Essay Excellence
Write better essays and improve your grades
Copyright © 2024 by Helen Cox All rights reserved. No part of this publication may be reproduced, stored or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise without written permission from the publisher. It is illegal to copy this book, post it to a website, or distribute it by any other means without permission.
Helen Cox asserts the moral right to be identified as the author of this This little book is dedicated to the memory of my mother and father. They work.
both believed in the power of education in order to change lives. They had the most incredible work ethic, which they instilled in me. I will forever be Helen Cox has no responsibility for the persistence or accuracy of URLs grateful to them.
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You don’t have to be anything but yourself to be worthy.
Tarana Burke
1 Introduction
1
2 The four types of sentences
2
3 Crafting powerful introductions
10
4 Constructing cohesive paragraphs
15
5 Seamless transitions for fluid writing 21
6 Writing strong conclusions
25
7 Conclusion
28
Introducon
MynameisHelenandIamthefounderofAspireGlobal Education and Training Limited. I founded this company in order to help people who are studying courses in law, finance and/or accounts and who need that little bit extra in order to get the best grades possible.
Many university courses expect their students to be able to write essays or assignments and being able to write these well, will have a significant impact upon a student’s overall grade.
This little book was written as a handy guide to help university or A-Level students improve their grades in their studies and feel more confident with essay/assignment writing in general.
I hope you find this book useful.
1
THE FOUR TYPES OF SENTENCES
complete thought. This means that an independent clause can be a sentence on its own.
2
You might have heard of English being described as an “SVO” language.
This means that it contains a subject, verb and object. The subject is the topic of the sentence and is usually a noun or pronoun e.g. the city, she.
The verb is the word used to describe an action (to eat), a state (to be The four types of sentences
hungry) or something that happens (to change). The object is the person or thing to which a feeling or action is directed e.g. She helped him. Here
“She” is the subject and “him” is the object. An independent clause can therefore be a complete sentence.
Therearefourmaintypesofsentencesthatyoumightbe Dependent clauses, on the other hand, do not begin with a subject.
expected to write during your studies. It will not be directly Instead, they start with a subordinator. These are words such as “who”, stated in your essay or assignment instructions, but the person
“that”, “because”, “if” or “when”, for example “because he did not marking your work will want to see you use dierent types of sentences, study hard enough” or “if the recession continues for another two years”.
for example, not just simple sentences (which may not make your work Dependent clauses are not complete sentences and, as such, cannot be a look academic enough) or solely compound-complex sentences (which sentence on their own. They are sometimes referred to as a “sentence could stop your writing from flowing naturally). They key is to be able to fragment”. If you were to write a dependent clause in your work believing use all four types of sentences and being able to construct them correctly.
that it was a complete sentence, it would be a grammatical error.
Clauses
The way to form a dependent clause is with a subordinator, subject and verb, for example:
Before we start to study the four types of sentences, we very quickly need to learn about or review clauses. Why? The answer is because these will feature later on when we come to learn about the dierent types of sentences that you may be expected to write. It will be a considerable help to you to be able to recognise and use them now.
There are two main types of clauses; independent and dependent clauses.
An independent clause has both a subject and an object and it shows a 2
3
THE FOUR TYPES OF SENTENCES
Hopefully, both independent and dependent clauses are now clear (or The word “so” is one of the seven so-called FANBOYS, which are the clearer) to you. Let’s now move on to look at the four types of sentences coordinating conjunctions using in compound sentences.
that you could be expected to write in your essays or assignments.
The seven FANBOYS are:
Simple sentences
1. For – used to give a reason
2. And – used to give a similar idea A simple sentence is one independent clause. For example, London is the 3. Nor – used to add a negative equal idea capital city of England. Sometimes the sentences are longer and contain 4. But – used to give the opposite idea two verbs e.g. London is the capital city of England and also functions 5. Or – used to give an alternative possibility as a leading financial and legal centre. Here, we have the verbs “is” and 6. Yet – used to show a continuation which is not expected or that is a
“functions”. This is still a simple sentence though, because there is only surprise
one clause.
