How To Structure An Essay
How To Structure An Essay
To walk you through the process of writing strong paragraphs, we’ll use an
example from our interactive essay about the history of the Braille reading
system. With each step, we will gradually build up the structure of a
paragraph.
You can start by drafting a sentence that sums up your main point and
introduces the paragraph’s focus. This is often called a topic sentence. It
should be specific enough to cover in a single paragraph, but general enough
that you can develop it over several more sentences.
Although the Braille system gained immediate popularity with the blind
students at the Institute in Paris, it had to gain acceptance among the sighted
before its adoption throughout France.
This support was necessary because sighted teachers and leaders had ultimate
control over the propagation of Braille resources.
This sentence expands on the topic and shows how it fits into the
broader argument about the social acceptance of Braille.
This resistance was symptomatic of the prevalent attitude that the blind
population had to adapt to the sighted world rather than develop their own
tools and methods.
This sentence adds detail and interpretation to the evidence, arguing that
this specific fact reveals something more general about social attitudes
at the time.
Steps 3 and 4 can be repeated several times until your point is fully developed.
Use transition words and phrases to show the connections between different
sentences in the paragraph.
Over time, however, with the increasing impetus to make social contribution
possible for all, teachers began to appreciate the usefulness of Braille’s system
(Bullock & Galst, 2009). Access to reading could help improve the
productivity and integration of people with vision loss.
The evidence tells us about the changing attitude to Braille among the
sighted.
The interpretation argues for why this change occurred as part of
broader social shifts.
This particular paragraph takes the form of a historical story – giving evidence
and analysis of each step towards Braille’s widespread acceptance.
Although the Braille system gained immediate popularity with the blind
students at the Institute in Paris, it had to gain acceptance among the sighted
before its adoption throughout France. This support was necessary because
sighted teachers and leaders had ultimate control over the propagation of
Braille resources. Many of the teachers at the Royal Institute for Blind Youth
resisted learning Braille’s system because they found the tactile method of
reading difficult to learn (Bullock & Galst, 2009). This resistance was
symptomatic of the prevalent attitude that the blind population had to adapt to
the sighted world rather than develop their own tools and methods. Over time,
however, with the increasing impetus to make social contribution possible for
all, teachers began to appreciate the usefulness of Braille’s system (Bullock &
Galst, 2009). Access to reading could help improve the productivity and
integration of people with vision loss. It took approximately 30 years, but the
French government eventually approved the Braille system, and it was
established throughout the country (Bullock & Galst, 2009).
Not all paragraphs will look exactly like this. Depending on what your paper
aims to do, you might:
Bring together examples that seem very different from each other, but
have one key point in common.
Include just one key piece of evidence (such as a quotation or statistic)
and analyze it in depth over several sentences.
Break down a concept or category into various parts to help the reader
understand it.
Don’t think of paragraphs as isolated units – they are part of a larger argument
that should flow organically from one point to the next. Before you start a new
paragraph, consider how you will transition between ideas.
Transition words and phrases, also called linking or connecting words, are
used to link together different ideas in your text. They help the reader to
follow your arguments by expressing the relationships between different
sentences or parts of a sentence.
If we add some transition words at appropriate moments, the text reads more
smoothly and the relationship among the events described becomes clearer.
Within each category, words are divided into several more specific functions.
Remember that transition words with similar meanings are not necessarily
interchangeable. It’s important to understand the meaning of all the transition
words you use. If unsure, consult a dictionary to find the precise definition.
Introduction Several researchers have previously explored such as, like, particularly, includi
this topic. For instance, Smith (2014) as an illustration, for example,
examined the effects of … instance, in particular, to illustra
especially, notably
Function Example sentence Transition words and phrases
Similarity It was not possible to establish a correlation similarly, in the same way, by
between these variables. Similarly, the same token, in like manner, equa
connection between x and y remains unclear likewise
…
Clarification The patient suffered several side that is (to say), namely, specifica
effects, namely increased appetite, decreased more precisely, in other words
libido, and disordered sleep.
Conflict The novel does deal with the theme of but, however, although, though, equally,
family. However, its central theme is way of contrast, while, on the other ha
more broadly political … (and) yet, whereas, in contrast, (when)
fact, conversely, whereas
Concession Jones (2011) argues that the novel even so, nonetheless, nevertheless, ev
reflects Russian politics of the though, on the other hand, admitted
time. Although this is correct, other despite x, notwithstanding x, (and) s
aspects of the text must also be although, in spite of x, regardless (of
considered. (and) yet, though, granted x
Dismissal It remains unclear which of these regardless, either way, whatever the case
hypotheses is correct. In any case, it any/either event, in any/either case, at a
can be inferred that … rate, all the same
Emphasis The chemical is generally thought to above all, indeed, more/most importantly
have corrosive properties. Indeed,
several studies have supported this
hypothesis.
