Writing essay has different stages which form the common phrases of essay. The phrases are planning, thinking, researching, writing and editing. This lesson guides you how to write essay through the understanding of these phrases.

1. Essay Writing

2. Objectives
Understanding the essay writing phases
Explore the strategies for starting writing earlier
Understanding the importance of structure to an
academic essay
Review examples
Learn about some useful writing resources

3. Essay Writing Phases
Planning
Thinking
Researching
Writing
Editing
Think
Write
Plan

4. Planning time frame
List tasks
 Preliminaries
 Gathering Information
 Organising Information
 Rough outline
 Draft 1
 Draft 2
 References
 Proofreading
Create deadlines
 _____________
 _____________
 _____________
 _____________
 _____________
 _____________
 _____________
 _____________
 _____________

5. Planning the assignment
• Requirements
– Length, Wording
– Referencing
• Understand the question
– Breakdown
– Verbs

6. Example of Topic
Examine the general categories of stressors
that can be experienced by an individual at
work and describe the likely consequences of
prolonged stress levels for that individual.
Examine = Present in depth & investigate
implications
Describe = set out main aspects of topic or
sequence of things

7. Analyse the assignment
Write down in your own words what you
think the assignment is asking you to do
What do you already know about the
subject matter?
What background information do you
need to help you complete the
assignment?
How are you going to choose your
reading material?

8. Thinking
Initial ideas
Brainstorm
 Mind maps
 Lists
 Drawings
 Discussion/Audio
 Post-it notes
Initial plan!
Preliminary reading

9. planning
writing
What do you
want to say?
Structure
Communicating
your ideas
Outlines are your recipe

10. Structure
Introduction
 outline of essay
Main section
 Main point A
 details, evidence
 Main point B
Conclusion
 summary of main points
 personal conclusions

11. I. Introduction
Definitions of Stress
Views of Stress
General Categories of Stressors
Consequences of Stress
II. Main Point (A) - Views of Stress
1. Physiological
2. Psychological
3. Job Stress
Summary and identification of categories
III. Main Point (B) - Categories
1. Organisational
2. Home-work, Interface, Life stress
3. Individual
Evaluation of categories and their impact
IV. Main Point (C) - Consequences
1. Physical
2. Behavioural
3. Psychological
Summary of impact
V. Conclusion
Summary of main points and personal conclusions

12. Reading & Researching
Use rough outline as a guide
Gather information relevant to the topic
Keep good notes
 Organise content according to outline
 Choose what to include
Types of evidence to support points?
 Quotes
 Tables
 Paraphrasing

13. Reading & Researching
Keep references!
Digest and reflect on information
Continue your thinking!

14. Writing
Start writing early
 extend outline
 one idea or section at a time
 get something down!
Write first, rough draft
Revise & improve draft
How many drafts?

15. Structuring Your Paragraphs
A paragraph is a group of sentences that deal with a single,
identifiable topic.
Paragraphs can vary significantly in length depending on the type
and purpose of the text but should generally not be less than 4 or 5
sentences.
In most cases the first sentence introduces the topic of the
paragraph.
Subsequent sentences may then give definitions, examples,
explanations, reasons, opposing views, references to literature,
interpretations, summaries and so on.
The component parts of the paragraph are linked together using
conjunctions and linking phrases, to ensure flow and to guide the
reader.

16. The Three Essential
Elements of a Paragraph
The useful way to think about your paragraphs is by thinking about
the three parts of a paragraph, which are topic sentence, support
sentences and conclusions
Topic sentence: This is normally the first or second sentence in the
paragraph and tells the reader what the paragraph is about.
Supporting sentences: These are the following sentences that are
usually between two and five, that develop or support the subject
matter.
Concluding sentence: This has two purposes: to round off and/or
sum up what has gone before, and to provide a lead-in to the next
paragraph.

17. Example
Students require more recreational time in order to better
focus on lessons in class. In fact, studies have shown that
students who enjoy a recess of more than 45 minutes
consistently score better on tests immediately following the
recess period (Smith, 2018). Clinical analysis further
suggests that physical exercise greatly improves the ability
to focus on academic materials (Ana, 2018). Longer
periods of recess are clearly required to allow students the
best possible chances of success in their studies.

18. Paragraph structure
Students require more recreational time in order to better
focus on lessons in class. (TOPIC SENTENCE).
In fact, studies have shown that students who enjoy a
recess of more than 45 minutes consistently score better on
tests immediately following the recess period.
(SUPPORTING SENTENCE)
Clinical analysis further suggests that physical exercise
greatly improves the ability to focus on academic materials.
(SUPPORTING SENTENCE)
Longer periods of recess are clearly required to allow
students the best possible chances of success in their
studies. (CONCLUDING SENTENCE)

19. Develop your argument
Use source material
Compare and contrast
Show awareness of complexities
Show line of reasoning
 link points
 central guiding line
Your conclusions - based on evidence

20. Structure Your Argument
Reasons for and evidence/Reasons against and evidence
Compare & contrast
Outline of points,
charts, diagrams Areas to be compare
and contrast A B
Similarities
1
2
3
4
Differences
1
2
3
4
Introduction:
Main themes:
Significance of these
Conclusion:

21. References
Why?
Credit sources of information & ideas
Reader can locate for further information if
required
Demonstrate breadth of reading & knowledge

22. References
When?
 Direct quotes
 Paraphrases
 Statistics/Studies
 Theories
 Interpretations
 Facts

23. Plagiarism
Using someone’s words or ideas and presenting them as your
own (Marshall & Rowland, 1998)
Inappropriate use of ideas from books, articles, internet, or other
students’ work
???

24. How Can I Avoid Plagiarism?
You will avoid plagiarism by using a referencing system in your
writing (e.g. Harvard referencing system)
 Recording the sources you used in writing,
 Take careful notes,
 Avoiding copy and paste,
 Paraphrasing the points you are making (writing in your own
words)
 Providing in-text citations and a reference list.

25. Sample Marking Criteria
Focusing on a topic
Structuring an essay
Content
Formulating arguments
Presentation
Referencing
Evidence of language skills
Use of learning resources

26. Tips for Effective Proofreading
Always start your assignment with a plan.
Word processing your work makes the whole process easier to handle and
saves time when adding, editing and proofreading.
Try and allow some space between when you finished writing and when you
proofread. A day or two will be fine before attempting to proofread, as you
are more likely to read what is in the paper than reading what is in your
mind when you try to proofread straight away after writing.
Print out your work, as it is harder to see the overall look of your work on a
screen.
It is far easier to check each page for one thing at a time (e.g. grammar,
punctuation, or spelling) than to look for many things at the same time.
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27. Submit!
Be aware of the deadline
Avoid late submission (late submission can cost you a lot of
marks or result in failure)
Submit and wait for the feedback from your examiner

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