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Academic writing : from paragraph to essay

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Zemach, D.E. and Rumisek, L.A. 2005 [2003]. Academic Writing from Paragraph to Essay. Oxford: Macmillan.

Reviewer: Yasmin Dar

10 July 2011

The coursebook is aimed at international students who are studying at an intermediate level. Its purpose is to offer guidance on how to write essays at an appropriate level for an academic environment such as a college or university. Its aim is to teach how to write sentences and then progress onto providing a framework for structuring paragraphs and essays. The model is a step-by-step process which includes clear examples and appropriate explanations followed by exercises which have an answer key. The coursebook is presented in a clear and logical way, e.g., the start of each new unit clearly and concisely sets out the intended learning outcomes. Each unit builds on the learning outcomes that have been covered in the previous units. Within each unit there are clear explanations of key terms and the system of recycling previous texts should ease the burden on students to process new topic- or context-specific information. There are useful topics related to the type of writing expected to be carried out at college e.g., personal statement for application to a university, two sample essay drafts as well as two sample CVs. However, these particular topics are placed in the additional materials section. Students are provided with relevant language structures that are useful for improving their grammar in essay writing, as well as useful photocopiable material that should help students to self-evaluate specific areas of their essay.

Potential issues could be related to the type of texts used in the coursebook to teach the following elements for academic writing: firstly, to learn how to develop a paragraph, the reader is presented with a text which is written for a brochure in a health club context. It could be argued that this type of writing is typically informal and not normally written for an academic audience. Secondly, to illustrate paragraph development the reader is presented with a style of text (p.18) in a context of ‘a first date’ where the writer draws on personal experience. This is a potential pitfall due to the inappropriate context for certain cultures. In academic contexts, students are usually expected and encouraged to illustrate/support their opinion by citing an academic source. Students would have benefited from a unit on how to find and reference academic sources in an academic text. Thirdly, to learn how to write a ‘compare and contrast’ essay, students are presented with an email context, which is not normally used for this purpose. Finally, to learn how to write a ‘process paragraph’ (p.29), the context of a recipe is presented for students to find topic and concluding sentences. Thus, there appears to be a contradiction with the authors’ claim that in units 1 to 6, students will ‘analyse and write the type of paragraphs that commonly occur in academic contexts’ (iv) due to the specific concerns highlighted in this section.

Overall, however, there is clear evidence of classroom exercises that are underpinned by process writing methodology and I would recommend Academic Writing from Paragraph to Essay .

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Writing academically: Paragraph structure

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Paragraph structure

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“An appropriate use of paragraphs is an essential part of writing coherent and well-structured essays.” Don Shiach,   How to write essays

• A topic sentence – what is the overall point that the paragraph is making?
• Evidence that supports your point – this is usually your cited material.
• Explanation of why the point is important and how it helps with your overall argument.
• A link (if necessary) to the next paragraph (or to the previous one if coming at the beginning of the paragraph) or back to the essay question.

This is a good order to use when you are new to writing academic essays - but as you get more accomplished you can adapt it as necessary. The important thing is to make sure all of these elements are present within the paragraph.

The sections below explain more about each of these elements.

The topic sentence (Point)

This should appear early in the paragraph and is often, but not always, the first sentence.  It should clearly state the main point that you are making in the paragraph. When you are planning essays, writing down a list of your topic sentences is an excellent way to check that your argument flows well from one point to the next.

This is the evidence that backs up your topic sentence. Why do you believe what you have written in your topic sentence? The evidence is usually paraphrased or quoted material from your reading . Depending on the nature of the assignment, it could also include:

• Your own data (in a research project for example).
• Personal experiences from practice (especially for Social Care, Health Sciences and Education).
• Personal experiences from learning (in a reflective essay for example).

Any evidence from external sources should, of course, be referenced.

Explanation (analysis)

This is the part of your paragraph where you explain to your reader why the evidence supports the point and why that point is relevant to your overall argument. It is where you answer the question 'So what?'. Tell the reader how the information in the paragraph helps you answer the question and how it leads to your conclusion. Your analysis should attempt to persuade the reader that your conclusion is the correct one.

These are the parts of your paragraphs that will get you the higher marks in any marking scheme.

Links are optional but it will help your argument flow if you include them. They are sentences that help the reader understand how the parts of your argument are connected . Most commonly they come at the end of the paragraph but they can be equally effective at the beginning of the next one. Sometimes a link is split between the end of one paragraph and the beginning of the next (see the example paragraph below).

Paragraph structure video

Length of a paragraph

Academic paragraphs are usually between 200 and 300 words long (they vary more than this but it is a useful guide). The important thing is that they should be long enough to contain all the above material. Only move onto a new paragraph if you are making a new point. 

Many students make their paragraphs too short (because they are not including enough or any analysis) or too long (they are made up of several different points).

Example of an academic paragraph

Using storytelling in educational settings can enable educators to connect with their students because of inborn tendencies for humans to listen to stories.   Written languages have only existed for between 6,000 and 7,000 years (Daniels & Bright, 1995) before then, and continually ever since in many cultures, important lessons for life were passed on using the oral tradition of storytelling. These varied from simple informative tales, to help us learn how to find food or avoid danger, to more magical and miraculous stories designed to help us see how we can resolve conflict and find our place in society (Zipes, 2012). Oral storytelling traditions are still fundamental to native American culture and Rebecca Bishop, a native American public relations officer (quoted in Sorensen, 2012) believes that the physical act of storytelling is a special thing; children will automatically stop what they are doing and listen when a story is told. Professional communicators report that this continues to adulthood (Simmons, 2006; Stevenson, 2008).   This means that storytelling can be a powerful tool for connecting with students of all ages in a way that a list of bullet points in a PowerPoint presentation cannot. The emotional connection and innate, almost hardwired, need to listen when someone tells a story means that educators can teach memorable lessons in a uniquely engaging manner that is   common to all cultures. 

This cross-cultural element of storytelling can be seen when reading or listening to wisdom tales from around the world...

Key:   Topic sentence    Evidence (includes some analysis)    Analysis   Link (crosses into next paragraph)

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Improve Your Paper by Writing Structured Paragraphs

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In academic writing, effective paragraphs serve as building blocks to construct a complex analysis or argument. Paragraphing helps readers to understand and process your ideas into meaningful units of thought.

What do paragraphs do?

Imagine reading this page without paragraph breaks. Paragraphs create order and logic by helping your reader recognize the boundaries where one point ends and another begins.

How long should a paragraph be?

In a first draft, it may make sense to set a goal for length. For example, you can set a goal of writing four to six sentences per paragraph: in that number of sentences you can announce an idea, prove that idea with evidence, and explain why this evidence matters by linking it to the overall goal of your paper.

In the final version of your paper you may have a shorter paragraph or two. Short paragraphs call a lot of attention to themselves, so they can effectively emphasize a point. Too many short paragraphs, however, may indicate that your ideas are not developed with evidence and analysis.

You’ll generally read and write longer paragraphs in academic papers. However, too many long paragraphs can provide readers with too much information to manage at one time. Readers need planned pauses or breaks when reading long complex papers in order to understand your presented ideas. Remember this writing mantra: “Give your readers a break!” or “Good paragraphs give one pause!”

Kinds of sentences in a paragraph

Thinking about paragraphs rigidly in terms of length may lead to formulaic writing. Instead, as you revise your draft think about how each sentence is functioning in your paragraph, and whether your paragraph has sufficient functional sentences to make its point.

Transition sentences guide your reader smoothly from the topic of the preceding paragraph into the topic of your new paragraph. Writers sometimes begin with a transition sentence before introducing the topic of the new paragraph.

A topic sentence states the main idea of a paragraph. Beginning a paragraph with a topic sentence ensures your reader recognizes early in the paragraph what larger idea the paragraph is going to demonstrate. Expert writers may not introduce the topic until the middle or end of the paragraph, and often imply their topics without ever writing a topic sentence.

Body sentences develop the topic of the paragraph. These sentences work to analyze data or quotations, describe a text or event, set up a comparison, showcase evidence, and sometimes they enumerate the logical points for readers to give them a sense of a paper’s bigger picture. In body sentences, you need to consider how much quoted data or evidence will demonstrate or prove your point.

Linking sentences relate back to the paper’s main argument by showing how the idea of that paragraph matches the overall goal of the paper.

Concluding sentences may bring a section to its end before you move on to a new section of the paper.

Some sample paragraphs

Undergraduate art analysis.

Notice how the writer develops the idea in the body sentences, as promised in the first sentence, and concludes her paragraph by offering a keen, close observation of specific details.

In order to understand how Manet’s work echoes or communicates with Titian’s, one must first consider the similarities between their paintings. To begin with, both take a nude woman as the subject. More than that, however, Manet directly copies the composition of Titian’s Venus; the overwhelming similarity in color and the figures’ arrangement in each painting prove this. Both women are lying in the same position with their heads on the left-hand side of the canvas. Both women have their left leg crossed over the right. Both women have flowers and accessories. Other key elements unite these paintings, as well: the arrangement of the sheets on the bed; the green curtains; the servants; and the small animal at the foot of the bed. All these features clearly indicate that Manet echoes Titian. If one stopped at the similarity in the composition, it would appear that both paintings communicate the same thing; both would be a celebration of the beauty of the human figure, and Manet’s voice would have added nothing new to the conversation; it would have no additional meaning besides venerating the masterful work of Titian. ( Used with permission .)

Undergraduate literary analysis

In this paragraph from a 2012 Lewis Prize-winning English essay, UW–Madison undergraduate Abby Becker organizes her sentences savvily. She first transitions her reader into her topic, then introduces the source of evidence for that paragraph before analyzing that source and returning to the topic with the new critical perspective that her analysis suggests.

In order for a political or social revolution to occur, connections must be formed. More means of communication lead to more opportunities to make connections. In Dos Passos’ The 42nd Parallel, J. Ward Moorehouse focuses on making business connections but never forms any relationships. He explains at a party that “he had come down in a purely unofficial way you understand to make contacts” (249). In business and politics, making contacts denotes an impersonal, removed way of dealing with people. This type of communication does not result in connections. Moorehouse’s connections are for his own political personal gain. There may be a connection but no insight or true relationship. Moorehouse views people as a tool to advance his own business and political agendas demonstrating that connections with people are often made out of selfish, egotistical motives.

Magazine profile

From a September 2006 The Atlantic article , by Marshall Poe, describing Jimmy Wales, Wikipedia, and collaborative knowledge. Notice how the first sentence introduces a philosophical issue that the body sentences define and link to both Wikipedia and Wales’s own personality.

