academic writing skills for essays

Essay Papers Writing Online

Mastering the art of essay writing – tips, tricks, and strategies.

If you want to enhance your essay writing abilities, remember to:

1. Practice regularly: The key to becoming a better writer is to write consistently. Set aside time each day to write and refine your craft.

2. Read extensively: Reading a variety of genres and styles can help you develop your own voice and improve your vocabulary.

3. Get feedback: Share your essays with peers, teachers, or writing mentors to receive constructive criticism and learn from your mistakes.

4. Outline your ideas: Before you start writing, create a structured outline to organize your thoughts and ensure your essay flows logically.

5. Edit and proofread: Always review your work for errors in grammar, punctuation, and coherence. Revision is key to polishing your essays to perfection.

Develop a Strong Thesis

One of the most important aspects of essay writing is crafting a strong thesis statement. Your thesis serves as the main argument of your essay and sets the tone for the rest of your paper. Here are some tips to help you develop a strong thesis:

• Be Clear and Specific: Your thesis should clearly state your position and provide a roadmap for your readers to follow.
• Be Concise: Keep your thesis statement concise and to the point. Avoid unnecessary words or vague language.
• Be Original: Your thesis should be original and reflect your own ideas and insights on the topic.
• Be Supportable: Make sure your thesis is supported by evidence and examples throughout your essay.

By developing a strong thesis statement, you can create a foundation for a well-structured and coherent essay that effectively communicates your ideas to your audience.

Conduct Thorough Research

One of the key elements of writing a high-quality essay is conducting thorough research. To ensure that your essay is well-informed and credible, follow these tips:

• Utilize credible sources: Make sure to use reliable sources such as scholarly articles, academic journals, and books to gather information for your essay.
• Explore different perspectives: It is important to consider various viewpoints on the topic and incorporate them into your essay to provide a well-rounded argument.
• Take detailed notes: Keep track of important information, quotes, and references during your research to make it easier to refer back to them when writing your essay.
• Verify your information: Double-check the accuracy of the facts and data you include in your essay to ensure that your arguments are backed up by reliable sources.
• Give credit where it’s due: Make sure to properly cite the sources you use in your essay to give credit to the original authors and avoid plagiarism.

By conducting thorough research, you can enhance the quality and credibility of your essay, making it more compelling and engaging for your readers.

Organize Your Ideas

Once you have gathered all your research and brainstormed your thoughts, it’s crucial to organize your ideas before you start writing. Creating a clear and logical structure for your essay will help you convey your argument effectively.

One effective way to organize your ideas is to create an outline. Start by outlining the main points you want to cover in your essay. This will help you see the overall structure and flow of your essay.

Consider using bullet points or numbering to clearly outline each section of your essay. This will make it easier for you to focus on each point individually and ensure that your ideas are presented in a coherent manner.

Remember to check your outline to ensure that your ideas are presented in a logical order and that your argument flows smoothly from one point to the next. This will help you create a well-structured and cohesive essay that is easy for your readers to follow.

Use Clear and Concise Language

When writing essays, it is essential to use clear and concise language to effectively communicate your ideas to the reader. Avoid using unnecessary words or overly complex sentences that may confuse your audience. Instead, focus on conveying your thoughts in a straightforward manner.

One way to ensure clarity in your writing is to use simple and direct language. Avoid using jargon or technical terms unless they are essential to your topic. Instead, opt for words that are easy to understand and convey your message clearly.

Additionally, make sure to structure your sentences in a way that is easy to follow. Start with a clear topic sentence that introduces the main idea of the paragraph, and then provide supporting details in a logical order. This will help your reader easily comprehend your argument and follow your line of thought.

By using clear and concise language in your essays, you will make your writing more accessible and engaging for your audience. Remember, the goal is to effectively communicate your ideas, so keep it simple and to the point!

Revise and Edit Carefully

Once you have finished writing your essay, it is important to revise and edit it carefully before submitting it. Editing plays a crucial role in improving the quality of your writing.

1. Read Aloud: Reading your essay aloud can help you identify awkward phrasing, run-on sentences, and grammatical errors that may have gone unnoticed.

2. Check for Consistency: Ensure that your arguments and ideas flow logically throughout the essay. Check for consistency in tone, style, and formatting.

3. Proofread for Spelling and Grammar: Carefully proofread your essay for spelling and grammar mistakes. Use tools like spell check and grammar check, but also manually review each word and sentence.

4. Get Feedback: Ask a friend, classmate, or teacher to review your essay and provide constructive feedback. Another set of eyes can catch errors or suggest improvements that you might have missed.

By revising and editing your essay carefully, you can ensure that your writing is clear, coherent, and error-free, making a strong impression on your audience.

Seek Feedback and Learn from it

Receiving feedback is an essential part of improving your essay writing skills. Whether it’s from your teachers, peers, or online writing communities, feedback can provide valuable insights into your writing style, structure, and clarity.

When seeking feedback, be open to constructive criticism and actively listen to suggestions for improvement. Pay attention to areas where you may have weaknesses or areas for growth. Taking the feedback into consideration and incorporating it into your writing can help you enhance your skills and become a better writer.

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Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principal tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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13 Ways to Quickly Improve Your Academic Essay Writing Skills

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Written by  Scribendi

Anyone can learn to produce an academic essay if they begin with a few basic essay-writing rules. 

An academic essay must be based upon a solid but debatable thesis, supported by relevant and credible evidence, and closed with a succinct and thorough conclusion.

By adhering to the best way to write an essay, you can create valuable, persuasive papers even when you're under a time crunch!

What Makes a Good Essay?

As previously noted, the foundation of any good academic essay is its thesis statement. 

Do not confuse your thesis with your opening sentence. There are many good ways to start an essay , but few essays immediately present their main ideas.

After you draft your thesis, you can begin to develop your essay around it. This development will include the main supporting points of your essay, which will scaffold its main body. 

Essays also typically include a relevant and compelling introduction and conclusion.

Learn How to Write a Great Thesis Statement .

Understanding How to Write a Good Essay

When writing an academic essay, you must take a number of qualities and characteristics into careful consideration. Focus, development, unity, coherence, and correctness all play critical roles when it comes to distinguishing an exceptional essay from one that is less than perfect.

The following essay-writing tips can help writers organize, format, and support their essays in ways that fit their intended purpose and optimize their overall persuasiveness. Here are 13 essay tips for developing and writing your next academic paper.

1. Know What You Are Going to Write About Before You Start Writing

While untrained writers might just sit down and start typing, educated and experienced writers know that there are many steps to writing an essay.

In short, you should know what you want to say before you type a single word. The easiest way to narrow down a thesis and create a proper argument is to make a basic outline before you begin composing your essay.

Your outline should consist of rough notes that sketch out your introduction (including your thesis), the body of your essay (which should include separate paragraphs that present your main supporting points with plenty of evidence and examples), and your conclusion (which ties everything together and connects the argument back to your thesis).

2. Acquire a Solid Understanding of Basic Grammar, Punctuation, and Style

Before getting into more refined essay-writing techniques, you must have a solid grasp of grammar, punctuation, and style. Without these writing fundamentals, it will be difficult to communicate your ideas effectively and ensure that they are taken seriously.

Grammar basics include subject and verb agreement, correct article and pronoun use, and well-formed sentence structures. Make sure you know the proper uses for the most common forms of punctuation. Be mindful of your comma usage and know when a period is needed.

Finally, voice is tremendously important in academic essay writing. Employ language that is as concise as possible. Avoid transition words that don't add anything to the sentence and unnecessary wordiness that detracts from your argument.

Furthermore, use the active voice instead of the passive whenever possible (e.g., "this study found" instead of "it was found by this study"). This will make your essay's tone clear and direct.

3. Use the Right Vocabulary and Know What the Words You Are Using Actually Mean

How you use language is important, especially in academic essay writing. When writing an academic essay, remember that you are persuading others that you are an expert who argues intelligently about your topic.

Using big words just to sound smart often results in the opposite effect—it is easy to detect when someone is overcompensating in their writing.

If you aren't sure of the exact meaning of a word, you risk using it incorrectly. There's no shame in checking, and it might save you from an embarrassing word misuse later!

Using obscure language can also detract from the clarity of your argument—you should consider this before pulling out a thesaurus to change a perfectly appropriate word to something completely different.

4. Understand the Argument and Critically Analyze the Evidence

While writing a good essay, your main argument should always be at the front of your mind. While it's tempting to go off on a tangent about an interesting side note, doing so makes your writing less concise.

Always question the evidence you include in your essay; ask yourself, "Does this directly support my thesis?" If the answer is "no," then that evidence should probably be excluded. 

When you are evaluating evidence, be critical and thorough. You want to use the strongest research to back up your thesis. It is not enough to simply present evidence in support of an argument. A good writer must also explain why the evidence is relevant and supportive.

Everything you include should clearly connect to your topic and argument.   

5. Know How to Write a Conclusion That Supports Your Research

One of the most overlooked steps to writing an essay is the conclusion. Your conclusion ties all your research together and proves your thesis. It should not be a restatement of your introduction or a copy-and-paste of your thesis.

A strong conclusion briefly outlines the key evidence discussed in the body of an essay and directly ties it to the thesis to show how the evidence proves or disproves the main argument of your research.

Countless great essays have been written only to be derailed by vague, weakly worded conclusions. Don't let your next essay become one of those.     

6. Build a Solid Thesis to Support Your Arguments

A thesis is the main pillar of an essay. By selecting a specific thesis, you'll be able to develop arguments to support your central opinion. Consider writing about a unique experience or your own particular view of a topic .

Your thesis should be clear and logical, but it should also be debatable. Otherwise, it might be difficult to support it with compelling arguments.

7. Develop an Interesting Opening Paragraph to Hook In Readers from the Get-Go

No matter how you begin your essay, you must strive to capture the reader's interest immediately. If your opening paragraph doesn't catch the eye and engage the brain, any attempt at persuasion may end before the essay even starts. 

The beginning of your essay is crucial for setting the stage for your thesis.

8. Always Remember to Edit and Proofread Your Essay

Any decent writer will tell you that writing is really rewriting. A good academic essay will inevitably go through multiple drafts as it slowly takes shape. When you arrive at a final draft, you must make sure that it is as close to perfect as possible.

This means subjecting your essay to close and comprehensive editing and proofreading processes. In other words, you must read your paper as many times as necessary to eliminate all grammar/punctuation mistakes and typos.

It is helpful to have a third party review your work. Consider consulting a peer or professional editing service. Keep in mind that professional editors are able to help you identify underdeveloped arguments and unnecessarily wordy language, and provide other feedback.

Get Critical Feedback on Your Writing

Hire an expert academic editor , or get a free sample, 9. when developing your essay's main body, build strong and relevant arguments.

Every sentence in the main body of your paper should explain and support your thesis. When deciding how much evidence to include in an academic essay, a good guideline is to include at least three main supporting arguments.

Those main supporting arguments, in turn, require support in the form of relevant facts, figures, examples, analogies, and observations. 

You will need to engage in appropriate research to accomplish this. To organize your research efforts, you may want to develop a list of good research questions . 

10. Choose the Format of Your Essay before Writing It

The final shape that your essay takes depends a great deal on what kind of format you use. Popular college essay format types include the Modern Language Association of America ( MLA ), American Psychological Association ( APA ), and Chicago Manual of Style ( Chicago style).

These formats govern everything from capitalization rules to source citation. Often, professors dictate a specific format for your essay. If they do not, you should choose the format that best suits your field.

11. Create Clear Transitions between Your Ideas

Although unnecessary transition words are the enemy of clarity and concision, they can be invaluable tools when it comes to separating and connecting the different sections of your essay. 

Not only do they help you express your ideas but they also bring a cohesive structure to your sentences and a pleasant flow to your writing. Just be sure that you are using the right transition words for the right purpose and to the proper effect.

12. Always Include an Organized Reference Page at the End of Your Essay

As a key component of MLA, APA, and Chicago Style formatting, the reference or Works Cited page is an essential part of any academic essay.

Regardless of the format used, the reference page must be well organized and easy to read so that your audience can see exactly where your outside information came from. 

To produce a properly formatted reference page, you may have to familiarize yourself with specialized phrases and abbreviations, such as " et al ." 

13. Use Inclusive Language

Incorporating inclusive language in your academic writing ensures that your work is respectful and accessible to all readers. Use gender-neutral pronouns like "they/them" and replace gender-specific terms with inclusive alternatives, such as "firefighter" instead of "fireman." 

You can also respect cultural diversity by avoiding stereotypes and generalizations, specifying details like "Japanese, Thai, and Indian cuisine" rather than "Asian cuisine." Engaging with diverse audiences for feedback and staying updated on inclusive language practices will help you continuously improve your writing.

How to Write a Good Hook for an Essay

The key to a good hook is to introduce an unexplored or absorbing line of inquiry in your introduction that addresses the main point of your thesis. 

By carefully choosing your language and slowly revealing details, you can build reader anticipation for what follows. 

Much like an actual worm-baited fishing hook, a successful hook will lure and capture readers, allowing the writer to "reel them in."

How to Get Better at Writing Essays

You can get better at writing essays the same way that you improve at anything else: practice, practice, practice! However, there are a few ways that you can improve your writing quickly so you can turn in a quality academic essay on time.

In addition to following the 13 essay tips and guidelines above, you can familiarize yourself with a few common practices and structures for essay development. 

Great writing techniques for essays include brainstorming and tree diagrams, especially when coming up with a topic for your thesis statement. Becoming familiar with different structures for organizing your essay (order of importance, chronological, etc.) is also extremely helpful.

How to Write a Good Introduction for an Essay

To learn how to write a good essay, you must also learn how to write a good introduction. 

Most effective essay introductions begin with relatively broad and general subject matter and then gradually narrow in focus and scope until they arrive at something extremely specific: the thesis. This is why writers tend to place their thesis statements at the very end of their introductory paragraph(s).

Because they are generally broad and often relate only tangentially to an essay's main point, there is virtually no limit on what the beginning of a good introduction can look like. However, writers still tend to rely on somewhat cliché opening sentences, such as quotations and rhetorical questions.

How to Write a Good Conclusion for an Essay

Briefly put, a good conclusion does two things. It wraps up any loose ends and drives home the main point of your essay. 

To learn how to write a good conclusion, you will want to ensure that no unanswered questions remain in the reader's mind. A good conclusion will restate the thesis and reinforce the essay's main supporting points.