Replacement The character of Godfrey is often (or) at least, (or) rather, instead,
viewed as selfish, or at least self-
absorbed.
Function Example sentence Transition words and phrases
Purpose We used accurate recording to, in order to/that, for the purpose of, in
equipment so that our results hope that, so that, to the end that, lest, with t
would be as precise as possible. in mind, so as to, so that, to ensure (that)
Initiation To begin with, I want to consider the in the first place, initially, first of all,
role played by women in this period. begin with, at first
Misused transition words can make your writing unclear or illogical. Your
audience will be easily lost if you misrepresent the connections between your
sentences and ideas.
To fix this issue, we can either move the transition word to a different point in
the sentence or use a more formal alternative.
We can fix this in two different ways. One option is to combine the two
sentences into one using a comma. The other option is to use a different
transition word that does not create this problem, like “however.”
And vs. as well as
Students often use the phrase “as well as” in place of “and,” but its usage is
slightly different. Using “and” suggests that the things you’re listing are of
equal importance, while “as well as” introduces additional information that is
less important.
Note that in fixed phrases like “both x and y,” you must use “and,” not “as
well as.”
Use of and/or
The combination of transition words “and/or” should generally be avoided in
academic writing. It makes your text look messy and is usually unnecessary to
your meaning.
First consider whether you really do mean “and/or” and not just “and” or “or.”
If you are certain that you need both, it’s best to separate them to make your
meaning as clear as possible.
After the topic sentence, you expand on the point with evidence and examples.
To build a well-structured argument, you can also use your topic sentences to
transition smoothly between paragraphs and show the connections between
your points.
Table of contents
1.
2.
3.
4.
5.
At this stage, you can draft a topic sentence that sums up the main point you
want to make in each paragraph. The topic sentences should be more specific
than the thesis statement, but always clearly related to it.
In our example, you might mention specific research studies and statistics that
support your point about the overall impact of the meat industry.
To make your writing stronger and ensure the connections between your
paragraphs are clear and logical, you can also use topic sentences to create
smooth transitions.
You can also imply contrast or complicate your argument by formulating the
topic sentence as a question.
Is veganism the only solution, or are there more sustainable ways of producing
meat and dairy?
Academic style
Vague sentences
Grammar
Style consistency
See an example
Topic sentences that introduce more than one paragraph
Sometimes you can use a topic sentence to introduce several paragraphs at
once.
Given this evidence of the meat industry’s impact on the planet, veganism
seems like the only environmentally responsible option for
consumers. However, the environmental costs of dietary choices are not
always clear-cut; in some cases, small-scale livestock farming is more
sustainable than plant-based food production.
In this example, the first sentence summarizes the main point that has been
made so far. Then the topic sentence indicates that this paragraph will address
evidence that complicates or contradicts that point.
In more advanced or creative forms of academic writing, you can play with
the placement of topic sentences to build suspense and give your arguments
more force. But if in doubt, to keep your paper clear and focused, the easiest
method is to place the topic sentence at the start of the paragraph.
Table of contents
1.
2.
3.
4.
5.
How did the invention of the printing press change European society?
In a literary analysis essay about the novel Frankenstein, your question
could be:
As you read more about your topic and begin writing, your answer
should get more detailed. The final thesis statement doesn’t just state
your position, but summarizes your overall argument.
In our essay about the internet and education, the thesis states our
position and sketches out the key arguments we’ll use to support it.
Key point
Summarize the most important thing you want the reader to know
about the topic.
Expository thesis statement
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.
In our essay about Frankenstein, the thesis maps out our analysis of
the novel’s techniques and effects.
Let’s take two versions of a thesis statement from an essay about the
invention of Braille (the raised-dot reading system used by blind and
visually impaired people).
Here are two versions of a thesis about the novel Jekyll & Hyde by
Robert Louis Stevenson.
Improved thesis statementThe figure of Mr. Hyde represents the potential for
evil that lurks beneath the surface of outwardly civilized men; through this
dark double, Stevenson sought to highlight the moral hypocrisy of his society.
The second example tells us not only what the character represents in
the novel, but also makes a claim about the author’s broader meaning
and purpose in creating such a character.
Table of contents
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.
The first sentence is a dry fact; the second sentence is more interesting,
making a bold claim about exactly why the topic is important.
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.
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:
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.
Example: Thesis statementAs 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.
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.
