How to manage your writings
Structure
of effective academic essays
Analyzing topic question
Three main types:
1. Argumentative essays (opinion essay)
2. Cause and effect essays (problem-solution
essay)
3. Compare and contrast essays

Writing checklist

Decide whether the questions asks you to

provide general factual information

examine cause and effect

outline problems and give a solution

give and justify an opinion

Evaluate or/and argument

evaluate or challenge ideas, evidence and argument

compare and/or contrast evidence and ideas.
1.
In recent years there has been an increase in the number of
people killed on the road. Traffic designers blame drivers for
driving too fast and drivers say the roads are the cause.
2.
The highways department blames the high road toll on poor
vehicle maintenance. However, there are strict laws regarding
vehicle maintenance and roadworthiness, and there are
frequent inspections. Traffic accidents can be reduced when
roads and highways are improved.
Review of Paragraph Structure
From paragraph to essay
What is a paragraph?
A paragraph is a group of sentences about a topic. A typical
paragraph begins with a topic sentence, which introduces the
topic (1). The supporting sentences that follow support the idea
in the topic sentence with explanations, reasons, and other
details (2). The concluding sentence brings the paragraph to an
end. (3)
Formatting a Paragraph:

Leave one-inch margins on the left and right side of the
page.

Indent the first sentence. The rest of the sentences
follow each other, so that the paragraph looks like a
square with a little space taken out of the corner.

Double – space your paragraph

Introducing the topic, an idea or opinion about the topic.
This idea is called a controlling idea about the topic.
E.g. Certain types of insects can benefit a garden.

Not being a simple fact or detail; instead, containing a
specific idea, not too general
E.g. 1. There are approximately 4,000 chemicals in cigarette smoke
(fact, not topic sentence).
2. Smoking is bad. (idea too general for a topic sentence)
3. Smoking advertisements are a harmful influence on children.
(specific idea)

usually appearing as the first or second sentence of a
paragraph.
E.g. Have you ever noticed closets are getting bigger and rooms are getting
smaller? Changes in popular culture can be seen in changes to the typical
family home. (second sentence topic)

Implying the purpose of the paragraph: to explain,
narrate, compare, describe, tell cause or effect,
demonstrate or argue, or tell steps in a process.
E.g. 1. My sister’s personality is completely different from mine. (shows
comparison)
2. Smoking results in thousands of smoking – related deaths each year.
(tells cause and effect)

Adding information about the topic and the controlling
idea.

Types of supporting sentences:
◦ definition,
◦ explanations,
◦ examples

Reminding the reader of the topic and controlling idea of the
paragraph,

Restating the main idea,

Functions of cl. Sentence:
◦ Warning the reader
◦ Making prediction
◦ Giving an opinion about the topic
• Appearing with phases like In conclusion,/ In short,/ In
summary,

all the sentences supporting one single idea.

having one controlling idea in the topic sentence.

supporting sentences supporting, demonstrating,
proving, or developing the main idea in the topic
sentence.

concluding sentence restating the idea in the topic
sentence to reinforce the main idea for the reader.
ideas
have a logical flow: the relationship between
the sentences is clear and one idea connects to the
next. One way to achieve coherence in a paragraph
is to use a pattern of organization, such as time
order, spatial order, or order of importance.
Like a paragraph, an essay has three basic parts: an
introduction, a body, and a conclusion.
Introduction: the first paragraph containing a
topic sentence and thesis statement.
Body paragraph: at least one or two body
paragraphs developing the idea (s) presented in
the introduction.
Conclusion: the final paragraph summarizing
the idea (s) presented in the essay.
An effective assay introduction must have the following
elements.

A hook is an opening sentence that attracts the reader’s
attention.

The sentences after the hook give background information
necessary to understand the topic.

The last sentence in the introduction, the thesis statement, is
very important because it gives the topic and the controlling
idea of the entire assay.
 Introduction

The hook introduces a controversial issue: a short story or
an anecdote, a question, or a surprising statement of fact
that makes the reader want to know more.