Take Your Essay from Good to Great

About the author.

Scribendi's in-house editors work with writers from all over the globe to perfect their writing. They know that no piece of writing is complete without a professional edit, and they love to see a good piece of writing turn into a great one after the editing process. Scribendi's in-house editors are unrivaled in both experience and education, having collectively edited millions of words and obtained nearly 20 degrees collectively. They love consuming caffeinated beverages, reading books of various genres, and relaxing in quiet, dimly lit spaces.

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"The Complete Beginner's Guide to Academic Writing"

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The Complete Beginner's Guide to Academic Writing

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What Is Academic Writing?

You learn a lot in college, and not all of it can be found in the course catalog. A lot of the skills you acquire you find yourself having to master on your own: managing your time, researching efficiently, and making ramen noodles in a coffee pot. 

Another one of the skills you need to master is academic writing . Academic writing isn’t like other types of writing; it’s formal , it’s objective, and for a lot of students just starting college or grad school, it can be daunting. 

But once you break down the fundamentals of academic writing and examine them piece by piece, you’ll see they’re nothing to be afraid of. There are rules you need to follow, but once you’ve got those rules down, you’re on your way onto the dean’s list. 

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Table of contents

Characteristics of academic writing, types of academic writing, academic writing structure, academic writing tips, score top marks on your writing every time.

Perhaps the most prominent characteristic of academic writing is the emphasis on adhering to a style guide . While nearly all content and media outlets use a specific style guide—which is either an already established guide or one of their own creation—correct adherence to a chosen style guide is nonnegotiable with academic writing. In most cases, you’ll lose credit if you don’t adhere to the style guide in your writing. 

Two of the main style guides for academic writing are the Modern Language Association (MLA) guide and the American Psychological Association (APA) guide. Others include the American Medical Association (AMA) style guide, the American Chemical Society (ACS) style guide, and the Chicago Manual of Style (CMOS) . Each of these style guides maintains specific rules for how to format and punctuate your writing as well as how to cite the sources you use. 

Beyond the style guide, these are the key characteristics that define academic writing:

Academic writing should be formal, clear, and concise

Academic writing uses formal language. It’s also optimized for clarity and conciseness , which can initially seem contradictory to the use of formal language. 

Many writers confuse formal language with flowery language . Generally, flowery language uses elaborate words, lengthy sentences (sometimes to the point of being run-on), and metaphors so drawn-out that they obfuscate the point the writer is trying to make. 

Actual formal language is much different. Formal language uses the most accurate, non-colloquial verbiage available to communicate the author’s points, and this verbiage may include jargon. Sentences are only as complex as they need to be in order to express coherent thoughts and positions; you should use literary devices like metaphor sparingly. In instances where literary devices are appropriate, they’re used differently than in other types of writing. Overall, clarity and conciseness are your main goals. 

Academic writing takes an objective, detached stance from the subject being discussed. Because this type of tone is essential, the passive voice is sometimes necessary in academic writing, particularly in the sciences. 

Academic writing uses prescriptive grammar

When it comes to grammar, academic writing is prescriptive. By that, we mean there are specific grammar and style rules that your writing must adhere to in order to be correct. These rules come from two sources: the style guide for the piece you’re working on and generally established conventions for academic writing. Style guides provide granular requirements, such as instructions on whether to hyphenate certain compound words and when to spell out numbers versus use numerals. Broader academic writing conventions, like writing in the third person and maintaining an objective tone , apply to all academic writing. 

In contrast, other, more casual types of writing are not as strict about “proper grammar” versus “improper grammar.” In fact, in certain other types of writing, like blogging and ad copywriting, it’s often necessary to break established grammar rules in order to hook readers’ attention and communicate with them effectively. 

Using ellipses to build suspense, ending sentences with prepositions , and using exclamation points to make your sentences exciting are great strategies for catchy, conversational writing—but they have no place in academic writing.  

Formatting will depend on your style guide

Beyond adhering to specific grammar and style rules, your academic writing also needs to be formatted according to the style guide for your assignment. Formatting includes how you number your pages, what’s included in your header and footer, how the contents of your cover page are ordered, and how your citations and references are formatted. For example, if you’re writing a humanities paper, you’re most likely going to write it according to the MLA style guide. According to this style guide, the source page is titled “Works Cited” and each reference’s author is named by their last name followed by their first name. For a social sciences paper, you’d typically use the APA style guide, which instead says to title the sources page “References” and lists authors by their last names followed by their first initials.

Academic writing covers a variety of types of work. These include:

An essay is a relatively short piece of writing that, like a research paper, makes and supports a specific point. 

Theses and dissertations

A thesis and a dissertation are two types of capstone projects. Generally, the term thesis refers to the culminating project of a master’s program (and some bachelor’s programs) while the term dissertation is used for a project that culminates in a doctoral program. 

These projects are lengthy works that demonstrate the author’s candidacy for the degree they are seeking by posing an intellectual question, a persuasive argument , or a thought-provoking position. Both are created through the candidate’s research, under the guidance of their academic advisor. 

Research proposals

A research proposal is a document formally requesting sponsorship or funding to support the author’s academic research. A research proposal outlines how the author plans to conduct their research, why they want to conduct this specific research, and what they aim to accomplish through the research.

Research papers

A research paper is a comprehensive work that thoroughly demonstrates the author’s understanding of the subject they researched. Every research paper is formulated around a thesis statement—the statement in the opening paragraph that states the author’s position and summarizes their supporting arguments. 

Literature reviews

A literature review is a piece of academic writing that summarizes, describes, and evaluates a topic through analysis of other authors’ works. A literature review examines a topic through two or more works, and these works can be books, scholarly articles, presentations, dissertations, or other published materials. 

As much as academic writing uses formal language and conforms closely to style guides, it also follows a clear structure. This specific structure depends on the type of writing being produced, but generally follows this type of outline:

1 Introduction that clearly states the thesis and aims of the work

2 Position/finding/challenge supporting the thesis

a. Supporting content

b. Supporting content

3 Position/finding/challenge supporting the thesis

4 Position/finding/challenge supporting the thesis

5 Conclusion

The length of the work and the number of sections included depend on the specific assignment and the topic being covered. While an essay may only be five to seven paragraphs or so and span just a few pages, a dissertation generally clocks in around 150–300 pages. 

Another area where academic writing differs greatly from other types of writing is that in an academic paper, you always have to cite your sources. How to format your citations depends on the style guide you’re using.

Although the citation format for each style guide varies a bit, they all include the same key information about the sources you cite. This information includes the author’s name, the name of the work you’re citing, the work’s copyright date, and the work’s publisher. Take a look at how the most commonly used academic style guides advise on format:

Don’t overlook the importance of properly citing your sources—all of them. Each formatting style has specific guidelines for citing just about  any  kind of source, including  TV shows , PDFs , Wikipedia articles , and  YouTube videos . Although you probably won’t face plagiarism consequences for an incorrectly formatted citation when you clearly made an attempt to attribute the work properly, an incomplete or missing citation may be deemed plagiarism, as this article explains. Possible consequences for plagiarism include:

• A lowered grade
• Automatic failure of the assignment 
• Failure of the course
• Removal from the academic program
• Suspension or expulsion from your university

Always refer to the style guide

In academic writing, there’s no gray area concerning whether something is grammatically correct or not. It’s either correct or it isn’t. The style guide for your assignment covers all the rules regarding what is and isn’t correct, so if you’re ever not sure, refer to the style guide. And if you’re ever not sure which style guide to follow, ask your instructor. 

Actively avoid plagiarism

By this, we mean it isn’t enough to simply avoid stealing others’ words when you’re writing. We mean you should consciously choose to differentiate your writing from your sources as much as possible so you don’t inadvertently plagiarize another writer’s work—and so your work really shines as a unique piece. 

As we mentioned above, even unintentional plagiarism can mean failing your assignment and other consequences. Grammarly’s plagiarism checker can help you avoid unintentional plagiarism while making your writing more engaging. It’s easy: Just run a plagiarism check using the Grammarly Editor and your work will be immediately compared against billions of other pieces available online. If there are any pieces of text that appear to need citations, Grammarly will flag them and you can cite them accordingly.  

Do not use contractions

Academic writing never uses contractions. This is one of the biggest differences between formal and informal writing. 

Do not take it personally

When you’re writing an academic paper, always write it in the third person. The first person (I, me) and the second person (you) are not appropriate for academic writing because they undermine the author’s objectivity. 

Academic writing is black-tie writing

Think of an academic paper as a formal event. Your writing needs to show up “dressed appropriately.” This means: conforming to the style guide, using formal language, and absolutely avoiding slang and colloquial expressions. In contrast, think of an email to your professor as business casual and messages with your friends as casual. If the language you use with your friends is shorts and sandals and the language you use with your professor is khakis and a polo, the language in your academic writing needs to be a tuxedo. 

Writing an academic paper is a lot different from writing a blog post, an email, a piece of fiction, and even other kinds of writing your professor might assign, like a critical response to a reading or a presentation for class. A piece of academic writing, whether it’s an analytical essay, a research paper, a persuasive essay , or another kind of assignment in this vein, needs to adhere to very specific style and formatting standards. It also needs to have the appropriate tone and vocabulary for an academic work. 

Don’t submit your writing without running it through the Grammarly Editor first. In the Grammarly Editor, you can set specific goals for your writing so it strikes the perfect tone for your audience. Just set the domain to “Academic” and in addition to suggestions for grammar and punctuation, you’ll see suggestions for how to change your word choice, sentence structure, and other aspects of your writing to make it shine. 

• Tips for Reading an Assignment Prompt
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Nine Basic Ways to Improve Your Style in Academic Writing

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1. Use ACTIVE VOICE

Don't say:  "The stepmother's house was cleaned by Cinderella."  (Passive.)

Say instead:  "Cinderella cleaned the stepmother's house."  (Active voice.)

Passive voice construction ("was cleaned") is reserved for those occasions where the "do-er" of the action is unknown.

Example:  "Prince Charming saw the glass slipper that was left behind."

2. Mix it up in terms of PUNCTUATION

Here are a few commonly misused punctuation marks that a lot of people aren't sure about:

The  semi-colon (;)  separates two complete sentences that are complementary.

Example:  "She was always covered in cinders from cleaning the fireplace; they called her Cinderella."

The  colon (:)  is used...

a. preceding a list.

Example:  "Before her stepmother awoke, Cinderella had three chores to complete: feeding the chickens, cooking breakfast, and doing the wash." 


b. as a sort of "drum roll," preceding some big revelation.

Example:  "One thing fueled the wicked stepmother's hatred for Cinderella: jealousy."  


The  dash (--)  is made by typing two hyphens (-). No spaces go in between the dash and the text. It is used...

a. to bracket off some explanatory information.

Example:  "Even Cinderella's stepsisters-who were not nearly as lovely or virtuous as Cinderella--were allowed to go to the ball." 


b. in the "drum roll" sense of the colon.

Example:  "Prince Charming would find this mystery lady--even if he had to put the slipper on every other girl in the kingdom."  


3. Vary your SENTENCE STRUCTURE

Don't say:  "Cinderella saw her fairy godmother appear. She was dressed in blue. She held a wand. The wand had a star on it. She was covered in sparkles. Cinderella was amazed. She asked who the woman was. The woman said, 'I am your fairy godmother.' She said she would get Cinderella a dress and a coach. She said she would help Cinderella go to the ball."

Instead say: (there are multiple correct ways to rewrite this, but here's one)  "Amazed, Cinderella watched as her fairy godmother appeared. The woman dressed in blue was covered in sparkles and carried a star-shaped wand. Cinderella asked the woman who she was, to which the woman replied, 'I am your fairy godmother." The fairy godmother would get Cinderella a dress and a coach; she would help Cinderella get to the ball."

4. Closely related to this, avoid CHOPPINESS

Don't say:  "She scrubbed the floors. They were dirty. She used a mop. She sighed sadly. It was as if she were a servant ."

Instead say : (again, there are multiple ways to do this)  "She scrubbed the dirty floors using a mop, as if she were a servant. She sighed sadly."

5. Avoid REPETITION.

Don't say:  "The stepsisters were jealous and envious ."

Instead say :  "The stepsisters were jealous ."  (...or envious. Pick one.)

6. Be CONCISE

Don't say:  "The mystery lady was one who every eligible man at the ball admired."

Instead say :  "Every eligible man at the ball admired the mystery lady."

7. Use the VOCABULARY that you know.

Don't always feel you have to use big words. It is always better to be clear and use simple language rather than showing off flashy words you aren't sure about and potentially misusing them. This is not to say, however, that you should settle for very weak vocabulary choices (like "bad" or "big" or "mad").

8. But also work on expanding your VOCABULARY.

When reading, look up words you don't know. See how they're used. Start a list. Incorporate them into your writing as you feel comfortable and as they are appropriate.

9. Keep language FORMAL and avoid language of everyday speech.

Don't say:  "Cinderella was mellow and good. She never let her stepmother get to her ."

Say instead:  "Cinderella was mild-mannered and kind. She never let her stepmother affect her high spirits ."

So, essentially, when it comes to working on style, there are three things to remember:

Empower yourself with knowledge..

Learn to punctuate correctly, enhance your vocabulary, etc. Give yourself all the tools there are so that you are free to...

...Mix it up!

Avoid repetition of words and sentence structure. Variance promotes good "flow" and is more interesting for your reader.

"Write to EXPRESS, not to IMPRESS."

Above all, write actively, clearly, and concisely.

Amber Carini

Student Learning Center, University of California, Berkeley

©2002 UC Regents

  This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.

• USC Libraries
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Organizing Your Social Sciences Research Paper

• Academic Writing Style
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• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Applying Critical Thinking
• Choosing a Title
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• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

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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Showing your understanding of a topic and the critical arguments that relate to it.

What are essays?

Most degree programmes include essays. They are the most common form of written assignment and so for most students, being good at essays is essential to gaining good marks, which lead to good grades, which lead to the degree classification desired. Essays are both a particular method of writing and a collection of sub-skills that students need to master during degree studies.

Find out more:

Essays: a Conceptual and Practical Guide [interactive tutorial]  |  Essays: a Conceptual and Practical Guide [Google Doc]

General essay writing

You have an essay to write... what next .