7. So – used to show an expected result Here, “but” and “yet” seem to have the same meaning. They are both Compound sentences
used to give an opposite idea. When the two clauses are complete opposites, then “but” is preferred. “Yet” tends to be used when the A compound sentence contains two or more independent clauses that are information given in the first clause leads to a continuation that is not joined together. According to Oshima & Hogue (2005), there are three expected or is surprising.
ways that these clauses can be joined: 1. By using a coordinator
Let’s look at some sample sentences to get a clearer idea of the distinc-2. By using a conjunctive adverb
tion.
3. By using a semi-colon (this is more widely used in the USA).
I love the sunshine, but my best friend loves the rain.
Compound sentences with coordinators I don’t like heights, yet my sister wants us to climb a mountain next These are formed by using an independent clause and a coordinator and year.
another independent clause.
Compound sentences with conjunctive adverbs Example:
These are formed using an independent clause and a conjunctive adverb The food was served on smaller trays, so that people would eat less.
and another independent clause.
4
5
THE FOUR TYPES OF SENTENCES
Conjunctive adverbs that give a similar or equal idea include; A conjunctive adverb which adds an example includes:
·also
·For example
·besides
·For instance
·furthermore
·in addition
(Oshima & Hogue, 2005)
·moreover
·as well
Compound sentences with semicolons
·too
This style tends to be used more in North America. These sentences are Conjunctive adverbs that give a continuation which was not expected or formed by using an independent clause and a semicolon and another was a surprise include:
independent clause. The two independent clauses need to be connected
·however
in meaning though. This type of structure will not work otherwise. If
·nevertheless
this is the situation, then there will need to be two separate sentences
·nonetheless
written.
·still
Complex sentences
Conjunctive adverbs that show a complete contrast include:
·in contrast
This type of sentence is formed with an independent clause and one
·on the other hand
(or maybe more) dependent clauses. In a complex sentence, one idea is usually more important than another one. The independent clause A conjunctive adverb which gives an alternative possibility is: contains the more important idea and the dependent clause contains the
·otherwise.
less important idea.
A conjunctive adverb which gives an unexpected result includes: According to Oshima & Hogue (2005), these complex sentences can be
·Hence
with adverb clauses, adjective clauses or noun clauses.
·Thus
·Therefore
Adverbs tell us why, when, where or how. An adverb clause will begin
·Accordingly
with a subordinator that can answer those question words, such as,
·As a result
“although”, “while”, “when” or “because”. The dependent clause can
·Consequently
come either before or after the independent clause.
6
7
THE FOUR TYPES OF SENTENCES
An example here is “Although this is supposed to be a first world country, I of these need to be independent clauses.
do not feel safe living here”.
Examples of compound-complex sentences are: The clause in italics is the dependent adverb clause and the clause which is underlined is the independent clause.
He wanted to move back to Dubai as soon as possible after he had passed his law exams, however he needed to find a good job there first.
An adjective clause describes a noun or pronoun. This type of clause begins with a relative pronoun, such as “who”, “which”, “that” or The first and third clauses are independent and the clause which begins
“whose”. It can also begin with a relative adverb, such as “where” or with “after he had….” is the dependent clause.
“when”.
This concludes our look at the four types of sentences. The kind of For example, “She was studying in the kitchen, when she heard a loud sentence that you write will depend upon what you are being asked to bang”.
write. If you are aiming to write something which is quite academic, it may not be enough for you to solely write simple sentences. However, if Here, the clause which is underlined is the dependent clause and the you try and write an assignment answer that contains only compound-clause which is in italics is the independent clause.
complex sentences, the structure may feel awkward to the person reading it. As Oshima and Hogue (2005) also point out, if you want Complex sentences with noun clauses begin with question words or to try and present your ideas as being equal, then use more compound
“that”, “whether” or “if”. The noun has to be the subject or object of sentences, however if you want to present the ideas in your writing as the independent clause.
not being equal, then you should use more complex sentences.
An example of a noun clause would be “She spent the whole morning crying, knowing that moving back there was the biggest mistake of her life.”
In this example, the first section (which is underlined) is the independent clause and the second section (in italics) is the dependent clause.
Compound-complex sentences
This is the most technically complicated of the four sentences.
