Learning Support (Sonia Hood)/academic writing

UWL 2011

Introduction
During the course of your study you will probably be asked to write an essay or assignment. Essay writing requires an academic writing style with a clear structure and referenced work. This self study guide takes you through the steps to ensure your essay answers the question set and is written in the style and format required.

Contents
7 steps to good essay writing Clarifying the task Organising and planning your work Structuring paragraphs Introductions and conclusions Writing style Using language as a signpost References Editing and proof reading Why my essay received a poor mark

Learning Support (Sonia Hood)/academic writing

UWL 2011

7 Steps to good essay writing

Clarify the task

Examine the title and your course notes Examine assessment criteria - ask your tutor if you're unsure Brainstorm what you know already Record information you need to find out

Collect information

Write some questions to guide your research - look for the answers Use books, articles, official reports, lecture notes, the internet, media etc Keep in mind the word limit - ask yourself 'do i need this information?' Use a variety of sources but record them as you go along

Organise and plan

Make a big chart, linking ideas Produce a rough plan early on - you can refine this later Keep checking your plan to ensure you avoid repetition Check for logical flow of ideas and arguments

Reflect and evaluate

What have you discovered? Have you clarified your arguements Go back and re-read the question. Are you sure your research has answered it fully? Do you have any gaps in your knowledge that require further research?

Outline plan

Refine your initial plan Work out an order to your thoughts using pattern notes or headings Write a first draft - quickly using headings Don't worry about style - write things simply

First draft

Organise your work into clear paragraphs Make sure your argument is clear to readers Ensure you have used evidence and examples to support your points Write out references and bibliography

Final draft

Proofread your work for grammar and content Read it aloud to ensure the meaning is clear Keep re-drafing until you are happy

Learning Support (Sonia Hood)/academic writing

UWL 2011

Clarify the task

Analyse the question
When writing an assignment, examine the question carefully to find what you are being asked to do. The vital words will include a main verb such as those found in the list below. This verb is a directive word that indicates how you are to treat your information as you write your essay/exam.

Analyse

Examine the various parts of a structure/issue and describe the inter-relationships between the various parts Make an appraisal of the worth or value of something, in relation to some explicit criteria. Look for similarities and differences between: perhaps reach a conclusion about which is preferable. Set in opposition in order to bring out differences. Give your judgement about the merit of theories or opinions or about the truth of facts; support your judgement by a discussion of evidence or reasoning involved Set down the precise meaning of a word or phrase. In many cases it will be necessary or desirable to examine different or often-used definitions. Give a detailed account of Investigate or examine by argument; sift and debate; give reasons for and against, and examine the implications. Make an appraisal of the worth of something, in the light of its truth or usefulness. Include, to a lesser degree, your personal opinion Make plain; interpret and account for; give reasons for. Clarify something, with reference to its context, distinguishing it from similar ideas or concepts Use a figure or diagram to explain or clarify; or make clear by the use of concrete examples. Make clear and explicit, usually giving your own judgement also. 3

Assess

Compare

Contrast Criticise

Define

Describe Discuss

Evaluate

Explain Identify

Illustrate

Interpret

Learning Support (Sonia Hood)/academic writing Justify Show adequate grounds for decisions or conclusions; answer the main objections likely to be made to them. Give the main features, or general principles, of a subject, omitting minor details and emphasising structure.. Show how things are connected to each other, and to what extent they are alike, or affect each other.

UWL 2011

Outline

Relate

Organise and Plan

Before you start writing your essay, it is essential to have some kind of a plan. Some students like to have a detailed plan, whereas other start with a very simple bullet-point plan or spider diagram.

Example of a linear plan

Introduction

What's the question about

How will you answer it

Paragraph 1 - topic

Explain/ Evidence

Discussion

Paragraph 2 - topic

Explain/Evidence

Discsussion

Learning Support (Sonia Hood)/academic writing

UWL 2011

Example of a spider diagram

Introduction

Conclusion summary and final comment

paragraph1 topic

Report title

evidence/ref

Paragraph 3 - topic evidence/ref

Paragraph 2 - topic evidence/ref

Learning Support (Sonia Hood)/academic writing

UWL 2011

Structuring paragraphs
Just as an essay has a definite structure, so does a paragraph. Look below to see the general structure to a paragraph.

