mosques, and especially in the large congregational ones, circles of students would group themselves around a teacher sitting against a pillar and expounding a subject through reading and commentating upon a book. From at least the eleventh century,  however , there grew up a kind of institution devoted largely to legal learning, the  madrasa : its origin is often ascribed to Nizam al-Mulk, the wazir of the first Saljuq ruler of Baghdad,  but  in fact goes back to an earlier time. The madrasa was a school, often  although  not always attached to a mosque; it included a place of residence for students. It was established as a waqf by an individual donor; this gave it an endowment and ensured its permanence,  since  property of which the income was devoted to a pious or charitable purpose could not be alienated.

Some institutions were established for the teaching of the Koran or Hadith,  but  the main purpose of most of them was the study and teaching of fiqh.  To take an example : the Tankiziyya madrasa in Jerusalem, endowed during the Mamluk period, had four halls, opening off a central courtyard, one each for the teaching of Hadith, Hanafi law and Sufism,  while  the fourth was a mosque.

Signposting

‘Signposts’ are found in good academic essays and they will also help the reader to understand the writing more easily. They help to link what has already been said with what is about to be discussed.

Some of the words that we have already considered can be used as signposts. For example  consequently, however, similarly, moreover, in contrast  and so on. Look at the example above; the signpost words are shown in bold. In addition to these words, we can also use expressions like these:

• This programme …
• Despite these difficulties …
• These suggestions …
• However, in the modern world …
• In the next section, …

In each case we are making reference to a point already mentioned, or we are indicating that we about to consider something new. For example, our signposts can look backwards at a point already raised:

• This suggestion …
• These ideas …
• This brief outline suggests …
• Such proposals …

Similarly, our signposts can look forwards towards issues that will be raised in the next section or in the near future:

• In this section, I will …
• My next chapter will consider why …
• A recent study suggests …
• One important recent finding indicates that …
• Some signposts look in both directions at the same time!
• Despite these reports, other writers have proposed …
• In spite of these findings, teachers believe …
• This view has been rejected by some authors who claim that …
• In contrast, a recent article …

Look at these passages and underline any ‘signposts’. Do they look forwards, backwards or in both directions?

Despite this difficulty, many theories have been proposed to explain these results, but the evidence has proved to be elusive. However, this does not mean that the theories can be discounted. The following chapter will explore the evidence in more detail.

In the last chapter, we examined the link between foreign direct investment and social development. In this chapter, I would like to explore the differences between this form of investment and local investment. The first section will consider the factors that encourage and discourage local investment. These factors will then be analysed in the light of recent developments in China.

Are these theories supported by data? The evidence, unfortunately, is inconclusive. Despite exhaustive studies, no positive identification has ever been made. This has proved to be the most difficult problem of all. However, quite recently, a new method of collecting the data has been proposed. This method relies on sub-sectional analysis, which has not been adopted before. This form of analysis has some interesting features. Firstly, …

Notes on the Task

Despite this difficulty   [this looks backwards]  many theories have been proposed to explain these results,  [this looks backwards]  but the evidence has proved to be elusive.

However, this does not mean…  – this looks backwards.

…that the theories can be discounted.

The following chapter will explore the evidence in more detail. –  this looks forwards.

In the last chapter, we examined   [this looks backwards]  the link between foreign direct investment and social development.  In this chapter, I would like to explore   [this looks forwards]  the differences between this form of investment and local investment.  The first section will consider  [ this looks forwards]  the factors that encourage and discourage local investment.  These factors will then be analysed   [this looks forwards]  in the light of recent developments in China.

Are these theories supported by data ?  [this looks backwards]  The evidence, unfortunately, is inconclusive. Despite exhaustive studies, no positive identification has ever been made.  This has proved  [this points backwards]  to be the most difficult problem of all. However, quite recently, a new method of collecting the data has been proposed.  This method  [this looks backwards]  relies on sub-sectional analysis which has not been adopted before.  This form of analysis has some interesting features.   [this looks forwards]  Firstly, …

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APA In-Text Citations and Sample Essay 7th Edition

This handout focuses on how to format in-text citations in APA.

Proper citation of sources is a two-part process . You must first cite each source in the body of your essay; these citations within the essay are called in-text citations . You MUST cite all quoted, paraphrased, or summarized words, ideas, and facts from sources. Without in-text citations, you are technically in danger of plagiarism, even if you have listed your sources at the end of the essay.

In-text citations point the reader to the sources’ information on the references page. The in-text citation typically includes the author's last name and the year of publication. If you use a direct quote, the page number is also provided.

More information can be found on p. 253 of the 7th edition of the Publication Manual of the American Psychological Association.

Citation Rules

Direct quotation with the author named in the text.

Heinze and Lu (2017) stated, “The NFL shifted its responses to institutional change around concussions significantly as the field itself evolved” (p. 509).

Note: The year of publication is listed in parenthesis after the names of the authors, and the page number is listed in parenthesis at the end of the quote.

Direct Quotation without the Author Named in the Text

As the NFL developed as an organization, it “shifted its responses to institutional change around concussions significantly” (Heinze & Lu, 2017, p. 509).

Note: At the end of the quote, the names of the authors, year of publication, and page number are listed in parenthesis.

Paraphrase with 1-2 Authors

As the NFL developed as an organization, its reactions toward concussions also transformed (Heinze & Lu, 2017).

