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1. PDP2 Handbook
WRITING ACADEMIC
ESSAYS AND ASSIGNMENTS
2021
BTEC FPT

2. PDP2 PAGE
2
WRITING IN COLLEGE
During your degree at BTEC FPT you will
complete essays,reports, and other kinds of
written assignments.
These assignments will:
• help you develop a deeper
understanding of the subject
• help you develop research,thinking
and communication skills
• and, of course, allow your
lecturer to assess your
understanding.

3. PDP2 PAGE 3
LECTURE 1. ACADEMIC WRITING
A. WHAT IS “GOOD” ACADEMICWRITING
Each type of assignment will have slightly different purposes and formats, but all assignments share some
common features:
1. Relevant
• addresses the question which was asked
2. Well-researched
• shows you have read widely and critically, and selected appropriate information
3. Reasoned
• includes analysis (i.e interpreting or showing the significance of whatyou have read, not just
describing, or repeating information)
• presents an argument (or point of view, or academic opinion)
• uses evidence to support points
• presents points in a logical order
4. Structured
• includes an introduction, body or discussion, and conclusion (as well as any other specific sections
your lecturer requires)
5. Referenced
• includes information about the source of the evidence you have used
6. Readable
• is written clearly and explicitly (academic writers do not “imply” - they write in a
“direct” way)
• is written in a concise and formal style
• is well presented (e.g. correct grammar and spelling, required layout).

4. PDP2 PAGE 4
Prepare
Analysethe question
Make a research plan
Research
Develop a writing plan (key points and evidence or detail to supporteachpoint)
Organize
Using your writing plan as a guide, start writing
Write
Leave your draft for a few days before revising for content
Edit for structureand style
Review •Proof read for errors and presentation.
Search for information
Read widely and critically
B. PROCESS OF ACADEMIC WRITING
You cannot research andwrite essays and other assignments in a day - researching, drafting and editing well
takes time.
Successfulwriters work through the five stages below to complete an assignment. Approaching writing as a
series of steps can help to make the task seem more manageable: it breaks the writing into a series of smaller
tasks, and it can help you to manage your time more efficiently.
That doesn’t mean it is a neat linear process! You may find you have to return to some of the stages several
times. Also, many writers prefer to start writing early, developing a plan as they write and then re-organizing
the ideas they have generated into a complete first draft.
Whichever approach you use, however, carefulpreparation, thinking and reviewing are essential to produce
clear, organized writing.

5. PDP2 PAGE 5
1.
PREPARE
MAKE SURE YOU ARE CLEAR ABOUT WHAT IS REQUIRED
Understand the topic
• Consider the time and resources available 1
course = 60 hours (15 credits)
Resources:Textbook, assignment guideline, references.
• Consider your interests and abilities
Analyze the question
• Identify the topic
• Identify the focus
• Identify the instruction
E.g. Assess the life-cycle stage of the products or services in a company’s portfolio.
Topic = products or services in a company’s portfolio
Focus = the life-cycle stage
Instruction = Assess
1. PREPARE

6. PDP2 PAGE 6
• Check the marking guide and other criteria for the assignment
- Pass/Merit/Distinction
- Format
- Individual/Group work
- Present or not
- Citation and references
- etc.
• Rephrase the question in your own words to check your understanding.
Develop a research plan
• Identify the related issuesand concepts you have encountered in the course sofar
• Generate more specific questions that explore the topic
E.g. Discuss the differences between entrepreneur and manager.
= what are the characteristics of entrepreneur?
= what are the characteristics of manager?
= what are the differences between the two?
= why do these differences occur?
• Develop a tentative writing plan (with the advice of lecturer).