Wales was an advocate of what is generically termed “openness” online. An “open” online community is one with few restrictions on membership or posting-everyone is welcome, and anyone can say anything as long as it’s generally on point and doesn’t include gratuitous ad hominem attacks. Openness fit not only Wales’s idea of objectivism, with its emphasis on reason and rejection of force, but also his mild personality. He doesn’t like to fight. He would rather suffer fools in silence, waiting for them to talk themselves out, than confront them. This patience would serve Wales well in the years to come.

From Spontaneous Gestures Influence Strategy Choices in Problem Solving (2011). UW-Madison Psychology Professor Martha Alibali et al. present empirical research on how children use physical gestures to acquire mathematical problem-solving knowledge. Notice the clarity of expression in the first paragraph’s topic sentence: the writer provides sufficient set-up to prepare readers for the data which comes at the end of each paragraph.

We predicted that participants in the gesture-allowed condition would be less likely than participants in the gesture-prohibited condition to generate the parity strategy, because the availability of gesture would promote use of perceptual-motor strategies instead. This was indeed the case; the proportion of participants who used the parity strategy on at least one trial was .74 in the gesture-allowed condition and .91 in the gesture-prohibited condition, _2(1, N = 85) = 4.17, p = .04 (Fig. 1). Once they generated the parity strategy, most participants (89%) used it on all subsequent trials.

Mechanical engineering

From Mounting methodologies to measure EUV reticle nonflatness (SPIE Proceedings 7470, 2009), by the lab of UW–Madison Professor Roxanne L. Engelstad. Notice how Battula et al. signal the practical consequence of their findings and also suggest that another result would be possible depending on further research.

Unfortunately, to map the entire reticle with a single measurement, a 12 in. beam expander is needed. With such a large optical system, the expander must be held rigidly, not allowing it to tip or tilt. Since the UW-CMC mount must remain vertical to be effective, it cannot be used in this scenario. Consequently, the application of this mount is limited. Thus, a number of new designs have been proposed by industry to address the alignment issues and provide for other options, such as automated handling. Three of these designs are described and evaluated in the following sections.

Literary studies

From Dorothy West’s Paradise: A Biography of Class and Color (2012), by UW–Madison Professor Sherrard-Johnson. Notice how the first two sentences give crucial background information in order to set up the topic sentence.

In Contested Waters: A Social History of Swimming Pools in America, Jeff Wiltse examines how U.S. swimming pools were transformed from interracial single-sex spaces in which class and gender were more important than race to “leisure resorts, where practically everyone in the community except black Americans swam together.” His study then follows what he calls the second social transformation—”when black Americans gained access through legal and social protest” and “white swimmers generally abandoned them for private pools.” The various iterations of West’s story, which discuss the span from 1950 to 1980, fall between these two moments in social and legal history. I am particularly intrigued by how the national history of segregated bathing areas informs the local, particular event described by West. Does the exclusion of blacks from the high beach parallel the segregation of public pools? In the early twentieth century, public bathing spaces were notoriously violent. The Chicago Riot in 1919 was touched off when white bathers threw rocks at black teenagers who had drifted into a white beach on Lake Michigan. Northerners’ use of pools during the Progressive era reinforced class and gender but not racial distinction. Working-class folk did not swim with the upper classes, but they were not as concerned about color. Following the Great Migration, the concerns about intimacy and sexuality that have always been latent in conversations about public space (in particular the public space of the pool) were directed at blacks. The peculiar democracy of the beach—in bathing suits it is more difficulty to determine class‐worked against black Americans. Wiltse marks this shift between the years of 1920 and 1940. The social changes that took place during this period shape West’s complex politics. (26)

Legal writing

Former UW–Madison School of Law Professor Arthur F. McEvoy wrote this model paragraph as part of a memorandum on effective writing. Notice that each of the body sentences illustrates and develops the main idea or topic sentence.

The ideal paragraph contains five sentences. The topic sentence almost always comes first and states as clearly as possible the point that the paragraph makes, just as the first sentence of this paragraph did. The three middle sentences of the paragraph follow the topic sentence in some rational order and substantiate it with examples, analysis, or other kind of development; if written clearly, middle sentences may employ conjunctions or subordinate clauses to put across complex ideas without breaking the basic form. Every well-written paragraph ends with a “clincher” sentence that in some way signals completion of the paragraph’s point and places it in context, either by restating the topic sentence, relating the topic back to the thesis of the writing as a whole, or by providing a transition to the paragraph that follows. While good style may require a writer to vary this basic form occasionally, the five-sentence model captures the Platonic essence of the paragraph and most effectively accomplishes its purpose, which is to state a single idea, in sequence, discretely and comprehensively.

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Find out how to structure an academic paragraph.

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Academic Writing has its own conventions, not just in terms of style and language, but also structure, and the use of paragraphs is one of those conventions.Paragraphs don’t just make a text easier to read by breaking it up on the page. They are a key tool in creating and signposting structure in academic writing, as they are the building blocks of an argument, separating each point and showing how they link together to form the structure. They also have a characteristic structure of their own.

View enlarged image

Paragraphs and points

A common piece of advice is ‘one point per paragraph’. This can be a little hard to put into practice – what counts as ‘a point’? The whole assignment could be said to be making a point, and each sentence also makes a point. Another way to think of it is that a point in this sense is a statement of argument or observation that contributes a significant and essential step in your whole structure, without which your conclusion will be weakened. A point like this can’t stand on its own without being further unpacked with evidence, explanation, interpretation etc, which is the job of the rest of the paragraph. You should be able to get the overall gist and structure of an academic text by just reading the first line of each paragraph.

Topic sentences

This point is usually the first (in some cases the second) sentence of the paragraph, commonly known as the topic sentence. The point made is usually an argumentative statement which needs to be demonstrated or an observation which needs to be interpreted or explained (the former is more common in Arts, Humanities and Social Sciences; the latter is more common in the sciences, but they can be found in both). The topic sentence introduces the main idea of the paragraph, usually with a key word which echoes the signposting language from the introduction so the reader recognises it. It also moves from what we know (the old keyword) to the new information (the new keyword), showing how the paragraph builds on what has gone before. It also indicates how it connects to the previous paragraph with a signpost word. This linking should be as brief as possible, as the longer your reader has to wait or the more they have to search for the new idea, the more confused they are likely to become.

Paragraph structure

Academic paragraphs work like court reports rather than murder mysteries; start with the end result and then explain how you got there, rather than taking the reader on an exploration with the purpose only revealed at the end. One simple model for paragraph structure is PEEL: Point, Evidence, Evaluation, Link (to the assignment topic or next paragraph). This is a good starting point, but you may find it too rigid and restrictive for what you need to do, or too clumsy and repetitive in constantly linking back or forward. Look at some of the paragraphs in the academic books or articles you’re reading and see how they are structured and how often they fit this model, and how they vary. Average paragraph length varies depending on your subject - Arts, Humanities and Social Sciences tend to use longer paragraphs than in the sciences.

Sentence structure

In English, the reader prioritises the information which is at the start of the sentence (they are front-loaded). Sentence length varies according to personal taste and discipline convention, but overly long sentences can mean that later elements get overlooked or the sentence coherence breaks down. If your sentence contains several important elements, then it might be best to split into two or more sentences so that each one gets its own spotlight. You can use signposting words to make the connection between them clear. Compare these two versions. Which is better?

In English, sentences are ‘front-loaded’ so the most important information appears early on, and later information may be lost, meaning that writers might separate very long sentences and use signpost words to demonstrate the link.

In English, sentences are ‘front-loaded’ so the most important information appears early on. Later information may be lost as a result. Writers might therefore separate very long sentences and use signpost words to demonstrate the link.

Troubleshooting

• You’re not sure which is your topic sentence.
• Your reader gives you the feedback that your point isn’t clear (or that your writing is too descriptive).

Your main point is likely to be buried somewhere in your paragraph, or there isn’t a clear focus. This could be an issue with planning, or that you are still working your ideas out as you write. Ask yourself: if you could only keep one sentence from each paragraph, which one would it be? That is most likely an idea, argument or observation of your own rather than from your reading. This is likely to be your topic sentence, and should be placed at the start of your paragraph. Your reader should be able to follow your overall structure by reading the first line of each paragraph, to capture your points. If the first line of your paragraph is just a descriptive fact or quote from someone else, then they aren’t going to get a sense of your argument.

• Your paragraphs are very long.
• More than one of your sentences could be your topic sentence.

You may have some less relevant material which isn’t essential to making your point, or your paragraph may be making two related points rather than one. If you ask ‘if I could only keep one sentence from this paragraph, which would it be?’ and can’t decide between two sentences, then you may have two points which would be better developed separately in two paragraphs. You could also look at each sentence and decide if it’s necessary or just nice to have, and whether your overall point would be undermined if you removed it, or if it just adds interest but is not strictly essential.

• Your paragraphs are very short.
• Your feedback suggests that you need to ‘unpack’ or ‘expand’ your points.

You may have an isolated fragment which on your plan looked like it might be enough for a paragraph but didn’t work out being very much when you came to write it up. This would be better integrated into another paragraph if it fits, or cut if it doesn’t. You may instead have skipped some of your reasoning, not developing your point fully with all of the evidence and explanation needed, and instead assuming that your reader is following you. In this case, try analysing what you have written and after each sentence (or part of a sentence), identify what questions the reader might ask about that to be convinced of it, such as ‘what does that mean? How do you know? Why / how does that happen? What is the significance of that? How does that prove your point?’ If you haven’t answered any of the questions that occur to you, you may need to expand on that aspect more fully.

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Academic writing refers to a style of expression that researchers use to define the intellectual boundaries of their disciplines and specific areas of expertise. Characteristics of academic writing include a formal tone, use of the third-person rather than first-person perspective (usually), a clear focus on the research problem under investigation, and precise word choice. Like specialist languages adopted in other professions, such as, law or medicine, academic writing is designed to convey agreed meaning about complex ideas or concepts within a community of scholarly experts and practitioners.

Academic Writing. Writing Center. Colorado Technical College; Hartley, James. Academic Writing and Publishing: A Practical Guide . New York: Routledge, 2008; Ezza, El-Sadig Y. and Touria Drid. T eaching Academic Writing as a Discipline-Specific Skill in Higher Education . Hershey, PA: IGI Global, 2020.

Importance of Good Academic Writing

The accepted form of academic writing in the social sciences can vary considerable depending on the methodological framework and the intended audience. However, most college-level research papers require careful attention to the following stylistic elements:

I.  The Big Picture Unlike creative or journalistic writing, the overall structure of academic writing is formal and logical. It must be cohesive and possess a logically organized flow of ideas; this means that the various parts are connected to form a unified whole. There should be narrative links between sentences and paragraphs so that the reader is able to follow your argument. The introduction should include a description of how the rest of the paper is organized and all sources are properly cited throughout the paper.