Compound-complex sentences contain at least three clauses. Two 8
9
CRAFTING POWERFUL INTRODUCTIONS
The structure of your writing in academic English should move from the general to the specific. This is often known as the “funnel method”, 3
because when you look at a diagram of this structure, it looks like a funnel (see below).
Craing powerful introducons
Theintroductionorintroductoryparagraphshouldalwaysbe the first paragraph in your essay or assignment.
There are three reasons why you should write a strong introduction:
1. When your introduction is well written, it makes the rest of the essay easier to write.
2. A strong introduction shows the examiner/marker what the struc-There are three main parts to an introduction: ture of your essay is going to be.
1.The hook
3. A good introduction makes your writing more interesting to read.
2.The background information
3.The thesis statement
A frequent question which students ask is how long the introduction Let’s look at these in a little bit more detail: should be. In general, introductions should be about 10% of the essay’s total word length. Conclusions should be about 10% and the body should The hook
be around 80%.
The hook is the most general sentence in the introduction and there are For example, with a 2,000-word essay, the introduction should be five main ways that it can be written: around 200 words, the conclusion should be around 200 words and 1)Using a quotation.
the body should be about 1,600 words.
10
11
CRAFTING POWERFUL INTRODUCTIONS
2)Stating a fact.
why, when and how. It may help when making your essay/assignment 3)Asking a question.
plan to have the “W questions” written down and then try to answer 4)Telling a joke.
them.
5)Saying an anecdote.
The thesis statement
For academic essays, it is better to use either 1) or 2). Any of the five would be suitable for presentations.
This is the final section of your introduction, however, that does not mean that it is the least important. If anything, it could actually be The hook needs to be concise though. Remember that it is there to lead the opposite! The thesis statement gives the marker/examiner a brief the reader into your introduction paragraph.
summary of the key point of the assignment/essay. It is not unknown for examiners, when marking, to go back to the thesis statement to see if it is mirrored in the body paragraphs of the essay.
The background information
If you go back and look at the structure diagram for an introduction, you This is the main section of the introduction and it needs to give the will see that when writing in academic English, we move from general background information to the topic of the essay/assignment. It enables to specific. The hook (at the beginning) is therefore the most general the reader to understand the key problem(s) that is/are being addressed part of the paragraph and the thesis statement (at the end) is the most in this piece of writing.
specific.
Please include information that is relevant to the topic. The introduction A good thesis statement will start with a specific noun, followed by an is only 10% of your total word count, so you need to be on point and action verb and finally have an assertive end to the sentence.
concise.
What does this mean? Let’s look at an example of a bad/weak and a The background information section can contain definitions of key or good/strong thesis statement to clarify this point: ambiguous words, as these show the examiner/marker that you know what these words mean, and this can also help to avoid confusion or Bad/weak thesis statement: The economic situation is not good.
misunderstandings in your essay.
Although the sentence does start with a noun, there is a lack of descrip-The best way to think about the type of content that is needed in tion and it does not tell the examiner how the essay or assignment is this section is to think about the “W questions”. In the background going to be structured. The person marking this essay will want to know information section, you are telling the reader about who, what, where, what arguments are going to be put forward to say why the economic 12
13
situation is not good.
Good/Strong thesis statement: The tax policies concerning income tax, 4
VAT and council tax of the current government have led to an increased financial burden on the working and middle classes by ensuring that they have less money available to meet the cost of living.
A strong thesis statement will tell the reader not only the position that Construcng cohesive paragraphs
the person is taking, but it will also summarise their overall argument on the essay question. Here the marker of the essay has a firm idea of what the essay is going to discuss, namely that the stated tax policies of the current government (income tax, VAT and council tax) have led to an increased financial burden on the working and middle classes. The marker also knows how this argument is going to develop, because the Beingabletowriteagoodparagraphiscriticallyimportant in academic writing. A badly written paragraph can have a writer has stated that the tax policies have left people in those income negative impact upon a student’s overall grade for that essay brackets with less money available to meet the cost of living. Each tax or assignment. This is especially the case, considering that in some should therefore be analysed in turn with a discussion of their negative universities, structure and coherence can constitute up to 20% of the impact upon the members of the working and middle class.
overall grade awarded for that piece of work. Oshima & Hogue (2005: 2) define a paragraph as “a group of related sentences that discuss one One final tip here is to follow the three points of discussion named in (and usually only one) main idea”.
the body of the essay. This would mean that the first tax to be discussed would be income tax, followed by a discussion of VAT and then finally There are four elements to a good paragraph, namely the topic sentence, an analysis of council tax.
supporting sentences, which firstly describe/present and then analyse/-
comment and a sentence that concludes the paragraph (this may not always be needed, especially if the essay is lengthy and a point needs to be further discussed in the next paragraph).