The middle sentences explain why the issue is important by
giving background information with details about the
history or the people involved, what they want, or how it
affects them.

The thesis statement at the end presents the writer’s point of




Body Paragraph
The topic sentence has a controlling idea that supports the
writer’s main argument in the thesis.
The following sentences support the topic sentence with
reasons, facts, and explanations to help the reader
understand the writer’s point of view.
The body paragraph often includes a statements that
describes the opposing opinion. This is called the counter –
argument. The writer then argues against the counter argument. This is called a refutation. In the refutation, the
writer points out weaknesses in the couter-argument, and
shows how his own argument is stronger.

Conclusion

This restates the writer’s opinion, but often
using different, more persuasive language.

It may also offer a warning, a prediction, or
other type of comment that reinforces the
writer’s viewpoint.

Facts and Opinions

Writers state their opinion and then back it up with facts. The
difference between facts and opinions is
◦ Fact: a truth that is scientifically proven of generally accepted
E.g. Antibiotics cure infections.
◦ Opinion: one point of view among many.
E.g. Antibiotics are the most important invention of
the twentieth century

Interpreting Facts to Support an Opinion
Opinion
Animals use language to communicate with each other
Factual examples
Arctic wolves, for example, communicate the presence of caribou through
their howls and barks. Other wolves hear the massages and are able to
meet their pack to join the hunt.
Interpretation
Clearly, if another animal can understand vocalized massages that tell him
or her the location of food, then that animal is using language.
 Counter

– Argument and Refutation
The counter – argument is the opposing opinion. It
disagrees
with the writer’s position. By including the
counter – arguments, writer shows an understanding of
other points of view.

In the refutation, the writer shows why the counter –
argument is weak and the writer’s position is strong. The
refutation may also address doubts the reader may have
about the writer’s position.
Introduction

The hook engages the reader’s interest by personalizing the topic or
showing why it is important for the reader to know about it.

The middle sentences describe the event or situation that is the
result of the causes. This background information helps the reader
understand the relationship between the causes and the effects.

The thesis statement at the end of the introduction states two causes
that lead up to the event or situation. It may also include a comment
by the writer that explains why it is important to understand the
causes of the event.
Body Paragraphs

Two body paragraphs support the thesis statement by
explaining the causes in detail.

Each body paragraph begins with a topic sentence that states
one cause for the event or situation.

The sentences that follow support the idea in the topic
sentence. The supporting sentences include details such as
examples, description, reasons, and facts to help the reader
understand the relationship between the cause and the event.
Conclusion
 The
conclusion restates the thesis statement, often
using different language.
 It
summarizes the main causes and their relationship
to the event.
 It
may include a comment by the writer that explains
why it is important to understand the causes of the
event.

Causal Chains
Sometimes, the causes of an event happen in a sequence
in which one event leads to another in a chain.
Depending on the event or situation, the writer must
explain how the causes in a chain are related to each
other.
Cause 1
bad weather
->
Cause 2
->
result
-> slippery roads
-> auto
accidents
Auto accidents occur more frequently when the weather is bad.
Rain, snow, and especially ice can make the roads slippery.
Drivers can easily lose control of a car slippery roads. A car can
slide on the pavement and hit another car or go into a ditch.
Therefore, bad weather can lead to more accidents on the road.
Expressing Future Possibility With If – Clauses
 Sentences with an If - clause show a cause – effect
relationship. The if - clause introduces a possible situation
(the cause). The main clause talks about the possible result
(the effect) of the situation.
 Use the present tense in the if clause and will in the main
clause.
Cause
Effect
If X happens, Y will happen, too
 The cause and effect clauses can come in either order. When
the if clause comes first, it is followed by a comma.
Cause
Effect
If Pedro plays,
we will win the game
A comparison and contrast essay describes the qualities of a
subject or an idea by discussing the similarities and
differences it shares with a different subject or idea.