II.  Tone The overall tone refers to the attitude conveyed in a piece of writing. Throughout your paper, it is important that you present the arguments of others fairly and with an appropriate narrative tone. When presenting a position or argument that you disagree with, describe this argument accurately and without loaded or biased language. In academic writing, the author is expected to investigate the research problem from an authoritative point of view. You should, therefore, state the strengths of your arguments confidently, using language that is neutral, not confrontational or dismissive.

III.  Diction Diction refers to the choice of words you use. Awareness of the words you use is important because words that have almost the same denotation [dictionary definition] can have very different connotations [implied meanings]. This is particularly true in academic writing because words and terminology can evolve a nuanced meaning that describes a particular idea, concept, or phenomenon derived from the epistemological culture of that discipline [e.g., the concept of rational choice in political science]. Therefore, use concrete words [not general] that convey a specific meaning. If this cannot be done without confusing the reader, then you need to explain what you mean within the context of how that word or phrase is used within a discipline.

IV.  Language The investigation of research problems in the social sciences is often complex and multi- dimensional . Therefore, it is important that you use unambiguous language. Well-structured paragraphs and clear topic sentences enable a reader to follow your line of thinking without difficulty. Your language should be concise, formal, and express precisely what you want it to mean. Do not use vague expressions that are not specific or precise enough for the reader to derive exact meaning ["they," "we," "people," "the organization," etc.], abbreviations like 'i.e.'  ["in other words"], 'e.g.' ["for example"], or 'a.k.a.' ["also known as"], and the use of unspecific determinate words ["super," "very," "incredible," "huge," etc.].

V.  Punctuation Scholars rely on precise words and language to establish the narrative tone of their work and, therefore, punctuation marks are used very deliberately. For example, exclamation points are rarely used to express a heightened tone because it can come across as unsophisticated or over-excited. Dashes should be limited to the insertion of an explanatory comment in a sentence, while hyphens should be limited to connecting prefixes to words [e.g., multi-disciplinary] or when forming compound phrases [e.g., commander-in-chief]. Finally, understand that semi-colons represent a pause that is longer than a comma, but shorter than a period in a sentence. In general, there are four grammatical uses of semi-colons: when a second clause expands or explains the first clause; to describe a sequence of actions or different aspects of the same topic; placed before clauses which begin with "nevertheless", "therefore", "even so," and "for instance”; and, to mark off a series of phrases or clauses which contain commas. If you are not confident about when to use semi-colons [and most of the time, they are not required for proper punctuation], rewrite using shorter sentences or revise the paragraph.

VI.  Academic Conventions Among the most important rules and principles of academic engagement of a writing is citing sources in the body of your paper and providing a list of references as either footnotes or endnotes. The academic convention of citing sources facilitates processes of intellectual discovery, critical thinking, and applying a deliberate method of navigating through the scholarly landscape by tracking how cited works are propagated by scholars over time . Aside from citing sources, other academic conventions to follow include the appropriate use of headings and subheadings, properly spelling out acronyms when first used in the text, avoiding slang or colloquial language, avoiding emotive language or unsupported declarative statements, avoiding contractions [e.g., isn't], and using first person and second person pronouns only when necessary.

VII.  Evidence-Based Reasoning Assignments often ask you to express your own point of view about the research problem. However, what is valued in academic writing is that statements are based on evidence-based reasoning. This refers to possessing a clear understanding of the pertinent body of knowledge and academic debates that exist within, and often external to, your discipline concerning the topic. You need to support your arguments with evidence from scholarly [i.e., academic or peer-reviewed] sources. It should be an objective stance presented as a logical argument; the quality of the evidence you cite will determine the strength of your argument. The objective is to convince the reader of the validity of your thoughts through a well-documented, coherent, and logically structured piece of writing. This is particularly important when proposing solutions to problems or delineating recommended courses of action.

VIII.  Thesis-Driven Academic writing is “thesis-driven,” meaning that the starting point is a particular perspective, idea, or position applied to the chosen topic of investigation, such as, establishing, proving, or disproving solutions to the questions applied to investigating the research problem. Note that a problem statement without the research questions does not qualify as academic writing because simply identifying the research problem does not establish for the reader how you will contribute to solving the problem, what aspects you believe are most critical, or suggest a method for gathering information or data to better understand the problem.

IX.  Complexity and Higher-Order Thinking Academic writing addresses complex issues that require higher-order thinking skills applied to understanding the research problem [e.g., critical, reflective, logical, and creative thinking as opposed to, for example, descriptive or prescriptive thinking]. Higher-order thinking skills include cognitive processes that are used to comprehend, solve problems, and express concepts or that describe abstract ideas that cannot be easily acted out, pointed to, or shown with images. Think of your writing this way: One of the most important attributes of a good teacher is the ability to explain complexity in a way that is understandable and relatable to the topic being presented during class. This is also one of the main functions of academic writing--examining and explaining the significance of complex ideas as clearly as possible.  As a writer, you must adopt the role of a good teacher by summarizing complex information into a well-organized synthesis of ideas, concepts, and recommendations that contribute to a better understanding of the research problem.

Academic Writing. Writing Center. Colorado Technical College; Hartley, James. Academic Writing and Publishing: A Practical Guide . New York: Routledge, 2008; Murray, Rowena  and Sarah Moore. The Handbook of Academic Writing: A Fresh Approach . New York: Open University Press, 2006; Johnson, Roy. Improve Your Writing Skills . Manchester, UK: Clifton Press, 1995; Nygaard, Lynn P. Writing for Scholars: A Practical Guide to Making Sense and Being Heard . Second edition. Los Angeles, CA: Sage Publications, 2015; Silvia, Paul J. How to Write a Lot: A Practical Guide to Productive Academic Writing . Washington, DC: American Psychological Association, 2007; Style, Diction, Tone, and Voice. Writing Center, Wheaton College; Sword, Helen. Stylish Academic Writing . Cambridge, MA: Harvard University Press, 2012.

Strategies for...

Understanding Academic Writing and Its Jargon

The very definition of research jargon is language specific to a particular community of practitioner-researchers . Therefore, in modern university life, jargon represents the specific language and meaning assigned to words and phrases specific to a discipline or area of study. For example, the idea of being rational may hold the same general meaning in both political science and psychology, but its application to understanding and explaining phenomena within the research domain of a each discipline may have subtle differences based upon how scholars in that discipline apply the concept to the theories and practice of their work.

Given this, it is important that specialist terminology [i.e., jargon] must be used accurately and applied under the appropriate conditions . Subject-specific dictionaries are the best places to confirm the meaning of terms within the context of a specific discipline. These can be found by either searching in the USC Libraries catalog by entering the disciplinary and the word dictionary [e.g., sociology and dictionary] or using a database such as Credo Reference [a curated collection of subject encyclopedias, dictionaries, handbooks, guides from highly regarded publishers] . It is appropriate for you to use specialist language within your field of study, but you should avoid using such language when writing for non-academic or general audiences.

Problems with Opaque Writing

A common criticism of scholars is that they can utilize needlessly complex syntax or overly expansive vocabulary that is impenetrable or not well-defined. When writing, avoid problems associated with opaque writing by keeping in mind the following:

1.   Excessive use of specialized terminology . Yes, it is appropriate for you to use specialist language and a formal style of expression in academic writing, but it does not mean using "big words" just for the sake of doing so. Overuse of complex or obscure words or writing complicated sentence constructions gives readers the impression that your paper is more about style than substance; it leads the reader to question if you really know what you are talking about. Focus on creating clear, concise, and elegant prose that minimizes reliance on specialized terminology.

2.   Inappropriate use of specialized terminology . Because you are dealing with concepts, research, and data within your discipline, you need to use the technical language appropriate to that area of study. However, nothing will undermine the validity of your study quicker than the inappropriate application of a term or concept. Avoid using terms whose meaning you are unsure of--do not just guess or assume! Consult the meaning of terms in specialized, discipline-specific dictionaries by searching the USC Libraries catalog or the Credo Reference database [see above].

Additional Problems to Avoid

In addition to understanding the use of specialized language, there are other aspects of academic writing in the social sciences that you should be aware of. These problems include:

• Personal nouns . Excessive use of personal nouns [e.g., I, me, you, us] may lead the reader to believe the study was overly subjective. These words can be interpreted as being used only to avoid presenting empirical evidence about the research problem. Limit the use of personal nouns to descriptions of things you actually did [e.g., "I interviewed ten teachers about classroom management techniques..."]. Note that personal nouns are generally found in the discussion section of a paper because this is where you as the author/researcher interpret and describe your work.
• Directives . Avoid directives that demand the reader to "do this" or "do that." Directives should be framed as evidence-based recommendations or goals leading to specific outcomes. Note that an exception to this can be found in various forms of action research that involve evidence-based advocacy for social justice or transformative change. Within this area of the social sciences, authors may offer directives for action in a declarative tone of urgency.
• Informal, conversational tone using slang and idioms . Academic writing relies on excellent grammar and precise word structure. Your narrative should not include regional dialects or slang terms because they can be open to interpretation. Your writing should be direct and concise using standard English.
• Wordiness. Focus on being concise, straightforward, and developing a narrative that does not have confusing language . By doing so, you  help eliminate the possibility of the reader misinterpreting the design and purpose of your study.
• Vague expressions (e.g., "they," "we," "people," "the company," "that area," etc.). Being concise in your writing also includes avoiding vague references to persons, places, or things. While proofreading your paper, be sure to look for and edit any vague or imprecise statements that lack context or specificity.
• Numbered lists and bulleted items . The use of bulleted items or lists should be used only if the narrative dictates a need for clarity. For example, it is fine to state, "The four main problems with hedge funds are:" and then list them as 1, 2, 3, 4. However, in academic writing, this must then be followed by detailed explanation and analysis of each item. Given this, the question you should ask yourself while proofreading is: why begin with a list in the first place rather than just starting with systematic analysis of each item arranged in separate paragraphs? Also, be careful using numbers because they can imply a ranked order of priority or importance. If none exists, use bullets and avoid checkmarks or other symbols.
• Descriptive writing . Describing a research problem is an important means of contextualizing a study. In fact, some description or background information may be needed because you can not assume the reader knows the key aspects of the topic. However, the content of your paper should focus on methodology, the analysis and interpretation of findings, and their implications as they apply to the research problem rather than background information and descriptions of tangential issues.
• Personal experience. Drawing upon personal experience [e.g., traveling abroad; caring for someone with Alzheimer's disease] can be an effective way of introducing the research problem or engaging your readers in understanding its significance. Use personal experience only as an example, though, because academic writing relies on evidence-based research. To do otherwise is simply story-telling.