You can use the checklist below to make sure your introduction does
everything it’s supposed to.
Instead, try to bring your points together in a way that makes connections and
draws out their implications. The conclusion is your final chance to show how
all the paragraphs of your essay add up to a coherent whole.
Whatever your essay is about, the conclusion should aim to emphasize the
significance of your argument, either within your academic discipline or in the
wider world.
In each case, the conclusion is an opportunity to draw out ideas that go beyond
the scope of your thesis statement. Try to leave the reader with a lingering
sense of interest in your topic.
“In conclusion…”
“To sum up…”
Like every other paragraph, your conclusion should start with a transition
sentence that follows on smoothly from the preceding point. If you follow the
advice above, it will quickly become clear that you are concluding the essay—
you shouldn’t have to spell it out.
Even if your essay has explored competing arguments, your own position
should be clear. There may be many possible approaches to the topic, but you
want to leave the reader convinced that yours is the best one!
226 46
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Shona McCombes
Shona has a bachelor's and two master's degrees, so she's an expert
at writing a great thesis. She has also worked as an editor and teacher,
working with students at all different levels to improve their academic
writing.
This example guides you through the structure of an essay. It shows how to
build an effective introduction, focused paragraphs, clear transitions between
ideas, and a strong conclusion.
As you read, hover over the highlighted parts to learn what they do and why
they work. This is a relatively short essay, but its principles can be applied to
any length of essay.
In France, debates about how to deal with disability led to the adoption of
different strategies over time. While people with temporary difficulties were
able to access public welfare, the most common response to people with long-
term disabilities, such as hearing or vision loss, was to group them together in
institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was
created, and although the partnership was motivated more by financial
considerations than by the well-being of the residents, the institute aimed to
help people develop skills valuable to society (Weygand, 2009). Eventually
blind institutions were separated from deaf institutions, and the focus shifted
towards education of the blind, as was the case for the Royal Institute for
Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing
acknowledgement of the uniqueness of different disabilities led to more
targeted education strategies, fostering an environment in which the benefits
of a specifically blind education could be more widely recognized.
Louis Braille was bound to be influenced by his school’s founder, but the most
influential pre-Braille tactile reading system was Charles Barbier’s night
writing. A soldier in Napoleon’s army, Barbier developed a system in 1819
that used 12 dots with a five line musical staff (Kersten, 1997). His intention
was to develop a system that would allow the military to communicate at night
without the need for light (Herron, 2009). The code developed by Barbier was
phonetic (Jimenez et al., 2009); in other words, the code was designed for
sighted people and was based on the sounds of words, not on an actual
alphabet. Barbier discovered that variants of raised dots within a square were
the easiest method of reading by touch (Jimenez et al., 2009). This system
proved effective for the transmission of short messages between military
personnel, but the symbols were too large for the fingertip, greatly reducing
the speed at which a message could be read (Herron, 2009). For this reason, it
was unsuitable for daily use and was not widely adopted in the blind
community.
Nevertheless, Barbier’s military dot system was more efficient than Hauy’s
embossed letters, and it provided the framework within which Louis Braille
developed his method. Barbier’s system, with its dashes and dots, could form
over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of
the Latin alphabet, this was an absurdly high number. Braille kept the raised
dot form, but developed a more manageable system that would reflect the
sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a
rectangular configuration (Jimenez et al., 2009). The result was that the blind
population in France had a tactile reading system using dots (like Barbier’s)
that was based on the structure of the sighted alphabet (like Hauy’s); crucially,
this system was the first developed specifically for the purposes of the blind.
While the Braille system gained immediate popularity with the blind students
at the Institute in Paris, it had to gain acceptance among the sighted before its
adoption throughout France. This support was necessary because sighted
teachers and leaders had ultimate control over the propagation of Braille
resources. Many of the teachers at the Royal Institute for Blind Youth resisted
learning Braille’s system because they found the tactile method of reading
difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of
the prevalent attitude that the blind population had to adapt to the sighted
world rather than develop their own tools and methods. Over time, however,
with the increasing impetus to make social contribution possible for all,
teachers began to appreciate the usefulness of Braille’s system (Bullock &
Galst, 2009), realizing that access to reading could help improve the
productivity and integration of people with vision loss. It took approximately
30 years, but the French government eventually approved the Braille system,
and it was established throughout the country (Bullock & Galst, 2009).