This way of structuring paragraphs is known as the IDAC system (Introduction, Describe, Analysis and Conclusion). Let’s have a look at this in more detail….
14
15
CONSTRUCTING COHESIVE PARAGRAPHS
Introduction
Swimming is a great way to keep fit for three reasons.
The first step in the IDAC system is to craft a compelling introduction.
An example of a bad topic sentence is: The purpose of the introduction is to engage the reader and provide them with a clear understanding of what the paragraph will be about. This is Swimming is a great way to keep fit for three reasons, which are that it usually achieved by the use of a topic sentence.
exercises every part of your body, that it is a relatively cheap hobby once you have bought your costume and equipment and that it is low impact.
The topic sentence is often the first element of the paragraph and it states the paragraph’s main idea or focus. Therefore, it is the most important The reason why this is not a good way to write a topic sentence is that the sentence in the entire paragraph. What happens if the paragraph has no writer has already stated the three ways in which swimming is a great topic sentence? A paragraph without a topic sentence can lack clarity exercise. Too much detail is given here. The focus of the topic sentence and at higher education level, the lecturer (or person marking the essay) should be that swimming is a great exercise. The three main reasons may take such omissions into account when awarding marks for that why need to be developed in the body of the paragraph.
particular piece of work.
Topic sentences are usually, but not always, the first sentence in the The topic sentence is usually the most general sentence in the paragraph, paragraph. When a topic sentence is placed at the end of a paragraph, because it purely introduces the idea and does not give the reader any it is often because the person writing it has given a list of examples or specific information (if you need to, have a quick look at the previous facts etc beforehand. It is usually recommended that students only use chapter where there is the picture of the funnel paragraph. The topic topic sentences at the end of their paragraphs when they have become sentence therefore does two things, the first being that it tells the more experienced in academic writing and its conventions.
reader the topic of the paragraph and the second being that it limits that paragraph to one particular area.
Description and analysis sentences Topic sentences can be broken down into two further parts; the topic The second element in a paragraph is that of supporting sentences, which of the sentence and the controlling idea (Oshima & Hogue, 2005). The can be broken down into two further sections called the description and topic of the sentence is usually at the start of the sentence, with the analysis. The role that these play in paragraph structure is that they controlling idea coming at the end. An example would be “Swimming is develop the topic sentences (Oshima & Hogue, 2005). The way that they a great way to keep fit for three reasons”. “Swimming is the topic and do this is to give more information about the topic. When supporting
“three reasons” is the controlling idea.
sentences are not written in paragraphs, there is a lack of evidence or support for the writer’s ideas. For a student in Higher Education, this Topic Controlling idea
may well have a negative impact because it may lead200 to a loss of 16
17
CONSTRUCTING COHESIVE PARAGRAPHS
marks.
Quotations are the final form of support that can be given in the description sentences within a paragraph. One point of note here is that There are various ways in which a description (of research) can be given if quotations are going to be used in academic essays or assignments, in paragraphs, namely through the use of “examples, statistics and it is advised that the student puts the page number that the quotation quotations” (Oshima & Hogue, 2005: 11). Although being able to give an came from next to the year of publication (in the in-text referencing).
example that relates to the essay question may seem to be the easiest Failure to do this, may result in an accusation of plagiarism or academic option, it may not always be the best approach. The reason is that theft as it is also known. My own personal tip here is to make a note of although they may be useful to put into your IELTS essays (particularly in the relevant page number for the quotation when making notes (either the Task 2 writing), they are subjective and the aim of academic writing in the margin or in brackets next to the quotation itself).
is to be objective. Therefore, for students in higher education, it is recommended that statistics or quotations are favoured as forms of Analysis
description.