A comparison and contrast essay can be organized in two
different ways.
◦ By comparing and contrasting a number of issues
point-by-point
◦ By focusing first on the similarities and then the
differences.
 Introduction

Presents the subject that is to be compared or contrasted

Ends with a thesis statement that focuses on the
comparison or contrast
 Conclusion

This allows the writer to summarize the differences and
similarities and state his or her feeling about the topic.

Body paragraph with Point – by – Point organization

There are two body paragraphs, each with a clear topic sentence.

Each body paragraph presents one main point to be compared or
contrasted between the two subjects.

Within each body paragraph, the topic sentence states the point
of comparison or contrast between the subjects. The supporting
sentences that follow provide two or three examples.

The body paragraphs use sequence transitions, such as first,
second, furthermore, etc…to connect the point – by - point
analysis within the paragraph.
 Body
Paragraph
with
Similarities
and
Differences organization

There are two body paragraphs, each with a clear
topic sentence.

One body paragraph is devoted to similarities
between the two subjects, and one body paragraph is
devoted to differences.
 Check
the common Types of Mistakes
When you are proofreading you work you should check for
the following common errors.

Subject – verb agreement

Tenses

Word form

Wrong article : the – incorrect use of article

Punctuation
Sample writing task: When people visit other
countries they often find the customs of dressing
and behavior are different than in their home
country. Should visitors adopt the customs of the
country they visit or should they follow the customs
of their own country?
Attack the question: argument with two clearly—
stated opinions -> argumentative essay -> either for
OR against Or both for AND against.
Writing techniques: 3 common WAYS
1st the simplest: Copy the words from the Task
Example:
When people visit other countries they often find the
customs of dressing and behavior are different than in their
home country. Should visitors adopt the customs of the
country they visit or should they follow the customs of their
own country?
2nd set formula: Use a ‘stock paragraph’ that can
be adapted to any task
Example
Many people wonder / are talking about / debate
what should be done about ___. Some people think
that it is best ___. However, other people think that
___. This is not a an easy question to answer but in
this essay we will look at this issue
2nd set formula: Use a ‘stock paragraph’ that can be
adapted to any task
Example:
Many people wonder what to do when they visit other
countries. Some people think it is best for them to adopt
the local customs. However, other people think it is best
to follow the customs of their own countries. This is not
a an easy question to answer but in this essay we will
look at this issue.
3rd creativity: Find new words to describe the task
Example:
Tourists and business travelers often visit countries that are
different than their own. There may be different customs and
practices. Is it best for them to adopt the practices of the country
they visit or is it acceptable for them to follow the customs of
their own country?
The fourth fighting way: one of the mix
Example:
Culture shock is a term referring to the culture conflict taking
place within the same person’s awareness when transferring
from this culture to another culture whatever their purpose of
moving is. This has been addressed with a universal question of
whether visiting businessmen and travellers should try to adapt
to the new culture or should keep to their own culture.
Different viewers wear different viewpoints on this: while some
1.
2.
Practice on the following writing tasks:
Some people say that advertising encourages us to buy
things we really do not need. Others say that
advertisements tell us about new products that may
improve our lives. Which viewpoint do you agree with?
Use specific reasons and examples to support your
answer.
Do you agree or disagree with the following statement?
Advertising can tell you a lot about a country. Use
specific reasons and examples to support your answer.
Practice on the following writing tasks:
1. Do you agree or disagree with the following statement?
Attending a live performance (for example, a play,
concert, or sporting event) is more enjoyable than
watching the same event on television. Use specific
reasons and examples to support your opinion..
2. It is sometimes said that borrowing money from a friend
can harm or damage the friendship. Do you agree? Why
or why not? Use reasons and specific examples to explain
your answer.
Basic rules:
A good conclusion must always restate the
introduction:
What has been written
What has been in focus