The Braille system also had important cultural effects beyond the sphere of
written culture. Its invention later led to the development of a music notation
system for the blind, although Louis Braille did not develop this system
himself (Jimenez, et al., 2009). This development helped remove a cultural
obstacle that had been introduced by the popularization of written musical
notation in the early 1500s. While music had previously been an arena in
which the blind could participate on equal footing, the transition from
memory-based performance to notation-based performance meant that blind
musicians were no longer able to compete with sighted musicians (Kersten,
1997). As a result, a tactile musical notation system became necessary for
professional equality between blind and sighted musicians (Kersten, 1997).
References
Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of
Ophthalmology, 127(11), 1532. https://doi.org/10.1001/
archophthalmol.2009.286.
Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009).
Biography of Louis Braille and Invention of the Braille Alphabet. Survey of
Ophthalmology, 54(1), 142–149. https://doi.org/10.1016/
j.survophthal.2008.10.006.
Weygand, Z. (2009). The blind in French society from the Middle Ages to the
century of Louis Braille. Stanford: Stanford University Press.
Clear transitions are crucial to clear writing: They show the reader how
different parts of your essay, paper, or thesis are connected. Transition
sentences can be used to structure your text and link together paragraphs or
sections.
1.
2.
3.
Having established the relationship between these …treats the preceding point as a base
factors, we are in a position to draw conclusions which to build up more general argumen
about the broader process.
In the following example, the second sentence doesn’t follow very clearly
from the first. The connection only becomes clear when we reach the end.
Adversative The novel does deal with the theme of however, although, neverthele
family. However, its central theme is more regardless, above all, (or) at lea
broadly political …
Sequential This has historically had several first, second, third, initia
consequences: First, the conflict is not given the subsequently, finally, lastly,
weight of other conflicts in historical return/returning to x,
narratives. Second, its causes are inadequately previously mentioned,
understood. Third, … conclusion
Grouping similar information
While transition words and phrases are essential, and every essay will contain
at least some of them, it’s also important to avoid overusing them. One way to
do this is by grouping similar information together so that fewer transitions are
needed.
For example, the following text uses three transition words and jumps back
and forth between ideas. This makes it repetitive and difficult to follow.
Jack Caulfield
Jack is a Brit based in Amsterdam, with an MA in comparative
literature. He writes and edits for Scribbr, and reads a lot of books in
his spare time.
Using conjunctions
Published on May 23, 2019 by Amy Luo. Revised on June 7, 2019.
A conjunction is a word that is used to connect words, phrases, and clauses.
There are many conjunctions in the English language, but some common ones
include and, or, but, because, for, if, and when.
Table of contents
1.
2.
3.
4.
Coordinating conjunctions
This type of conjunction is used to connect items that are grammatically equal:
two words, two phrases, or two independent clauses. There are seven
coordinating conjunctions in English, and you can remember them using the
mnemonic device FANBOYS: for, and, nor, but, or, yet, so.
A conjunction of this type is placed between the items that it links together.
Words
Coordinating conjunctions can join two nouns, verbs, adjectives, or other
types of word.
Phrases
They can also join different types of phrases.
Independent clauses
A clause is a group of words that contains at least a subject and a verb. An
independent clause can stand on its own as a full sentence, expressing a
complete thought.
Today Jane Austen is one of the most widely read English novelists.
She achieved little fame during her lifetime.
Subordinating conjunctions
This type of conjunction includes words like because, if, although, since, until,
and while. A subordinating conjunction is used to introduce a dependent
clause.
Correlative conjunctions
This type of conjunction always comes in a pair and is used to join
grammatically equal elements in a sentence. Common pairs include either …
or, neither … nor, not only … but also, and both … and. In most cases, no
comma should be used between the two elements.
A subordinating conjunction can come at the start of a sentence, but only if the
dependent clause is followed by an independent clause.
Amy Luo
Amy has a master’s degree in History of Art and has been working as a
freelance writer and editor since 2014. She is passionate about helping
people communicate clearly and effectively.
Commas (,)
Published on May 23, 2019 by Fiona Middleton. Revised on May
29, 2020.
Commas are used to split up different parts of a sentence, and when used
correctly they bring clarity and flow to your writing. They’re probably the
most common piece of punctuation in English, which means that they’re often
the most misused.
This article takes you through the most important comma rules and the most common mistakes.
Incorrect Correct
Incorrect Correct
With longer introductory phrases that set the stage for the main part of the
sentence, it’s generally best to use a comma, especially if the phrase is more
than 3-4 words long.
In these examples, the parts before and after the conjunction could both stand
as full sentences on their own, so a comma is required.
To avoid the comma splice, you can split the two clauses into separate
sentences, connect them with another form of punctuation (i.e.
a colon, semicolon or dash), or connect them with a conjunction. The table below
shows how each approach produces slightly different results.