Topic sentence Explanation Evidence and reference

Begin each paragraph with the main idea/ topic sentence This tells the reader what the paragraph will be about

Make sure your reader understands the main idea by EXPLAINING or giving a definition of any difficult words or ideas

Give some EVIDENCE to support your main idea the evidence should be a direct quotation or paraphrase and supported by a REFERENCE.

Comment

How does it support/develop the main idea?

Link

CONCLUDE your paragraph by either linking back to your main idea linking forward to the main idea in the next paragraph

Learning Support (Sonia Hood)/academic writing

UWL 2011

When to start a new paragraph

Paragraphs divide your work into manageable sections, with each paragraph being about one idea. There is no definite rule about how long a paragraph should be but they tend to be between 4 and 7 sentences. If you are in doubt though start a new paragraph. Some tips below help you to organise your work: When you start a new argument, start a new paragraph When you introduce a new piece of evidence, a detailed analysis or an opposing argument, start a new paragraph When you think the reader could pause for a moment without losing the thread of what you are saying, start a new paragraph If you can not sum up the one idea covered in your paragraph, your work probably needs to be split into more sections

Exercise
Write out one paragraph for your assignment

Topic sentence

Explanation (if necessary)

Evidence (and reference)

Comment

Link

Learning Support (Sonia Hood)/academic writing

UWL 2011

Introductions and conclusions

Introductions
The introduction to your essay should be the paragraph where you start to answer the question and give some indication as to your argument. Its purpose it to give the reader an idea of what to expect and the order ideas will be presented. A simple introduction should contain three main things: 1. What the essay is about 2. Some background information about the topic 3. How the essay is organised (what areas you will discuss and in which order you will talk about them) Many people believe that the introduction is the most important part of an essay. Your tutor will be able to judge whether you have understood the question and predict how good (or bad) your essay will be, by reading the introduction alone. Remember it is often easier to write your introduction at the end of your first draft, once you have established the essays contents. Good introductions will engage the reader and want them to read on.

Conclusions
Conclusions are often hard to construct as you do not want to just repeat everything you have said in your essay. A summary of the main points raised should be included but remember you must also ensure that you reach an overall conclusion. If your essay was a question, your conclusion should provide an answer. You should not provide an opinion at this stage or offer any new information. Good conclusions however, keep the reader engaged to the end

How long should introductions and conclusions be?

Many people ask, how long an introduction or conclusion should be. A general rule of thumb is that each should be 9% of your word count (10% is an easier figure to calculate).

Learning Support (Sonia Hood)/academic writing

UWL 2011

Writing style
The tone of your essay or report should be formal. It should be precise It should be concise and free from unnecessary padding Abbreviations should be written in full the first time with the abbreviation in brackets. After this the abbreviations can be used Evidence must be used to support your points (and referenced) Use cautious language, when required it could be argued that etc Use a passive voice e.g. It has been shown NOT they showed Be consistent in your style. Stick to the same bullets, font etc

Remember
Do not use the 1st person (I) except for personal reflection Not to address the reader as you Do not use we in your writing Do not use emotive language I feel.......be objective Not to use slang Not to use contractions e.g. hes / dont, cant

Learning Support (Sonia Hood)/academic writing

UWL 2011

Use language as a signpost

As you develop your argument, you will need to move from point to point and from paragraph to paragraph. In order to do this, you can use linking phrases, which serve as signposts to help the reader follow your line of argument. The following phrases are useful methods of signposting and also help the reader to see who is providing the argument.

Phrases to help you begin. This essay will discuss In order to answer this question, it is necessary to look at/discuss. This essay will focus on In order to answer this question, it is necessary to define. You may want to start with a definition but remember to reference correctly!

Main Body To continue with an argument Furthermore, Another aspect of this argument/discussion is In the same way Jones (1998) argues that.. A similar example is. It could also be argued that.. To develop this argument further.. To offer a contrasting argument Having considered x it is important to/necessary/useful to consider y.. Another aspect to consider is An alternative view is put forward for Smith (1997) who states that On the other hand, Glassman (1998) argues that On the other hand, it is argued that.. In contrast Alternatively Conclusion In summary As this essay has argued In conclusion therefore. Finally. To conclude, it is suggested that

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Learning Support (Sonia Hood)/academic writing

UWL 2011

Referencing sources of information

There are separate guides to help you with referencing, but remember that you must always reference any opinion, statistics or graphs etc. obtained from the sources that you have used for your essay.

