CYPS – Foundation Degree
How to write an Essay
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Aims
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To examine the principles of writing an
Essay.
Extracts from
www.laura-lee.co.uk/WAOMakeITWork
Writing your essay
Turn your notes into a good piece of writing
appropriately introduced
well-argued and concluded
meets formal and academic writing conventions
reflects both your subject knowledge and transferable skills.
Contains no subheadings.
What is the word count?
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This affects how you balance your piece. For
example a word count of 3000 words might be
broken down into an introduction and conclusion of
150-200 words each and the main body divided
evenly over the remaining 24-2500.
Be it a report or an essay it comprises three main
parts:
1. An introduction
2. The body of your discussion
3. A conclusion/set of conclusion
Paragraphs
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These are structured using paragraphs
so it is important to understand the
format and purpose of a paragraph:
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Each paragraph represents a set of
related points or pieces of evidence
that together form a specific section of
the argument
Paragraphs continued
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Therefore each paragraph contains
sentences relating to a single theme or topic
so whenever the piece changes direction or
introduces a new point, idea or data, a new
paragraph is needed
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Paragraphs have more than two sentences
but should rarely be longer than half a page
Paragraphs continued
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Paragraphs must be organised in a
logical sequence so that the
arguments flow easily from one point
to the next
Each part needs to clearly signpost to
and link with the next part so that
your work flows smoothly.
Important!
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The last paragraph that you check is not
the conclusion; it is the introduction! As
you re-drafted you may well have made
changes to the order of events or even
overall approach, and so you may need
to amend your introductory paragraph.
Ensure that your introduction does in
fact introduce the rest of your piece!
Signposts
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Signposts are phrases you use to help
your reader navigate your writing.
They introduce and indicate the
structure of an argument and are
particularly important where it is
changing direction.
The introductions - signpost
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The introduction comprises a series of
statements that act as signposts to the
whole piece.
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You identify the key issue(s) and point
to the themes and structure of the
piece
Introductions continued
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Short introductions are more effective;
each statement should be a concise
summation of an intention or direction.
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In essence this is where you introduce
the topic, the particular angle you are
going to pursue.
Linking Phrases
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Linking phrases are also signposts but they
serve specifically to indicate a change in
direction as the discussion moves on.
The final statement of one paragraph should
smoothly introduce the new idea contained in
the next.
They guide your reader through your thinking
processes all the way to your conclusions.
In this way your conclusions can be clearly seen
as reasoned and reasonable.
Useful essay words and phrases
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Certain words are used to link ideas and to
signpost the reader the direction your line of
reasoning is about to take, such as adding
more emphasis, or introducing an
alternative point of view.
The following slides demonstrate a selection
of words used to link ideas, depending on
the direction of your argument.
Adding more to a point already
made
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moreover; furthermore; again; further; what
is more; in addition
besides; above all; as well (as)
either; neither...nor; not only...but also;
similarly; correspondingly; in the same way;
indeed
in fact; really; in reality, it is found that...
as for; as to; with respect to; regarding
Writing in lists
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first(ly); second(ly); third(ly)
another; yet another; in addition; finally
to begin with; in the second place
moreover; additionally; also
next; then; and to conclude; lastly;
finally
Putting the same idea in a
different way
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in other words; rather; or; better; in that
case
to put it (more) simply
in view of this; with this in mind
to look at this another way
Introducing examples
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that is to say; in other words
for example; for instance; namely; an
example of this is
and; as follows; as in the following
examples; such as; including
especially; particularly; in particular;
notably; chiefly; mainly; mostly
Introducing an alternative
viewpoint
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by contrast; another way of viewing
this is; alternatively; again; rather; one
alternative is; another possibility is
on the one hand...on the other hand
conversely; in comparison; on the
contrary; in fact; though; although
Returning to emphasise
your earlier viewpoint
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however; nonetheless; in the final
analysis; despite x; notwithstanding x;
in spite of x
while x may be true, nonetheless
although; though; after all; at the same
time; on the other hand; all the same;
even if x is true; although x may have
a good point
Showing the results of
something
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therefore; accordingly; as a result
so, (then,) it can be seen that
the result is; the consequence is
resulting from this; consequently; now
we can see, then, that; it is evident that
because of this; thus; hence; for this reason;
owing to x; this suggests that; it follows that
in other words; otherwise; in that case; that
implies
Showing the results of
something
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therefore; accordingly; as a result
so, (then,) it can be seen that
the result is; the consequence is
resulting from this; consequently; now
we can see, then, that; it is evident that
because of this; thus; hence; for this reason;
owing to x; this suggests that; it follows that
in other words; otherwise; in that case; that
implies
Summing up or concluding
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therefore; so, my conclusion is
in short; in conclusion; to conclude; in
all; on the whole
to summarise; to sum up briefly; in
brief; altogether; overall; thus; thus we
can see that
Linking Phrases
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Linking phrases are also signposts but they serve
specifically to indicate a change in direction as the
discussion moves on.
The final statement of one paragraph should
smoothly introduce the new idea contained in the
next.
They guide your reader through your thinking
processes all the way to your conclusions.
In this way your conclusions can be clearly seen as
reasoned and reasonable.
The Conclusion
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Important!
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The conclusion wraps up your
arguments, make sure that you
have included everything you
intended to - don't just come to an
abrupt halt!
The Conclusion Continued
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The conclusion draws together the strands of what
has gone before
No new information is ever introduced at this stage
It considers whether an answer can be given or one
approach has more merit than another depending
upon the objectives of the piece
A complete piece of writing will also comment upon
possible implications for the future for example, is
there a need for more research? Should other
circumstances be investigated? Are policy or
practice changes indicated?
Bibliography
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The bibliography is best left to the end
because as you know, only sources
you use are included.
Remember for every citation there are
full details in the reference section - to
check that you have included them all print off your work and highlight each
corresponding entry.
Drafting and editing
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Drafting is about refining your work. It
is usual to write several drafts of a
single piece. This is because the
process of writing generates ideas,
reveals gaps and suggests alternative
ordering strategies.
Vocabulary, grammar,
spelling and punctuation
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Not everyone was taught the basics
at school, if you have difficulties in
any of these areas then use kid's
learning resources - there are some
fantastic games on the web - have
fun with the range of links available
below through:
http://www.sheffcol.ac.uk/links/Basic_E
ducation/Student_Links
Vocabulary
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Colloquialisms ie casual every day
'parts of speech' are not appropriate in
academic writing eg it 'failed', it did not
'go pear-shaped'!
Spelling
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Correct spelling is an essential part of academic
writing. Do not rely solely on your computer spellchecker.
 It will not detect homonyms: words that sound
the same but are spelled differently eg there,
their, they're, compliment, complement,
dependant, dependent
 It will not detect a typing error that results in a
word that is correctly spelt but not the one you
intended eg: 'there is nor yet evidence' rather
than 'there is not yet evidence
Make an effort
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Spelling errors and typos are a dead
give away that you haven't proof
read your work!
If you can't be bothered to read your
work, why should anyone else?!
Grammar
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Grammar is about sentence construction, including
sense and tense. The basic rule is that all
sentences must start with a capital letter, contain a
finite (main) verb and end with a full stop.
When less is more
Short sentences are preferable to long sentences.
This is where redrafts are particularly useful. The
rule of thumb is that no sentence should be longer
than 12 -15 words.
Useing of I
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We have said that academic writing is
usually in the third person eg 'It is
considered that . . .' rather than 'I think'.
However, if you are directed to draw upon
personal experience or reflect upon learning
in the light of the module, use the first
person singular when writing that part of the
essay eg 'I found that . . .' never 'we' or
'one'.