The information in the sentences is about a specific type of bear – those that
have young cubs. If the restrictive clause was removed, the core meaning of
the sentence would change: it would say instead that all bears can be
dangerous.
In contrast, a nonrestrictive clause adds extra information that isn’t required to
understand the main point of the sentence. Instead of restricting the meaning,
it expands on the meaning. A nonrestrictive clause should be set off from the
main clause with commas.
The table below shows how the same clause can be restrictive or
nonrestrictive, subtly changing the meaning of the sentence.
Sentence The five students who had studied for The five students, who had studied
weeks passed the test. weeks, passed the test.
Meaning There were more students, but only five had There were five students who all stud
studied for weeks and passed the test. for weeks and passed the test.
Sentence Only the cake that she ate was poisoned. Only the cake, which she ate, w
poisoned.
Meaning There were other cakes, but only the specific There was just one cake, among ot
cake she ate was poisoned. things, and only the cake was poisoned
Sentence I made friends with the neighbour who has a I made friends with the neighbour, w
dog. has a dog.
Meaning I have several neighbours, but I specifically The neighbour I made friends w
Restrictive clause (no commas) Nonrestrictive clause (with commas)
made friends with the one who has a dog. happens to have a dog.
Watch out for this error in particular when the sentence contains modifiers that
might distract you from the connection between subject and verb.
Compound subject
Ten plants, and 15 insect species are unique to this valley.
Ten plants and 15 insect species are unique to this valley.
The plants and the insects are both subjects of the verb to be, so no comma
should come between them.
Compound object
The facilitator gave the medicine, and a tracking journal to each
participant.
The facilitator gave the medicine and a tracking journal to each
participant.
Pay attention to this rule especially when the predicate contains other words
and phrases (e.g. modifiers that give more information about the verb).
The small cat scampered across the floor, and leaped onto the table.
The small cat scampered across the floor and leaped onto the table
In this example, the cat does two things: scamper and leap. Because both are
connected to the same subject (the small cat), no comma should separate
them.
There are occasional exceptions to this rule: for example, when a comma is
necessary for clarity, or when you want to emphasize a contrast between two
verbs.
Serial commas
In lists, commas are used to separate each item, and the last item is separated
by a conjunction (and, or). A comma before the conjunction, known as the serial comma or
Oxford comma, is optional. Whether or not you choose to use it, make sure to be consistent.
The three categories of traveler are business, leisure and business and
leisure.
The three categories of traveler are business, leisure, and business and
leisure.
Using the serial comma here clarifies that the final item, business and
leisure, is a single category. Without the serial comma, the list is confusing.
Another example is when items at the end of the list could be read as
describing an earlier item.
89 2
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Fiona Middleton
Fiona has been editing for Scribbr since August 2016. She has a
bachelor's degree in geology and is currently working towards a
master's degree in marine sciences. She loves working with students
based around the world to refine their writing.
Where too many students go wrong in writing their essays is in either failing
to plan ahead (not giving sufficient, care, thought, or time to the process) or in
not understanding the expectations of essay writing. Of these expectations,
appropriate and effective essay structure is critical. Students often lose
valuable marks by failing to structure their essays clearly and concisely to
make the best of their ideas.
So how do you structure academic writing? What is the best essay structure
format?
First, consider what an essay is. What is it supposed to do? At its core an essay
is simply an argument. Now, by argument we don’t mean a slanging match
between two angry people. Rather, we are talking about a formal argument.
An idea or a claim, which is supported by logic and/or evidence.
Imagine the following scenario: you feel the time has come to approach your
boss about getting a raise at work. Imagine yourself walking into your
supervisor’s office and requesting that raise. Almost automatically, your mind
formulates a rhetorical structure. There are effective and ineffective ways of
asking of making such a request. The effective strategy will have a logic and
an order. You will firstly claim that you deserve a raise. And you will give
evidence to support why you deserve that raise. For example: you are a hard
worker, you are never late, you have the admiration and respect of your
colleagues, you have been offered another position elsewhere and you want
the pay matched. And so on. And you would probably wrap up your
discussion with an overview of of why giving you more money is important.
And that is fundamentally an essay. Every good essay has three basic parts: an
introduction, a body, and a conclusion.
This simple guide will show you how to perfect your essay structure by
clearly introducing and concluding your argument, and laying out your
paragraphs coherently in between. Your essay writing can be dramatically
improved overnight simply by using the correct essay structure, as explained
below.