Note: For paraphrases, page numbers are encouraged but not required.

Paraphrase with 3 or More Authors

To work toward solving the issue of violence in prisons begins with determining aspects that might connect with prisoners' violent conduct (Thomson et al., 2019).

Direct Quotation without an Author

The findings were astonishing "in a recent study of parent and adult child relationships" ("Parents and Their Children," 2007, p. 2).

Note: Since the author of the text is not stated, a shortened version of the title is used instead.

Secondary Sources

When using secondary sources, use the phrase "as cited in" and cite the secondary source on the References page.

In 1936, Keynes said, “governments should run deficits when the economy is slow to avoid unemployment” (as cited in Richardson, 2008, p. 257).

Long (Block) Quotations

When using direct quotations of 40 or more words, indent five spaces from the left margin without using quotation marks. The final period should come before the parenthetical citation.

At Meramec, an English department policy states:

To honor and protect their own work and that of others, all students must give credit to proprietary sources that are used for course work. It is assumed that any information that is not documented is either common knowledge in that field or the original work of that student. (St. Louis Community College, 2001, p. 1)

Website Citations

If citing a specific web document without a page number, include the name of the author, date, title of the section, and paragraph number in parentheses:

In America, “Two out of five deaths among U.S. teens are the result of a motor vehicle crash” (National Center for Injury Prevention and Control, 2004, Overview section, para. 1).

Here is a print-friendly version of this content.

Learn more about the APA References page by reviewing this handout .

For information on STLCC's academic integrity policy, check out this webpage .

For additional information on APA, check out STLCC's LibGuide on APA .

Sample Essay

A sample APA essay is available at this link .

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• Writing Tips

The Appendix (How to Use One in an Essay)

2-minute read

• 30th March 2017

The appendices in an essay are not typically essential, but they can play an important supporting role. Not everyone knows how to use an appendix in academic writing , though, so we’ve prepared this handy guide.

What Is an Appendix?

An appendix (plural: appendices ) is a section at the end of a book or essay containing details that aren’t essential to your work, but which could provide useful context or background material.

In the main body of your essay, you should indicate when you’re referring to an appendix by citing it in parentheses. For example:

The interviews show that most people like ice cream (see Appendix C).

What Should Go in the Appendices?

Appendices can include many things depending on your topic. Common examples of information added to an appendix include:

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• Raw data from tests
• Technical figures, graphs or tables
• Maps, charts or images
• Letters or emails used in research
• Sample questionnaires or surveys
• Full interview transcripts

What these have in common is that you might need to refer to them in an essay without going into too much detail. For example, you might summarise the results of a test in the ‘Results’ section of a dissertation, then include the full data in appendices to ensure clarity.

How to Format Appendices

Exactly how to format appendices can vary between universities, so you should always check your style guide. Generally, though, appendices should:

• Appear at the end of your document, often after the reference list
• Be divided into sections depending on topic (e.g. separate sections for questionnaire results and interview transcripts)
• Have each appendix section start on a new page
• Be labelled with a letter or number, along with a title clarifying content (Appendix A: Instrument Diagrams, Appendix B: Test Results, etc.)
• Appear in the table of contents at the beginning of your document

Are Appendices Included in the Word Count?

Appendices are not usually included in the word count for an essay. Consequently, you can focus on key information in your work and place extra data in an appendix without worrying about the word count.

However, you should always check your style guide on this. And remember that if you rely on something in your main essay, it needs to be included there: you can’t just shuffle it into the appendices to reduce the word count !

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Topic sentences and signposts make an essay's claims clear to a reader. Good essays contain both.  Topic sentences   reveal the main point of a paragraph. They show the relationship of each paragraph to the essay's thesis, telegraph the point of a paragraph, and tell your reader what to expect in the paragraph that follows. Topic sentences also establish their relevance right away, making clear why the points they're making are important to the essay's main ideas. They argue rather than report.  Signposts , as their name suggests, prepare the reader for a change in the argument's direction. They show how far the essay's argument has progressed vis-ˆ-vis the claims of the thesis. 

Topic sentences and signposts occupy a middle ground in the writing process. They are neither the first thing a writer needs to address (thesis and the broad strokes of an essay's structure are); nor are they the last (that's when you attend to sentence-level editing and polishing). Topic sentences and signposts deliver an essay's structure and meaning to a reader, so they are useful diagnostic tools to the writer—they let you know if your thesis is arguable—and essential guides to the reader

Forms of Topic Sentences

 Sometimes topic sentences are actually two or even three sentences long. If the first makes a claim, the second might reflect on that claim, explaining it further. Think of these sentences as asking and answering two critical questions: How does the phenomenon you're discussing operate? Why does it operate as it does?

There's no set formula for writing a topic sentence. Rather, you should work to vary the form your topic sentences take. Repeated too often, any method grows wearisome. Here are a few approaches.

Complex sentences.   Topic sentences at the beginning of a paragraph frequently combine with a transition from the previous paragraph. This might be done by writing a sentence that contains both subordinate and independent clauses, as in the example below.

 Although  Young Woman with a Water Pitcher  depicts an unknown, middle-class woman at an ordinary task, the image is more than "realistic"; the painter [Vermeer] has imposed his own order upon it to strengthen it. 