NOTE:   Rules concerning excellent grammar and precise word structure do not apply when quoting someone.  A quote should be inserted in the text of your paper exactly as it was stated. If the quote is especially vague or hard to understand, consider paraphrasing it or using a different quote to convey the same meaning. Consider inserting the term "sic" in brackets after the quoted text to indicate that the quotation has been transcribed exactly as found in the original source, but the source had grammar, spelling, or other errors. The adverb sic informs the reader that the errors are not yours.

Academic Writing. The Writing Lab and The OWL. Purdue University; Academic Writing Style. First-Year Seminar Handbook. Mercer University; Bem, Daryl J. Writing the Empirical Journal Article. Cornell University; College Writing. The Writing Center. University of North Carolina; Murray, Rowena  and Sarah Moore. The Handbook of Academic Writing: A Fresh Approach . New York: Open University Press, 2006; Johnson, Eileen S. “Action Research.” In Oxford Research Encyclopedia of Education . Edited by George W. Noblit and Joseph R. Neikirk. (New York: Oxford University Press, 2020); Oppenheimer, Daniel M. "Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly." Applied Cognitive Psychology 20 (2006): 139-156; Ezza, El-Sadig Y. and Touria Drid. T eaching Academic Writing as a Discipline-Specific Skill in Higher Education . Hershey, PA: IGI Global, 2020; Pernawan, Ari. Common Flaws in Students' Research Proposals. English Education Department. Yogyakarta State University; Style. College Writing. The Writing Center. University of North Carolina; Invention: Five Qualities of Good Writing. The Reading/Writing Center. Hunter College; Sword, Helen. Stylish Academic Writing . Cambridge, MA: Harvard University Press, 2012; What Is an Academic Paper? Institute for Writing Rhetoric. Dartmouth College.

Structure and Writing Style

I. Improving Academic Writing

To improve your academic writing skills, you should focus your efforts on three key areas: 1.   Clear Writing . The act of thinking about precedes the process of writing about. Good writers spend sufficient time distilling information and reviewing major points from the literature they have reviewed before creating their work. Writing detailed outlines can help you clearly organize your thoughts. Effective academic writing begins with solid planning, so manage your time carefully. 2.  Excellent Grammar . Needless to say, English grammar can be difficult and complex; even the best scholars take many years before they have a command of the major points of good grammar. Take the time to learn the major and minor points of good grammar. Spend time practicing writing and seek detailed feedback from professors. Take advantage of the Writing Center on campus if you need help. Proper punctuation and good proofreading skills can significantly improve academic writing [see sub-tab for proofreading you paper ].

Refer to these three basic resources to help your grammar and writing skills:

• A good writing reference book, such as, Strunk and White’s book, The Elements of Style or the St. Martin's Handbook ;
• A college-level dictionary, such as, Merriam-Webster's Collegiate Dictionary ;
• The latest edition of Roget's Thesaurus in Dictionary Form .

3.  Consistent Stylistic Approach . Whether your professor expresses a preference to use MLA, APA or the Chicago Manual of Style or not, choose one style manual and stick to it. Each of these style manuals provide rules on how to write out numbers, references, citations, footnotes, and lists. Consistent adherence to a style of writing helps with the narrative flow of your paper and improves its readability. Note that some disciplines require a particular style [e.g., education uses APA] so as you write more papers within your major, your familiarity with it will improve.

II. Evaluating Quality of Writing

A useful approach for evaluating the quality of your academic writing is to consider the following issues from the perspective of the reader. While proofreading your final draft, critically assess the following elements in your writing.

• It is shaped around one clear research problem, and it explains what that problem is from the outset.
• Your paper tells the reader why the problem is important and why people should know about it.
• You have accurately and thoroughly informed the reader what has already been published about this problem or others related to it and noted important gaps in the research.
• You have provided evidence to support your argument that the reader finds convincing.
• The paper includes a description of how and why particular evidence was collected and analyzed, and why specific theoretical arguments or concepts were used.
• The paper is made up of paragraphs, each containing only one controlling idea.
• You indicate how each section of the paper addresses the research problem.
• You have considered counter-arguments or counter-examples where they are relevant.
• Arguments, evidence, and their significance have been presented in the conclusion.
• Limitations of your research have been explained as evidence of the potential need for further study.
• The narrative flows in a clear, accurate, and well-organized way.

Boscoloa, Pietro, Barbara Arféb, and Mara Quarisaa. “Improving the Quality of Students' Academic Writing: An Intervention Study.” Studies in Higher Education 32 (August 2007): 419-438; Academic Writing. The Writing Lab and The OWL. Purdue University; Academic Writing Style. First-Year Seminar Handbook. Mercer University; Bem, Daryl J. Writing the Empirical Journal Article. Cornell University; Candlin, Christopher. Academic Writing Step-By-Step: A Research-based Approach . Bristol, CT: Equinox Publishing Ltd., 2016; College Writing. The Writing Center. University of North Carolina; Style . College Writing. The Writing Center. University of North Carolina; Invention: Five Qualities of Good Writing. The Reading/Writing Center. Hunter College; Sword, Helen. Stylish Academic Writing . Cambridge, MA: Harvard University Press, 2012; What Is an Academic Paper? Institute for Writing Rhetoric. Dartmouth College.

Writing Tip

Considering the Passive Voice in Academic Writing

In the English language, we are able to construct sentences in the following way: 1.  "The policies of Congress caused the economic crisis." 2.  "The economic crisis was caused by the policies of Congress."

The decision about which sentence to use is governed by whether you want to focus on “Congress” and what they did, or on “the economic crisis” and what caused it. This choice in focus is achieved with the use of either the active or the passive voice. When you want your readers to focus on the "doer" of an action, you can make the "doer"' the subject of the sentence and use the active form of the verb. When you want readers to focus on the person, place, or thing affected by the action, or the action itself, you can make the effect or the action the subject of the sentence by using the passive form of the verb.

Often in academic writing, scholars don't want to focus on who is doing an action, but on who is receiving or experiencing the consequences of that action. The passive voice is useful in academic writing because it allows writers to highlight the most important participants or events within sentences by placing them at the beginning of the sentence.

Use the passive voice when:

• You want to focus on the person, place, or thing affected by the action, or the action itself;
• It is not important who or what did the action;
• You want to be impersonal or more formal.

Form the passive voice by:

• Turning the object of the active sentence into the subject of the passive sentence.
• Changing the verb to a passive form by adding the appropriate form of the verb "to be" and the past participle of the main verb.

NOTE: Consult with your professor about using the passive voice before submitting your research paper. Some strongly discourage its use!

Active and Passive Voice. The Writing Lab and The OWL. Purdue University; Diefenbach, Paul. Future of Digital Media Syllabus. Drexel University; Passive Voice. The Writing Center. University of North Carolina.  

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Essay Papers Writing Online

How to properly format numbers in academic essays – a comprehensive guide.

When writing academic essays, it is crucial to follow certain guidelines to ensure your work is clear, accurate, and professional. One area that often causes confusion is the use of numbers. Should you write numbers out in full or use numerals? Are there specific rules for when to use each format? In this article, we will explore the best practices for using numbers in academic writing to help you convey your ideas effectively.

One of the primary rules to keep in mind when using numbers in academic essays is consistency. Choose a style guide, such as APA or MLA, and stick to its guidelines throughout your paper. This will help maintain a uniform appearance and make your work easier to read. Additionally, consider the context in which you are using numbers. Are you discussing statistics, measurements, or dates? Each of these may require a different approach to ensure clarity and accuracy.

Another important aspect of using numbers in academic writing is knowing when to write them out in full and when to use numerals. In general, numbers zero to nine are typically written out in full (e.g., three, seven), while numerals are used for numbers 10 and above (e.g., 15, 42). However, there are exceptions to this rule, so be sure to consult your style guide for specific cases.

Importance of Using Numbers

Numbers play a crucial role in academic essays as they provide a concrete and quantitative basis for arguments and evidence. When used appropriately, numbers can add credibility and precision to your writing, making your arguments more convincing and compelling.

By including specific numerical data, such as statistics, percentages, or numerical examples, you can enhance the clarity and accuracy of your statements. Numbers can help quantify the magnitude of a problem, demonstrate trends over time, or compare different scenarios effectively.

Additionally, numbers can enhance the reader’s understanding of complex concepts and ideas by providing a clear and measurable context. They can also help you make your arguments more persuasive and impactful by presenting evidence in a concise and structured manner.

Overall, using numbers in academic essays is essential for presenting factual information, supporting your arguments with evidence, and making your writing more precise and effective. Properly integrating numbers into your writing can significantly strengthen your academic work and contribute to its overall quality.

Formatting Guidelines for Numbers

When writing academic essays, it is important to follow specific formatting guidelines for numbers to ensure clarity and consistency throughout your paper. Here are some key rules to keep in mind:

1. Spell out numbers one to nine: In general, spell out numbers from one to nine (e.g., “two apples”, “seven participants”) to improve readability and avoid confusion.

2. Use numerals for numbers 10 and above: Use numerals for numbers 10 and above (e.g., “12 years old”, “22 participants”) to maintain consistency in your writing.

3. Use numerals for measurements and percentages: Always use numerals for measurements (e.g., “5 meters”, “10 kilograms”) and percentages (e.g., “25%”) to provide accurate and precise information.

4. Use commas for numbers with four or more digits: Use commas to separate thousands, millions, etc., in numbers with four or more digits (e.g., 1,000, 10,000,000).

5. Be consistent in using numerical formats: Maintain consistency in how you present numbers within your essay. For instance, if you start a list with numerals, continue using numerals for the rest of the list.

Proper Use of Numerals

When writing an academic essay, it is important to know how to properly use numerals. Here are some guidelines to follow:

1. Use numerals for numbers 10 and above: When expressing numbers 10 and above, use numerals. For example, “There were 15 participants in the study.”

2. Spell out numbers below 10: For numbers below 10, spell them out. For example, “There were seven different hypotheses tested in the study.”

3. Use numerals for units of measurement and time: Use numerals when expressing units of measurement (5 grams) and time (6 hours).

4. Consistency is key: Be consistent in your use of numerals throughout the essay. If you start with numerals, continue to use numerals for similar types of information.

5. Follow style guidelines: Some academic disciplines have specific style guidelines for the use of numerals. Make sure to follow the guidelines provided by your institution or the journal you are submitting to.

By following these guidelines, you can ensure that your use of numerals in your academic essay is clear and consistent.