The section is where marks can be lost or gained. Why? Because this Statistics are most usually taken from another source (unless the student is where critical thinking is shown. The description section purely has undertaken their own quantitative research) and as such, are viewed describes research that has been found. This section is where that as being more objective than examples. When using statistical evidence research is applied to the essay or assignment question and there is in a paragraph, the writer needs to be aware of two things; firstly, the some form of analysis.
date upon which the data was collected and where it was collected and by whom.
One word of caution here is regarding the use of the copula verb “to be”.
Be very careful about using this word in our academic writing, especially If there is a significant time dierence between the date of collection in the analysis section. Why? Because when you use this verb, you are and now, it could be argued that the statistics may no longer have any saying that this is a fact, it is 100% the case. It only needs your examiner relevance and a university lecturer might wonder why the student has (who most likely knows this area in very considerable depth) to know one not found any more up to date data. This can particularly be the case fact which contradicts this and your argument has started to fall apart!
where the data is over ten years old. Where the data was collected and It is much better to use what is known as “hedging language”. These by whom is also of significance because firstly, there may be cultural are words such as “may”, “might”, “could”, “should” “it is possible dierences that may mean that the data cannot be generalised to all that” or “it is probable that” (this is by no means an exhaustive list).
countries and cultures and secondly, that the writer may have been Using this language means that you are allowing for other possibilities funded by a particular body or institution and there may have been to exist.
pressure applied to that person to produce a certain, if not biased, set of results.
18
19
Concluding sentence
The final element in a paragraph is the concluding sentence. If there 5
is one single paragraph, then a concluding sentence is recommended, however for essays, they do not always need to be used. Concluding sentences show that the paragraph is coming to an end and it also reminds the reader of the most important aspects of that paragraph via a summary or repetition. There are various words or phrases that can Seamless transions for fluid wring
be used to show that this sentence is the concluding one, for example
“To conclude”, “In conclusion”, “To sum up”, “Finally” or “Lastly”
among others. One final word of advice is, do not put new ideas in your concluding sentence, they should be contained in the body of the paragraph.
Whataretransitionsignals?Theyareoneofthemainwaysto achieve cohesion and coherence in your academic writing.
To conclude, the IDAC system is a valuable tool for you to enhance the Transition signals show relationships between the ideas clarity and structure of your work. By implementing this systematic that you are putting forward in your academic writing. There are four approach, you can create well-organized and coherent paragraphs main types of transition signals:
and therefore essays, that eectively communicate your ideas to your 1. Additive transitions
readers. This could enable you to substantially improve the quality of 2. Adversative transitions
your academic writing.
3. Causal transitions
4. Sequential transitions
Let’s look at each of these in more detail.
Additive transitions
These words or phrases serve to enrich your writing by introducing additional ideas of information and complexity.
Examples include the conjunctive adverbs “furthermore”, “besides”,
“too” and “also”, the coordinating conjunction “and”, “additionally”, 20
21
SEAMLESS TRANSITIONS FOR FLUID WRITING
the transition phrase “in addition” and other words such as “another”
“even though” and “although” and other words such as “despite” and (Oshima & Hogue, 2005: 27).
“in spite” (Oshima & Hogue, 2005: 27) In case you are wondering what coordinating conjunctions are, they are By acknowledging that there are alternative perspectives, adversative used to connect two independent clauses. These are your FANBOYS (for, transitions add depth to your argument. This shows a nuanced under-and, nor, but, or yet and so).
standing of the complexities inherent in the topic you’re addressing.
Subordinating conjunctions are used to create complex sentences when Causal Transitions
the two clauses are of unequal importance, one is independent whereas the other is dependent.
These transitions show cause and eect relationships in your writing.
Examples of these include “as a result”, “as a consequence”, “accord-Conjunctive adverbs are adverbs that are used to connect two indepen-ingly”, the conjunctive adverbs “hence”, “thus”, “so”, “resultingly”
dent clauses to each other. They show sequence, contrast, cause and and “therefore” (Oshima & Hogue, 2005:27).
eect, time, emphasis, a summary, illustration or comparison.