When using a direct quote (information that is copied directly from your source) you must put it in quotation marks and provide the authors surname, date of publication and page number (you do not need to put in first names or initials). If you have used a website, you need to find an author and date, where possible.

If you have paraphrased information, you must still put in a reference (author surname and date of publication) .You must then put all the sources you have consulted into the bibliography at the end of your essay/report.

Editing and re-writing your report

Once you have finished writing your essay and have compiled a bibliography, this does not mean that your work is over. Before handing your work in, you must check it carefully for any mistakes and you may find that you need to re-do it several times before you are ready to submit. You may find it hard to be critical of your own work and it required a fresh pair of eyes. If you can, give yourself a break and come back to you work and check it for; Clarity is it clear what you are trying to say Argument do you have a convincing argument Coherence and cohesiveness does your work have a logical flow and make sense

You will also need to proof read your work checking for missing words, grammar and spelling mistakes. Your computer may pick up some of these errors but not all. It is therefore important to read your work word for word out loud. Using a ruler underneath each sentence helps you not to jump too far ahead.

The following list of tips has been designed to help you check your work

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Learning Support (Sonia Hood)/academic writing A good essay Structure Structure A week essay

UWL 2011

Essay has a good introduction which sets Writing starts abruptly, without an out what will be discussed introduction Argument is well structured Well constructed paragraphs No logical flow of discussion Paragraphs contain more than one topic of discussion and jump about from topic to topic Essay ends abruptly

Conclusion summarises argument and concludes well Content Discussion is relevant to the topic Subject matter covered in depth Accurate presentation of evidence

Content Some content is irrelevant. Subject matter is treated superficially Evidence is not from academic sources and is questionable Essay rambles and lacks continuity. Doesnt answer the question Style and Presentation Poorly expressed

Logically developed argument which answers the question Style and Presentation Fluent piece of writing, using formal language and the third person, where appropriate Succinct writing Grammatically correct sentences Correct spelling used Legible and well laid out Appropriate length

Unnecessarily repetitive Not always grammatically correct Many spelling mistakes Poor layout Over or under the word limit by more than 10% Referencing/Bibliography

Referencing/Bibliography

Appropriate acknowledgement of evidence Evidence correctly referenced Bibliography correctly constructed

Some sources not referenced (plagiarism)

Incorrect /inconsistent referencing method Incorrectly constructed bibliography

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Learning Support (Sonia Hood)/academic writing

UWL 2011

Review
Why did my essay get a bad mark?
It is possible that you could hand in an essay expecting to get a good mark and then be disappointed when your work is returned with a low mark. Understanding why you have received such a mark can help to avoid making the same mistakes in future assignments. Some of the common errors students make in their assignments are: Poor spelling, punctuation and grammar Missing or incorrectly written references and/or bibliography Lack of research meaning not enough sources used Essay not being written in your own words meaning much of it was plagiarised (copied directly from your sources) The essay is poorly organised and has not been planned correctly The essay is purely descriptive and not analytical The essay does not answer the essay title accurately or completely.

Remember to read the feedback that you have been given. It is there to help you improve your future assignments. If you are unsure of anything, ask your tutor to explain

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Learning Support (Sonia Hood)/academic writing

UWL 2011

Further reading
If you wish to develop your academic writing skills further or practice some of the techniques discussed in this self study guide, explore the following weblinks http://www.kcl.ac.uk/teares/nmvc/studyskills/academicwriting/page_06.htm http://www2.napier.ac.uk/getready/writing_presenting/style.html http://skills.library.leeds.ac.uk/tutorials/writing_tutorial/player.html http://www2.napier.ac.uk/getready/writing_presenting/editing.html

Bibliography
Bell, K, (1996), Essay Writing, De Montford University, London:Kogan Page Cottrell, S (2003), The Good Study Handbook, Basingstoke:Palgrave Napier University (2010), Writing Style retrieved from http://www2.napier,ac.uk/getready?writing_presenting/style.html (accessed on 20/05/10)

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