The document provides an agenda for an academic writing structures workshop that discusses what tutors look for in essays, ideas for structuring essays through logical and thematic thinking, and approaches for writing paragraphs and conclusions. It also covers developing critical analysis skills and balancing different perspectives in essays through acknowledging counterarguments. The workshop materials aim to demonstrate how to construct academic arguments through effective essay structure.

1. It ain’t just what you say; it’s the
way that you say it
(with thanks to Ella Fitzgerald)
Academic Writing Structures

2. Agenda
• What are the outcomes tutors are looking
for from essays?
• Starting to think thematically & logically
• Some ideas on structure & approaches to
writing
• Structure Practice

3. Essay Writing
• What’s the point of writing an essay?
• Why produce an essay and not some
other form of assessment?

4. • Two broad reasons:
• To demonstrate that you understand the
subject
– And have attended lectures/ done the reading
etc
• To demonstrate your ability to create an
academic argument
– Evidence of sophisticated, mature thinking

5. University Mark Descriptors
An authoritative grasp of Ability to sustain an argument, to think
1st the subject significant analytically and/or critically and to synthesise
originality and insight, material and effectively.
some minor limitations.
A sound and above Clear evidence of critical judgement in
2:1 average understanding selecting, ordering and analysing content.
of concepts, Demonstrates some ability to synthesise
methodology and material and construct responses, which
content. reveal insight and may offer some originality.
A grasp of relevant An ability to construct and organise
2:2 material and key arguments. Accurate, clearly written/
concepts presented and including some critical analysis
and a modest degree of insight
Covers the basic Rather too derivative and insufficiently
3rd subject matter analytical. There may be some
adequately and is misunderstanding of key concepts and
appropriately presented limitations in the ability to select and present
relevant material.

6. An Essay = An Argument

7. Structuring Knowledge

8. Critical Analysis
The human brain has
100 billion nerve
cells (neurons)
It’s capable of 1
followed by 800
noughts connections
We don’t have a
word for this
number, it’s too big

9. Critical Analysis
• Build up a network of knowledge
• General & focused reading
• Read current journals
• Skim-read textbooks
• Links to different subjects
• Look at implications – e.g. cost, practicality
• Make comparisons
• Investigate different points of view
– Particularly POV you don’t automatically agree with

10. It’s all about the facts
• How many people completely agree that
the Hutton Report got it completely right?
– i.e. BBC totally to blame, Government
blameless
• How many people believe that there is a
health risk from mobile phone radio
masts?

11. There are very few absolutes
• HE is about
• Understanding causes, interpretations,
translations, perspectives, viewpoints,
acknowledging difference
– Research & Proof
• All claims must be substantiated, referenced,
evidenced

12. Yes, But…
• If students pay for a University education,
they will value it more.
• In order to protect society, we should lock
up potential terrorists without trial.
• The impact of alcohol is more serious than
any banned drug. It should be made
illegal.
– Yes, but

13. Yes, But…
• If students pay for a University education,
they will value it more.
– Yes but, it might dissuade students from
poorer backgrounds
– Yes but, we might end up with students only
studying business and law
– Yes but, do you have any proof to support
than supposition

14. Yes, But…
• In order to protect society, we should lock
up potential terrorists without trial.
– Yes, but what if we lock up innocent people?
– Yes, but won’t that encourage more terrorists?
– Yes, but then won’t we have lost the moral
argument?

15. Yes, But…
• The impact of alcohol is more serious than
any banned drug. It should be made
illegal.
– Yes, but not everyone who drinks, drinks
irresponsibly
– Yes, but look what happened with prohibition
in the USA in the early 20th Century
– Yes, but surely it would be better to educate
people to drink responsibly
– What?!!! No alcohol

16. Yes, But
• What has this got to do with structuring an
essay?
– Essays are structured around arguments
– There needs to be a theme, more than one
perspective stated
– A good essay elegantly balances different
perspectives/ points of view

17. Structure
Announce where you are going
Introduction Introduce arena for discussion
Write hypothesis statement
One idea at a time
The mushy bit in Fewer probably better
Supported by facts
the middle Linked/ balanced
Reiterate what the arena for
Conclusion your argument was
Draw conclusions

18. How do we structure writing
• Ought to be able to explain
each paragraph in a
sentence

19. Structure based around ideas
• Start thinking in clusters of ideas/ information
• Use SQ3R
– Scan
– Question
– Read
– Recall
– Review

20. Question
• What do I already know about this
subject?
• What do I want to find out?
• What kind of arguments am I looking for?
• What evidence do I want?

21. Recall
• Stop reading
– Natural break
– 30 – 60 minutes
• & Review what you’ve been reading
– What were the main ideas?
– What was good about the writing?
– How was it similar to other writing?
– How was it different?
– Where can I use it?
• Check notes

22. Approach to Writing
• Start with a hypothesis
• Conduct research to find evidence
– In support
– In opposition
• Check hypothesis – Still valid?
– If yes, begin drafting
– If no, change it

23. Introduction
1 Support Argument
3 Support Argument
5 Support Argument
2 Counter Argument
4 Counter Argument
6 Counter Argument
Conclusion

24. Introduction
1 Support Argument
2 Counter Argument
3 Support Argument
4 Counter Argument
5 Support Argument
6 Counter Argument
Conclusion

25. Introduction
Examine the theory
Examine the theory
Introduce specific case study/ situation
Examine how theory applies
Examine how theory applies
Examine how theory applies
Conclusion

26. Task
• Working in small groups
• One half of the room will look at:
– Arguments why students should pay for HE
• The other will look for
– Arguments why HE should be paid for out of general
taxation
• Both sides should consider positive and negative reasons
• E.g. If students pay then they’ll value it
• Why should the bin man pay for students to be at University?

27. Conclusion
• Essays:
– Need structuring around groups of ideas/
themes
– Must acknowledge and deal with different
points of view
– Must discuss one idea at a time
– Must be backed up with evidence
– Are arguments

28. Wk 3: 18/02/04 Introduction writing
Wk 4: 25/02/04 Paragraph Structure
Wk 5: 03/03/04 Making your Paragraphs Flow
Wk 6: 10/03/04 Conclusions
Wk 7: 17/03/04 New lecture!!!! Style
Wk 8: 24/03/04 Sentence Structure: “What you
doing?” “Watching the footy!”
Wk 9: 31/03/04 Sentence Clarity and Variety
Wk 10: 28/04/04 New lecture!!!! Referencing
All in GE 089