• Read the assessment brief carefully to find out what the essay is about, what you are required to do specifically. What instructions are you given (discuss, explain, explore)? What choices do you need to make?
• Work through the practical guide to essays above. This will help you to think about what an essay is and what is required of you.
• Look at the  assignment writing process . How will you produce your essay?
• Make a plan for when, where, and how you will research, think, draft, and write your essay.
• Execute your plan .
• Finish early. Leave a couple of spare days at the end to  edit and proofread . 
• Hand it in and move on to the next challenge!

Features of essay writing

Essays vary lots between disciplines and specific tasks, but they share several features that are important to bear in mind. 

• They are an argument towards a conclusion.  The conclusion can be for or against a position, or just a narrative conclusion. All your writing and argumentation should lead to this conclusion. 
• They have a reader.  It is essential that you show the logic of your argument and the information it is based on to your reader. 
• They are based on evidence . You must show this using both your referencing and also through interacting with the ideas and thinking found within the sources you use. 
• They have a structure.  You need to ensure your structure is logical and that it matches the expectations of your department. You should also ensure that the structure enables the reader to follow your argument easily. 
• They have a word limit.  1000 words means 'be concise and make decisions about exactly what is important to include' whereas 3500 words means 'write in more depth, and show the reader a more complex and broad range of critical understanding'. 
• They are part of a discipline/subject area, each of which has conventions . For example, Chemistry requires third person impersonal writing, whereas Women's Studies requires the voice (meaning experiential viewpoint) of the author in the writing. 

Types of essay

Each essay task is different and consequently the information below is not designed to be a substitute for checking the information for your specific essay task. It is essential that you check the assessment brief, module handbook and programme handbook, as well as attend any lectures, seminars and webinars devoted to the essay you are working on.  

Essays in each subject area belong to a faculty (science, social sciences, arts and Humanities). Essays within the same faculty tend to share some features of style, structure, language choice, and scholarly practices. Please click through to the section relevant to your faculty area and if you want to be curious, the other ones too! 

Arts & Humanities essays

Arts and Humanities is a faculty that includes a huge range of subject areas, from Music to Philosophy. Study in the arts and humanities typically focuses on products of the human mind, like music, artistic endeavour, philosophical ideas, and literary productions. This means that essays in the arts and humanities are typically exploring ideas, or interpreting the products of thinking (such as music, art, literature). 

There are a range of essay writing styles in arts and humanities, and each subject area has its own conventions and expectations, which are explained and built into modules within each degree programme. Typically, each essay explores an idea, using critical engagement with source material, to produce an argument.

There is typically more reliance on the interpretation of ideas and evidence by the student than in the sciences and social sciences. For the student, the challenge is to understand and control the ideas in each essay, producing a coherent and logical argument that fulfils the essay brief. As with all essays, careful structure, word choices, and language use are essential to succeeding.

Department-specific advice for essays in Arts and Humanities 

Some departments provide web-based advice:

• English and Related Literature essay writing advice pages
• Philosophy essay writing advice pages
• Music Department 'House Style' guidance for essay writing
• Language and Linguistic Science style guide

If your department does not appear above, do ask your supervisor or other academic staff what specific guidance is available. 

Key Features of Arts and Humanities essays

• They are based on evidence . It is important that ideas used in essays are derived from credible and usable sources to root your essay in the scholarly materials of the subject that you are writing about. 
• There is usually a thesis statement.  This appears towards the end of your introductory paragraph, concisely outlining the purpose and the main argument of the essay. It is short (once sentence), concise, and precise. Though the essay may have multiple sub-arguments, all must tie into the thesis statement. This means it is important to know, state and stick to the primary focus set out in your thesis statement. 
• They require you to interpret evidence. It is unlikely that you will find a source that directly answers the essay question set. You will typically be required to interpret primary and secondary evidence. Primary evidence includes the manuscript of a novel, or a letter describing an historical event. Secondary evidence includes academic books and peer reviewed articles. 
• They require you to apply ideas. Many essays will ask you to apply an abstract idea to a scenario, or interpretation of something. For example, you could be asked to apply a Marxist ideology upon Emily Brontë's Wuthering Heights or Post-Colonialist theories upon Shakespeare's The Tempest.
• Essays vary greatly in terms of length, required depth of thinking and purpose.  You must carefully read the assessment brief and any supporting materials provided to you. It is also important to complete formative tasks that prepare you for an essay, as these will help you to become use to the requirements of the summative essay. 
• They must show criticality. When interpreting evidence, or applying ideas in your essay you must be aware that there is more than one possible understanding. Through exploring multiple sources and showing the limits and interconnectedness of ideas you show criticality. More information on criticality can be found on the Criticality page of this guide . 

Example extract of an arts and humanities essay

Essay Title: Liturgical expression and national identity during the reign of Æthelred the Unready

This essay is from English studies and shows typical features of an arts and humanities essay. It is examining two ideas, namely 'national identity' and 'liturgical expression' and applying them both to a period of history. The essay does this by analysing linguistic choices, using interpretation from the literature base to create an argument that addresses the essay title. 

It also has the feature of the student using sources of evidence to offer an interpretation that may disagree with some published sources. This use of evidence to create an argument that is novel to the student and requires interpretation of ideas is typical of arts and humanities writing. '"engla God", these liturgical verses themselves both signify and enact a ritualised unity with God.' is an example from the essay extract that shows the careful language choices used to create a concise and precise argument that clearly conveys complex thought to the reader from the author. 

One way of thinking about a good arts and humanities essay is that it is like you are producing a garment from threads. The overall piece has a shape that people can recognise and understand, and each word, like each stitch, builds the whole piece slowly, whilst some key threads, like core ideas in your argument, run through the whole to hold it all together. It is the threading together of the strands of argument that determines the quality of the final essay, just as the threading of strands in a garment determine the quality of the final piece. 

Good arts and humanities essay writing is...

• Based on evidence sources,
• built on the interpretation and application of ideas, evidence and theories,
• a clearly expressed, logical argument that addresses the essay question,
• carefully constructed to guide the reader in a logical path from the introduction to the conclusion,
• filled with carefully chosen language to precisely and accurately convey ideas and interpretations to the reader,
• built on rigorous, careful and close analysis of ideas,
• constructed using careful evaluation of the significance of each idea and concept used,
• readable, meaning it is clear and logical, using clearly understandable English,
• rewarded with high marks.

Common mistakes in arts and humanities essay writing

• Not answering the question posed. It is very easy to answer the question you wished had been asked, or drift away from the question during your writing. Keep checking back to the question to ensure you are still focussed and make a clear plan before writing.  
• Moving beyond the evidence. You are required to interpret ideas and evidence that exist, this requires some application and novelty, but should not be making up new ideas/knowledge to make your argument work; your writing must be rooted in evidence. 
• Using complex and long words where simpler word choices would convey meaning more clearly. Think of the reader. 
• Leaving the reader to draw their own conclusion s, or requiring the reader to make assumptions. They must be able to see your thinking clearly on the page. 
• Using lots of direct quotes . There are times when using quotes is important to detail lines from a novel for example, but you need to use them carefully and judiciously, so that most of your writing is based on your use of sources, for which you gain credit. 

Social Science essays

Social Sciences, as the name suggests, can be thought of as an attempt to use a 'scientific method' to investigate social phenomena. There is a recognition that applying the strict rules of the level of proof required in science subjects is not appropriate when studying complex social phenomena. But, there is an expectation of as much rigour as is possible to achieve in each investigation.

Consequently, there is a huge variation in the types of essays that can be found within the social sciences. An essay based on the carbon dating of human remains within Archaeology is clearly very different from an essay based on the application of an ethical framework in Human Resources Management. The former is likely to be much more like a science essay, whilst the latter may edge towards a Philosophy essay, which is part of arts and humanities. 

Key features of social science essays

• They are evidence-based.  It is crucial to use the evidence in a way that shows you understand how significant the evidence used is. 
• They require interpretation of evidence . By its nature, evidence in social sciences may be less definite than in sciences, and so interpretation is required.  When you interpret evidence, this too must be based on evidence, rather than personal opinion or personal observation. 
• They often require the application of abstract theories to real-world scenarios . The theories are 'clean and clear' and the real world is 'messy and unclear'; the skill of the student is to make plausible judgements. For example, 
• The level of detail and breadth of knowledge that must be displayed varies greatly, depending on the length of the essay. 1000 word essays need concise wording and for the student to limit the breadth of knowledge displayed in order to achieve the depth needed for a high mark. Conversely, 5000 word essays require both breadth and depth of knowledge.
• They should show criticality. This means you need to show uncertainty in the theories and ideas used, and how ideas and theories interact with others. You should present counter-facts and counter-arguments and use the information in the literature base to reach supported conclusions and judgements. 

Example extract of a social science essay

Essay Title: Who Gets What in Education and is that Fair?

Education in the western world has historically favoured men in the regard that women were essentially denied access to it for no other reason than their gender (Trueman,2016) and even though it would seem there is certainly “equality on paper” (Penny, 2010,p1.) when looking at statistics for achievement and gender, the reality is that the struggles facing anyone who does not identify as male require a little more effort to recognise. An excellent example of this can be found in the 2014 OECD report. In the UK women significantly outnumbered men in their application for university places- 376,860 women to 282,170 men (ICEF,2014)- but when observed closer men are applying for places at higher ranking universities and often studying in fields that will eventually allow them to earn better salaries. The same report praised women for the ability to combine their studies with family life and having higher aspirations than boys and therefore likely as being more determined to obtain degrees (ICEF, 2014), yet in reality women have very little choice about coping with the stressful burdens placed on them. The concepts of double burden and triple shift where women are expected to deal with housework and earning an income, or housework, raising children and earning an income (Einhorn, 1993) could in this case relate to the pressure for women to work hard at school to allow them to be able to provide for their families in future. Even women who do not necessarily have their own families or children to care for must face the double burden and triple shift phenomenon in the workplace, as women who work in the higher education sector almost always have the duty of a more pastoral and caring role of their students than male counterparts (Morley,1994).

Education is a social science subject. Some studies within it follow a scientific method of quantitative data collection, whilst others are more qualitative, and others still are more theoretical. In the case of this extract it is about gendered effects in university applications. This is an inevitably complex area to write about, intersecting as it does with social class, economic status, social norms, cultural history, political policy... To name but a few. 

The essay is clearly based on evidence, which in places in numerical and in places is derived from previously written papers, such as 'triple shift where women are expected to deal with housework and earning an income, or housework, raising children and earning an income (Einhorn, 1993)', where the concept of triple shift is derived from the named paper. It is this interleaving of numerical and concrete facts with theoretical ideas that have been created and/or observed that is a typical feature in social sciences. In this case, the author has clearly shown the reader where the information is from and has 'controlled' the ideas to form a narrative that is plausible and evidence-based. 

When compared to science writing, it can appear to be more wordy and this is largely due to the greater degree of interpretation that is required to use and synthesise complex ideas and concepts that have meanings that are more fluid and necessarily less precise than many scientific concepts. 

Good social science essay writing is...

• filled with clearly articulated thinking from the mind of the author,
• well structured to guide the reader through the argument or narrative being created,
• focussed on answering the question or addressing the task presented,
• filled with carefully chosen evaluative language to tell the reader what is more and less significant,
• readable - sounds simple, but is difficult to achieve whilst remaining precise,

Common mistakes in social science essay writing 

• Speculating beyond the limits of the evidence presented . It is important to limit your interpretation to that which is supported by existing evidence. This can be frustrating, but is essential.
• Using complex words where simpler ones will do. It is tempting to try to appear 'clever' by using 'big words', but in most cases, the simplest form of writing something is clearer. Your aim is to clearly communicate with the reader. 
• Giving your personal opinion - this is rarely asked for or required. 
• Not answering the question or fulfilling the task . This is possibly the most common error and largely comes from letting one's own ideas infect the essay writing process. 
• Not being critical. You need to show the limits of the ideas used, how they interact, counter-arguments and include evaluation and analysis of the ideas involved. If you find yourself being descriptive, ask why. 
• Using lots of direct quotes, particularly in first year writing . Quotes should be rare and used carefully because they are basically photocopying. Use your words to show you have understood the concepts involved. 

Science essays

Science essays are precise, logical and strictly evidence-based pieces of writing. They employ cautious language to accurately convey the level of certainty within the scientific understanding that is being discussed and are strictly objective. This means that the author has to make the effort to really understand the meaning and significance of the science being discussed.

In a science essay, your aim is to summarise and critically evaluate existing knowledge in the field. If you're doing your own research and data collection, that will be written up in a report  instead.

The skill of the student is to thread together the ideas and facts they have read in a logical order that addresses the task set. When judgements are made they must be justified against the strength and significance of the theories, findings, and ideas being used. Generally, the student should not be undertaking their own interpretation of the results and facts, but instead be using those of others to create a justifiable narrative. 

Example extract of a science essay

Essay title:  To what extent has Ungerleider and Mishkin’s notion of separate ‘what’ and ‘where’ pathways been vindicated by neuropsychological research?

Van Polanen & Davare (2015) showed that the dorsal stream and ventral streams are not strictly independent, but do interact with each other. Interactions between dorsal and ventral streams are important for controlling complex object-oriented hand movements, especially skilled grasp. Anatomical studies have reported the existence of direct connections between dorsal and ventral stream areas. These physiological interconnections appear to gradually more active as the precision demands of the grasp become higher. 

However, cognition is a dynamic process, and a flexible interactive system is required to coordinate and modulate activity across cortical networks to enable the adaptation of processing to meet variable task demands. The clear division of the dorsal and ventral processing streams is artificial, resulting from experimental situations, which do not reflect processing within the natural environment (Weiller et al., 2011). Most successful execution of visual behaviours require the complex collaboration and seamless integration of processing between the two systems.

Cloutman (2013) had stated that dorsal and ventral streams can be functionally connected in three regards: (1) the independent processing account – where they remain separate but terminate on the same brain area, (2) the feedback account – where feedback loops from locations downstream on one pathway is constantly providing input to the other and (3) the continuous cross-talk account – where information is transferred to and from the system constantly when processing. 

Indeed, the authors found that there were numerous anatomical cross-connections between the two pathways, most notably between inferior parietal and inferior temporal areas. For example, ventral regions TE and TEO have been found to have extensive connectivity with dorsal stream areas, demonstrating direct projections with areas including V3A, MT, MST, FST and LIP (Baizer et al., 1991; Disler et al., 1993).

