Planning & Writing Essays
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
1.
Foreword
Quick tips
Essay question vocabulary
Explore the question
Research
Record the bibliographical details of all your sources
Time to be critical
First draft of essay plan
Now move to a rolling pattern of work
Check as you go
When you have a draft that is well on the way
Final draft: Check it!
Deadlines
Learn from feedback on essays
Using this approach to essay writing
Forward
These suggestions are not intended to be inclusive. The development of a
high standard of academic writing is crucial to your studies, and there are
many sources of help available. Draw on advice from staff in your department,
from books, internet sites and other resources on study skills. The Student
Learning Advisory Service has a wide range of books and leaflets on effective
study and also runs free workshops on essay writing. For details and dates of
workshops see: www.kent.ac.uk/student/skills/
2.
Quick tips on essay writing





3.
Answer the question – the one that is set, not your own version of it
Make it readable
Work with a plan
Acknowledge all you sources according to the required referencing style
Edit and proof read your essay before handing it in
Essay question vocabulary
Identify key words and phrases. Check the meanings; use a specialist
dictionary if appropriate. Take care with terms that have both a specialist and
non-specialist meaning (‘Romance’) – use the definition appropriate for your
www.kent.ac.uk/uelt
subject discipline. Make sure you check the meaning of ‘instructional’ words
(discuss, compare, analyse… see list below).
Instruction
What you are asked to do
Account for
Analyse
Compare
Give reasons for; explain (give an account of; describe).
Give an organised answer looking at all aspects
Look for similarities and differences between; perhaps conclude
which is preferable.
Bring out the differences.
Give your judgement on theories or opinions or facts and back
this by discussing evidence or reasoning involved.
Contrast
Criticise
Deduce
Define
Conclude; infer.
Give the precise meaning. Examine the different possible or
often used definitions.
Demonstrate Show clearly by giving proof or evidence.
Describe
Determine
Give a detailed, full account of.
Find out something; calculate
Discuss
Examine
Investigate or examine by argument; debate; give reason for
and against; examine the implications of.
Explain and make clear.
Calculate; judge; predict.
Appraise the worth of something in the light of its truth or
usefulness; assess and explain.
Look at carefully; consider.
Explain
Identify
Make plain and clear; interpret the account for; give reasons for.
Point out and describe.
Illustrate
Explain, clarify, and make clear by the use of concrete
examples.
Conclude something from facts or reasoning.
Expound the meaning; make clear and explicit, giving your own
judgement.
Show adequate grounds for decisions or conclusions and
answer main objections likely to be made to them.
Give a short description of the main points; give the main
features or general principles; emphasise the structure, leaving
out minor details.
Show that something is true or certain; provide strong evidence
(and examples) for.
Elucidate
Estimate
Evaluate
Infer
Interpret
Justify
Outline
Prove
Review
Make a survey, examining the subject carefully
State
Summarise
Present in a brief, clear form.
Give a concise account of the chief points of a matter, leaving
out details/examples
Follow the development of topic from its origin.
Trace
www.kent.ac.uk/uelt
4.
Explore the question
Question the question; break it down into smaller part. Brainstorm ideas, use
pattern notes or mind maps (Cottrell, 2008).
What are you being asked to do?
What are the links to the module’s learning outcomes as listed in the module handbook?
What should you ask yourself?
How much do you know?
What do you need to know?
How is this topic connected to other topics on the module?
Do some initial reading, collect more ideas and questions and then decide on
what you really need to look at.
5.
Research
When gathering material and ideas for your essay, you may start with internet
research. However, do not rely entirely on internet resources; they are not
always reliable and your marker expects you to work with books, academic
journals and other printed matter. When using the library, skim and scan
relevant books before taking them out and lumping them home. Aim for
focused reading, looking for answers to questions (and for more questions),
taking notes as you go.
6.
Record the bibliographical details of all your sources
While reading and researching be sure to record on all your notes where the
information came from. You cannot use ideas, data, or graphics produced by
others without acknowledging these in your essay. You will need the complete
bibliographic details to compile your bibliography or list of references. For
more details on how to reference your sources correctly consult the Academic
Integrity website: www.kent.ac.uk/uelt/ai
7.
Time to be critical…
Review your notes so far in the light of the essay title. Cross out what no
longer appears relevant (or highlight what you hope to use).
8.
First draft of essay plan
List key sections/ paragraphs of your proposed essay by thinking of a heading
for each section – whether or not your subject discipline actually uses
headings. This is a draft essay plan, not set in concrete; you can change it
later as your understanding of the topic grows. Making an early note of the
structure as you imagine it might be, helps you to get a good sense of how the
essay might develop. Remember – the sections of the essay need to be in a
logical coherent sequence, and in proportion to the word count:
Introduction:
5-10% of word count
Paragraphs:
200-400 words each (however, these are units of thought
rather than blocks of words)
Conclusion:
5-10% of word count
www.kent.ac.uk/uelt
9.
Now move to a rolling pattern of work:
Focussed reading and note-taking
Modify essay plan; writing
10. Check as you go
Look at the original question:




Am I answering the question?
Have I veered off track?
Is this developing into a coherent, logical argument/structure?
Am I doing what I have been asked to do?
Comply with what you’ve been asked to do; check any information or advice
you’ve been given (in seminars, lectures, course guidelines…)
Cut and paste as necessary; if you are hand-writing, work on one side of
paper only! If you are working on a computer, save and number each draft.
11. When you have a draft that is well on the way:
 Check it – see (10) above
 Get a friend to read it (for common sense and flow)
 Give it a rest. If possible, leave it for a day or so. You will return to it with
clearer ideas and renewed energy.
12. Final draft: Check it!
 see (10) above
 spelling (don’t just rely on computer: it does not know the difference
between site, sight, cite, for example)
 punctuation, grammar, academic style (again, don’t rely on computer)
 compliance with Department/Seminar Leader’s requirements
 presentation: make it look good (readable font, double line spacing,
page numbers, sufficient margins, all graphics are labelled etc!
 sufficient and correct in-text referencing and tidy bibliography
13. Deadlines



First: don’t miss them.
Second: if you expect to miss the deadline, see the Seminar Leader
first - don’t wait until the assignment is overdue.
Third: be honest. Seminar Leaders have heard it all before.
14. Learn from feedback on essays
If you don’t understand, ask. Pay attention to what you’ve got right, as well as
what needs improving. Look at your last essay and devise an action plan to
improve the next one, based on the feedback you have received – the
strengths as well as weaker areas. This is one of the most important points on
this hand-out – and is one that students are most likely to ignore.
www.kent.ac.uk/uelt
15. Using this approach to essay writing
Don’t adopt it wholesale. Consider your own approach first. What works well?
What could do with improvement? How might you wish to modify your current
strategies, to make the process more straightforward or to achieve better
results?
Further Reading:
Cottrell, S. (2008) The Study Skills Handbook (3rd ed). Basingstoke: Palgrave.
Greetham, B.(2001) How to Write Better Essays. Basingstoke: Palgrave.
Northedge, A. (2005) The Good Study Guide. Milton Keynes: Open University.
www.kent.ac.uk/uelt