What has been included
The conclusion is impressive with impressive
comment from the writer:
what has been excluded
Paraphrasing techniques: A step by step process
 Example passage
“Marriage was a greater influence on the course of many of
the women's lives than choice of job or career, or even
family background. Yet few women talked about choosing
to get married (although choice may be a misnomer) in the
same way they talked about career choices. Relationships
are generally believed to belong to the realm of emotion,
and ‘we fell in love’ or ‘then I got married’ suffices. The
decision to marry is not usually something to be analysed
or explained, nor is the choice of a particular man. Indeed,
both getting married and marrying a particular man often
appeared to be inevitabilities rather than choices. Women
did talk about how they met their future husbands,
1. Underline the main points.
“Marriage was a greater influence on the course of many
of the women’s lives than choice of job or career, or even
family background. Yet few women talked about
choosing to get married (although choice may be a
misnomer) in the same way they talked about career
choices. Relationships are generally believed to belong to
the realm of emotion, and ‘we fell in love’ or ‘then I got
married’ suffices. The decision to marry is not usually
something to be analysed or explained, nor is the choice
of a particular man. Indeed, both getting married and
marrying a particular man often appeared to be
inevitabilities rather than choices. Women did talk about
how they met their future husbands, however”
2. List some key ideas, concepts, and phrases
 marriage,
 marriage
 decision
 not
getting married
was a great influence
to marry
usually something to be analysed or explained
 getting
married and marrying a particular man often
appeared to be inevitabilities rather than choices
3. Where possible, note down alternative phrases or synonyms
for each of these.
marriage, getting married
selecting a life partner
marriage was a great influence
significant impact, influential factor
decision to marry
choice, marriage options, choice of
partner
not usually something to be
typically not talked about, not a
analysed or explained
topic of discussion
getting married and marrying a
the process of marriage and choice
particular man often appeared to
of partner were more a matter of
be inevitabilities rather than
course, something inevitable,
choices
compared to individual choice
4. Rewrite, using those alternative words and phrases
Marriage was an influential factor in the women's lives.
This was more so than other factors. Yet, at the same
time, marriage options, including choice of partner, were
typically not a topic of discussion for most women. Few
women actually discussed the subject. Indeed, the
process of marriage and choice of partner were more a
matter of course, something inevitable, compared to
individual choice.
Final question:
5. Can you simplify further?
“Although marriage impacted the women's lives
significantly, it was not a decision that was analyzed;
indeed, it was more a matter, of course, than
individual choice.”
Paraphrasing techniques:
 Synonyms
 Reordering phrases
 Changing voices
 Changing parts of speech
 Sentence combining
 Change from a Clause to a Phrase
Synonyms: words with similar meaning
Examples:
Overuse of ground
water would lead to
pervasive drought.
Overuse of ground
water would cause
widespread dryness.
Further practice
Reordering phrases:
change phrases’ position
Overuse of ground
water would cause
widespread dryness.
Widespread dryness
would be a result of
overuse of ground
water.
Further practice
Changing voices: active
passive
Overuse of ground water Widespread dryness would
would
cause
widespread be caused by (the) overuse of
dryness.
ground water.
The
use
of
renewable
sources could stop the
destruction
of
the
rainforests.
The
destruction
of
the
rainforests could be stopped
by the use of renewable
sources.
Further practice
Changing parts of speech:
Verb
noun
adjective
The use of renewable
sources could stop
the destruction of the
rainforests.
adverb
Using renewable
sources could stop
people destroying the
rainforests.
Further practice
Sentence combining:
simple
compound/complex
Typhoon forced more than a
thousand people to escape
from
villages
in
the
mountains. It poured over
one meter of heavy rain on
mountainous areas.
(2 sentences)
Typhoon forced more than a
thousand people to escape
from
villages
in
the
mountains as it poured over
one meter of heavy rain on
mountainous areas.
(01 sentence)
Further practice
Change from a Clause to a Phrase :
After he studied, John
took a nap.
After studying,
took a nap.
John
The house that is across The house across the
the street is new.
street is new.
Further practice
Your turn
Further practice
Wish you success
!