The first obvious comment is that it is not going to win a prize for literary entertainment! The writing is what one might call 'dry'. This is because it is good scientific writing. It is clearly evidence-based, and is explaining complex interrelationships in a way that is clear, leaves little for the reader to assume and that uses carefully graded language to show the significance of each fact. 

The language choices are carefully aligned with the strength of the evidence that is used. For example, 'have been found to have extensive interconnectivity' is graded to convey that many connections have been detailed in the evidence presented. Similarly, 'Most successful execution of visual behaviours require the complex collaboration' is graded carefully to convey meaning to the reader, derived from the evidence used. The sample displays many examples of controlled word choices that leave the reader in no doubt regarding the meaning they are to take from reading the piece. This concise, controlled, evidence-based and carefully considered writing is typical of that found in the science essays. 

Good science essay writing is...

• evidence-based,
• cohesive due to language choices,
• well-structured to help the reader follow the ideas,
• carefully planned,
• filled with carefully chosen evaluative and analytical language,
• rewarded with high grades.

Common mistakes in science essay writing

• The most common mistake is a lack of accuracy in the language used to convey meaning. This can be due to inadequate reading or a lack of understanding of the subject matter, or alternatively, due to not giving sufficient care to word choice. 'Increased greatly' is different to 'increased', which is different again to 'increased significantly'; it is very important that you understand what you are writing about in enough detail that you can accurately convey an understanding of it accurately to the reader. 
• Trying to put 'you' into the essay. It is highly unlikely that you will be required to refer to your own viewpoints, opinions or lived experience within scientific essay writing. Science is impersonal, it deals in fact, and so you are a third person, impersonal author who is interpreting and curating facts and knowledge into an essay that makes sense to the reader. 
• Going beyond the facts. It is rare that you will be asked to speculate in a science essay. When you are, you will be asked to extrapolate from known understanding in the relevant literature. Stick to the facts and to their meaning and significance. 
• Not placing understanding in context . Each scientific idea sits within a bigger discipline and interacts with other ideas. When you write about ideas, you need to acknowledge this, unless you are specifically told to only focus on one idea. An example would be genomics of viral pathogens, which is currently a much discussed area of activity. This sits within public health, virology, and genomics disciplines, to name a few. Depending on how it is to be written about, you may need to acknowledge one or more of these larger areas. 

Using evidence in essays

Sources of evidence are at the heart of essay writing. You need sources that are both usable and credible, in the specific context of your essay.

A good starting point is often the materials used in the module your essay is attached to. You can then work outwards into the wider field of study as you develop your thinking, and seek to show critical analysis, critical evaluation and critical thought in your essay. 

Discover more about using evidence in your assignments:

Structuring an essay

Clear structure is a key element of an effective essay. This requires careful thought and you to make choices about the order the reader needs the information to be in. 

These resources contain advice and guides to help you structure your work:

You can use these templates to help develop the structure of your essay.

Go to File > Make a copy... to create your own version of the template that you can edit.

Structuring essay introductions

Play this tutorial in full screen

• Explain the different functions that can be fulfilled by an introduction.
• Provide examples of introductions from the Faculties of Social Sciences, Sciences, and Arts and Humanities.
• Evaluating your own introductions.
• Matching elements of an introduction to a description of their purpose.
• Highlighting where evidence is used to support elements of the introduction.
• Highlighting how introductions can make clear links to the essay question.

In this section, you will learn about the functions and key components of an essay introduction.

An introduction can fulfill the functions below. These often move from a broad overview of the topic in context to a narrow focus on the scope of the discussion, key terms and organisational structure.

Click on each function to reveal more.

• It can establish the overall topic and explain the relevance and significance of the essay question to that topic
• What is the topic?
• Why is the essay question worth exploring? Why is the essay worth reading?
• How is it relevant to wider / important / current debates in the field?
• It can briefly explain the background and context and define the scope of the discussion
• Is it helpful to mention some background, historical or broader factors to give the reader some context?
• Is the discussion set in a particular context (geographical; political; economic; social; historical; legal)?
• Does the essay question set a particular scope or are you going to narrow the scope of the discussion?
• It can highlight key concepts or ideas
• Are the key concepts or ideas contentious or open to interpretation?
• Will the key concepts need to be defined and explained?
• It can signpost the broad organisational structure of the essay
• Indicate what you will cover and a brief overview of the structure of your essay
• points made should be supported by evidence
• clear links should be made to the question

Note: Introductions may not cover all of these elements, and they may not be covered in this order.

Useful Link: See the University of Manchester’s Academic Phrasebank for useful key phrases to introduce work.

In this activity, you will review and evaluate introductions you have written, identifying areas for improvement.

Find some examples of introductions you have written for essays.

• Which of the features do they use?
• Are any elements missing?
• How might you improve them?

For the following tasks, you will be using an example introduction from one of the following three faculties. Select a faculty to use an introduction from a corresponding subject.

In this activity, you will look at examples of introductions, identifying key features and their purpose.

Here is an example question:

Sociology: Examine some of the factors that influence procrastination in individuals, exploring and evaluating their impact. Identify an area(s) for future research, justifying your choice.

And here is a sample introduction written for this question:

Procrastination is a complex concept which manifests itself in different types of behaviour yet is experienced by individuals universally. A useful definition of procrastination is ‘the voluntary delay of important, necessary, and intended action despite knowing there will be negative consequences for this delay’ (Ferrari and Tice, 2000, Sirois and Pychyl, 2013 cited in Sirois and Giguère, 2018). The influences on procrastination are multi-faceted, which makes their study incredibly challenging. Researchers are now producing a body of work dedicated to procrastination; including meta-analyses such as those by Varvaricheva (2010) and Smith (2015). Influences on procrastination can be considered in two categories, factors with external, environmental, sources and factors with internal sources due to individual differences. However, these external and environmental categories are not completely independent of one another and this essay will seek to explore the complexities of this interdependence. This essay will discuss how different factors influence individual procrastination, by first examining how gender, age and personality affect the procrastination trait under internal factors, before discussing the external factors; how task aversiveness, deadlines and the internet affect procrastination behavioural outcomes. This will be followed by a brief exploration of how the two interact. Finally there a number of gaps in the literature, which suggest avenues for future research.

Click on the Next arrow to match each section of this introduction with a description of its purpose.

Procrastination is a complex concept which manifests itself in different types of behaviour yet is experienced by individuals universally.

Signposts the broad organisational structure of the essay

Narrows the topic and explains its relevance or significance to current debates

Defines the scope of the discussion

Establishes the topic and explains its broad significance

Defines key concepts

That's not the right answer

Have another go.

Yes, that's the right answer!

A useful definition of procrastination is ‘the voluntary delay of important, necessary, and intended action despite knowing there will be negative consequences for this delay’ (Ferrari and Tice, 2000, Sirois and Pychyl, 2013 cited in Sirois and Giguère, 2018).

The influences on procrastination are multi-faceted, which makes their study incredibly challenging. Researchers are now producing a body of work dedicated to procrastination; including meta-analyses such as those by Varvaricheva (2010) and Smith (2015).

Influences on procrastination can be considered in two categories, factors with external, environmental, sources and factors with internal sources due to individual differences. However, these external and environmental categories are not completely independent of one another and this essay will seek to explore the complexities of this interdependence.

This essay will discuss how different factors influence individual procrastination, by first examining how gender, age and personality affect the procrastination trait under internal factors, before discussing the external factors; how task aversiveness, deadlines and the internet affect procrastination behavioural outcomes. This will be followed by a brief exploration of how the two interact. Finally there a number of gaps in the literature, which suggest avenues for future research.

In this activity, you will identify how introductions make links to the question.

Here is the question again:

Click to highlight the places where the introduction below links closely to the question.

Have another go. You can remove the highlighting on sections by clicking on them again.

Those are the parts of the introduction that link closely to the question.

In this activity, you will consider how introductions make use of supporting evidence.

• Define key concepts
• Establish the topic and explain its relevance or significance

Click to highlight the places where the introduction below supports points with evidence .

Those are the parts of the introduction that use evidence to support points.

Congratulations! You've made it through the introduction!

Click on the icon at the bottom to restart the tutorial.

Nursing: Drawing on your own experiences and understanding gained from the module readings, discuss and evaluate the values, attributes and behaviours of a good nurse.

The Nursing and Midwifery Council’s (NMC) (2015) Code states that a nurse must always put the care of patients first, be open and honest, and be empathic towards patients and their families. Student nurses are expected to demonstrate an understanding of the need for these key skills even at the interview stage and then gain the experiences to develop certain fundamental attributes, values and behaviours in order to advance through the stages of nursing. This assignment will highlight a variety of values, attributes and behaviours a good nurse should have, focusing on courage in particular. Views of courage from political, professional, and social perspectives will be considered, alongside a comparison between the attribute courage and a student nurse’s abilities. This will be demonstrated using observations from practice, appropriate theorists such as Sellman (2011), Lachman (2010) and philosophers including Aristotle and Ross (2011).

The Nursing and Midwifery Council’s (NMC) (2015) Code states that a nurse must always put the care of patients first, be open and honest, and be empathic towards patients and their families.

Explains the context to the discussion, with reference to the workplace

Defines the scope of the discussion by narrowing it

Defines relevant key concepts or ideas

Student nurses are expected to demonstrate an understanding of the need for these key skills even at the interview stage and then gain the experiences to develop certain fundamental attributes, values and behaviours in order to advance through the stages of nursing.

This assignment will highlight a variety of values, attributes and behaviours a good nurse should have, focusing on courage in particular.

Views of courage from political, professional, and social perspectives will be considered, alongside a comparison between the attribute courage and a student nurse’s abilities. This will be demonstrated using observations from practice, appropriate theorists such as Sellman (2011), Lachman (2010) and philosophers including Aristotle and Ross (2011).

• Define relevant key concepts or ideas
• Signpost the broad organisational structure of the essay, making a clear link to the question

Archaeology: Explain some of the ways in which Star Carr has been re-interpreted since the initial discovery in the 1940s. Briefly evaluate how the results of recent excavations further dramatically affect our understanding of this site.

Star Carr has become the ‘best known’ Mesolithic site in Britain (Conneller, 2007, 3), in part because of its high levels of artefact preservation due to waterlogging, as the site was once on the Eastern edge of the ancient Lake Flixton, close to a small peninsula (Taylor, 2007). First excavated by Grahame Clark in 1949-51, there was a further invasive investigation in 1985 and 1989, again in 2006-8, and 2010. An impressive haul of artefacts have been excavated over the years, including bone and antler tools, barbed points, flint tools and microliths, and enigmatic red deer frontlets (Milner et al., 2016). Since Clark’s first published report in 1954 there have been numerous re-examinations of the subject, including by Clark himself in 1974. Resulting interpretations of the site have been much debated; it has been classified as ‘in situ settlement, a refuse dump, and the result of culturally prescribed acts of deposition’ (Taylor et al., 2017). This discussion will explore the ways in which the site has been variously re-interpreted during this time period, and consider how more recent study of the site has prompted new perspectives.

Star Carr has become the ‘best known’ Mesolithic site in Britain (Conneller, 2007, 3), in part because of its high levels of artefact preservation due to waterlogging, as the site was once on the Eastern edge of the ancient Lake Flixton, close to a small peninsula (Taylor, 2007).

Explains the background to the discussion and its significance

Establishes the topic

Explains the scope of the topic and highlights key interpretations

First excavated by Grahame Clark in 1949-51, there was a further invasive investigation in 1985 and 1989, again in 2006-8, and 2010. An impressive haul of artefacts have been excavated over the years, including bone and antler tools, barbed points, flint tools and microliths, and enigmatic red deer frontlets (Milner et al., 2016).

Since Clark’s first published report in 1954 there have been numerous re-examinations of the subject, including by Clark himself in 1974. Resulting interpretations of the site have been much debated; it has been classified as ‘in situ settlement, a refuse dump, and the result of culturally prescribed acts of deposition’ (Taylor et al., 2017).

This discussion will explore the ways in which the site has been variously re-interpreted during this time period, and consider how more recent study of the site has prompted new perspectives.

• Establish the topic, explains the background and significance
• Explains the significance of the topic
• Highlights key interpretations

Structuring essay conclusions

In this section you will consider the different functions a conclusion can fulfil, look at examples of conclusions, and identify key features and their purpose.

A conclusion can fulfil the functions below. These often move from a narrow focus on the outcomes of the discussion to a broad view of the topic's relevance to the wider context.

Summary of the main points in relation to the question

• This might involve restating the scope of the discussion and clarifying if there any limitations of your discussion or of the evidence provided
• This may include synthesising the key arguments and weighing up the evidence

Arrive at a judgement or conclusion

• Having weighed up the evidence, come to a judgement about the strength of the arguments

Restate the relevance or significance of the topic to the wider context

• Make it clear why your conclusions - which are based on your discussion through the essay - are important or significant in relation to wider/current debates in the field

Make recommendations or indicate the direction for further study, if applicable

• Recommendations may be for further research or for practice/policy
• What further research/investigation would be necessary to overcome the limitations above?
• What are the implications of your findings for policy/practice?

Note: Conclusions may not cover all of these elements, and they may not be covered in this order.

• Clear links should be made to the question
• Do not make new points in the conclusion

Useful Link: See the University of Manchester’s Academic Phrasebank for useful key phrases to conclude work.

In this activity, you will look at an example conclusion, identifying key features and their purpose.

In this task, you will be using an example conclusion from one of the following three faculties. Select a faculty to use a conclusion from a corresponding subject.

And here is a sample conclusion written for the question:

In conclusion procrastination is a complex psychological phenomenon that is influenced by a number of factors, both internal and external. However it has a hugely multifaceted nature and the factors that influence it are not truly independent of one another. Character traits and the environmental impact on behaviour are interrelated; for example similar procrastination outcomes may arise from a highly conscientious individual in a distracting environment and an individual low in conscientiousness in a non-distracting setting. This means that future studies need to be very considered in their approach to separating, or controlling for, these factors. These further studies are important and urgently needed as the impact of procrastination on society is far-reaching. For instance: individuals delay contributing to a pension, meaning that old age may bring poverty for many; couples put off entering into formal contracts with each other, potentially increasing disputes over child custody and inheritance; and indeed women delay starting a family and increasing age leads to decreased fertility, thus leading to higher societal costs of providing assisted fertilisation. Furthermore one could expand the scope to include the effects on children of being born to older parents (such as risks of inherited genetic defects). These are themselves wide fields of study and are mentioned merely to illustrate the importance of further research. Until the nature of influences on procrastination is fully understood, our development of approaches to reduce procrastination is likely to be hindered.