This sentence employs a useful principle of transitions: always move from old to new information.  The subordinate clause (from "although" to "task") recaps information from previous paragraphs; the independent clauses (starting with "the image" and "the painter") introduce the new information—a claim about how the image works ("more than Ôrealistic'") and why it works as it does (Vermeer "strengthens" the image by "imposing order"). 

Questions.   Questions, sometimes in pairs, also make good topic sentences (and signposts).  Consider the following: "Does the promise of stability justify this unchanging hierarchy?" We may fairly assume that the paragraph or section that follows will answer the question. Questions are by definition a form of inquiry, and thus demand an answer. Good essays strive for this forward momentum.

Bridge sentences.   Like questions, "bridge sentences" (the term is John Trimble's) make an excellent substitute for more formal topic sentences. Bridge sentences indicate both what came before and what comes next (they "bridge" paragraphs) without the formal trappings of multiple clauses: "But there is a clue to this puzzle." 

Pivots.   Topic sentences don't always appear at the beginning of a paragraph. When they come in the middle, they indicate that the paragraph will change direction, or "pivot." This strategy is particularly useful for dealing with counter-evidence: a paragraph starts out conceding a point or stating a fact ("Psychologist Sharon Hymer uses the term Ônarcissistic friendship' to describe the early stage of a friendship like the one between Celie and Shug"); after following up on this initial statement with evidence, it then reverses direction and establishes a claim ("Yet ... this narcissistic stage of Celie and Shug's relationship is merely a transitory one. Hymer herself concedes . . . "). The pivot always needs a signal, a word like "but," "yet," or "however," or a longer phrase or sentence that indicates an about-face. It often needs more than one sentence to make its point.

Signposts operate as topic sentences for whole sections in an essay. (In longer essays, sections often contain more than a single paragraph.) They inform a reader that the essay is taking a turn in its argument: delving into a related topic such as a counter-argument, stepping up its claims with a complication, or pausing to give essential historical or scholarly background. Because they reveal the architecture of the essay itself, signposts remind readers of what the essay's stakes are: what it's about, and why it's being written. 

Signposting can be accomplished in a sentence or two at the beginning of a paragraph or in whole paragraphs that serve as transitions between one part of the argument and the next. The following example comes from an essay examining how a painting by Monet,  The Gare Saint-Lazare: Arrival of a Train,  challenges Zola's declarations about Impressionist art. The student writer wonders whether Monet's Impressionism is really as devoted to avoiding "ideas" in favor of direct sense impressions as Zola's claims would seem to suggest. This is the start of the essay's third section:

It is evident in this painting that Monet found his Gare Saint-Lazare motif fascinating at the most fundamental level of the play of light as well as the loftiest level of social relevance.  Arrival of a Train  explores both extremes of expression. At the fundamental extreme, Monet satisfies the Impressionist objective of capturing the full-spectrum effects of light on a scene.

 The writer signposts this section in the first sentence, reminding readers of the stakes of the essay itself with the simultaneous references to sense impression ("play of light") and intellectual content ("social relevance"). The second sentence follows up on this idea, while the third serves as a topic sentence for the paragraph. The paragraph after that starts off with a topic sentence about the "cultural message" of the painting, something that the signposting sentence predicts by not only reminding readers of the essay's stakes but also, and quite clearly, indicating what the section itself will contain. 

Copyright 2000, Elizabeth Abrams, for the Writing Center at Harvard University

How to Write an Essay

Use the links below to jump directly to any section of this guide:

Essay Writing Fundamentals

How to prepare to write an essay, how to edit an essay, how to share and publish your essays, how to get essay writing help, how to find essay writing inspiration, resources for teaching essay writing.

Essays, short prose compositions on a particular theme or topic, are the bread and butter of academic life. You write them in class, for homework, and on standardized tests to show what you know. Unlike other kinds of academic writing (like the research paper) and creative writing (like short stories and poems), essays allow you to develop your original thoughts on a prompt or question. Essays come in many varieties: they can be expository (fleshing out an idea or claim), descriptive, (explaining a person, place, or thing), narrative (relating a personal experience), or persuasive (attempting to win over a reader). This guide is a collection of dozens of links about academic essay writing that we have researched, categorized, and annotated in order to help you improve your essay writing. 

Essays are different from other forms of writing; in turn, there are different kinds of essays. This section contains general resources for getting to know the essay and its variants. These resources introduce and define the essay as a genre, and will teach you what to expect from essay-based assessments.

Purdue OWL Online Writing Lab

One of the most trusted academic writing sites, Purdue OWL provides a concise introduction to the four most common types of academic essays.

"The Essay: History and Definition" (ThoughtCo)

This snappy article from ThoughtCo talks about the origins of the essay and different kinds of essays you might be asked to write. 

"What Is An Essay?" Video Lecture (Coursera)

The University of California at Irvine's free video lecture, available on Coursera, tells  you everything you need to know about the essay.

Wikipedia Article on the "Essay"

Wikipedia's article on the essay is comprehensive, providing both English-language and global perspectives on the essay form. Learn about the essay's history, forms, and styles.

"Understanding College and Academic Writing" (Aims Online Writing Lab)

This list of common academic writing assignments (including types of essay prompts) will help you know what to expect from essay-based assessments.

Before you start writing your essay, you need to figure out who you're writing for (audience), what you're writing about (topic/theme), and what you're going to say (argument and thesis). This section contains links to handouts, chapters, videos and more to help you prepare to write an essay.