Where the essay starts
You should already know this, but most professors and instructors will start
grading your work in their head as soon as they begin reading it. They will be
sorting your essay, maybe not in terms of a grade, but most definitely in terms
of strong/weak, interesting/dull, or effective/ineffective. And most will have
some notion of where your essay falls on that scale before they even finish the
introduction. It will be the rarest of markers who withholds judgement until
the end. The introduction is something you absolutely must start strong.
Always develop an introduction that clearly sets out the aims of what you are
about to write and, if applicable, refers to the subject under investigation. State
what the essay will try to achieve and briefly mention some of the main points
you will consider. The idea is to give the marker an overview of your
argument, to show that your thought process is logical and coherent and that
you have carefully thought the question through. Don’t try to go into any of
your key points in depth in your introduction – they will each be covered by a
full paragraph later on. If the question is an ‘either or’ or a ‘how far do you
agree’ question, it is useful to set out both sides of the argument briefly in the
introduction in preparation for exploring the two sides later in the essay.
Think of your introduction as a thumbnail picture of the whole essay. Anyone,
but especially the marker, should know the essay subject and how you intend
to prove or disprove it, just from having read just the introduction.
You have been given this assignment: The main purpose of Gothic fiction is to
break normal moral and social codes. Discuss.
Reread that paragraph. Does it tell you what the topic of the essay is? What
the point is? What the essay plans to do? Now, without reading think about
just the size of that paragraph. If a marker were to see an introduction that
were any less than that they would automatically know, without even reading
a word, that the topic was not going to be well introduced. That is not to
suggest you simply fill up the paragraph, but that a certain amount of
information in the introduction is expected.
It is worth pointing out that in a much longer essay an introduction does not
need to be limited to a single paragraph. Generally, however, it will be.
The second part of the essay is the body. This is the longest part of the essay.
In general, a short essay will have at least three full paragraphs; a long essay
considerably more.
Each paragraph is a point that you want to make that relates to the topic. So,
going back to the ‘give me more money’ example from earlier, each reason
you have for deserving a raise should be a separate paragraph, and that
paragraph is an elaboration on that claim.
Paragraphs, like the essay overall, also have an expected structure. You should
start a new paragraph for each major new idea within your essay, to clearly
show the examiner the structure of your argument. Each paragraph should
begin with a signpost sentence that sets out the main point you are going to
explore in that section. It is sometimes helpful to refer back to the title of the
essay in the signpost sentence, to remind the examiner of the relevance of your
point. Essay writing becomes much easier for you too this way, as you remind
yourself exactly what you are focusing on each step of the way.
Overall, whilst it is certainly true that the characters, plots and settings of
Gothic fiction seem firmly intended to break normal moral and social codes,
the great incidence within the genre of the depiction of the supernatural, and
in particular its insistent reference to social injustice and hypocrisy might
suggest that in fact its main purpose was the criticism and reform of society.
Now you should have a solid grasp of a typical essay structure, but might not
know how to actually begin structuring your essay. Everyone works
differently. Some people have no trouble thinking everything out in their head,
or putting together an outline, and starting with the introduction and finishing
with the conclusion.
If you are not confident, however, we suggest writing from the inside out and
doing the body paragraphs first. Since each body paragraph is a main idea,
then once you know what your main ideas are, these should come fairly easily.
Then the introduction and conclusion after that.
If you're really struggling - or just curious - you can also look into the Essay
Writing Service from ourselves here at Oxbridge Essays. We can put together
a comprehensive essay plan for you, which maps out your essay and outlines
the key points in advance, and in turn makes the writing process much easier.
One final thought to remember: good essays are not written, they
are rewritten. Always go over your first draft and look for ways to improve it
before handing it in.
This article provides useful templates and tips to help you outline your essay,
make decisions about your structure, and organize your text logically.
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Parts of an essay
The three parts that make up all essays are described in the table below.
Part Content
Order of information
You’ll also have to consider how to present information within the body.
There are a few general principles that can guide you here.
The first is that your argument should move from the simplest claim to the
most complex. The body of a good argumentative essay often begins with
simple and widely accepted claims, and then moves towards more complex
and contentious ones.
The sections below present several organizational templates for essays: the
chronological approach, the compare-and-contrast approach, and the
problems-methods-solutions approach.
Chronological structure
The chronological approach (sometimes called the cause-and-effect approach)
is probably the simplest way to structure an essay. It just means discussing
events in the order in which they occurred, discussing how they are related
(i.e. the cause and effect involved) as you go.
Explore the tabs below to see a general template and a specific example
outline from an essay on the invention of the printing press.