Click on the Next arrow to match each section of the conclusion with a description of its purpose.

In conclusion procrastination is a complex psychological phenomenon that is influenced by a number of factors, both internal and external.

Synthesises the key arguments and weighs up the evidence

Indicates limitations

Restates the scope of the discussion

Indicates the direction and significance for further study

Summary of the main point in relation to the question

However it has a hugely multifaceted nature and the factors that influence it are not truly independent of one another.

Character traits and the environmental impact on behaviour are interrelated; for example similar procrastination outcomes may arise from a highly conscientious individual in a distracting environment and an individual low in conscientiousness in a non-distracting setting.

This means that future studies need to be very considered in their approach to separating, or controlling for, these factors. These further studies are important and urgently needed as the impact of procrastination on society is far-reaching. For instance: individuals delay contributing to a pension, meaning that old age may bring poverty for many; couples put off entering into formal contracts with each other, potentially increasing disputes over child custody and inheritance; and indeed women delay starting a family and increasing age leads to decreased fertility, thus leading to higher societal costs of providing assisted fertilisation. Furthermore one could expand the scope to include the effects on children of being born to older parents (such as risks of inherited genetic defects). These are themselves wide fields of study and are mentioned merely to illustrate the importance of further research.

Until the nature of influences on procrastination is fully understood, our development of approaches to reduce procrastination is likely to be hindered.

Opportunities for nurses to display courage occur every day, although it is at the nurse’s discretion whether they act courageously or not. As discussed in this assignment, courage is likewise an important attribute for a good nurse to possess and could be the difference between good and bad practice. It is significantly important that nurses speak up about bad practice to minimize potential harm to patients. However nurses do not need to raise concerns in order to be courageous, as nurses must act courageously every day. Professional bodies such as the RCN and NMC recognise that courage is important by highlighting this attribute in the RCN principles. The guidelines for raising concerns unite the attribute courage with the RCN’s principles of nursing practice by improving nurses’ awareness of how to raise concerns. Lachman’s (2010) CODE is an accessible model that modern nurses could use as a strategy to help them when raising concerns. Although students find it difficult to challenge more senior nursing professionals, they could also benefit from learning the acronym to help them as they progress through their career. For nursing students, courage could be seen as a learning development of the ability to confront their fear of personal emotional consequences from participating in what they believe to be the right action. On the whole a range of values, attributes and behaviours are needed in order to be a good nurse, including being caring, honest, compassionate, reliable and professional. These qualities are all important, but courage is an attribute that is widely overlooked for nurses to possess but vitally fundamental.

Opportunities for nurses to display courage occur every day, although it is at the nurse’s discretion whether they act courageously or not. As discussed in this assignment, courage is likewise an important attribute for a good nurse to possess and could be the difference between good and bad practice. It is significantly important that nurses speak up about bad practice to minimize potential harm to patients. However nurses do not need to raise concerns in order to be courageous, as nurses must act courageously every day.

Arrives at an overall judgement or conclusion

Make recommendations for practice

Professional bodies such as the RCN and NMC recognise that courage is important by highlighting this attribute in the RCN principles. The guidelines for raising concerns unite the attribute courage with the RCN’s principles of nursing practice by improving nurses’ awareness of how to raise concerns. Lachman’s (2010) CODE is an accessible model that modern nurses could use as a strategy to help them when raising concerns.

Although students find it difficult to challenge more senior nursing professionals, they could also benefit from learning the acronym to help them as they progress through their career. For nursing students, courage could be seen as a learning development of the ability to confront their fear of personal emotional consequences from participating in what they believe to be the right action.

On the whole a range of values, attributes and behaviours are needed in order to be a good nurse, including being caring, honest, compassionate, reliable and professional. These qualities are all important, but courage is an attribute that is widely overlooked for nurses to possess but vitally fundamental.

Star Carr is one of the most fascinating and informative Mesolithic sites in the world. What was once considered to be the occasional winter settlement of a group of hunter-gatherer families, now appears to be a site of year-round settlement occupied over centuries. Since its initial discovery and excavation in the late 1940s and early 1950s, a great deal of further data has been collected, altering interpretations made by the primary excavators who pioneered analysis of the site. What once was considered a typical textbook Mesolithic hunting encampment is now theorized to be a site of ritual importance. The site has produced unique findings such as a multitude of barbed points, twenty one antlered headdresses and the earliest known example of a permanent living structure in Britain. These factors will combine to immortalise the site, even when its potential for further research is thoroughly decayed, which tragically could be very soon (Taylor et al. 2010).

Star Carr is one of the most fascinating and informative Mesolithic sites in the world.

Synthesise the main points

Limitations and implications for future research

Restate the significance of the topic to the wider context

What was once considered to be the occasional winter settlement of a group of hunter-gatherer families, now appears to be a site of year-round settlement occupied over centuries. Since its initial discovery and excavation in the late 1940s and early 1950s, a great deal of further data has been collected, altering interpretations made by the primary excavators who pioneered analysis of the site. What once was considered a typical textbook Mesolithic hunting encampment is now theorized to be a site of ritual importance. The site has produced unique findings such as a multitude of barbed points, twenty one antlered headdresses and the earliest known example of a permanent living structure in Britain.

These factors will combine to immortalise the site, even when its potential for further research is thoroughly decayed, which tragically could be very soon (Taylor et al. 2010).

Congratulations! You've made it through the conclusion!

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Other support for essay writing

Online resources.

The general writing pages of this site offer guidance that can be applied to all types of writing, including essays. Also check your department guidance and VLE sites for tailored resources.

Other useful resources for essay writing:

Appointments and workshops 

There is lots of support and advice for essay writing. This is likely to be in your department, and particularly from your academic supervisor and module tutors, but there is also central support, which you can access using the links below. 

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Essay and report writing skills

Course description

Course content, course reviews.

Writing reports and assignments can be a daunting prospect. Learn how to interpret questions and how to plan, structure and write your assignment or report. This free course, Essay and report writing skills, is designed to help you develop the skills you need to write effectively for academic purposes.

Course learning outcomes

After studying this course, you should be able to:

• understand what writing an assignment involves
• identify strengths and weaknesses
• understand the functions of essays and reports
• demonstrate writing skills.

First Published: 10/08/2012

Updated: 26/04/2019

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Building Academic Writing Skills: Tips, Rules and Resources

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Despite the popularity of shorthand and slang in communication today, academic writing skills are still necessary — at school and at work. Essays, reports, presentations, and research papers are just some examples of documents that you’ll have to write in an academic style. We’ll help you showcase your professionalism with this formal, structured type of writing.

The Rules: Characteristics of Academic Writing

There isn’t one set of rules for academic writing — it depends on the setting you’re in and the style guide you’re using. However, academic writing generally includes these characteristics:

A formal tone

Good research

Use of the third person point of view

Clear focus on the issue or topic

Precise word choice and concise writing

Close adherence to the appropriate format and structure

Linear organization

Source citations

Characteristics Not Found in Academic Writing

Sometimes, knowing what not to do is more useful in understanding a concept. Typically, in the case of academic writing, you won’t find:

Use of the first person point of view

Personal anecdotes or opinions

Slang, jargon, idioms, and cliches

Run-on sentences and long-winded content

Lots of emotion

Tips: How to Hone Your Academic Writing Skills

Academic writing is fundamentally a question of form rather than function. By developing sound and logical arguments, checking your grammar, correctly citing your sources, and sticking to a required format, you’ll end up with a solid piece of writing. Use these tips to ensure your project reflects your professionalism and effort.

Prepare Rigorously

Thinking precedes writing. Read over your notes and sources, mark important text and write detailed outlines. If you have all the information you need to write and cite before you start typing, you’ll be in good shape. Of course, if you don’t keep all this information in one place, it’s useless — so organize all your thoughts and citations into one folder and use it throughout the process.

Format Religiously

Whether your school or employer requires the use of the MLA, APA or Chicago style, be sure you stick to it. Each of these style guides is a verifiable cheat sheet on how to write out numbers, references, citations, and more. They did most of the work for you.

Proofread Ruthlessly

Learn the major and minor points of grammar , then attack your paper with a red pen. It also helps to have someone you trust provide an edit to catch all those details you might miss when you’re too close to the writing.

Resources: Use the Correct Format

Adherence to an academic format can make or break an assignment. Your project may have a specific style requirement, so be sure you know what it is. Then, you’ll need to learn about that specific style and how to write in it.

There are three common styles of academic writing:

The American Psychological Association (or APA) format is the standard form for assignments in psychology and the social sciences.

English and the liberal arts generally require the Modern Language Association (or MLA) format.

Business, and occasionally social science, will require the Chicago Manual of Style or Turabian style.

Having to stick to a strict style may sound like a pain, but it's actually an advantage. Every style guide tells you what you need to do — no guessing required.

Stay Formal, My Friends

Prepare for all your professional writing needs by exploring the English language.

Different Words for the Simplest of Things: Make Even Walking Sound Exciting

'Penultimate' and Other Words You're Probably Using Wrong

Two Spaces After a Period? That Is So Pre-1990

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Writing a great essay

This resource covers key considerations when writing an essay.

While reading a student’s essay, markers will ask themselves questions such as:

• Does this essay directly address the set task?
• Does it present a strong, supported position?
• Does it use relevant sources appropriately?
• Is the expression clear, and the style appropriate?
• Is the essay organised coherently? Is there a clear introduction, body and conclusion?

You can use these questions to reflect on your own writing. Here are six top tips to help you address these criteria.

1. Analyse the question

Student essays are responses to specific questions. As an essay must address the question directly, your first step should be to analyse the question. Make sure you know exactly what is being asked of you.

Generally, essay questions contain three component parts:

• Content terms: Key concepts that are specific to the task
• Limiting terms: The scope that the topic focuses on
• Directive terms: What you need to do in relation to the content, e.g. discuss, analyse, define, compare, evaluate.

Look at the following essay question:

Discuss the importance of light in Gothic architecture.

• Content terms: Gothic architecture
• Limiting terms: the importance of light. If you discussed some other feature of Gothic architecture, for example spires or arches, you would be deviating from what is required. This essay question is limited to a discussion of light. Likewise, it asks you to write about the importance of light – not, for example, to discuss how light enters Gothic churches.
• Directive term: discuss. This term asks you to take a broad approach to the variety of ways in which light may be important for Gothic architecture. You should introduce and consider different ideas and opinions that you have met in academic literature on this topic, citing them appropriately .

For a more complex question, you can highlight the key words and break it down into a series of sub-questions to make sure you answer all parts of the task. Consider the following question (from Arts):

To what extent can the American Revolution be understood as a revolution ‘from below’? Why did working people become involved and with what aims in mind?

The key words here are American Revolution and revolution ‘from below’. This is a view that you would need to respond to in this essay. This response must focus on the aims and motivations of working people in the revolution, as stated in the second question.

2. Define your argument

As you plan and prepare to write the essay, you must consider what your argument is going to be. This means taking an informed position or point of view on the topic presented in the question, then defining and presenting a specific argument.

Consider these two argument statements:

The architectural use of light in Gothic cathedrals physically embodied the significance of light in medieval theology.

In the Gothic cathedral of Cologne, light served to accentuate the authority and ritual centrality of the priest.

Statements like these define an essay’s argument. They give coherence by providing an overarching theme and position towards which the entire essay is directed.

3. Use evidence, reasoning and scholarship

To convince your audience of your argument, you must use evidence and reasoning, which involves referring to and evaluating relevant scholarship.

• Evidence provides concrete information to support your claim. It typically consists of specific examples, facts, quotations, statistics and illustrations.
• Reasoning connects the evidence to your argument. Rather than citing evidence like a shopping list, you need to evaluate the evidence and show how it supports your argument.
• Scholarship is used to show how your argument relates to what has been written on the topic (citing specific works). Scholarship can be used as part of your evidence and reasoning to support your argument.

4. Organise a coherent essay

An essay has three basic components - introduction, body and conclusion.

The purpose of an introduction is to introduce your essay. It typically presents information in the following order:

• A general statement about the topic that provides context for your argument
• A thesis statement showing your argument. You can use explicit lead-ins, such as ‘This essay argues that...’
• A ‘road map’ of the essay, telling the reader how it is going to present and develop your argument.

Example introduction

"To what extent can the American Revolution be understood as a revolution ‘from below’? Why did working people become involved and with what aims in mind?"

Introduction*

Historians generally concentrate on the twenty-year period between 1763 and 1783 as the period which constitutes the American Revolution [This sentence sets the general context of the period] . However, when considering the involvement of working people, or people from below, in the revolution it is important to make a distinction between the pre-revolutionary period 1763-1774 and the revolutionary period 1774-1788, marked by the establishment of the continental Congress(1) [This sentence defines the key term from below and gives more context to the argument that follows] . This paper will argue that the nature and aims of the actions of working people are difficult to assess as it changed according to each phase [This is the thesis statement] . The pre-revolutionary period was characterised by opposition to Britain’s authority. During this period the aims and actions of the working people were more conservative as they responded to grievances related to taxes and scarce land, issues which directly affected them. However, examination of activities such as the organisation of crowd action and town meetings, pamphlet writing, formal communications to Britain of American grievances and physical action in the streets, demonstrates that their aims and actions became more revolutionary after 1775 [These sentences give the ‘road map’ or overview of the content of the essay] .

The body of the essay develops and elaborates your argument. It does this by presenting a reasoned case supported by evidence from relevant scholarship. Its shape corresponds to the overview that you provided in your introduction.

The body of your essay should be written in paragraphs. Each body paragraph should develop one main idea that supports your argument. To learn how to structure a paragraph, look at the page developing clarity and focus in academic writing .

Your conclusion should not offer any new material. Your evidence and argumentation should have been made clear to the reader in the body of the essay.

Use the conclusion to briefly restate the main argumentative position and provide a short summary of the themes discussed. In addition, also consider telling your reader:

• What the significance of your findings, or the implications of your conclusion, might be
• Whether there are other factors which need to be looked at, but which were outside the scope of the essay
• How your topic links to the wider context (‘bigger picture’) in your discipline.

Do not simply repeat yourself in this section. A conclusion which merely summarises is repetitive and reduces the impact of your paper.

Example conclusion

Conclusion*.