These transitions are instrumental in making the logical progression of When strategically placed, these transition signals can transform a your ideas crystal clear, allowing your readers to follow the thread of simple sentence into a nuanced and sophisticated expression of thought.
your argument with ease.
They act as bridges, connecting one idea to the next, allowing your Sequential Transitions
narrative to unfold seamlessly and your sentences look more academic and less basic to the reader.
These transitions help you organise your ideas chronologically or in a sequence. Examples here include “first”, “second”, “third” and Adversative Transitions
“firstly”, “secondly”, “thirdly”, “next”, “the next”, “last”, “the last”,
“finally” and “final” (Oshima & Hogue, 2005: 27).
These transitions come into play when you want to introduce a contrast-ing idea or present an opposing viewpoint.
These transitions act as signposts, guiding your reader through the natural progression of your thoughts. Mastering sequential transitions Examples include, “on the one hand” and “on the other hand”, “in ensures that your narrative unfolds in a coherent and structured manner.
contrast”, the conjunctive adverbs “however”, “nonetheless”, “nevertheless”, “instead” and “still”, the coordinating conjunctions “but” and How to Use Transition Signals Eectively
“yet”, the subordinating conjunctions “while”, “whereas”, “though”, 22
23
Strategic placement is crucial here. Consider placing transitions at key points to maximize their impact. Consistency is equally important, maintain a uniform style throughout your essay to provide a sense of 6
coherence. Additionally, don’t be afraid to diversify your vocabulary because using a range of transition signals prevents your writing from becoming monotonous and enhances the overall reading experience.
Wring strong conclusions
Common mistakes to avoid
While mastering transition signals, it’s essential to be aware of common pitfalls:
1. Overuse can be detrimental, too many transitions can clutter your writing and dilute their impact.
Theconclusionisthefinalparagraphinyouressay.Whatisits purpose?
2. Incorrect usage is another trap to avoid. Ensure that the chosen A conclusion shows the examiner:
transition fits the context and contributes meaningfully to the flow of a) That the question has been fully answered your argument.
b) That the essay is at an end
3. Lastly, beware of a lack of variety. Diversifying your transition word c) The main points of the essay
choices adds dynamism to your writing and keeps your reader engaged.
d) That you have final thoughts on the topic The number of words in your conclusion should be about 10% of your word count, therefore, for a 3,000-word essay, your conclusion should be around 300 words.
How does the reader know that this is your conclusion? The answer is to use a transition signal, such as “in conclusion” or “to conclude”. If you don’t signal to the reader that this is the conclusion, they will just assume that this is another paragraph in the body of your essay, which could have a negative impact upon your grade.
What is acceptable to be put in your conclusion?
24
25
WRITING STRONG CONCLUSIONS
1. If you have written about any research undertaken, you can discuss 1. Make a prediction.
the limitations that have been stated in the body of your essay or 2. Make a suggestion about results or consequences.
assignment.
3. Put forward a solution, recommendation or call to action.
2. How your aims and objectives have been achieved. Again, this 4. Quote an authority on the topic.
should be a summary of what was written in the body of your work.
3. A summary of the main points of your body.
4. Recommendations for further research into your topic area.
5. There can be a restatement of similar studies which have been discussed in the body of the essay or assignment.
What is not acceptable to be put in your conclusion?
1. New information that was not written anywhere else in your work.
2. A quotation. These should either be in your introduction or the body paragraphs.
Conclusion structure
1. Signal that this is your concluding paragraph.
2. Restate the thesis statement.
3. Summarise your body paragraphs.
4. Write your concluding sentence.
5. End with a prediction, a suggestion of results or consequences, a solution/recommendation/call to action or quote an authority on the topic.
The final sentence
There are four techniques that you can use to write a memorable concluding sentence:
26
27
Conclusion
Thisbookhasbeenwrittenasaminiguidetohelpyouachieve the best results you can in your academic writing. It is small enough for a student to put in their bag and take with them to classes, the library or wherever they wish to study.
If you found this book helpful, I would appreciate it if you could leave a review. Thank you.
If you would like to take your study of academic writing further or would like to find out about our range of LLB tuition packages, please do not hesitate to contact us at info@aspireglobaleduc.com.
I wish you all the best for your academic studies!
Helen
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