The Academic Essay: One of the most common written assignments you will be required to submit at university is the

essay. Essays are written for various purposes: to inform/to entertain/to challenge/to explore/to convince. The academic essay is generally written in response to a question. You are expected to present a point of view (expressed in a thesis statement) that is informed by research. Your aim is to develop a support argument for the thesis you propose. Different disciplines within the university may require different styles and approaches to essay writing. Make sure that you ascertain what approach is required by your faculty/school. You can do this by reading all associated faculty information/guides or by discussing this with your lecturer or tutor. There are no foolproof recipes for producing a quality assignment. Each student will employ an individual approach to essay writing; however, what follows is an outline of the fundamental steps involved in the essay writing process.

1 Choosing a topic

Carefully consider the following: Which topic interests you most? Which topic has ample and quality resources? Which topic has most relevance to you personally and professionally? Given your current circumstances, which topic might be easiest for you to handle?

2 Analysing the question A clear understanding of what you are expected to do is crucial to writing a quality assignment. Make sure you understand what issue/problem has to be addressed. Analyse the wording of the question carefully to gain an understanding of what is being asked. There are three aspects of the question to consider:

instructional/operational/directive/task words content/information key words delimiting words.

Instructional/operational/directive/task words Be mindful of exactly what process is required. Following is a table of commonly used directions: account for explain (reason) analyse argue assess compare critically evaluate define describe discuss distinguish enumerate examine closely, examine in parts, show how the parts contribute to the whole present a case for and/or against decide the value of, judge, measure the importance of discuss two or more things in terms of their similarities and differences weigh arguments for and against something, assessing all evidence. Decide which opinions, theories, models or items are preferable. explain, give full meaning(s), make clear what is meant by, use definition/s to explore the concept of give a detailed account of the features of something without interpreting the information present and give a judgement on the value of arguments for and against, consider all angles bring out the differences between two possibly confusable items an item-by-item account, such as all the steps in a

process evaluate examine judge, criticise in terms of impact/significance, and investigate the implications make clear the details/meaning of, look in particular at reasons causes and effects, account for, give reasons, justify describe in detail, and note impact use examples to show a concept focus on specific areas (similar to illustrate) make clear the meaning of, consider implications concentrate on saying what happened, telling a story describe main features, a broad but thorough account, identify briefly the main features of show by logical argument show similarities and connections between two or more things describe chief features, criticise generally (important parts) consider how far something is true or not true, consider how far something contributes to a final outcome identify and describe the development or history of

explore illustrate indicate interpret narrate outline prove relate review to what extent trace

what is describe Adapted from: Cottrell, S 1999, The study skills handbook, MacMillan Press, London. Marshall, L & Rowland, F 1993, A guide to learning independently, Longman Cheshire, Melbourne. Open Learning Network 1992, Writing and reading in tertiary education: study guide, Author, Brisbane. Content/information key words These words indicate the areas on which the essay will focus. Use these key content words to guide your research. Delimiting words Be mindful of words that limit:

your research to a particular place, time or group the word length of the essay

the scope of information that is required and the resources you use and the time for the essay.

An example of analysing a model question follows. Analysis of a model topic Question: Discuss the impact of tertiary study on mature aged students. Operational word: discuss Content words: impact of tertiary study/mature aged students

Delimiting words: tertiary studies/mature aged students NOTE: In tertiary studies, sometimes questions are posed to test your ability to interpret the set question and develop your own topic. This involves narrowing the topic to make it more specific and manageable. After checking with your lecturer that you can narrow the topic, make sure you make your interpretation of the question explicit in your introduction. In a case such as this, a sentence of intent will be required. In this sentence you must address how you have limited your topic. 3 Constructing an initial outline plan Construct an initial plan to guide your research. This plan will be like a road map for what you read and note. Decide the general aspects of the question around which you'll concentrate your research. Ask yourself questions: who, what, when, how, what if around these general aspects you have selected.

Model outline plan

Topic: Discuss the impact of tertiary study on mature aged students. Introduction: approximately 10% of total words What you interpret tertiary studies and mature aged to mean. A general (thesis) statement about type and size of the impact or effect of tertiary study on mature aged students.

