Writing an academic essay: main concepts and a step further

This essay aims to discuss and explore some of the main concepts related to writing an
academic essay. It is suggested that essays are preferred because they provide a reflection
and an insight to students’ understanding of concepts, the analysis and research they can
make and the ability to combine and present concepts in a critical way (Tupas, Cook &
Ismail, 2009).

A good essay requires the student to be able to understand the task, find and evaluate
material, select the material that should be included in the essay, develop and present an
effective argument, reach and argue on a conclusion (University of Leicester, 2010). It
combines a variety of academic skills and involves a range of stages and steps.
Tupas, Cook & Ismail (2009, p.3) describe seven steps to writing a good essay: “Analyse your
prompt, Gather your information by research and reading, Note where your information
comes from, Think of your thesis, Organise your material, Draft your essay, Revise your
essay”. Other writers might suggest different steps or in a different order. However, it is
overall agreed that brainstorming, gathering and organising information, developing an
argument and thesis statement, drafting the essay, editing are some of the main step always
taken when writing an essay.

Essays are comprised by an introduction, the main text and a conclusion paragraph. The
introduction is important as it informs the reader on the focus of the essay, what to expect,
the thesis statement and creates a first impression. Usually, it includes an introduction to
the topic and background and contextual information presented briefly; along with the
argument, scope and an outline (University of Melbourne, n.d).

The introduction which is usually one paragraph is followed by the main body of the essay.
This is the part where the argument is developed and explored. Information and views are
discussed, combined and presented. When using others people’s work, it is required to
acknowledge the source. A booklet developed to help tutors develop students’ skills
suggests that some of the words that can be used when reporting and paraphrasing other
people’s work are states, argues, discusses, identifies, talks about, asserts, maintains,
contends, indicates, examines, notes, reports, considers and many more (Charles Darwin
University, n.d.).

A conclusion is equally important as the introduction. It is here that all ideas discussed in the
introduction and main body are brought together and it is what the writer takes away from
the essay. Even though the conclusion should not present new material it is more that
repeating what was discussed. “A conclusion which merely summarises is repetitive and
reduces the impact of your paper” (University of Melbourne, n.d). The conclusion usually
involves the statement the writer makes, the significance of the findings, implications,
contributions and issues that might require further examination.

Writing is an active, creative and constructive process; and involves a lot of writing, deleting,
revising, re-ordering. Sometimes the first draft can be very different from the final draft.
Editing is a very important process that takes place both during the writing process and after
the first draft has been completed. It is a process that one needs to criticise their work,
review it in order to improve it. The writer also sees how the argument is developed and
tied together (University of Leicester, 2010).

University of New England (n.d.) indicates that essays are preferred because students
receive more detailed and specific feedback and can be more representative of student’s
skills and knowledge than the exam process. On the other hand, feedback is not as
immediate to multiple choice questions and short-answer questions, but it takes time for
tutors to complete and share. Writing essays, as research suggests, helps students acquire
subject knowledge and develop their academic skills at the same time; researching, reading,
writing, editing. To conclude, writing good academic essays is a skill that requires constant
effort due to its complexity and importance.

References

Abrams E. (2000) Essay Structure, Writing Center at Harvard University Retrieved on 07

November 2016 from http://writingcenter.fas.harvard.edu/pages/essay-structure

Charles Darwin University (n.d.). Academic Essay Writing, Retrieved on 07 November 2016
from https://www.cdu.edu.au/sites/default/files/acike/docs/academic-essay-writing-
resource.pdf

Tupas R., Cook C. & Ismail N. (2009). Communicating in the University Culture, Centre for
English Language Communication National, University of Singapore. Retrieved on 07
November 2016 from http://www.nus.edu.sg/celc/research/books/cwtuc/chapter01.pdf

University of Leicester (2010) Writing Essays. Student Learning Development, University of

Leicester. Retrieved on 07 November 2016 from
http://www2.le.ac.uk/offices/ld/resources/writing/writing-resources/writing-essays

University of Melbourne (n.d.) Writing introductions and conclusions for essays. Retrieved
on 07 November 2016 from
http://services.unimelb.edu.au/__data/assets/pdf_file/0007/468862/Writing_introductions
_and_conclusions_for_essays_Update_051112.pdf
University of New England (n.d.) Sample essay. Academic Writing, University of New
England. Retrieved on 07 November 2016 from http://learninghub.une.edu.au/tlc/aso/aso-
online/academic-writing/sample-essay.php