Writing Numbers as Words

When writing numbers in academic essays, it is important to follow the style guide provided by your institution or the specific guidelines of the publication you are submitting your work to. In general, numbers from one to nine are typically written out as words (e.g., “two” or “seven”), while numbers 10 and above are written as numerals (e.g., 10 or 27). However, there can be exceptions to this rule depending on the style guide being used.

It is also a good practice to spell out ordinal numbers (e.g., first, second, third) rather than using numerals (e.g., 1st, 2nd, 3rd) in academic writing. This helps maintain consistency and clarity throughout your essay. Additionally, when a sentence begins with a number, it is generally recommended to write it out as a word to avoid starting a sentence with a numeral.

Remember to always check the specific style guide you are required to follow for any variations or exceptions when writing numbers in your academic essays. Consistency and accuracy are key to conveying your ideas clearly and professionally.

Consistency in Number Usage

When writing academic essays, it is essential to maintain consistency in the usage of numbers throughout the document. This consistency applies to both the style and format of numbers used in the text. Here are some guidelines to ensure proper usage:

• Choose a style guide and follow its rules for writing numbers. Some style guides prefer spelling out numbers from one to ten and using numerals for numbers above ten, while others may have different preferences.
• Be consistent within the same sentence or paragraph. For example, if you spell out a number in one instance, make sure to do the same for similar numbers in the following sentences.
• Decide on a format for dates, times, and measurements and stick to it throughout the essay. For instance, choose between writing dates in the month-day-year format or the day-month-year format and use it consistently.
• Use numerals for percentages, decimals, fractions, and numbers with scientific units. Make sure to format these numbers according to the conventions of your chosen style guide.

By maintaining consistency in number usage, you can improve the readability and professionalism of your academic writing. Paying attention to these details demonstrates your attention to accuracy and precision in your work.

Tips for Enhancing Clarity

When using numbers in academic essays, it is essential to prioritize clarity to ensure that your reader can easily follow your arguments and understand your points. Here are some tips to enhance the clarity of your numerical expressions:

By following these tips, you can effectively enhance the clarity of your numerical expressions in academic essays and improve the overall readability of your work.

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On Paragraphs

Welcome to the Purdue OWL

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

What is a paragraph?

A paragraph is a collection of related sentences dealing with a single topic. Learning to write good paragraphs will help you as a writer stay on track during your drafting and revision stages. Good paragraphing also greatly assists your readers in following a piece of writing. You can have fantastic ideas, but if those ideas aren't presented in an organized fashion, you will lose your readers (and fail to achieve your goals in writing).

The Basic Rule: Keep one idea to one paragraph

The basic rule of thumb with paragraphing is to keep one idea to one paragraph. If you begin to transition into a new idea, it belongs in a new paragraph. There are some simple ways to tell if you are on the same topic or a new one. You can have one idea and several bits of supporting evidence within a single paragraph. You can also have several points in a single paragraph as long as they relate to the overall topic of the paragraph. If the single points start to get long, then perhaps elaborating on each of them and placing them in their own paragraphs is the route to go.

Elements of a paragraph

To be as effective as possible, a paragraph should contain each of the following: Unity, Coherence, A Topic Sentence, and Adequate Development. As you will see, all of these traits overlap. Using and adapting them to your individual purposes will help you construct effective paragraphs.

The entire paragraph should concern itself with a single focus. If it begins with one focus or major point of discussion, it should not end with another or wander within different ideas.

Coherence is the trait that makes the paragraph easily understandable to a reader. You can help create coherence in your paragraphs by creating logical bridges and verbal bridges.

Logical bridges

• The same idea of a topic is carried over from sentence to sentence
• Successive sentences can be constructed in parallel form

Verbal bridges

• Key words can be repeated in several sentences
• Synonymous words can be repeated in several sentences
• Pronouns can refer to nouns in previous sentences
• Transition words can be used to link ideas from different sentences

A topic sentence

A topic sentence is a sentence that indicates in a general way what idea or thesis the paragraph is going to deal with. Although not all paragraphs have clear-cut topic sentences, and despite the fact that topic sentences can occur anywhere in the paragraph (as the first sentence, the last sentence, or somewhere in the middle), an easy way to make sure your reader understands the topic of the paragraph is to put your topic sentence near the beginning of the paragraph. (This is a good general rule for less experienced writers, although it is not the only way to do it). Regardless of whether you include an explicit topic sentence or not, you should be able to easily summarize what the paragraph is about.

Adequate development

The topic (which is introduced by the topic sentence) should be discussed fully and adequately. Again, this varies from paragraph to paragraph, depending on the author's purpose, but writers should be wary of paragraphs that only have two or three sentences. It's a pretty good bet that the paragraph is not fully developed if it is that short.

Some methods to make sure your paragraph is well-developed:

• Use examples and illustrations
• Cite data (facts, statistics, evidence, details, and others)
• Examine testimony (what other people say such as quotes and paraphrases)
• Use an anecdote or story
• Define terms in the paragraph
• Compare and contrast
• Evaluate causes and reasons
• Examine effects and consequences
• Analyze the topic
• Describe the topic
• Offer a chronology of an event (time segments)

How do I know when to start a new paragraph?

You should start a new paragraph when:

• When you begin a new idea or point. New ideas should always start in new paragraphs. If you have an extended idea that spans multiple paragraphs, each new point within that idea should have its own paragraph.
• To contrast information or ideas. Separate paragraphs can serve to contrast sides in a debate, different points in an argument, or any other difference.
• When your readers need a pause. Breaks between paragraphs function as a short "break" for your readers—adding these in will help your writing be more readable. You would create a break if the paragraph becomes too long or the material is complex.
• When you are ending your introduction or starting your conclusion. Your introductory and concluding material should always be in a new paragraph. Many introductions and conclusions have multiple paragraphs depending on their content, length, and the writer's purpose.

Transitions and signposts

Two very important elements of paragraphing are signposts and transitions. Signposts are internal aids to assist readers; they usually consist of several sentences or a paragraph outlining what the article has covered and where the article will be going.

Transitions are usually one or several sentences that "transition" from one idea to the next. Transitions can be used at the end of most paragraphs to help the paragraphs flow one into the next.

Get science-backed answers as you write with Paperpal's Research feature

How to Structure an Essay

Essay writing is a fundamental skill, a basic task, that is expected of those who choose to pursue their undergraduate and master’s degrees. It constitutes a key requirement for students to complete a given course credit. However, many students and early career researchers find themselves struggling with the challenge of organizing their thoughts into a coherent, engaging structure. This article is especially for those who see essay writing as a daunting task and face problems in presenting their work in an impactful way.  

Table of Contents

• Writing an essay: basic elements and some key principles  
• Essay structure template 
• Chronological structure 
• Problem-methods-solutions structure 
• Compare and contrast structures 
• Frequently asked questions on essay structure 

Read on as we delve into the basic elements of essay writing, outline key principles for organizing information, and cover some foundational features of writing essays.  

Writing an essay: basic elements and some key principles

Essays are written in a flowing and continuous pattern but with a structure of its own. An introduction, body and conclusion are integral to it. The key is to balance the amount and kind of information to be presented in each part. Various disciplines may have their own conventions or guidelines on the information to be provided in the introduction.  

A clear articulation of the context and background of the study is important, as is the definition of key terms and an outline of specific models or theories used. Readers also need to know the significance of the study and its implications for further research. Most importantly, the thesis or the main proposition should be clearly presented.  

The body of the essay is therefore organized into paragraphs that hold the main ideas and arguments and is presented and analyzed in a logical manner. Ideally, each paragraph of the body focuses on one main point or a distinct topic and must be supported by evidence and analysis. The concluding paragraph should bring back to the reader the key arguments, its significance and food for thought. It is best not to re-state all the points of the essay or introduce a new concept here. 

In other words, certain general guidelines help structure the information in the essay. The information must flow logically with the context or the background information presented in the introductory part of the essay. The arguments are built organically where each paragraph in the body of the essay deals with a different point, yet closely linked to the para preceding and following it. Importantly, when writing essays, early career researchers must be careful in ensuring that each piece of information relates to the main thesis and is a building block to the arguments. 

Essay structure template

• Introduction 
• Provide the context and share significance of the study 
• Clearly articulate the thesis statement 
• Body  
• Paragraph 1 consisting of the first main point, followed by supporting evidence and an analysis of the findings. Transitional words and phrases can be used to move to the next main point. 
• There can be as many paragraphs with the above-mentioned elements as there are points and arguments to support your thesis. 
• Conclusion  
• Bring in key ideas and discuss their significance and relevance 
• Call for action 
• References 

Essay structures

The structure of an essay can be determined by the kind of essay that is required.  

Chronological structure

Also known as the cause-and-effect approach, this is a straightforward way to structure an essay. In such essays, events are discussed sequentially, as they occurred from the earliest to the latest. A chronological structure is useful for discussing a series of events or processes such as historical analyses or narratives of events. The introduction should have the topic sentence. The body of the essay should follow a chorological progression with each para discussing a major aspect of that event with supporting evidence. It ends with a summarizing of the results of the events.  

Problem-methods-solutions structure

Where the essay focuses on a specific problem, the problem-methods-solutions structure can be used to organize the essay. This structure is ideal for essays that address complex issues. It starts with presenting the problem, the context, and thesis statement as introduction to the essay. The major part of the discussion which forms the body of the essay focuses on stating the problem and its significance, the author’s approach or methods adopted to address the problem along with its relevance, and accordingly proposing solution(s) to the identified problem. The concluding part offers a recap of the research problem, methods, and proposed solutions, emphasizing their significance and potential impact. 

Compare and contrast structures

This structure of essay writing is ideally used when two or more key subjects require a comparison of ideas, theories, or phenomena. The three crucial elements, introduction, body, and conclusion, remain the same. The introduction presents the context and the thesis statement. The body of the essay seeks to focus on and highlight differences between the subjects, supported by evidence and analysis. The conclusion is used to summarize the key points of comparison and contrast, offering insights into the significance of the analysis.  

Depending on how the subjects will be discussed, the body of the essay can be organized according to the block method or the alternating method. In the block method, one para discusses one subject and the next para the other subject. In the alternative method, both subjects are discussed in one para based on a particular topic or issue followed by the next para on another issue and so on.  

Frequently asked questions on essay structure

An essay structure serves as a framework for presenting ideas coherently and logically. It comprises three crucial elements: an introduction that communicates the context, topic, and thesis statement; the body focusing on the main points and arguments supported with appropriate evidence followed by its analysis; and a conclusion that ties together the main points and its importance .  