A statement of intent to include an outline of the areas you'll consider in assessing the impact. For example, this essay will consider the financial, social and family impacts of tertiary studies on mature aged students. Body: approximately 80% of the total words Organise your body paragraphs to include a main idea, which is then proven, developed or illustrated by support evidence. Main idea financial impacts

loss of income HECS Austudy

Supporting information home budget constraints

childcare costs transport textbooks

Main idea social impacts

loss of former peer group fewer social opportunities outside university social events within the university

Main idea family impacts

fewer opportunities for family time change in household duties more rigid family routine

Conclusion: approximately 10% of total words a restatement of your thesis about the type and size of the impacts of tertiary studies on mature aged students a comment on consequences and implications for life after university.

4 Locating and evaluating resources Use as many information sources as possible - libraries, course reading lists, professional associations. Spend 5 - 10 minutes investigating each resource look at contents pages, indexes, abstracts (if they exist), subheadings, diagrams, tables, graphs, introductions and conclusions. Decide which resources will be useful and then prioritise your reading.

5 Researching/organising notes Read both widely and selectively to gain an overall perspective of the topic. Use reading strategies (overviewing, skimming, scanning) to streamline

your research and gain an overall understanding of the area as quickly as possible. Read with the topic in mind. Note-make (with your initial plan in mind) under already selected headings. Add new headings if your research suggests you should. Only record information and ideas that are relevant to your question. Always remember to record all the bibliographic details of the resources from which you note-take so that you do not need to retrace resources in order to create your reference list (you may find that you cannot find the resource the second time). Methods of recording your research Using individual cards The card-indexing system is one effective method. Use separate cards or pieces of paper to record: author's surname and initials, date, title, publisher and place of publication, together with your notes from each source. These can be shuffled under various headings to correspond with your plan. Using note pages Another method is to use loose sheets of paper. Record your notes on one side and then your comments about these notes on the other. Use headings at the top of each page that correspond with your plan. Using the computer Gather information under various headings, or in different files. Material can be easily moved from one point to another as your essay develops. Always ensure you make a back-up disk copy. 6 Constructing a final essay plan

Return to your initial plan. Consider if and how you need to change it or expand it. Finalise the content, which will build your paragraphs. Consider what will be included in the introduction, body and conclusion of

your essay. 7 Preparing the rough draft 1. Write the BODY of the essay first. The body paragraphs lead your reader step by step through your argument so that the final impression you give is a credible one. Construct a paragraph on each main idea you want to communicate which contains: a topic sentence for each paragraph (which is usually placed first and always contains the main idea you wish to present) support information which expands on this main idea.

2. Then write the INTRODUCTION to include:

a brief background to the topic a thesis statement that shows your viewpoint on the topic an outline of how you will support this point of view a definition of important terms.

3. Then write the CONCLUSION to include:

a restatement of your thesis a summary of the main points/arguments developed in the body the implications of the view/what might happen as a result.

Style, grammar, spelling and presentation are not of major importance at this stage. You are writing for yourself - to get your ideas down on paper in a structural manner. Let the writing flow. 'Get the ideas out'. Do not be restricted by considerations of technical correctness - this can be considered in the final draft. 8 Redrafting and editing You may do several complete revisions of your first draft to achieve the final draft. At this stage you are preparing your work for submission so adopt the same critical attitude as your reader. Read aloud to yourself and look for areas that could be improved. Read aloud to a critical partner and genuinely encourage constructive criticism. You may find it easier to edit by looking at different aspects of the essay at each redrafting.

Carefully check that: You have clearly answered the question, adequately covered all essential material and avoided irrelevant material. You have a clear, logical structure with all sections linked: o the introduction is clear and effective o the body comprises paragraphs, each of which contain ideas that support your thesis statement o the conclusion is clear and effective. All ideas are properly cited/referenced in the text of your essay as required by the lecturer. A reference list is included which is in the referencing style required by the lecturer. Spelling, grammar, sentence structure and punctuation are correct. You have used unambiguous language and avoided discriminatory language. Your writing style is clear and simple.

Remember: Your reader is interested in how successful you have been at interpreting

researched works and using the ideas to construct your own sentences NOT how you can extract key expressions/phrases from other writers' work and then add extra words to create your sentences. The essay MUST be your work! 9 Preparing the final draft If possible, wait a day or so before re-writing so that you will approach the final draft refreshed. Unless indicated otherwise by the lecturer, your work should be word-processed. Check that the physical presentation of the essay meets the requirements set down by your lecturer. Checklist This checklist is for your self-evaluation before you submit your assignment. It is important for you to critically appraise your work or proofread in light of the following questions in the checklist.