Although, to a large extent, the working class were mainly those in the forefront of crowd action and they also led the revolts against wealthy plantation farmers, the American Revolution was not a class struggle [This is a statement of the concluding position of the essay]. Working people participated because the issues directly affected them – the threat posed by powerful landowners and the tyranny Britain represented. Whereas the aims and actions of the working classes were more concerned with resistance to British rule during the pre-revolutionary period, they became more revolutionary in nature after 1775 when the tension with Britain escalated [These sentences restate the key argument]. With this shift, a change in ideas occurred. In terms of considering the Revolution as a whole range of activities such as organising riots, communicating to Britain, attendance at town hall meetings and pamphlet writing, a difficulty emerges in that all classes were involved. Therefore, it is impossible to assess the extent to which a single group such as working people contributed to the American Revolution [These sentences give final thoughts on the topic].

5. Write clearly

An essay that makes good, evidence-supported points will only receive a high grade if it is written clearly. Clarity is produced through careful revision and editing, which can turn a good essay into an excellent one.

When you edit your essay, try to view it with fresh eyes – almost as if someone else had written it.

Ask yourself the following questions:

Overall structure

• Have you clearly stated your argument in your introduction?
• Does the actual structure correspond to the ‘road map’ set out in your introduction?
• Have you clearly indicated how your main points support your argument?
• Have you clearly signposted the transitions between each of your main points for your reader?
• Does each paragraph introduce one main idea?
• Does every sentence in the paragraph support that main idea?
• Does each paragraph display relevant evidence and reasoning?
• Does each paragraph logically follow on from the one before it?
• Is each sentence grammatically complete?
• Is the spelling correct?
• Is the link between sentences clear to your readers?
• Have you avoided redundancy and repetition?

See more about editing on our  editing your writing page.

6. Cite sources and evidence

Finally, check your citations to make sure that they are accurate and complete. Some faculties require you to use a specific citation style (e.g. APA) while others may allow you to choose a preferred one. Whatever style you use, you must follow its guidelines correctly and consistently. You can use Recite, the University of Melbourne style guide, to check your citations.

Further resources

• Germov, J. (2011). Get great marks for your essays, reports and presentations (3rd ed.). NSW: Allen and Unwin.
• Using English for Academic Purposes: A guide for students in Higher Education [online]. Retrieved January 2020 from http://www.uefap.com
• Williams, J.M. & Colomb, G. G. (2010) Style: Lessons in clarity and grace. 10th ed. New York: Longman.

* Example introduction and conclusion adapted from a student paper.

Looking for one-on-one advice?

Get tailored advice from an Academic Skills Adviser by booking an Individual appointment, or get quick feedback from one of our Academic Writing Mentors via email through our Writing advice service.

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Academic writing

Strategies and advice on how to communicate your ideas using an appropriate academic register

Introduction to academic writing

Producing written work as part of a university exam, essay, dissertation or another form of assignment requires an approach to organisation, structure, voice and use of language that differs from other forms of writing and communication.

Academic writing is a language that no one is born speaking. Understanding more about the conventions of your discipline and the specific features and conventions of academic writing can help you develop confidence and make improvements to your written work.

Academic writing is part of a complex process of finding, analysing and evaluating information, planning, structuring, editing and proofreading your work, and reflecting on feedback that underpins written assessment at university.

Here we focus on the key principles of academic writing as a way to communicate your ideas using appropriate language, structure and organisation. 

301 Recommends:

Our Academic Writing Essentials workshop will explore the challenges of writing in an academic register and provide a range of strategies that can be used to develop your academic voice. The workshop will cover the use of language, structuring your writing and critical writing to take a holistic view of the writing process from a blank page through to a completed piece of work.

Try out our Academic Writing Interactive Digital Workshop  to explore the key principles of good academic writing.

Our Paraphrasing workshop will explore the roles of paraphrasing, quoting and 'para-quoting' and provide strategies for formulating and referencing paraphrases.

Join our 301 Writing Club sessions which include three 25-minute blocks of silent writing time, plus time to share your writing goals and progress with others. This is not a workshop, please bring an piece of academic writing to work on.

Academic language

Academic writing is defined by conventions rather than rules. This means that they are flexible and adaptable at least some of the time.

The point is not for you and your peers to produce identical pieces of work, but to provide a shared framework of communication that allows specialists within a field to access information, ideas and concepts quickly and easily.

It goes without saying that academic writing uses a more formal register than everyday communication. The following are four important conventions to follow that will help you to hit the right level of formality in your writing:

Use formal language

Academic writing tends to adopt formal language derived from Latinate, rather than Anglo-Saxon roots. This distinction is particularly evident in the use of verbs in academic language.

In general, phrasal verbs are used when speaking (eg in presentations), whilst Latinate verbs are used in academic writing (eg essays). Phrasal language is more informal, whilst Latinate verbs sound 'posher' and more formal.

Phrasal verbs tend to come in two parts: they use a  verb  together with an  adverb  or preposition.

There is often a one-word equivalent, which usually comes from Latin root, reflecting the origins of formal English among educated Romans and the Church.

Examples include: 

Carry out = perform

Talk about = discuss

Look up to = respect

Why is this useful? Latinate verbs use fewer words, so can help you develop a more concise writing style.

Latinate verbs can also be more specific than their phrasal equivalents, for example, the phrasal verb 'set up' has several Latinate equivalents: 

Set up a room: I’m going to  arrange  the room for the meeting.

Set up an experiment: The experiment was  prepared.

Set up an organisation: The NSPCC was  established  in 1884.

You may wish to use a mixture of phrasal and Latinate verbs in your writing, and to tailor it to your assignment. For example, if writing a more informal blog post, you may want to use more phrasal language.

Some common examples of academic verb use include:

Carry out: Perform "The experiment was carried out/performed..."

Find out:   Investigate "The aim of this project is to find out/investigate…"

Leave out: Omit "Therefore this was left out of/omitted from the analysis..."

Awareness of how and when to use different registers of language can help to improve the level of formality of your writing. 

Avoid contractions and abbreviations

Academic writing tends to avoid the types of contractions and abbreviated language that you might use in other forms of communication.

In some cases, this is obvious, but in other cases, where abbreviations have become commonly used forms of words, it can be more difficult to spot.

For example:

Are not/is not: Aren't/isn't

Quotation: Quote

UK: United Kingdom

However, some commonly used abbreviations or acronyms relating to the discipline will often need to be used to enhance the clarity of your writing and reduce the word count.

In these cases, it is important to use the full form of the abbreviated name or phrase in the first instance, including the abbreviation in parentheses.

A key role has always been played by the North Atlantic Treaty Organisation (NATO)...

World Health Organisation (WHO) recommendations state...

The use of an Electrocardiogram (ECG) is recommended...

Certain extremely commonly used acronyms have become part of common usage and do not require further explanation within a text. For example, AIDS, laser, radar, scuba. 

Write objectively

Academic writing tends to strive for an appearance of objectivity.

Although you will no doubt have an informed opinion or theory that you are trying to get across in your writing, it is important to build a compelling objective case for your ideas using evidence and data.

Secondary sources should be used to build a foundation of background thinking, ideas and theories to support your approach.

All secondary sources (books, journals, webpages, conference presentations, films, audio recordings, etc.) should be referenced using the standard system recommended by your department.

A bibliography of all referenced works should be included at the end of your assignment, ordered alphabetically and formatted using the recommended standard system. 

Visit the  library referencing pages  for more information, examples and tutorials.

Primary sources include any information or data that you have found, collected or generated to illustrate your arguments or explore your hypotheses. Primary sources may include texts that you are analysing, survey responses, experimental data, artefacts and much more.

When writing about primary and secondary sources, it is usually better to avoid using the first person ('I' or 'we' forms), as your focus should be on an objective interpretation of that evidence. 

The first person is most commonly used to indicate where you are going beyond an objective analysis to put forward your own informed opinions, for example as part of a discussion section or conclusion. 

Some principles of using the first person include:

Avoid overusing the first person (I) and use passive forms where possible: "the experiment was conducted..."; "evidence suggests..."; "a sample was taken..."

Watch out for adjectives that imply a value judgement: fantastic, brilliant, rubbish, interesting, good, etc.

Avoid using cliched phrases: "a hot topic..."; "the other side of the coin..."; "at the end of the day..."; "the fact of the matter..."; "in the current climate..."

Avoid overstatement. Make cautious use or avoid the following altogether: extremely, very, really, always, never, a lot, the most, the least

Note: always check department guidelines   on the use of first-person forms in your writing.

301 Recommends: Manchester University Academic Phrasebank

The Academic Phrasebank is a repository of the most commonly-used phrases in published academic work, organised according to purpose and function. Explore the Phrasebank for ideas on how to express yourself using established academic language.

Paragraphs and flow

Paragraphs are the building blocks of your written work, and a good essay or assignment will organise the content clearly at a paragraph level.

However, in a piece of academic writing paragraphs can be tricky to structure due to the complexity of ideas that you are likely to be working with.

The following structure is not the only way to write a paragraph, but it is a common model that is used in academic writing to build sources and evidence into your writing in a critical and analytical way. 

Writing good paragraphs: structure

Most paragraphs of academic writing tend to follow a similar organisational structure:

The topic sentence:  States the main idea or area to be covered by the paragraph.

Explanation or definitions (optional):  Can be used to clarify any difficult or uncertain terminology introduced in the topic sentence.

Evidence and examples:  One or more sentences introducing key ideas, sources, quotes, case studies, evidence or data.

Comment:  Explores what the evidence means, how it can be summarised or whether it needs to be challenged.

Concluding sentence:  Relates the paragraph to your overall argument and links forward to the next paragraph.

The final sentence is often the most important part of a paragraph as it clarifies your interpretation of the topic area and identifies how it contributes to your overall argument.

Watch this short  study skills hacks video  for more information. 

Writing good paragraphs: unity

A paragraph will usually discuss only one idea as outlined in the first sentence, the  topic sentence . If you find a paragraph drifting away from this controlling idea, it is time to split it into more than one paragraph:

The opening sentence of paragraph should outline the main idea (topic sentence).

Every supporting sentence should directly explain, refer back to, or build on the main idea using specific evidence and examples where possible.

Use the final sentence(s) to refer back to the topic sentence and lead into the following paragraph.

Writing good paragraphs: flow 

The skill of structuring your writing and building effective connections between paragraphs is one that will allow you to develop and sustain a compelling argument in your written work.

By setting out your ideas and evidence with a natural flow, you will make your work much more readable.

This important technique will help you work towards higher levels of attainment in assignments and help to improve the quality of your everyday writing.

Paraphrasing and quoting

When you are producing a piece of writing at university, you will often want to talk about what someone else has written about the topic.

There are four distinct ways of doing this.

Quoting:  directly including in your work the published words or other data you have found in a source

Paraphrasing:  expressing in your own words the ideas, arguments, words or other material you have found published elsewhere

Para-quoting:  paraphrasing an idea or area but retaining one or more important words and phrases from the original in quotation marks

Summarising:  providing a top-level overview of a single larger area of work or multiple sources

There are many reasons for quoting or paraphrasing in your own work, but essentially these techniques allow you to show your understanding of current knowledge about the topic you are studying and respond to that knowledge in your work.

Remember that you will need to cite and reference all of the sources that have informed your work.

It is a complex linguistic skill to incorporate others’ work smoothly and efficiently into your own by quoting or paraphrasing.

Skilful use of sources and selective quoting and paraphrasing are important elements of the critical writing process, which is in greater detail on the critical thinking pages – see  Legitimation Code Theory  for more ideas.

It is also a key skill of academic writing that will help to ensure that your work does not include elements of plagiarism.

For more information on unfair means and plagiarism, including suggestions on how to avoid it, see the following  resource .

As with other aspects of working with sources, it is important to  follow your department's specific guidelines about these skills.

When to quote and when to paraphrase

You should direct quote

if you are referring to a formal definition in which the specific language is important

if you are quoting an opinion (with which you do not necessarily agree)

if you are reporting direct speech, eg the reactions or experience of someone actually involved

if you wish to highlight specific features of the author's writing style

 You should paraphrase

to elaborate on or explain a concept or definition to your reader

to engage critically with an opinion or source and demonstrate that you understand it fully

to summarise the reactions or experience of one or more individual

if the general concept is more important than the specific language used

Writing to a word count

If you find you often go over the word count on an assignment, there are several possible causes and solutions.

In this online resource, we will think about the purpose of the word count, the reasons why we might go over it, and strategies to tackle it.

Why is there a word count?

Word counts are part of the challenge of academic writing for several reasons:

To suggest a level of detail: with one topic, you could write a 100-word summary, 1,000-word essay, 10,000-word dissertation, or a 100,000 word PhD thesis. The word count gives an indication of the level of depth you are expected to go into

To ensure fairness: each student has the same number of words to show the marker what they know. 

To test your communication skills: being able to keep within a word count requires a concise writing style and excellent communication skills – it helps you get straight to the point.

To demonstrate your critical thinking skills: to stay within word counts, you need to focus on what is most important and select the best examples and case studies. It puts critical thinking into practice

As a matter of practicality: markers only have a finite amount of time to mark work.

Why do we go over the word count?

First of all, it is important to remember that being over the word count is better than having a blank page. The ideas are down on the page but might need refining. There are several reasons why you might have exceeded the word count: 

Still developing an effective structure: Do you have a clear plan and have you stuck to it? If not, can you map out an overall structure for your essay and identify areas where you have departed from it?

Fear of missing out on something important: try to be selective with examples and arguments. What is your mission statement or key argument, and how does each section help you make it?

Waffling (using 200 words when 100 will do): work on developing a concise academic writing style. Even if you’re not over the word count, this leaves you more words for your critical analysis and discussion

Writing to a word count involves careful planning and organisation to make sure that you get your main points across. The following points might help you to stay within the parameters that you are aiming for:

• Plan what your key points are, and what percentage of your word count to spend on each. Are any sections disproportionately long?
• Avoid repeating arguments – try reading your work backwards (paragraph by paragraph, not word by word). This can make it easier to spot ideas that are repeated, as you are viewing each paragraph individually rather than your argument as a whole
• Use topic sentences at the start of each paragraph. This can help you (and the marker) to identify what key point you are trying to make. Are there any paragraphs that are making the same point? Can you link them?
• It might be tempting to show all of the reading you have done, but select the most important case studies, and explain why you have chosen them. This can be evidence of critical thinking (eg whilst many studies have examined X, a key paper is Y because…)
• Are you using 200 words where 100 will do? One way of testing this is to calculate your  Fog Index  to find out how clear and concise your writing is.