Template
Example
Chronological essay outline template
I. Introduction
A. Hook
B. Background
C. Thesis statement
II. Event/period one
A. Discussion of event/period
B. Consequences
II. Event/period two
A. Discussion of event/period
B. Consequences
II. Event/period three
A. Discussion of event/period
B. Consequences
II. Conclusion
A. Summary
B. Importance of topic
C. Strong closing statement
Compare-and-contrast structure
Essays with two or more main subjects are often structured around comparing
and contrasting. For example, a literary analysis essay might compare two
different texts, and an argumentative essay might compare the strengths of
different arguments.
Alternating
In the alternating method, each paragraph compares your subjects in terms of
a specific point of comparison. These points of comparison are therefore what
defines each paragraph.
The tabs below show a general template for this structure, and a specific
example for an essay comparing and contrasting distance learning with
traditional classroom learning.
Template
Example
Alternating essay outline template
I. Introduction
A. Hook
B. Background
C. Thesis statement
II. First point of comparison
A. Subject 1
B. Subject 2
II. Second point of comparison
A. Subject 1
B. Subject 2
II. Third point of comparison
A. Subject 1
B. Subject 2
II. Conclusion
A. Synthesis of arguments
B. Importance of topic
C. Strong closing statement
Block
In the block method, each subject is covered all in one go, potentially across
multiple paragraphs. For example, you might write two paragraphs about your
first subject and then two about your second subject, making comparisons
back to the first.
The tabs again show a general template, followed by another essay on distance
learning, this time with the body structured in blocks.
Template
Example
Block essay outline template
I. Introduction
A. Hook
B. Background
C. Thesis statement
II. First subject
A. Point 1
B. Point 2
II. First subject, continued
A. Point 3
B. Point 4
II. Second subject
A. Point 1 (compare)
B. Point 2 (compare)
II. Second subject, continued
A. Point 3 (compare)
B. Point 4 (compare)
II. Conclusion
A. Synthesis of arguments
B. Importance of topic
C. Strong closing statement
Problems-methods-solutions structure
An essay that concerns a specific problem (practical or theoretical) may be
structured according to the problems-methods-solutions approach.
This is just what it sounds like: You define the problem, characterize a method
or theory that may solve it, and finally analyze the problem, using this method
or theory to arrive at a solution. If the problem is theoretical, the solution
might be the analysis you present in the essay itself; otherwise, you might just
present a proposed solution.
The tabs below show a template for this structure and an example outline for
an essay about the problem of fake news.
Template
Example
Problems-methods-solutions essay outline template
I. Introduction
Transitions
Transition words and phrases are used throughout all good essays to link
together different ideas. They help guide the reader through your text, and an
essay that uses them effectively will be much easier to follow.
Purpose
“In order to” expresses a purpose: The Allies declared war so that they
could oppose the Third Reich’s expansion.
Transition words example
Because Hitler failed to respond to the British ultimatum, France and the UK
declared war on Germany. Although it was an outcome the Allies had hoped
to avoid, they were prepared to back up their ultimatum in order to combat the
existential threat posed by the Third Reich.
Transition sentences may be included to transition between different
paragraphs or sections of an essay. A good transition sentence moves the
reader on to the next topic while indicating how it relates to the previous one.
You might find yourself comparing all kinds of things in an academic essay:
historical figures, literary works, policies, research methods, etc. Doing so is
an important part of constructing arguments.
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Compare-and-contrast prompts
Compare the treatment of the theme of beauty in the poetry of William
Wordsworth and John Keats.
Compare and contrast in-class and distance learning. What are the
advantages and disadvantages of each approach?
Some other prompts may not directly ask you to compare and contrast, but
present you with a topic where comparing and contrasting could be a good
approach.
For example, you might contrast French society before and after the French
Revolution; you’d likely find many differences, but there would be a valid
basis for comparison. However, if you contrasted pre-revolutionary France
with Han-dynasty China, your reader might wonder why you chose to
compare these two societies.
This is why it’s important to clarify the point of your comparisons by writing a
focused thesis statement. Every element of an essay should serve your central
argument in some way. Consider what you’re trying to accomplish with any
comparisons you make, and be sure to make this clear to the reader.
Academic style
Vague sentences
Grammar
Style consistency
See an example
Comparing and contrasting as a brainstorming tool
Comparing and contrasting can be a useful tool to help organize your
thoughts before you begin writing any type of academic text. You might use it
to compare different theories and approaches you’ve encountered in your
preliminary research, for example.
Let’s say your research involves the competing psychological approaches of behaviorism and
cognitive psychology. You might make a table to summarize the key differences between them.
Behaviorism Cognitive psychology
Dominant from the 1920s to the 1950s Rose to prominence in the 1960s
Focuses on how thinking is affected by conditioning and Focuses on the cognitive proces
environment themselves
Or say you’re writing about the major global conflicts of the twentieth
century. You might visualize the key similarities and differences in a Venn
diagram.