How to Identify Your Audience

"Audience" (Univ. of North Carolina Writing Center)

This handout provides questions you can ask yourself to determine the audience for an academic writing assignment. It also suggests strategies for fitting your paper to your intended audience.

"Purpose, Audience, Tone, and Content" (Univ. of Minnesota Libraries)

This extensive book chapter from Writing for Success , available online through Minnesota Libraries Publishing, is followed by exercises to try out your new pre-writing skills.

"Determining Audience" (Aims Online Writing Lab)

This guide from a community college's writing center shows you how to know your audience, and how to incorporate that knowledge in your thesis statement.

"Know Your Audience" ( Paper Rater Blog)

This short blog post uses examples to show how implied audiences for essays differ. It reminds you to think of your instructor as an observer, who will know only the information you pass along.

How to Choose a Theme or Topic

"Research Tutorial: Developing Your Topic" (YouTube)

Take a look at this short video tutorial from the University of North Carolina at Chapel Hill to understand the basics of developing a writing topic.

"How to Choose a Paper Topic" (WikiHow)

This simple, step-by-step guide (with pictures!) walks you through choosing a paper topic. It starts with a detailed description of brainstorming and ends with strategies to refine your broad topic.

"How to Read an Assignment: Moving From Assignment to Topic" (Harvard College Writing Center)

Did your teacher give you a prompt or other instructions? This guide helps you understand the relationship between an essay assignment and your essay's topic.

"Guidelines for Choosing a Topic" (CliffsNotes)

This study guide from CliffsNotes both discusses how to choose a topic and makes a useful distinction between "topic" and "thesis."

How to Come Up with an Argument

"Argument" (Univ. of North Carolina Writing Center)

Not sure what "argument" means in the context of academic writing? This page from the University of North Carolina is a good place to start.

"The Essay Guide: Finding an Argument" (Study Hub)

This handout explains why it's important to have an argument when beginning your essay, and provides tools to help you choose a viable argument.

"Writing a Thesis and Making an Argument" (University of Iowa)

This page from the University of Iowa's Writing Center contains exercises through which you can develop and refine your argument and thesis statement.

"Developing a Thesis" (Harvard College Writing Center)

This page from Harvard's Writing Center collates some helpful dos and don'ts of argumentative writing, from steps in constructing a thesis to avoiding vague and confrontational thesis statements.

"Suggestions for Developing Argumentative Essays" (Berkeley Student Learning Center)

This page offers concrete suggestions for each stage of the essay writing process, from topic selection to drafting and editing. 

How to Outline your Essay

"Outlines" (Univ. of North Carolina at Chapel Hill via YouTube)

This short video tutorial from the University of North Carolina at Chapel Hill shows how to group your ideas into paragraphs or sections to begin the outlining process.

"Essay Outline" (Univ. of Washington Tacoma)

This two-page handout by a university professor simply defines the parts of an essay and then organizes them into an example outline.

"Types of Outlines and Samples" (Purdue OWL Online Writing Lab)

Purdue OWL gives examples of diverse outline strategies on this page, including the alphanumeric, full sentence, and decimal styles. 

"Outlining" (Harvard College Writing Center)

Once you have an argument, according to this handout, there are only three steps in the outline process: generalizing, ordering, and putting it all together. Then you're ready to write!

"Writing Essays" (Plymouth Univ.)

This packet, part of Plymouth University's Learning Development series, contains descriptions and diagrams relating to the outlining process.

"How to Write A Good Argumentative Essay: Logical Structure" (Criticalthinkingtutorials.com via YouTube)

This longer video tutorial gives an overview of how to structure your essay in order to support your argument or thesis. It is part of a longer course on academic writing hosted on Udemy.

Now that you've chosen and refined your topic and created an outline, use these resources to complete the writing process. Most essays contain introductions (which articulate your thesis statement), body paragraphs, and conclusions. Transitions facilitate the flow from one paragraph to the next so that support for your thesis builds throughout the essay. Sources and citations show where you got the evidence to support your thesis, which ensures that you avoid plagiarism. 

How to Write an Introduction

"Introductions" (Univ. of North Carolina Writing Center)

This page identifies the role of the introduction in any successful paper, suggests strategies for writing introductions, and warns against less effective introductions.

"How to Write A Good Introduction" (Michigan State Writing Center)

Beginning with the most common missteps in writing introductions, this guide condenses the essentials of introduction composition into seven points.

"The Introductory Paragraph" (ThoughtCo)

This blog post from academic advisor and college enrollment counselor Grace Fleming focuses on ways to grab your reader's attention at the beginning of your essay.

"Introductions and Conclusions" (Univ. of Toronto)

This guide from the University of Toronto gives advice that applies to writing both introductions and conclusions, including dos and don'ts.

"How to Write Better Essays: No One Does Introductions Properly" ( The Guardian )

This news article interviews UK professors on student essay writing; they point to introductions as the area that needs the most improvement.

How to Write a Thesis Statement

"Writing an Effective Thesis Statement" (YouTube)

This short, simple video tutorial from a college composition instructor at Tulsa Community College explains what a thesis statement is and what it does. 

"Thesis Statement: Four Steps to a Great Essay" (YouTube)

This fantastic tutorial walks you through drafting a thesis, using an essay prompt on Nathaniel Hawthorne's The Scarlet Letter as an example.