Remember: Having a more concise academic writing style gives you more words to use on things that are important, eg critical analysis and discussion. It’s not just about cutting the odd word here and there to get you under the word count.

The following are some simple tips to make sure you stay within your word count:

Find out what counts towards your word count (for references, footnotes, abstract, captions, tables, text boxes…)

Consider combining related sections or cutting irrelevant sections.

Focus on condensing your key arguments.

Use a concise academic writing style, eg avoid excessive hedging, remove redundant adjectives.

Lie about your word count.

Cut sections just to meet the word count.

Focus on removing individual words – this will be extremely time consuming and will make little impact on your overall count.

Use contractions to meet the word count (eg isn't, doesn't, shouldn't) – this is not academic.

Useful resources

Internal resources.

University of Sheffield Library –  R esearch and Critical Thinking Resources

Digital Learning - Using Turnitin  (login required)

English Language Teaching Centre (ELTC) –   P araphrasing

External Resources

Manchester University –  Academic phrasebank

UCL Institute of English –  Word count

Gunning Fog Index Calculator –  Online tool

Purdue Online Writing Lab –  Quoting, paraphrasing and summarising

Wisconsin Writing Centre –  Paraphrasing vs. quoting

Using English for academic purposes –  Writing paragraphs

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Table of contents

Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

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.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein 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. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

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!

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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Best College Essays

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Best College Essays Submitted To Top Universities: Their Format, Types, And Examples

Writing the best college essays is an important part of the application process. It gives the admission committee more information about the applicant besides the academic achievements. Thus, using famous college essay examples, you can understand how to explain your experiences, viewpoints, and goals in a manner that will be interesting to readers. The Student Helpline  provides professional advice and feedback on the college application essay examples so that you have the best chance of getting into your school of choice.

Importance of Writing the Unique College Essays For Application Process

Writing successful college admission essays that are different from others is very important to make a difference in the admission process. The best college essays are personal, creative, and genuine: that is why the best college essay examples are so valuable. Let's explore why distinctive essays are essential for your college application:

• Stand out among thousands of other applicants and showcase your uniqueness.
• Proves your writing skills and your ability to think critically.
• Gives the admissions committee a glimpse into your character apart from academic performance.
• Enables you to create and exchange valuable content and self-actualization.
• Assists the admissions officers to consider your best essays for college among the many other applications.
• Demonstrates your enthusiasm and commitment to certain areas of study or hobbies
• Provides an opportunity to clarify any disparities in your application
• Illustrates how you can analyse the excellent college essays and apply experiences.
• Enables you to handle possible issues before they arise.
• Assists the admissions officers to see how you will fit into campus life.

Common Types Of College Essays Type

It is crucial to comprehend the different kinds of outstanding college essays to write powerful applications. All the types of essays are useful in their way and help students to reveal their personalities and dreams to the fullest extent.

College Application Essay Format For Students

Applying for college is one of the most important processes in the life of every student, and the college application essay is an essential part of it. It is crucial to know how the best college essays should be written in order to convey your message in the best way possible. The following is a list of guidelines that should be followed when writing the college application essay.

• It is helpful to include a title of the college essay.
• First of all, the students should select a catchy topic to attract the readers attention.
• Organise your essay into clear sections: They are the introduction, body and the conclusion.
• The length of the successful admission essays should be generally between 500 and 650 words.
• It is important to write in a conversational style that is natural to you and others.
• Students should employ the use of paragraphs to divide one idea or theme from the other.
• It is crucial in the best college admissions essays to correct the grammar and spelling mistakes to maintain professionalism.
• If there are any specific instructions from the college regarding the college application essay format or content of the paper, then they should be followed.

Detailed College Essay Examples About Yourself

It is always advisable to learn from personal essays examples in order to get a clue on how to write your own personal story. These examples of best college essays demonstrate different topics and approaches, so you can see how to present yourself to the admission committee.

I have been something of a chameleon most of my life, evolving my colours in different settings and expectations. Being raised in a multicultural family initiated me into a rich tapestry of traditions and values. My father, an engineer, instilled in me a love for problem-solving, while my mother, an artist, saw to it that I remained creative. Until junior year in high school, though, I really began to understand how important it is to take this rather multifaceted identity on board.

One of such moments was when I had to make a school project on any topic we liked, and we were supposed to present it before our classmates. The subject that happened to be of great interest to me was where place and technology met art, and how digital tools could help in creative expression. During the development of this project, I discovered my passion for combining analysis with artistic creativity. This was the realisation that led me to the robotics club, bringing the process of learning coding and its applications to robot-building closer to functional ones, and activities such as school art exhibitions.

These experiences brought forth to me that this very unique background is not a weakness, but a strength. I will now study for a major in computer science with a focus on digital media to combine my technical skills with artistic vision. Take this journey of self-discovery, for example; it taught me that embracing all of those different interests is what will enable me to contribute meaningfully to this world. I become thrilled thinking about bringing in my interest in innovation and creativity to college, where I will never want to stop exploring and broadening my horizons.

Best College Personal Statement Example

Students can learn narrative essay examples college written below. The following narrative personal essay examples that college students have successfully applied provide a rich source of ideas and tips. Find out how to use your own stories to tell a good essay story that will engage the admission officer and demonstrate your capabilities.

At ten, tragedy engulfed my eight-year-old cousin. She was locked inside her burning house for three hours, leaving her with a very bad case of PTSD. It was awful to see her struggling at one moment—forgetting everything all of a sudden—and the next, shutting herself out completely. Many a night she wakes up in the middle of the night, dripping with sweat, haunted by nightmares. Her suffering has been etched in my memory.

My cousins recovery was a long and gradual process, supplemented by frequent visits to a psychiatrist. I used to wonder what special abilities the psychiatrist possessed that allowed him to assuage her suffering when nobody else could. This curiosity drove me into mental health.

During my high school years, I volunteered at a mental health institute and met with patients who had PTSD. The interesting thing was their different symptoms and backgrounds. I researched intensively about the individuality of trauma response and wrote a report with questions. Each question that I had the urge to ask birthed another, and it became an inquiry cycle.

It was then that I realised how the human mind is such a complex entity, misunderstood at times by extreme stress.

This further increased my interest in pursuing my master's degree in psychiatry is to learn about the mystery of the human mind and to devise holistic approaches toward lessening the sufferings of those entrapped within themselves. I have learned virtue, such as empathy and resilience. I would be eager to help people get their lives back on track through the mental health field.

How To Write Emotional College Essays?

When students are composing an emotional college essay, it would require him to expose himself, think critically, and share enough but not too much of their experience. Here are some tips for the best college essays.

• Select a topic that has personally affected you and your perspective on life in a major way.
• Instead of just describing the emotional event, more emphasis should be placed on reflection and self-analysis.
• Make sure to use examples of personal essays for college and stories to support your arguments and to make the reader interested.
• Be sure to mention the things that the organisation has been able to learn and adapt to in addition to the vulnerability.
• Stay moderate in the language and do not use exaggerated expressions or cliches.
• Relate your experiences to your goals, values, and relevance to the college in your best college admission essays.
• Do not elaborate too much or go into the details of the negative aspects; instead, highlight the positives.
• Stay genuine to your voice at all times when writing.

Tips for Writing Best College Admission Essays From Professionals

Writing the best essay for college is a skill. By reading the 27 outstanding college essay examples, you will be in a position to write good stories that will sell you to the admission committee. Here are some tips to help you write essays that stand out.

• Begin as early as possible to have enough time for review and comments.
• Select a subject that you have a genuine interest in.
• Be yourself and dont try to sound like someone else
• Be sure to provide examples of great college essays for each of the points that you make.
• Be descriptive essay and use examples of best college essays of all the time to explain the concept.
• Respond to the prompt in a way that demonstrates careful consideration.
• Check for spelling and grammatical mistakes very meticulously
• Ask teachers, counsellors, or other trusted adults for their opinion.
• Adhere to the essays recommended number of words and other rules.
• Emphasise your development, perseverance, and diverse viewpoints

Write Award Winning College Essays With Professional Guidance

In conclusion, writing college admission essay is a very important process in the life of every student. The best college essay about yourself will tell the truth about you, tell the story that only you can tell, and show that you will be an asset to the college. Bear in mind, an example of good college essay is not simply about achievements, but it is a story that would inspire the admission committee.

If you are willing to devote the time and effort into writing outstanding college essays and adhere to the guidelines above, your chances of being accepted to your school of choice will be greatly improved. It is now time to show what youve got – your unique college essay should reflect that!

Frequently Asked Questions Concerning Famous College Essays

Why us college essay examples.

Why Us College Essay examples show you how to state why you are right for a certain school in the best way possible. The highly qualified experts teach students to write the best college essays. The student helpline offers individual assistance to develop persuasive essays that will appeal to the admissions.

How To Start Off A College Essay Examples?

First and foremost, it is necessary to begin with an engaging hook and then continue with the essay content. Read some college application essay examples to see how other people start their narratives. The Student Helpline provides advice to ensure you can begin your essay in a captivating manner and grab the readers attention.

How To Start A Personal Essay Examples?

Students can start with a sensory detail or a narrative that is related to the writers own life. Examples of personal essays are available here which can inspire the students. The Student Helpline helps in drafting a very catchy introduction to grab the attention of the readers right from the beginning.

How To Start A College Essay Examples?

Students can begin with a strong statement that captures the reader's interest. One normally sees that examples of great college essays have quite captivating hooks. The Student Helpline expert can help in devising an introduction that sets off the right first impression, getting the reader interested in the rest of the essay.

Why College Essay Examples?

College essay examples are essential in guiding students on the best styles and writing patterns that they should use. They also serve as ways to get ideas that can help one in coming up with his or her essay. The Student Helpline can assist you in evaluating samples so as to come up with good college application essay examples.

How To Write A Personal Essay Examples?

When writing a personal college essay, focus on the true self and the ability to reflect on self. Personal essay examples focus on individual experience and point of view. The Student Helpline offers assistance in writing the essays that reflect the true self and the experience of the person.

How Do You Start A College Essay Example?

Start with a strong opening line or a story. In writing unique college essays, the beginning usually consists of hooks and the application writing comes. The Student Helpline can help in the formulation of an effective introduction that grabs the readers attention right from the start.

How To Write Award Winning College Essays?

When writing college essays about yourself, aim for creativity, simplicity and passion in your work in order to produce award-winning essays. The Student Helpline provides tips for organising your essay to make it more unique, based on the strategies used in successful college essays.

How to Write Unique College Essays For Admission Committee?

The best college essays are always personal, creative and can evoke the feelings in the reader. Hence, it is important to write accurate information creatively to grab the attention of the reader. The Student Helpline can help you understand the examples of great college essays and write an essay that will create an impact.

How Can I Ensure My Emotional College Essay Is Authentic?

When writing a college application essay, it is recommended to be as real as possible to avoid fake emotions and fake feelings. It is possible to use examples of best college admission as a reference. The Student Helpline assists you in being yourself in your writing.

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How to build your compare and contrast essay structure and examples.

Chriss Bates

Tuesday, May 14, 2024

Image Source: Helpful Professor

• News from our network

What Is a Compare and Contrast Essay?

How to write a compare and contrast essay.

1. Start by Brainstorming the Topic

2. Craft a Thesis Statement

3. make an outline.

• Introductory paragraphs
• Body paragraphs

4. Structure Your Paper

5. Use Clear Transitions

• Consistent with, and more
• On the other hand
• Rather than, and more

6. Make the Comparisons

7. include the analysis, 8. proofread your essay, what is the structure of a compare and contrast paragraph.

• For the block method, you give all the information about one part of the essay first and then move towards providing the information about the second part.
• In a point-by-point structure, you will discuss the main arguments in the form of tips and points.

What Are the Two Main Structures for Writing a Compare and Contrast Essay?

What Are the Main Features of a Compare Contrast Essay?

• In such an essay, you focus on the characteristics of the objects being compared.
• You will have to enlist the defining features of the objects you are comparing.
• Such essays need the students to organise their ideas per the format specified by their teachers.
• You will have to use multiple comparisons and phrases of contrast to let the readers know how the two objects are being analysed.

Good Compare and Contrast Essay Topics

• Whether the chemical drugs should be used or not?
• What is the difference between allopathic and homoeopathic medications?
• Should plastic surgery be done or not?
• Which ones are better: iOS or Android phones?
• Should economics be taken as a compulsory subject or not?
• Is studying at home better than studying in school?
• What is preferable: late night workout or early morning workout?
• Provide a comparison of the life in college versus the life in high school.

Compare and Contrast Essay Examples

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Harvard’s Institute of Politics Announces Fall 2024 Resident Fellows

Introduction

CAMBRIDGE, MA - The Institute of Politics at Harvard Kennedy School today announced the appointment of six Resident Fellows who will join the IOP for the Fall 2024 semester. The fellows bring diverse experience in politics, elected office, polling, journalism, and economic development to address the challenges facing our country and world today.

"We are thrilled to welcome this Fall's cohort of Resident Fellows to Harvard to engage and collaborate with our students and community, and to get their thoughts and insight in the final few months of this year's historic election. Their diverse experiences will no doubt inspire our students to consider careers in public service and prepare them to provide essential political leadership in the months and years ahead," said IOP Director Setti Warren .

"We are excited to have such a remarkable group of Fellows at the IOP this Fall. They bring varied perspectives on how to best approach some of our country's most consequential challenges, and I am confident our students will gain important insight into the fields of politics, civic engagement, journalism, and more," said Michael Nutter , Chair of the Institute of Politics' Senior Advisory Committee, and former Mayor of Philadelphia.

"We are thrilled to welcome the incredibly accomplished members of the 2024 Fall Fellows Cohort as we begin the fall semester prior to the incredibly important U.S. election. As we close out the 'biggest election year in history,' our world remains in the throes of a major period of democratic backsliding. American voters, including many Harvard students, will once again face the possibility of reactionary backsliding and threats to fundamental rights. Closer to home, we are keenly aware of the threats to free speech on campus. While this semester will bring renewed challenges to and debates concerning those fundamental rights, we are hopeful that study groups will remain a source of vibrant, productive, and gratifying discussions on Harvard's campus. In that spirit, this semester's cohort of Fellows will bring in critical perspectives from the varied worlds of governing, policymaking, polling, reporting, and campaigning to equip students with the tools necessary to create a better tomorrow. We are confident that this cohort of Fellows will help this program to remain a bastion of freedom of speech and civil discourse on Harvard's campus," said Éamon ÓCearúil ‘25 and Summer Tan ‘26 , Co-Chairs of the Fellows and Study Groups Program at the Institute of Politics.