An essay structure well-defined essay structure enhances clarity, coherence, and readability, and is crucial for organizing ideas and arguments to effectively communicate key aspects of a chosen topic. It allows readers to better understand arguments presented and demonstrates the author’s ability to organize and present information systematically. 

Yes, while expert recommend following an essay structure, early career researchers may choose how best to adapt standard essay structures to communicate and share their research in an impactful and engaging way. However, do keep in mind that deviating too far from established structures can hinder comprehension and weaken the overall effectiveness of the essay,  By understanding the basic elements of essay writing and employing appropriate structures such as chronological, problem-methods-solutions, or compare and contrast, researchers can effectively organize their ideas and communicate their findings with clarity and precision. 

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Daily Writing Tips

How to write an essay for a scholarship: a step-by-step guide.

Crafting an essay for a scholarship is your chance to show why you’re a worthy investment. It’s not just another essay; it’s a personal narrative that embodies your aspirations and showcases your potential.

In this step-by-step guide, we’ll lead you through each part of the scholarship essay process: understanding the prompt, outlining your thoughts, engaging introductions, strong body paragraphs, impactful conclusions, and essential revisions. Plus, we’ll touch on those final checks before you hit submit.

Ready to turn your educational dreams into a compelling story? Let’s begin the journey of writing an essay that might just change the course of your future.

What Is a Scholarship Essay and Why Is It Important?

A scholarship essay is a written piece you submit as part of your college or university scholarship application. It’s your opportunity to demonstrate to the scholarship committee why you are the best candidate for the award.

The scholarship essay is important because it allows the committee to get to know you beyond your grades and test scores. It lets you share your personal story, accomplishments, and future plans.

What Are Scholarship Essay Prompts Asking For?

Scholarship essay prompts typically ask you to discuss your academic achievements, extracurricular activities, community service, leadership roles, or any challenges you’ve overcome. The prompt will guide you in showcasing your unique qualifications. For example, a prompt might ask you to describe a time when you demonstrated leadership or to explain how a particular experience has shaped your academic and career goals.

How Can You Plan Your Scholarship Essay Effectively?

Effective planning is the key to writing a strong scholarship essay. Here are the steps to follow:

1. Read the prompt carefully: Start by thoroughly reviewing to understand the requirements and instructions of the essay prompt. Make sure you know exactly what the prompt is asking you to do.

2. Brainstorm experiences and accomplishments: Reflect on your academic, extracurricular, and personal experiences that might help explain the prompt. Think about your achievements, the challenges you’ve overcome, and how you’ve made a difference in your community.

3. Develop a thesis or central theme: Based on your brainstorming, determine a thesis or central theme that will help focus your essay. This statement should explain the main point you want the scholarship committee to understand.

4. Create an outline: Organize your essay by making an outline. Include an introduction, body paragraphs, and a conclusion. This will help you write a structured and coherent essay.

5. Do additional research: Depending on the prompt, you may need to research relevant information to support your essay. For example, if the prompt asks you to discuss a social issue, you may need to research facts and statistics to support your points.

6. Allow time for writing and revising: Don’t wait until the last minute to write your essay. Give yourself enough time to write a draft, get feedback, and make revisions . Rushing through the process can result in a weaker essay.

How Do You Create a Compelling Introduction for Your Scholarship Essay?

The introduction is the first thing the scholarship committee will read, so making a strong impression is important. Here are the steps to create a compelling introduction:

1. Hook the reader: Start your introduction with a captivating hook , such as a quote, anecdote, or intriguing statement. This will immediately engage the reader and make them want to continue reading.

2. Provide context: Offer relevant background information to give the reader context about who you are and your experiences. This could include details about your academic background, extracurricular activities, or personal interests.

3. State your central thesis : Clearly articulate your essay’s main point or argument, aligning it with the scholarship prompt. This thesis statement should be a concise and clear statement of the key idea you will explore in your essay.

4. Outline your approach: Give the reader a sense of how you will develop your essay’s central theme throughout the body paragraphs. This can be a brief overview of the main points you will cover.

5. Express your passion: Convey your enthusiasm, motivation, and personal investment in the topic and your pursuit of the scholarship. This will help the committee understand why this scholarship is important to you.

6. Keep it concise: Aim for 3-5 engaging sentences that introduce your essay in a manner that is easy to understand and compelling. The introduction should be long enough to capture the reader’s attention but not so long that it becomes overwhelming.

What Makes a Strong Body for Your Scholarship Essay?

The body of your scholarship essay is where you will expand on your central theme and provide evidence to support your points. Provide specific examples and evidence from your experiences to support your arguments. This could include details about your academic achievements, extracurricular involvement, community service, or personal challenges you’ve overcome.

Use the body paragraphs to showcase your unique qualities and how they make you a strong candidate for the scholarship. This could include your leadership skills, problem-solving abilities, creativity, or dedication to your studies. Keep your essay logically organized and focused on the main point you want to make, with each paragraph building on the previous one and contributing to the overall argument you’re making.

Vary your sentence structure to keep your writing engaging and easy to read. Alternate between shorter and longer sentences, and help guide the reader through your essay. Back up your claims and arguments with relevant facts, statistics, or expert opinions to strengthen the credibility of your essay.

How Should You Conclude Your Scholarship Essay?

The conclusion of your scholarship essay is your final opportunity to make an impression on the committee. In the conclusion, restate your thesis or central theme in a clear and understandable way. This will remind the reader of the main point you’ve been focused on throughout your essay.

Briefly summarize the key points and arguments you made in the body of your essay. This will help reinforce your main ideas and leave a lasting impression on the reader. Explain why the scholarship is important to you and how it will help you achieve your academic and career goals. Demonstrate your passion and commitment to making the most of the scholarship opportunity.

Conclude your essay with a strong, memorable statement that leaves the reader with a positive impression of you as a candidate. This could be a call to action, an inspirational quote, or a final reflection on the significance of the scholarship.

How Can You Revise Your Scholarship Essay for Maximum Impact?

After you’ve written your first draft, it’s important to revise and edit your essay so it’s as strong as it can be. Carefully read through your essay to catch any spelling, grammar, or punctuation errors. Even small mistakes can ruin the overall quality of your essay.

Ask someone you trust, such as a teacher, mentor, or family member, to review your essay and provide feedback. They may be able to locate areas for improvement or offer a fresh perspective. Ask them to review your essay’s organization to ensure your introduction, body, and conclusion flow logically. Don’t be afraid to rearrange or add/remove paragraphs to strengthen the overall structure.

Examine your essay’s central arguments and claims. Are they supported with sufficient evidence and examples? Look for ways to develop your points further. Review your writing style and make adjustments to improve clarity, concision, and engagement. This could involve varying sentence structure, eliminating unnecessary words, or using more vivid and descriptive language.

Double-check that your essay fully addresses the scholarship prompt and showcases your qualifications in a way that aligns with the committee’s expectations. Don’t be afraid to make multiple rounds of revisions. The more you refine your essay, the stronger it will be.

What Are the Final Steps Before Submitting Your Scholarship Essay?

Once you’ve completed your revisions, there are a few final steps to take before submitting your scholarship essay. Take advantage of sources that provide essay and paper help to add to and ensure the quality you have written is up to the scholarship committee’s standards. Also, always be sure to review everything 

1. Follow instructions: Carefully review the scholarship guidelines and instructions to ensure you’ve followed all the requirements, including formatting, length, and submission procedures.

2. Double-check formatting: Ensure your essay is properly formatted according to the scholarship guidelines, including margins, font size, and spacing.

3. Proofread again : Do one final proofread to catch any lingering errors or typos. It’s easy to miss mistakes when you’ve been working on the essay for a long time.

4. Submit before the deadline: Don’t wait until the last minute to submit your essay. Allow plenty of time to complete the application process and submit your materials before the deadline. 5. Make copies: Keep a copy of your final essay for your records. This can be helpful if you need to refer back to it or make adjustments for future scholarship applications.

Here are some dos and don’ts for effective scholarship essay writing

• Understand the Prompt: Carefully read and analyze the scholarship prompt to ensure your essay directly addresses the requested topic or criteria.
• Showcase Your Unique Qualities: Use the essay as an opportunity to highlight your distinctive experiences, skills, goals, and passions that make you a standout candidate.
• Organize Your Essay Logically: Craft a clear and well-structured essay with an engaging introduction, cohesive body paragraphs, and a compelling conclusion.
• Support Your Claims: Back up your key points and arguments with specific examples, anecdotes, and evidence from your experiences.
• Maintain a Positive and Enthusiastic Tone**: Convey your enthusiasm for the scholarship and your commitment to making the most of the opportunity.
• Proofread and Edit Carefully: Review your essay multiple times to catch any grammar, spelling, or punctuation errors.
• Follow All Formatting Requirements: Adhere to the prescribed page limits, font sizes, and other formatting guidelines specified by the scholarship provider.

Don’ts

• Don’t Repeat the Prompt: Avoid simply restating the prompt in your essay. Instead, use your unique voice and perspective.
• Don’t Make Broad, Unsupported Statements: Avoid making claims or generalizations without providing concrete evidence or examples to support them.
• Don’t Use Clichés or Overly Formal Language: Steer clear of overused phrases and maintain a natural, conversational tone throughout your essay.
• Don’t Exaggerate or Embellish: Be honest and authentic in your writing . Avoid making claims that you cannot substantiate.
• Don’t Neglect the Conclusion: Don’t treat the conclusion as an afterthought. Use it to leave a lasting, positive impression on the reader.
• Don’t Miss Deadlines or Requirements: Ensure you submit your essay by the specified deadline and adhere to all other requirements outlined by the scholarship provider.
• Don’t Plagiarize: Ensure that your essay is entirely your own work and that you properly cite any external sources you use.

Following these dos and don’ts can help you craft a compelling scholarship essay that stands out from the competition.

Writing a good scholarship essay is important to get the funding you need for your education and career goals. By following the steps in this guide – understanding the prompt, brainstorming your experiences, writing a strong introduction and body, and leaving a lasting conclusion – you can create an essay that makes you stand out as an excellent candidate.

The essay is not just about listing your accomplishments – it’s about showing who you are as a person and why you are the ideal recipient. Infuse it with enthusiasm, personal stories, and a vision for your future. This will help you craft an essay that leaves a lasting impression.

As you prepare to submit your scholarship essay, be proud of your work and confident that you’ve presented your best self.

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More From Forbes

How not to write your college essay.

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If you are looking for the “secret formula” for writing a “winning” college essay, you have come to the wrong place. The reality is there is no silver bullet or strategy to write your way to an acceptance. There is not one topic or approach that will guarantee a favorable outcome.