"How to Write a Thesis Statement" (WikiHow)

This step-by-step guide (with pictures!) walks you through coming up with, writing, and editing a thesis statement. It invites you think of your statement as a "working thesis" that can change.

"How to Write a Thesis Statement" (Univ. of Indiana Bloomington)

Ask yourself the questions on this page, part of Indiana Bloomington's Writing Tutorial Services, when you're writing and refining your thesis statement.

"Writing Tips: Thesis Statements" (Univ. of Illinois Center for Writing Studies)

This page gives plentiful examples of good to great thesis statements, and offers questions to ask yourself when formulating a thesis statement.

How to Write Body Paragraphs

"Body Paragraph" (Brightstorm)

This module of a free online course introduces you to the components of a body paragraph. These include the topic sentence, information, evidence, and analysis.

"Strong Body Paragraphs" (Washington Univ.)

This handout from Washington's Writing and Research Center offers in-depth descriptions of the parts of a successful body paragraph.

"Guide to Paragraph Structure" (Deakin Univ.)

This handout is notable for color-coding example body paragraphs to help you identify the functions various sentences perform.

"Writing Body Paragraphs" (Univ. of Minnesota Libraries)

The exercises in this section of Writing for Success  will help you practice writing good body paragraphs. It includes guidance on selecting primary support for your thesis.

"The Writing Process—Body Paragraphs" (Aims Online Writing Lab)

The information and exercises on this page will familiarize you with outlining and writing body paragraphs, and includes links to more information on topic sentences and transitions.

"The Five-Paragraph Essay" (ThoughtCo)

This blog post discusses body paragraphs in the context of one of the most common academic essay types in secondary schools.

How to Use Transitions

"Transitions" (Univ. of North Carolina Writing Center)

This page from the University of North Carolina at Chapel Hill explains what a transition is, and how to know if you need to improve your transitions.

"Using Transitions Effectively" (Washington Univ.)

This handout defines transitions, offers tips for using them, and contains a useful list of common transitional words and phrases grouped by function.

"Transitions" (Aims Online Writing Lab)

This page compares paragraphs without transitions to paragraphs with transitions, and in doing so shows how important these connective words and phrases are.

"Transitions in Academic Essays" (Scribbr)

This page lists four techniques that will help you make sure your reader follows your train of thought, including grouping similar information and using transition words.

"Transitions" (El Paso Community College)

This handout shows example transitions within paragraphs for context, and explains how transitions improve your essay's flow and voice.

"Make Your Paragraphs Flow to Improve Writing" (ThoughtCo)

This blog post, another from academic advisor and college enrollment counselor Grace Fleming, talks about transitions and other strategies to improve your essay's overall flow.

"Transition Words" (smartwords.org)

This handy word bank will help you find transition words when you're feeling stuck. It's grouped by the transition's function, whether that is to show agreement, opposition, condition, or consequence.

How to Write a Conclusion

"Parts of An Essay: Conclusions" (Brightstorm)

This module of a free online course explains how to conclude an academic essay. It suggests thinking about the "3Rs": return to hook, restate your thesis, and relate to the reader.

"Essay Conclusions" (Univ. of Maryland University College)

This overview of the academic essay conclusion contains helpful examples and links to further resources for writing good conclusions.

"How to End An Essay" (WikiHow)

This step-by-step guide (with pictures!) by an English Ph.D. walks you through writing a conclusion, from brainstorming to ending with a flourish.

"Ending the Essay: Conclusions" (Harvard College Writing Center)

This page collates useful strategies for writing an effective conclusion, and reminds you to "close the discussion without closing it off" to further conversation.

How to Include Sources and Citations

"Research and Citation Resources" (Purdue OWL Online Writing Lab)

Purdue OWL streamlines information about the three most common referencing styles (MLA, Chicago, and APA) and provides examples of how to cite different resources in each system.

EasyBib: Free Bibliography Generator

This online tool allows you to input information about your source and automatically generate citations in any style. Be sure to select your resource type before clicking the "cite it" button.

CitationMachine

Like EasyBib, this online tool allows you to input information about your source and automatically generate citations in any style. 

Modern Language Association Handbook (MLA)

Here, you'll find the definitive and up-to-date record of MLA referencing rules. Order through the link above, or check to see if your library has a copy.

Chicago Manual of Style

Here, you'll find the definitive and up-to-date record of Chicago referencing rules. You can take a look at the table of contents, then choose to subscribe or start a free trial.

How to Avoid Plagiarism

"What is Plagiarism?" (plagiarism.org)

This nonprofit website contains numerous resources for identifying and avoiding plagiarism, and reminds you that even common activities like copying images from another website to your own site may constitute plagiarism.

"Plagiarism" (University of Oxford)

This interactive page from the University of Oxford helps you check for plagiarism in your work, making it clear how to avoid citing another person's work without full acknowledgement.

"Avoiding Plagiarism" (MIT Comparative Media Studies)

This quick guide explains what plagiarism is, what its consequences are, and how to avoid it. It starts by defining three words—quotation, paraphrase, and summary—that all constitute citation.

"Harvard Guide to Using Sources" (Harvard Extension School)

This comprehensive website from Harvard brings together articles, videos, and handouts about referencing, citation, and plagiarism. 