These visualizations wouldn’t make it into your actual writing, so they don’t
have to be very formal in terms of phrasing or presentation. The point of
comparing and contrasting at this stage is to help you organize and shape your
ideas to aid you in structuring your arguments.
Point of comparison A
o Subject 1
o Subject 2
Point of comparison B
o Subject 1
o Subject 2
Mouse over the example paragraph below to see how this approach works.
Subject 1
o Point of comparison A
o Point of comparison B
Subject 2
o Point of comparison A
o Point of comparison B
Mouse over the example paragraph below to see how this approach works.
0
How to write an expository essay
Published on July 14, 2020 by Jack Caulfield. Revised on October
15, 2020.
“Expository” means “intended to explain or describe something.”
An expository essay provides a clear, focused explanation of a particular
topic, process, or set of ideas. It doesn’t set out to prove a point, just to give a
balanced view of its subject matter.
Table of contents
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Hover over different parts of the example below to see how a typical
introduction works.
Hover over different parts of the example paragraph below to see how a body
paragraph is constructed.
Hover over different parts of the example below to see how a conclusion
works.
Broad summary
Table of contents
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Your research should lead you to develop a specific position on the topic. The
essay then argues for that position and aims to convince the reader by
presenting your evidence, evaluation and analysis.
Discuss the effects of globalization on the economy of Nigeria.
Don’t just list all the effects you can think of.
Do develop a focused argument about the overall effect and why it
matters, backed up by evidence from sources.
There are many possible approaches to argumentative essays, but there are
two common models that can help you start outlining your arguments: The
Toulmin model and the Rogerian model.
Toulmin arguments
The Toulmin model consists of four steps, which may be repeated as many
times as necessary for the argument:
1. Make a claim
2. Provide the grounds (evidence) for the claim
3. Explain the warrant (how the grounds support the claim)
4. Discuss possible rebuttals to the claim, identifying the limits of the
argument and showing that you have considered alternative
perspectives
1. Claim that unconscious bias training does not have the desired results,
and resources would be better spent on other approaches
2. Cite data to support your claim
3. Explain how the data indicates that the method is ineffective
4. Anticipate objections to your claim based on other data, indicating
whether these objections are valid, and if not, why not.
Rogerian arguments
The Rogerian model also consists of four steps you might repeat throughout
your essay:
This model builds up a clear picture of both sides of an argument and seeks a
compromise. It is particularly useful when people tend to disagree strongly on
the issue discussed, allowing you to approach opposing arguments in good
faith.
Say you want to argue that the internet has had a positive impact on education.
You might:
You don’t necessarily have to pick one of these models—you may even use
elements of both in different parts of your essay—but it’s worth considering
them if you struggle to structure your arguments.
Hover over different parts of the example below to see how a typical
introduction works.
Introduction
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.
In the standard five-paragraph format for short essays, the body takes up three
of your five paragraphs. In longer essays, it will be more paragraphs, and
might be divided into sections with headings.
Hover over different parts of the example to see how a body paragraph is
constructed.
Body
A common frustration for teachers is students’ use of Wikipedia as a source in
their writing. Its prevalence among students is not exaggerated; a survey found
that the vast majority of the students surveyed used Wikipedia (Head &
Eisenberg, 2010). An article in The Guardian stresses a common objection to
its use: “a reliance on Wikipedia can discourage students from engaging with
genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken
in viewing Wikipedia usage as ubiquitous among their students; but the claim
that it discourages engagement with academic sources requires further
investigation. This point is treated as self-evident by many teachers, but
Wikipedia itself explicitly encourages students to look into other sources. Its
articles often provide references to academic publications and include warning
notes where citations are missing; the site’s own guidelines for research make
clear that it should be used as a starting point, emphasizing that users should
always “read the references and check whether they really do support what the
article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for
many students, Wikipedia is their first encounter with the concepts of citation
and referencing. The use of Wikipedia therefore has a positive side that merits
deeper consideration than it often receives.
No new arguments or evidence appear here, but in longer essays you may
discuss the strengths and weaknesses of your argument and suggest topics for
future research. In all conclusions, you should stress the relevance and
importance of your argument.
Hover over the following example to see the typical elements of a conclusion.
Significance
Table of contents
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4.
5.
6.
Hover over different parts of the example below to see how a typical
introduction works.
Hover over different parts of the example paragraph below to see how a body
paragraph is constructed.
Hover over different parts of the example below to see how a conclusion
works.
Broad summary