Writing
assignments
Session aims
To be aware of:
• The structure and style of a formal essay
• Planning and where to start
• How and when to use quotations
• Good practice in essay writing
Hopes and fears feedback
Hopes
 Inc knowledge to be a
more effective TA
 Improve employment
prospects / move to
new role
 Gain good marks
 Make good friends to
support me through
the course
 Gain confidence
Fears
 Understanding the
tasks/topics covered
 Confidence in essay
writing
 Coping with the
workload
 Balancing work, family
& studies
 Own capabilities / time
management
Structure of an essay
•
Introduction
Explains what your essay will do
•
Main body
Develops your argument or line of reasoning
•
Conclusion
Summarises main arguments and draws general
conclusions
•
Bibliography
Lists all your sources alphabetically by authors
surname
Where to start
Essay title
Points to
consider,
develop,
ignore or
briefly
mention
1.
2.
3.
.
.
15.
Rephrase in own words
Why is the topic
important
Assumptions?
Define terms
General approach
Decide which points to –
Ignore / Merge /Relate
together
Develop into paragraphs
Illustrate with examples
Sum up main ideas
Evaluate/weigh up
Point out wider
implications
Introduction
Main body
Paragraph 1
Paragraph 2
Paragraph 3
Conclusion
An outline plan
Introduction (c. 100 words)
• Definitions
• What the essay will cover & the order
Paragraph 2 (c. 150 words)
• Maternal deprivation theory – early
bonding essential
• Later: ‘secure base’ + ‘exploration’
behaviours
• Opposes child care as harmful
Paragraph 3 (c. 200 words)
• Why Bowlby’s ideas appealed
- social reasons
- research evidence, then
e.g. Goldfarb (1947);Robertson (1967- 73)
Paragraph 4 (c. 200 words)
• Later evidence undermined earlier
research – eg Tizard (1970s) &
Ainsworth (2001 & 2005)
• Bowlby seemed less convincing
Paragraph 5 (c. 250 words)
• Latest research gives some support to
Bowlby again – e.g. Butterworth (2008)
• Difficult to evaluate research
Conclusion (c.100 words)
• Sum up
• Theory has been modified
• Social & day care have changed
• Under certain conditions day care may
be beneficial
References
Collect & record
information
• Gather relevant material
• Record sources as you go along
• Keep focused
- Do I need the information?
- How will I use this information?
Organising each paragraph
Start on a new line
One main idea
Start with a topic sentence which sets out the
key idea
Other sentences develop this idea with relevant
examples, details, evidence, quotations,
references
Last sentence sums up the paragraph or leads
into the next one
Exercise
Signposting and
linkage words
Signposting words and phrases explain what
you are about to discuss and link what you
have said with what you are going to say.
They help the reader to follow the structure of
your argument.
Exercise
To quote or not to quote?
Use quotations:
• To discuss specific arguments/ideas
– a quote will add clarity to the debate
• To give added emphasis to a particularly
important / authoritative source on your topic
• Analysing how others use language / express a
point
• To add variety to your writing
Remember quote only the most pithy and key
parts of the source but do not misquote!
Format to include a quotation
Quotations of only a few words should be
embedded the text in inverted commas
Longer quotations (>3 lines) need to be given:
a separate paragraph, indented by 4-5
spaces on each side, single spaced,
and a line of space between it and the main text.
Include a page reference in brackets at the end of
the quotation
Quotes do not count in your essay wordage
Weave the quote into your text
• Provide a context
• Attribute the quotation – He said/remarked/
thought/noted/argued/proposed/commented/
stated/added/observed/wrote
• Include the quote + its page reference
• Explain the significance of the quotation to your
arguments
E.g…..Purely fictional!
When the minister for Education gave his annual address to the head
teachers conference he declared, “The most effective skill to have as a
professional working in education today is to motivate the next
generation ” ( Gove, Head teachers association conference, 2012 ). That
message set the stage for his supportive approach to education during
his period as education minister which helped restore the faith of the
teaching profession in government strategy.
Can I change a quote?
• Use an ellipsis ….. To show where you
have left words out of a quotation
• Altered words should be bracketed [ ]
Used to correct the tense or help the
reader understand the quotation
• [sic] after a word indicates non-standard
spelling or grammar
Using “I” - need to use passive voice
Only use “I” in personal reflections
What words/phrases could you use instead?
Alternative expressions ?????
As I observed the communications skills of children in year
5, I noticed frequent use of non-verbal cues
A study by the author of the communication skills of year 5
children revealed frequent use of non-verbal cues
I think language is important to understanding literacy
One might regard that….
Better still, this would be followed by supporting or
contradicting evidence
A look at examples
Re-drafting and proof reading
• Write an outline plan
• Develop a first draft
• Check and redraft to produce a final edition
• Proof read
• Submit assignment
• Take note of feedback comments
Proof reading
• Look for better words / avoid repetition
• Have you covered all the points from your plan?
• Is the order correct?.....1paragraph = 1 theme?
• Is everything relevant to the title?
• Are points supported by evidence?
• Check referencing & SPAG
• Balanced and objective?
Ask someone else to proof read
- they may spot things you miss!
Top tips
Do’s and don’ts
What are your do’s and don’ts?
Further reading
http://www.library.dmu.ac.uk/Images/CLASS/Essay%20writing.pdf
De Monfort University – study skills information:
http://www.library.dmu.ac.uk/Support/Heat/
http://www.library.dmu.ac.uk/Support/Support/index.php?page=52
3
http://www.library.dmu.ac.uk/Support/Guides/index.php?page=359
http://www.library.dmu.ac.uk/Images/HEAT/HEAT_xtra_bibliograp
hy.pdf
Learn Higher: http://www.learnhigher.ac.uk/students.htm