Grammarly contains tons of helpful grammar and writing resources, including a free tool to automatically scan your essay to check for close affinities to published work. 

Noplag is another popular online tool that automatically scans your essay to check for signs of plagiarism. Simply copy and paste your essay into the box and click "start checking."

Once you've written your essay, you'll want to edit (improve content), proofread (check for spelling and grammar mistakes), and finalize your work until you're ready to hand it in. This section brings together tips and resources for navigating the editing process. 

"Writing a First Draft" (Academic Help)

This is an introduction to the drafting process from the site Academic Help, with tips for getting your ideas on paper before editing begins.

"Editing and Proofreading" (Univ. of North Carolina Writing Center)

This page provides general strategies for revising your writing. They've intentionally left seven errors in the handout, to give you practice in spotting them.

"How to Proofread Effectively" (ThoughtCo)

This article from ThoughtCo, along with those linked at the bottom, help describe common mistakes to check for when proofreading.

"7 Simple Edits That Make Your Writing 100% More Powerful" (SmartBlogger)

This blog post emphasizes the importance of powerful, concise language, and reminds you that even your personal writing heroes create clunky first drafts.

"Editing Tips for Effective Writing" (Univ. of Pennsylvania)

On this page from Penn's International Relations department, you'll find tips for effective prose, errors to watch out for, and reminders about formatting.

"Editing the Essay" (Harvard College Writing Center)

This article, the first of two parts, gives you applicable strategies for the editing process. It suggests reading your essay aloud, removing any jargon, and being unafraid to remove even "dazzling" sentences that don't belong.

"Guide to Editing and Proofreading" (Oxford Learning Institute)

This handout from Oxford covers the basics of editing and proofreading, and reminds you that neither task should be rushed. 

In addition to plagiarism-checkers, Grammarly has a plug-in for your web browser that checks your writing for common mistakes.

After you've prepared, written, and edited your essay, you might want to share it outside the classroom. This section alerts you to print and web opportunities to share your essays with the wider world, from online writing communities and blogs to published journals geared toward young writers.

Sharing Your Essays Online

Go Teen Writers

Go Teen Writers is an online community for writers aged 13 - 19. It was founded by Stephanie Morrill, an author of contemporary young adult novels. 

Tumblr is a blogging website where you can share your writing and interact with other writers online. It's easy to add photos, links, audio, and video components.

Writersky provides an online platform for publishing and reading other youth writers' work. Its current content is mostly devoted to fiction.

Publishing Your Essays Online

This teen literary journal publishes in print, on the web, and (more frequently), on a blog. It is committed to ensuring that "teens see their authentic experience reflected on its pages."

The Matador Review

This youth writing platform celebrates "alternative," unconventional writing. The link above will take you directly to the site's "submissions" page.

Teen Ink has a website, monthly newsprint magazine, and quarterly poetry magazine promoting the work of young writers.

The largest online reading platform, Wattpad enables you to publish your work and read others' work. Its inline commenting feature allows you to share thoughts as you read along.

Publishing Your Essays in Print

Canvas Teen Literary Journal

This quarterly literary magazine is published for young writers by young writers. They accept many kinds of writing, including essays.

The Claremont Review

This biannual international magazine, first published in 1992, publishes poetry, essays, and short stories from writers aged 13 - 19.

Skipping Stones

This young writers magazine, founded in 1988, celebrates themes relating to ecological and cultural diversity. It publishes poems, photos, articles, and stories.

The Telling Room

This nonprofit writing center based in Maine publishes children's work on their website and in book form. The link above directs you to the site's submissions page.

Essay Contests

Scholastic Arts and Writing Awards

This prestigious international writing contest for students in grades 7 - 12 has been committed to "supporting the future of creativity since 1923."

Society of Professional Journalists High School Essay Contest

An annual essay contest on the theme of journalism and media, the Society of Professional Journalists High School Essay Contest awards scholarships up to $1,000.

National YoungArts Foundation

Here, you'll find information on a government-sponsored writing competition for writers aged 15 - 18. The foundation welcomes submissions of creative nonfiction, novels, scripts, poetry, short story and spoken word.

Signet Classics Student Scholarship Essay Contest

With prompts on a different literary work each year, this competition from Signet Classics awards college scholarships up to $1,000.

"The Ultimate Guide to High School Essay Contests" (CollegeVine)

See this handy guide from CollegeVine for a list of more competitions you can enter with your academic essay, from the National Council of Teachers of English Achievement Awards to the National High School Essay Contest by the U.S. Institute of Peace.

Whether you're struggling to write academic essays or you think you're a pro, there are workshops and online tools that can help you become an even better writer. Even the most seasoned writers encounter writer's block, so be proactive and look through our curated list of resources to combat this common frustration.

Online Essay-writing Classes and Workshops

"Getting Started with Essay Writing" (Coursera)

Coursera offers lots of free, high-quality online classes taught by college professors. Here's one example, taught by instructors from the University of California Irvine.

"Writing and English" (Brightstorm)

Brightstorm's free video lectures are easy to navigate by topic. This unit on the parts of an essay features content on the essay hook, thesis, supporting evidence, and more.

"How to Write an Essay" (EdX)

EdX is another open online university course website with several two- to five-week courses on the essay. This one is geared toward English language learners.

Writer's Digest University

This renowned writers' website offers online workshops and interactive tutorials. The courses offered cover everything from how to get started through how to get published.