At the end of the day, every admission office just wants to know more about you, what you value, and what excites you. They want to hear about your experiences through your own words and in your own voice. As you set out to write your essay, you will no doubt get input (both sought-after and unsolicited) on what to write. But how about what NOT Notcoin to write? There are avoidable blunders that applicants frequently make in drafting their essays. I asked college admission leaders, who have read thousands of submissions, to share their thoughts.

Don’t Go In There

There is wide consensus on this first one, so before you call on your Jedi mind tricks or predictive analytics, listen to the voices of a diverse range of admission deans. Peter Hagan, executive director of admissions at Syracuse University, sums it up best, saying, “I would recommend that students try not to get inside of our heads. He adds, “Too often the focus is on what they think we want.”

Andy Strickler, dean of admission and financial aid at Connecticut College agrees, warning, “Do NOT get caught in the trap of trying to figure out what is going to impress the admission committee. You have NO idea who is going to read your essay and what is going to connect with them. So, don't try to guess that.” Victoria Romero, vice president for enrollment, at Scripps College adds, “Do not write about something you don’t care about.” She says, “I think students try to figure out what an admission officer wants to read, and the reality is the reader begins every next essay with no expectations about the content THEY want to read.” Chrystal Russell, dean of admission at Hampden-Sydney College, agrees, saying, “If you're not interested in writing it, we will not be interested when reading it.” Jay Jacobs, vice provost for enrollment management at the University of Vermont elaborates, advising. “Don’t try to make yourself sound any different than you are.” He says, “The number one goal for admission officers is to better understand the applicant, what they like to do, what they want to do, where they spend the majority of their time, and what makes them tick. If a student stays genuine to that, it will shine through and make an engaging and successful essay.”

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Don’t Be Artificial

The headlines about college admission are dominated by stories about artificial intelligence and the college essay. Let’s set some ground rules–to allow ChatGPT or some other tool to do your work is not only unethical, it is also unintelligent. The only worse mistake you could make is to let another human write your essay for you. Instead of preoccupying yourself with whether or not colleges are using AI detection software (most are not), spend your time focused on how best to express yourself authentically. Rick Clark is the executive director of strategic student success at Georgia Institute of Technology, one of the first institutions to clearly outline their AI policy for applicants. He says, “Much of a college application is devoted to lines, boxes, and numbers. Essays and supplements are the one place to establish connection, personality, and distinction. AI, in its current state, is terrible at all three.” He adds, “My hope is that students will use ChatGPT or other tools for brainstorming and to get started, but then move quickly into crafting an essay that will provide insight and value.”

Don’t Overdo It

Michael Stefanowicz, vice president for enrollment management at Landmark College says, “You can only cover so much detail about yourself in an admission essay, and a lot of students feel pressure to tell their life story or choose their most defining experience to date as an essay topic. Admission professionals know that you’re sharing just one part of your lived experience in the essay.” He adds, “Some of the favorite essays I’ve read have been episodic, reflecting on the way you’ve found meaning in a seemingly ordinary experience, advice you’ve lived out, a mistake you’ve learned from, or a special tradition in your life.” Gary Ross, vice president for admission and financial aid at Colgate University adds, “More than a few applicants each year craft essays that talk about the frustration and struggles they have experienced in identifying a topic for their college application essay. Presenting your college application essay as a smorgasbord of topics that ultimately landed on the cutting room floor does not give us much insight into an applicant.”

Don’t Believe In Magic

Jason Nevinger, senior director of admission at the University of Rochester warns, “Be skeptical of anyone or any company telling you, ‘This is the essay that got me into _____.’ There is no magic topic, approach, sentence structure, or prose that got any student into any institution ever.” Social media is littered with advertisements promising strategic essay help. Don’t waste your time, energy, or money trying to emulate a certain style, topic, or tone. Liz Cheron is chief executive officer for the Coalition for College and former assistant vice president of enrollment & dean of admissions at Northeastern University. She agrees with Nevinger, saying “Don't put pressure on yourself to find the perfect, slam dunk topic. The vast majority of college essays do exactly what they're supposed to do–they are well-written and tell the admission officer more about the student in that student's voice–and that can take many different forms.”

Don’t Over Recycle

Beatrice Atkinson-Myers, associate director of global recruitment at the University of California at Santa Cruz tells students, “Do not use the same response for each university; research and craft your essay to match the program at the university you are interested in studying. Don't waste time telling me things I can read elsewhere in your application. Use your essay to give the admissions officer insights into your motivations, interests, and thinking. Don't make your essay the kitchen sink, focus on one or two examples which demonstrate your depth and creativity.” Her UC colleague, Jim Rawlins, associate vice chancellor of enrollment management at the University of California at San Diego agrees, saying “Answer the question. Not doing so is the surest way we can tell you are simply giving us a snippet of something you actually wrote for a different purpose.”

Don’t Overedit

Emily Roper-Doten, vice president for undergraduate admissions and financial assistance at Clark University warns against “Too many editors!” She says, “Pick a couple of trusted folks to be your sounding board when considering topics and as readers once you have drafts. You don’t want too many voices in your essay to drown you out!” Scripps’ Romero agrees, suggesting, “Ask a good friend, someone you trust and knows you well, to read your essays.” She adds, “The goal is for the admission committee to get to know a little about you and who better to help you create that framework, than a good friend. This may not work for all students because of content but helps them understand it’s important to be themselves.” Whitney Soule, vice provost and dean of admissions at The University of Pennsylvania adds, “Avoid well-meaning editorial interference that might seem to polish your writing but actually takes your own personal ‘shine’ right out of the message.” She says, “As readers, we connect to applicants through their genuine tone and style. Considering editorial advice for flow and message is OK but hold on to the 'you' for what you want to say and how you want to say it.”

Don’t Get Showy

Palmer Muntz, senior regional admissions counselor at the University of Alaska Fairbanks cautions applicants, “Don’t be fancier than you are. You don’t need to put on airs.” He adds, “Yes, proofread your work for grammar and spelling, but be natural. Craft something you’d want to read yourself, which probably means keeping your paragraphs short, using familiar words, and writing in an active voice.” Connecticut College’s Strickler agrees, warning, “Don't try to be someone you are not. If you are not funny, don't try to write a funny essay. If you are not an intellectual, trying to write an intellectual essay is a bad idea.”

Anthony Jones, the vice president of enrollment management at Loyola University New Orleans offers a unique metaphor for thinking about the essay. He says, “In the new world of the hyper-fast college admission process, it's become easy to overlook the essential meaning of the college application. It's meant to reveal Y...O...U, the real you, not some phony digital avatar. Think of the essay as the essence of that voice but in analog. Like the completeness and authenticity captured in a vinyl record, the few lines you're given to explain your view should be a slow walk through unrestrained expression chock full of unapologetic nuances, crevices of emotion, and exactness about how you feel in the moment. Then, and only then, can you give the admissions officer an experience that makes them want to tune in and listen for more.”

Don’t Be A Downer

James Nondorf, vice president and dean of admissions and financial aid at The University of Chicago says, “Don’t be negative about other people, be appreciative of those who have supported you, and be excited about who you are and what you will bring to our campus!” He adds, “While admissions offices want smart students for our classrooms, we also want kind-hearted, caring, and joyous students who will add to our campus communities too.”

Don’t Pattern Match

Alan Ramirez is the dean of admission and financial aid at Sewanee, The University of the South. He explains, “A big concern I have is when students find themselves comparing their writing to other students or past applicants and transform their writing to be more like those individuals as a way to better their chances of offering a more-compelling essay.” He emphasizes that the result is that the “essay is no longer authentic nor the best representation of themselves and the whole point of the essay is lost. Their distinctive voice and viewpoint contribute to the range of voices in the incoming class, enhancing the diversity of perspectives we aim to achieve.” Ramirez simple tells students, “Be yourself, that’s what we want to see, plus there's no one else who can do it better than you!”

Don’t Feel Tied To A Topic

Jessica Ricker is the vice president for enrollment and dean of admissions and financial aid at Skidmore College. She says, “Sometimes students feel they must tell a story of grief or hardship, and then end up reliving that during the essay-writing process in ways that are emotionally detrimental. I encourage students to choose a topic they can reflect upon positively but recommend that if they choose a more challenging experience to write about, they avoid belaboring the details and instead focus on the outcome of that journey.” She adds, "They simply need to name it, frame its impact, and then help us as the reader understand how it has shaped their lens on life and their approach moving forward.”

Landmark College’s Stefanowicz adds, “A lot of students worry about how personal to get in sharing a part of their identity like your race or heritage (recalling last year’s Supreme Court case about race-conscious admissions), a learning difference or other disability, your religious values, LGBTQ identity…the list goes on.” He emphasizes, “This is always your choice, and your essay doesn’t have to be about a defining identity. But I encourage you to be fully yourself as you present yourself to colleges—because the college admission process is about finding a school where your whole self is welcome and you find a setting to flourish!”

Don’t Be Redundant

Hillen Grason Jr., dean of admission at Franklin & Marshall College, advises, “Don't repeat academic or co-curricular information that is easily identifiable within other parts of your application unless the topic is a core tenant of you as an individual.” He adds, “Use your essay, and other parts of your application, wisely. Your essay is the best way to convey who your authentic self is to the schools you apply. If you navigated a situation that led to a dip in your grades or co-curricular involvement, leverage the ‘additional information’ section of the application.

Thomas Marr is a regional manager of admissions for the Americas at The University of St Andrews in Scotland and points out that “Not all international schools use the main college essay as part of their assessment when reviewing student applications.” He says, “At the University of St Andrews, we focus on the supplemental essay and students should avoid the mistake of making the supplemental a repeat of their other essay. The supplemental (called the Personal Statement if using the UCAS application process) is to show the extent of their passion and enthusiasm for the subject/s to which they are applying and we expect about 75% of the content to cover this. They can use the remaining space to mention their interests outside of the classroom. Some students confuse passion for the school with passion for their subject; do not fall into that trap.”

A Few Final Don’ts

Don’t delay. Every college applicant I have ever worked with has wished they had started earlier. You can best avoid the pitfalls above if you give yourself the time and space to write a thoughtful essay and welcome feedback openly but cautiously. Don’t put too much pressure on yourself to be perfect . Do your best, share your voice, and stay true to who you are.

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• How to write an essay introduction | 4 steps & examples

How to Write an Essay Introduction | 4 Steps & Examples

Published on February 4, 2019 by Shona McCombes . Revised on July 23, 2023.

A good introduction paragraph is an essential part of any academic essay . It sets up your argument and tells the reader what to expect.

The main goals of an introduction are to:

• Catch your reader’s attention.
• Give background on your topic.
• Present your thesis statement —the central point of your essay.