IOP Resident Fellows are fully engaged with the Harvard community. They reside on campus, mentor a cohort of undergraduate students, hold weekly office hours, and lead an eight-week, not-for-credit study group based on their experience and expertise.

Fall 2024 Resident Fellows:

• Betsy Ankney: Former Campaign Manager, Nikki Haley for President
• John Anzalone: One of the nation's top pollsters and strategists, and founder of Impact Research, a public opinion research and consulting firm
• Alejandra Y. Castillo: Former U.S. Assistant Secretary of Commerce for Economic Development
• Asa Hutchinson: Former Governor of Arkansas and 2024 Presidential Candidate
• Brett Rosenberg: Former Director for Strategic Planning, National Security Council and Deputy Special Coordinator for the Partnership for Global Infrastructure and Investment, Department of State
• Eugene Scott: Host at Axios Live, and former reporter who has spent two decades covering politics at the local, national and international level, including at the Washington Post and CNN

Brief bios and quotes can be found below. Headshots are available upon request.

Betsy Ankney Ankney is a political strategist with over 15 years of experience on tough campaigns. She has been involved in campaigns and Super PACs at the national and state level and played a role in some of the biggest upsets in Republican politics. She has been an advisor to Ambassador Nikki Haley since 2021, serving as Executive Director for Stand for America PAC and most recently as Campaign Manager for Nikki Haley for President. After starting with zero dollars in the bank and 2% in the polls, the campaign defied the odds, raised $80 million, and Nikki Haley emerged as the strongest challenger to Donald Trump. Ankney served as the Political Director of the National Republican Senatorial Committee for the 2020 cycle. She advised senate campaigns across the country, working directly with candidates and their campaigns on budgets, messaging, and fundraising. Prior to her work at the NRSC, Ankney managed multiple statewide campaigns, including Bruce Rauner for Governor in Illinois and Ron Johnson for Senate in Wisconsin. For her work on Ron Johnson’s race, she was named “Campaign Manager of the Year” by the American Association of Political Consultants for 2016. Ankney got her start in politics at the 2008 Republican National Convention and served in various roles at the Republican National Committee as well as on multiple campaigns and outside efforts. She serves on the boards of The Campaign School at Yale and The American Association of Political Consultants. She is from Toledo, Ohio and attended Vanderbilt University.

"I am honored to be a part of the fantastic program at the Harvard Institute of Politics. As we enter the final stretch of one of the wildest and most unpredictable election cycles in modern history, I look forward to having conversations in real time about our political process, what to look for, and why it matters." – Betsy Ankney

John Anzalone Anzalone is one of the nation’s top pollsters and messaging strategists. He has spent decades working on some of the toughest political campaigns in modern history and helping private-sector clients navigate complex challenges. He has polled for the past four presidential races, most recently serving as chief pollster for President Joe Biden’s 2020 campaign. In that role, he helped develop the messaging and strategy that drove paid communications, major policy rollouts, speeches, and convention thematics. He has also polled for the campaigns of President Obama and Hillary Clinton, and has helped elect U.S. senators, governors, and dozens of members of Congress. Anzalone works with governors across the country, including current Governors Gretchen Whitmer (MI) and Roy Cooper (NC). He polls regularly for the Democratic National Committee, the Democratic Senatorial Campaign Committee, the Democratic Congressional Campaign Committee, Senate Majority PAC, and AARP. With more than 30 years of experience in message development and strategic execution, he has been called on by key decision-makers, executives, and CEOs to provide counsel in a changing world and marketplace. He has extensive experience using research and data to break down complex subjects into digestible messages that resonate with target audiences. He grew up in St. Joseph, Michigan, and graduated from Kalamazoo College in Kalamazoo, Michigan. He is married and has four children, two dogs, and lives in Watercolor, Florida.

"After a 40-year career in politics I am so excited to give back by sharing and mentoring politically active and curious students, but also to have an opportunity to learn from them myself. During the next three months we will be living the 2024 elections together in real time. There is nothing more exciting than that regardless of your political identity." – John Anzalone

Alejandra Y. Castillo The Honorable Alejandra Y. Castillo was nominated by President Biden and sworn in as U.S. Assistant Secretary of Commerce for Economic Development on August 13, 2021, becoming the first women of color to hold this position. Ms. Castillo led the Economic Development Administration (EDA) between August 2021-2024 through an unprecedented moment of growth and opportunity. As the only federal agency focused exclusively on economic development, she guided EDA’s the implementation of over $6.8 billion dollars in federal funding, powering EDA and its mission to make transformational placed-based investments to support inclusive and equitable economic growth across America. Spanning over two decades of public service and non-profit work, she has served in three Presidential administrations --Biden, Obama and Clinton. Her career has also included a drive to shattering glass ceilings and providing inspiration to multiple generations of diverse leaders. Castillo is an active member in various civic and professional organizations, including the Hispanic National Bar Association, the American Constitution Society, as well as the Council on Foreign Relations. Castillo holds a B.A. in Economics and Political Science from the State University of New York at Stony Brook; a M.A. in Public Policy from the Lyndon B. Johnson School of Public Affairs, University of Texas at Austin; and a J.D. from American University, Washington College of Law. A native of Queens, NY., the daughter of immigrants from the Dominican Republic.

"I am excited to join this Fall semester IOP Fellowship class and have the opportunity to engage with students and faculty members across the University. The IOP fellowship presents a great forum to discuss and evaluate the future of U.S. industrial strategy and economic growth in light of the historic federal investments in place-based economic development during the last three years. I am honored to join my colleagues in making this an exciting and informative semester for students." – Alejandra Y. Castillo

Asa Hutchinson Governor Asa Hutchinson is a former Republican candidate for President of the United States. He served as the 46th Governor of the State of Arkansas and in his last election, he was re-elected with 65 percent of the vote, having received more votes than any other Republican candidate for governor in the State’s history. As a candidate for President, Hutchinson distinguished himself as an advocate for balancing the federal budget, energy production and enhanced border security. He also was a clear voice for the GOP to move away from the leadership of Donald Trump. Hutchinson’s time as governor is distinguished by his success in securing over $700 million per year in tax cuts, safeguarding the retirement pay of veterans from state income tax, shrinking the size of state government, creating over 100,000 new jobs and leading a national initiative to increase computer science education. The Governor’s career in public service began when President Ronald Reagan appointed him as the youngest U.S. Attorney in the nation for the Western District of Arkansas. In 1996, he won the first of three consecutive terms in the U.S. House of Representatives. During his third term in Congress, President George W. Bush appointed Governor Hutchinson to serve as Administrator of the Drug Enforcement Administration and later as the nation’s first Undersecretary of Homeland Security for Border Protection. He is a former Chairman of the National Governors. He grew up on a small farm near Gravette. He and his wife, Susan, have four children and seven grandchildren. Governor Hutchinson is currently CEO of Hutchinson Group LLC, a security consulting firm.

"After 8 years as Governor it is time to teach and mentor. I am honored to have the opportunity this fall to share my experiences and perspective but to also learn from the students and my colleagues who will also be resident fellows at the IOP. The timing is historic with our democracy facing a critical choice this fall as to the direction of our country." – Asa Hutchinson

Brett Rosenberg Rosenberg is a foreign policy expert who has served in the White House, Department of State, and Senate. During the Biden Administration, Rosenberg was the inaugural Deputy Special Coordinator for the Partnership for Global Infrastructure and Investment, President Biden’s and the G7’s flagship program designed to meet infrastructure needs in low- and middle-income countries. At the White House, Rosenberg served on the National Security Council as Director for Strategic Planning, working on shaping and realizing approaches to issues spanning from international economics to Western Hemisphere engagement, as well as helping to write the National Security Strategy. Prior to her service in the Biden administration, Rosenberg was Associate Director of Policy for National Security Action, where she remains a senior advisor. Rosenberg began her career in Washington as a legislative aide to then-Senator Kamala Harris, where she advised the senator on a range of domestic and economic policy issues. Rosenberg is a Nonresident Scholar at the Carnegie Endowment for International Peace, and her writing has appeared in outlets including Foreign Affairs, Foreign Policy, The New Republic, and McSweeneys. She received her A.B. in History from Harvard College and her PhD (DPhil) in International Relations from the University of Oxford, where she was a Rhodes Scholar.

"What a privilege it is to be part of this incredible community in this incredible moment. I can't wait to learn from the students, faculty, and other fellows as we dive in together to discuss some of the most pressing issues facing the United States and the world." – Brett Rosenberg

Eugene Scott Eugene Scott is a host at Axios Live, where he travels the country interviewing political and policy leaders. He was previously a senior political reporter for Axios covering 2024 swing voters and voting rights. An award-winning journalist, Scott has spent two decades covering politics at the local, national and international levels. He was recently a national political reporter at The Washington Post focused on identity politics and the 2022 midterm election. Following the 2020 presidential election, he hosted “The Next Four Years,” then Amazon’s top original podcast. He also contributed to “FOUR HUNDRED SOULS: A Community History of African America, 1619-2019,” which topped the New York Times’ bestseller list. In addition to writing, Scott has regularly provided political analysis on MSNBC, CBS and NPR. Scott was a Washington Correspondent for CNN Politics during the 2016 election. And he began his newspaper career at the Cape Argus in Cape Town, South Africa not long after beginning his journalism career with BET News’ “Teen Summit.” Scott received his master’s degree from Harvard University’s Kennedy School of Government and his bachelor’s from the University of North Carolina Hussman School of Journalism and Media. He is a D.C. native and continues to live in the Nation’s Capital.

"Learning from and with the professionals that visited the IOP during my time on campus was one of the highlights of my time at the Kennedy School. I am eager to help lead students in understanding the press and this country as we navigate the final weeks of arguably the most consequential election of our time." – Eugene Scott

Additional information can be found here .

About the Institute of Politics Fellows Program The Institute of Politics at Harvard Kennedy School was established in 1966 as a living memorial to President John F. Kennedy. The Institute’s mission is to unite and engage students, particularly undergraduates, with academics, politicians, activists, and policymakers on a non-partisan basis to inspire them to pursue pathways in politics and public service. The Institute blends the academic with practical politics and offers students the opportunity to engage in current events and to acquire skills and perspectives that will assist in their postgraduate pathways.

The Fellows Program has stood as the cornerstone of the IOP, encouraging student interest in public service and increasing the interaction between the academic and political communities. Through the Fellows Program, the Institute aims to provide students with the opportunity to learn from experienced public servants, the space to engage in civil discourse, and the chance to acquire a more holistic and pragmatic view of our political world.

For more information on the fellowship program, including a full list of former fellows, visit: iop.harvard.edu  

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Academic English: Writing Specialization

Transform Your Writing Skills. Prepare for college-level writing and research in just four courses.

Instructors: Tamy Chapman +2 more

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Sponsored by TECNOLÓGICO DE MONTERREY

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Specialization - 5 course series

The skills taught in this Specialization will empower you to succeed in any college-level course or professional field. You’ll learn to conduct rigorous academic research and to express your ideas clearly in an academic format. In the final Capstone Project, all the knowledge that you’ve gained over the span of these courses will culminate into an academic research paper on an issue of your choice.

Grammar and Punctuation

What you'll learn.

Course 1: Grammar and Punctuation

Do you need to review English grammar? Have you forgotten the grammar you once studied? If so, this course is perfect for you. The first course in this specialization is a refresher on some tools needed for good writing. It will help prepare you for the other courses. You will need about 10 hours to complete this first course. Writing is a skill and to learn a skill well, you need to practice. In this course, you will watch short video lectures and then practice and discuss what you have learned. Make sure you take good notes and use the peer discussions to ask questions. Then you'll be able to remember the rules you learn in this course when you start writing essays in the next course. After completing this course, you will be able to: - identify the correct verb tenses to use - use commas effectively - utilize several different sentence types - write more effectively in English Please note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.

Getting Started with Essay Writing

Course 2: Getting Started with Essay Writing

This is the second course in the Academic English: Writing specialization. By introducing you to three types of academic essays, this course will especially help prepare you for work in college classes, but anyone who wants to improve his or her writing skills can benefit from this course. After completing this course, you will be able to: - create effective thesis statements for your essays - plan and write compare/contrast, cause/effect, and argument essays - write well-developed body paragraphs Note: The lectures and practice activities are available for free, but you must upgrade to the pay version in order to take the quizzes and get feedback on writing assignments.

Advanced Writing

Course 3: Advanced Writing

This is the third course in the Academic English: Writing specialization. By raising your level of academic writing, this course helps prepare you for college-level work. After completing this course, you will be able to: - plan and write a more sophisticated argument essay - identify plagiarism and explain how to prevent it - read and analyze several articles to form your own opinion on a topic - make connections between several articles - form thesis statements from your readings - use sources effectively when writing an essay Please note that the free version of this class gives you access to all of the instructional videos and handouts. The peer feedback and quizzes are only available in the paid version.

Introduction to Research for Essay Writing

Course 4: Introduction to Research for Essay Writing

This is the last course in the Academic Writing specialization before the capstone project. By the end of this course, you will be able to complete all the steps in planning a research paper. After completing this course, you will be able to: - choose appropriate research topics for college classes - write detailed outlines for research papers - find source material for research papers - take and organize good notes for research - use appropriate academic tone and language - document sources by creating a Works Cited list in MLA format - avoid plagiarizing your sources

Project: Writing a Research Paper

Welcome to the capstone project for the Academic English: Writing Specialization! This project lets you apply everything you’ve learned and gives you the practice you need for college classes by having you write a research paper. You'll have several due dates throughout the capstone to help you stay on schedule.

In this capstone project, you will: - conduct research on an academic topic of your choice - create an outline to plan out your essay - write a short annotated bibliography to help you evaluate your sources - write a 7-8 page research paper - use source material correctly with MLA format

Since 1965, the University of California, Irvine has combined the strengths of a major research university with the bounty of an incomparable Southern California location. UCI’s unyielding commitment to rigorous academics, cutting-edge research, and leadership and character development makes the campus a driving force for innovation and discovery that serves our local, national and global communities in many ways.

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