Writing.com

Signing up for this online writer's community gives you access to helpful resources as well as an international community of writers.

How to Overcome Writer's Block

"Symptoms and Cures for Writer's Block" (Purdue OWL)

Purdue OWL offers a list of signs you might have writer's block, along with ways to overcome it. Consider trying out some "invention strategies" or ways to curb writing anxiety.

"Overcoming Writer's Block: Three Tips" ( The Guardian )

These tips, geared toward academic writing specifically, are practical and effective. The authors advocate setting realistic goals, creating dedicated writing time, and participating in social writing.

"Writing Tips: Strategies for Overcoming Writer's Block" (Univ. of Illinois)

This page from the University of Illinois at Urbana-Champaign's Center for Writing Studies acquaints you with strategies that do and do not work to overcome writer's block.

"Writer's Block" (Univ. of Toronto)

Ask yourself the questions on this page; if the answer is "yes," try out some of the article's strategies. Each question is accompanied by at least two possible solutions.

If you have essays to write but are short on ideas, this section's links to prompts, example student essays, and celebrated essays by professional writers might help. You'll find writing prompts from a variety of sources, student essays to inspire you, and a number of essay writing collections.

Essay Writing Prompts

"50 Argumentative Essay Topics" (ThoughtCo)

Take a look at this list and the others ThoughtCo has curated for different kinds of essays. As the author notes, "a number of these topics are controversial and that's the point."

"401 Prompts for Argumentative Writing" ( New York Times )

This list (and the linked lists to persuasive and narrative writing prompts), besides being impressive in length, is put together by actual high school English teachers.

"SAT Sample Essay Prompts" (College Board)

If you're a student in the U.S., your classroom essay prompts are likely modeled on the prompts in U.S. college entrance exams. Take a look at these official examples from the SAT.

"Popular College Application Essay Topics" (Princeton Review)

This page from the Princeton Review dissects recent Common Application essay topics and discusses strategies for answering them.

Example Student Essays

"501 Writing Prompts" (DePaul Univ.)

This nearly 200-page packet, compiled by the LearningExpress Skill Builder in Focus Writing Team, is stuffed with writing prompts, example essays, and commentary.

"Topics in English" (Kibin)

Kibin is a for-pay essay help website, but its example essays (organized by topic) are available for free. You'll find essays on everything from  A Christmas Carol  to perseverance.

"Student Writing Models" (Thoughtful Learning)

Thoughtful Learning, a website that offers a variety of teaching materials, provides sample student essays on various topics and organizes them by grade level.

"Five-Paragraph Essay" (ThoughtCo)

In this blog post by a former professor of English and rhetoric, ThoughtCo brings together examples of five-paragraph essays and commentary on the form.

The Best Essay Writing Collections

The Best American Essays of the Century by Joyce Carol Oates (Amazon)

This collection of American essays spanning the twentieth century was compiled by award winning author and Princeton professor Joyce Carol Oates.

The Best American Essays 2017 by Leslie Jamison (Amazon)

Leslie Jamison, the celebrated author of essay collection  The Empathy Exams , collects recent, high-profile essays into a single volume.

The Art of the Personal Essay by Phillip Lopate (Amazon)

Documentary writer Phillip Lopate curates this historical overview of the personal essay's development, from the classical era to the present.

The White Album by Joan Didion (Amazon)

This seminal essay collection was authored by one of the most acclaimed personal essayists of all time, American journalist Joan Didion.

Consider the Lobster by David Foster Wallace (Amazon)

Read this famous essay collection by David Foster Wallace, who is known for his experimentation with the essay form. He pushed the boundaries of personal essay, reportage, and political polemic.

"50 Successful Harvard Application Essays" (Staff of the The Harvard Crimson )

If you're looking for examples of exceptional college application essays, this volume from Harvard's daily student newspaper is one of the best collections on the market.

Are you an instructor looking for the best resources for teaching essay writing? This section contains resources for developing in-class activities and student homework assignments. You'll find content from both well-known university writing centers and online writing labs.

Essay Writing Classroom Activities for Students

"In-class Writing Exercises" (Univ. of North Carolina Writing Center)

This page lists exercises related to brainstorming, organizing, drafting, and revising. It also contains suggestions for how to implement the suggested exercises.

"Teaching with Writing" (Univ. of Minnesota Center for Writing)

Instructions and encouragement for using "freewriting," one-minute papers, logbooks, and other write-to-learn activities in the classroom can be found here.

"Writing Worksheets" (Berkeley Student Learning Center)

Berkeley offers this bank of writing worksheets to use in class. They are nested under headings for "Prewriting," "Revision," "Research Papers" and more.

"Using Sources and Avoiding Plagiarism" (DePaul University)

Use these activities and worksheets from DePaul's Teaching Commons when instructing students on proper academic citation practices.

Essay Writing Homework Activities for Students

"Grammar and Punctuation Exercises" (Aims Online Writing Lab)

These five interactive online activities allow students to practice editing and proofreading. They'll hone their skills in correcting comma splices and run-ons, identifying fragments, using correct pronoun agreement, and comma usage.

"Student Interactives" (Read Write Think)

Read Write Think hosts interactive tools, games, and videos for developing writing skills. They can practice organizing and summarizing, writing poetry, and developing lines of inquiry and analysis.