This introduction example is taken from our interactive essay example on the history of Braille.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

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Table of contents

Step 1: hook your reader, step 2: give background information, step 3: present your thesis statement, step 4: map your essay’s structure, step 5: check and revise, more examples of essay introductions, other interesting articles, frequently asked questions about the essay introduction.

Your first sentence sets the tone for the whole essay, so spend some time on writing an effective hook.

Avoid long, dense sentences—start with something clear, concise and catchy that will spark your reader’s curiosity.

The hook should lead the reader into your essay, giving a sense of the topic you’re writing about and why it’s interesting. Avoid overly broad claims or plain statements of fact.

Examples: Writing a good hook

Take a look at these examples of weak hooks and learn how to improve them.

• Braille was an extremely important invention.
• The invention of Braille was a major turning point in the history of disability.

The first sentence is a dry fact; the second sentence is more interesting, making a bold claim about exactly  why the topic is important.

• The internet is defined as “a global computer network providing a variety of information and communication facilities.”
• The spread of the internet has had a world-changing effect, not least on the world of education.

Avoid using a dictionary definition as your hook, especially if it’s an obvious term that everyone knows. The improved example here is still broad, but it gives us a much clearer sense of what the essay will be about.

• Mary Shelley’s  Frankenstein is a famous book from the nineteenth century.
• Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement.

Instead of just stating a fact that the reader already knows, the improved hook here tells us about the mainstream interpretation of the book, implying that this essay will offer a different interpretation.

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Next, give your reader the context they need to understand your topic and argument. Depending on the subject of your essay, this might include:

• Historical, geographical, or social context
• An outline of the debate you’re addressing
• A summary of relevant theories or research about the topic
• Definitions of key terms

The information here should be broad but clearly focused and relevant to your argument. Don’t give too much detail—you can mention points that you will return to later, but save your evidence and interpretation for the main body of the essay.

How much space you need for background depends on your topic and the scope of your essay. In our Braille example, we take a few sentences to introduce the topic and sketch the social context that the essay will address:

Now it’s time to narrow your focus and show exactly what you want to say about the topic. This is your thesis statement —a sentence or two that sums up your overall argument.

This is the most important part of your introduction. A  good thesis isn’t just a statement of fact, but a claim that requires evidence and explanation.

The goal is to clearly convey your own position in a debate or your central point about a topic.

Particularly in longer essays, it’s helpful to end the introduction by signposting what will be covered in each part. Keep it concise and give your reader a clear sense of the direction your argument will take.

As you research and write, your argument might change focus or direction as you learn more.

For this reason, it’s often a good idea to wait until later in the writing process before you write the introduction paragraph—it can even be the very last thing you write.

When you’ve finished writing the essay body and conclusion , you should return to the introduction and check that it matches the content of the essay.

It’s especially important to make sure your thesis statement accurately represents what you do in the essay. If your argument has gone in a different direction than planned, tweak your thesis statement to match what you actually say.

To polish your writing, you can use something like a paraphrasing tool .

You can use the checklist below to make sure your introduction does everything it’s supposed to.

Checklist: Essay introduction

My first sentence is engaging and relevant.

I have introduced the topic with necessary background information.

I have defined any important terms.

My thesis statement clearly presents my main point or argument.

Everything in the introduction is relevant to the main body of the essay.

You have a strong introduction - now make sure the rest of your essay is just as good.

• Argumentative
• Literary analysis

This introduction to an argumentative essay sets up the debate about the internet and education, and then clearly states the position the essay will argue for.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

This introduction to a short expository essay leads into the topic (the invention of the printing press) and states the main point the essay will explain (the effect of this invention on European society).

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

This introduction to a literary analysis essay , about Mary Shelley’s Frankenstein , starts by describing a simplistic popular view of the story, and then states how the author will give a more complex analysis of the text’s literary devices.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale. Arguably the first science fiction novel, its plot can be read as a warning about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, and in popular culture representations of the character as a “mad scientist”, Victor Frankenstein represents the callous, arrogant ambition of modern science. However, far from providing a stable image of the character, Shelley uses shifting narrative perspectives to gradually transform our impression of Frankenstein, portraying him in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
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• Appeal to authority fallacy
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Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

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Conclusion Paragraph Starters Guide to Elevate Your Essay Game

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Publication date: 28, Jun. 2024

Conclusion paragraph starters are short transition words that inform the reader that you are going towards the end of the paper. These last paragraph starters are essential for a smooth flow of the ideas till the end. A conclusion must have a proper announcement of the end to make your text look connected and coherent, which may break the reader's flow. While adding the starters is essential, knowing which one to use and which will be the best fit according to the tone of your essay is also critical and not that simple.

In this article, we will discuss how you can write a perfect conclusion paragraph, why the sentence starters are crucial, their attributes, and effective paragraph starting phrases to make your essays win. We will also answer common concerns about some intelligent ways to end a conclusion.

You have completed your essay and come this far; you will definitely want to end it well. What? You haven’t written the essay yet? Remember, your deadline is around the corner. Do you feel procrastinated and don’t feel like writing? We recommend you seek essay writing services from The Academic Papers UK . We have experts with professional experience and a strong portfolio for writing essays in your field.

Note: Before we move to effective conclusion paragraph starters, here is how to write a strong conclusion. If you are confident, you can conclude your essay well; move to the essay conclusion starters section.

How to Write a Strong Conclusion Paragraph?

Writing an effective closure is critical to casting an impact on the reader. What the reader wades through at the end leaves more impact than the whole paper.

Here are some best practices to write a solid last paragraph:

• Recapitulate the Argument:   As the primary purpose of your conclusion is to give a last shot to convince the reader of your stance, bringing the reader back to your main point is good practice. Reiterating your thesis can help remind the reader of its purpose. While stating the argument again, it is essential to paraphrase the statements and avoid repeating them word by word.
• Restate the Backing Points : While you reiterate your thesis, you should also recapitulate the main ideas discussed in the article. This will ensure you state and summarise all the themes of the paper.
• Build a Relationship Between Opening and Closing Declarations: If you want to leave a substantial impact on the reader, returning to the central theme of the essay, which you started from the introduction paragraph, is a good tactic. But make sure your reader gets a true sense of a conclusion. This will create a connection and coherence between the opening and closing paragraphs and the essay's overall theme.
• Prove your Stance: To prove your argument, your conclusion must leave the reader with a question or thought-provoking statement so he thinks about the essay even after completing it, which should be the ultimate goal of writing.  You won as a writer if your reader can't get off your piece.

Why Is It Important to Start a Conclusion Well?

Conclusions are usually written to give the essence of the complete academic paper . Plus, it makes the reader rethink and recall the ideas discussed from the start to the end of the paper. If you give a strong voice towards the end of your paper, such as an essay, it will leave a lasting impact on the readers' minds. But, to achieve all this, you need to start your conclusion strongly.

Although wrap-ups are important, very few people will read them. To make them read it, you need to give it a powerful start, giving it equal importance to the introduction paragraph. Plus, using the conclusion paragraph starters will give a proper structure and coherence to your essay. As we know, giving an excellent start to your essay is important so your reader continues reading the write-up; you have held their interest throughout the paper, but you must lose it at the end.

Why Are Conclusion Paragraph Starters Important?

To convey to the reader the beginning of an end, a compelling conclusion starter will inform the reader that the section will wrap up and list the main idea concisely for their better understanding.

So, instead of ending the essay unexpectedly or starting the conclusion without a statement, start the conclusion with a paragraph starter to keep the text flowing. These paragraph starters are basically the transition words used to discuss different ideas without sudden changes in the flow and context of the text.

To tell the readers they are going to read the final part of the paper, this is what a typical conclusion paragraph starter looks like:

• Some transition words familiarise the reader with the purpose of the last paragraph
• and inform the readers that they have reached the last paragraph of the essay.
• Tell the reader that this section will only summarise the critical points and won't provide any new information.
• These transition words will also set the expectations for what can be the final ideas of the conclusion (a sentence stating the need for additional research or a powerful call to action)

Remember, write your last paragraph carefully, and do not make it a spoiler for your essay. If you have not started writing your essay yet due to any obligation, you have the option to outsource the task and get essay writing help online . Professionals can do your essay assignment quickly and in the best way.

This is the new content added before the seventh heading.

An Ultimate List of Conclusion Paragraph Starters for Your Essays

Choosing a conclusion starter that matches the tone of the essay can be challenging. Transition words might have the same meaning and convey the same information, but their tone would be different. As they serve as a link between the conclusion and the body text, they have to be strong.

Common conclusion paragraph starter phrases are:

• After all has been said
• In conclusion
• What else can we conclude but that
• To wrap it up
• I hope I have been able to convince you that
• All things considered
• Upon exploring the situation from multiple perspectives
• For these reasons
• What other conclusion can we draw from
• To summarise
• I feel we have no choice left but to wrap it up
• With all this in mind
• As you can see
• When faced with the question of
• As stated in the introduction
• Now that you know
• Examining all the facts, this essay finds
• The nature of the proofs suggests
• According to the final study
• At the heart of the issue
• Nevertheless

What Do We Need to Achieve from a Good Paragraph Starter?

A perfect paragraph builds a convincing connection between the last part of the body text and the conclusion. Using the conclusion paragraph starters, we need to achieve coherence, structure, and flow in the essay, following a logical hierarchy. Plus, we need to state the main idea clearly while also pulling the reader’s attention. We can only get what we want to achieve from paragraph starters if we choose them after careful consideration.

To summarise the article, we can state that the use of conclusion paragraph starters is crucial and needs careful consideration before you incorporate them. These transitions are used to tell the reader that the masterpiece they were reading is going towards the conclusion.

Remember, breaking the coherence of the text is like breaking the spell you cast on the reader with your outstanding essay. You will definitely not like to do that, right? Only a coherent essay can be a winning essay. If you don’t have any experience in writing a winning document, we suggest you hire an experienced writer to get the job done promptly and comprehensively.

In this article, we have discussed the characteristics and importance of conclusion paragraph starters. We have also provided a list of effective starters; you can use the phrase that is best suited for you according to the tone of your essay and the information provided in it. We hope you will find this guide helpful.

Beverlee Chavez

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• https://topscholars.oregonstate.edu/sites/enrollmentmanagement.oregonstate.edu/files/content/500prompt snarrativeandpersonalwriting.pdf
• https://www.nytimes.com/2016/10/20/learning/lesson-plans/650-prompts-for-narrative-and-personal-writing.html
• https://stlcc.edu/student-support/academic-success-and-tutoring/writing-center/writing-resources/narrative-essay-topic-checklist.aspx

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