This free website offers writing and grammar activities for all grade levels. The lessons are designed to be used both for large classes and smaller groups.

"Writing Activities and Lessons for Every Grade" (Education World)

Education World's page on writing activities and lessons links you to more free, online resources for learning how to "W.R.I.T.E.": write, revise, inform, think, and edit.

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• How to cite a website in APA Style

How to Cite a Website in APA Style | Format & Examples

Published on November 5, 2020 by Jack Caulfield . Revised on January 17, 2024.

APA website citations usually include the author, the publication date, the title of the page or article, the website name, and the URL. If there is no author, start the citation with the title of the article. If the page is likely to change over time, add a retrieval date.

If you are citing an online version of a print publication (e.g. a newspaper , magazine , or dictionary ), use the same format as you would for print, with a URL added at the end. Formats differ for online videos (e.g. TED Talks ), images , and dissertations .

Use the buttons below to explore the format, or use our free APA Citation Generator to automatically create citations.

Cite a website in APA Style now:

Table of contents, citing an entire website, how to cite online articles, websites with no author, websites with no date, how to cite from social media, frequently asked questions about apa style citations.

When you refer to a website in your text without quoting or paraphrasing from a specific part of it, you don’t need a formal citation. Instead, you can just include the URL in parentheses after the name of the site:

One of the most popular social media sites, Instagram (http://instagram.com), allows users to share images and videos.

For this kind of citation, you don’t need to include the website on the reference page . However, if you’re citing a specific page or article from a website, you will need a formal in-text citation and reference list entry.

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Various kinds of articles appear online, and how you cite them depends on where the article appears.

Online articles from newspapers, magazines, and blogs

Articles appearing in online versions of print publications (e.g. newspapers and magazines) are cited like their print versions, but with an added URL.

The same format is used for blog posts. Just include the blog name where you would usually put the name of the magazine or newspaper.

Articles from online-only news sites

For articles from news sites without print equivalents (e.g. BBC News, Reuters), italicize the name of the article and  not  the name of the site.

When a web page does not list an individual author, it can usually be attributed to an organization or government . If this results in the author name being identical to the site name, omit the site name, as in the example below.

If you can’t identify any author at all, replace the author name with the title of the page or article.

In the in-text citation , put the title in quotation marks if it is in plain text in the reference list, or in italics if it is in italics in the reference list. Note that title case is used for the title here, unlike in the reference list. Shorten the title to the first few words if necessary.

When a web page or article does not list a publication or revision date, replace the date with “n.d.” (“no date”) in all citations.

If an online source is likely to change over time, it is recommended to include the date on which you accessed it.

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As social media posts are usually untitled, use the first 20 words of the post, in italics, as a title. Also include any relevant information about the type of post and any multimedia aspects (e.g. videos, images, sound, links) in square brackets.

On some social media sites (such as Twitter ), users go by usernames instead of or in addition to their real names. Where the author’s real name is known, include it, along with their username in square brackets:

In some cases, you’ll want to cite a whole social media profile instead of a specific post. In these cases, include an access date, because a profile will obviously change over time:

When citing a webpage or online article , the APA in-text citation consists of the author’s last name and year of publication. For example: (Worland & Williams, 2015). Note that the author can also be an organization. For example: (American Psychological Association, 2019).

If you’re quoting you should also include a locator. Since web pages don’t have page numbers, you can use one of the following options:

• Paragraph number: (Smith, 2018, para. 15).
• Heading or section name: ( CDC, 2020, Flu Season section)
• Abbreviated heading:  ( CDC, 2020, “Key Facts” section)

When you quote or paraphrase a specific passage from a source, you need to indicate the location of the passage in your APA in-text citation . If there are no page numbers (e.g. when citing a website ) but the text is long, you can instead use section headings, paragraph numbers, or a combination of the two:

(Caulfield, 2019, Linking section, para. 1).

Section headings can be shortened if necessary. Kindle location numbers should not be used in ebook citations , as they are unreliable.

If you are referring to the source as a whole, it’s not necessary to include a page number or other marker.

When no individual author name is listed, but the source can clearly be attributed to a specific organization—e.g., a press release by a charity, a report by an agency, or a page from a company’s website—use the organization’s name as the author in the reference entry and APA in-text citations .

When no author at all can be determined—e.g. a collaboratively edited wiki or an online article published anonymously—use the title in place of the author. In the in-text citation, put the title in quotation marks if it appears in plain text in the reference list, and in italics if it appears in italics in the reference list. Shorten it if necessary.

APA Style usually does not require an access date. You never need to include one when citing journal articles , e-books , or other stable online sources.

However, if you are citing a website or online article that’s designed to change over time, it’s a good idea to include an access date. In this case, write it in the following format at the end of the reference: Retrieved October 19, 2020, from https://www.uva.nl/en/about-the-uva/about-the-university/about-the-university.html

Instead of the author’s name, include the first few words of the work’s title in the in-text citation. Enclose the title in double quotation marks when citing an article, web page or book chapter. Italicize the title of periodicals, books, and reports.

No publication date

If the publication date is unknown , use “n.d.” (no date) instead. For example: (Johnson, n.d.).

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Caulfield, J. (2024, January 17). How to Cite a Website in APA Style | Format & Examples. Scribbr. Retrieved June 19, 2024, from https://www.scribbr.com/apa-examples/website/

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