7. PAGE
7
PDP
2
Describe? Analyse? What’s the difference?
Instruction words can be categorised into the three
general types in the diagram below. Most assignments
require both description and analysis.
Evaluate
Analyse/Interpret
Desbribe/Explain
Describe Analyse
asks
questions
such as
wants you
to ...
describe
asks
questions
such as ...
wants you
to ...
interpret
...
summarise
how?
synthesise
who?
what?
when?
where?
outline
why?
what is the
significance?
“so what”?
show inter-
relationships
show the
significance
of
question
reason
(sometimes)
evaluate
A few hints on interpreting
assignment instruction words:
Instruction words in assignment
questions tell you what type of
text to write.
It is always risky to try to
precisely define, in isolation,
the words used in essay
instructions; these words can be
used in slightly different ways
in different disciplines and by
different lecturers.
When you are interpreting
assignment questions,
consider also the following:
• what level is the
course?
• what are the course
objectives?
• what other guidelines
have you been given by
the lecturer?
Finally, don't forget to ask for
clarification from your course
tutor, your lecturer, or a
Learning Advisor, if you are
unsure about what is required in
an assignment.
INSTRUCTION WORDS

8. PDP2 PAGE 8
Some commonly used instruction words:
Argue: Set out a reasoned case in support of a point of view.
Analyse: Separate the subject into its main parts and discuss the significance of the
parts and their inter-relationships.
Compare: Present and discuss the similarities of two (or more) things. It is usually
appropriate to discuss the differences at the same time.
Contrast: Present and discuss dissimilarities or differences between two (or more)
things. Often, questions will ask you to compare and contrast.
Criticise:
(or critique;
critically
discuss)
Weigh up the issues and make a judgement. You are expected to discuss the
limitations as well as the merits or contributions.
Define: Give a clear concise meaning. You should keep in mind the class to which a
thing belongs and whatever differentiates the particular object from all others
in that class.
Describe:
(or identify, state)
Give a detailed account of the main features of a subject.
Diagram: Present a drawing, chart, or plan, with clear concise labels. In some cases you
should also include a brief explanation or description.
Discuss: Examine and analyse carefully all aspects of a topic. Present considerations
for and against.
Evaluate: Assess the merits and limitations of something. Weigh up the evidence and
give a judgement.
Examine: Investigate or research a topic and discuss in detail.
Explain: Clarify or make clear the meaning or significance of something; give the
reasons or causes for something; or show how something has developed or
occurred.
Illustrate: Explain or clarify your answer by presenting a figure, picture, diagram or
concrete example.
Interpret: Show the meaning or significance of information.
Justify: Prove or show grounds for your decisions or conclusions.
List:
(or enumerate)
Give the key points in a concise form. Notes, headings, tables, numbered
points may be appropriate.
Review: Analyse and discuss the key points or issues. Critically examine ideas
and themes.
Summarise:
(or outline)
Give the main points or facts in a condensed form. Details, and usually
illustrations or examples, may be omitted.

9. PDP2 PAGE 9
2. RESEARCH
STAY FOCUSED WHILE YOU RESEARCH
Stay focused
• Keep the question in front of you while you read
• Keep reviewing your tentative plan
Search for information
• Read widely
• Read efficiently - use skills of previewing and skimming to identify potentially useful
information
Read critically
• Look for different points of view
• Question what you read
• Question the authority of the author
Make notes
• Be selective
• Summarise and paraphrase (don't just copy!)
• Begin sorting and grouping information
• Keep detailed bibliographic information for accurate referencing.

10. PDP2 PAGE 10
3. ORGANIZE
REMEMBER THAT CLEAR WRITING COMES FROM CEAR THINKING
Reflect/ Think
• Try to clarify your central idea or "answer" to the question
• If you cannot come up with a centralidea, continue reading, thinking and talking, or trysome
"exploratory" writing about the topic
Summarise your answer
• Write your answer or centralidea in one or two sentences
Develop a writing plan
• Create an outline, a mind map, or flow chart
• Identify key points to support or explain your central idea
• Decide on a logical order for the points
• Identify evidence or detail to support points
4. WRITE
CONCENTRATE ON GETTINGYOUR IDEAS ACROSS
Get the ideas down on paper
• Start with the easiest section of your plan
• Don't aim for perfection on this first draft
Use paragraphs to highlight logical structure
• Develop each key point into one paragraph
• Express the main idea in the first one or two sentences
• Use the rest of the paragraph to expand, support or explain that point
• Include the source of all your evidence (i.e. provide a reference)
Write an introduction
Write the conclusion

11. PDP2 PAGE 11
ESSAY STRUCTURE
All types of academic writing (essays, reports etc) include clear introductions and conclusions, and a series of logically ordered
paragraphs.
An introduction “leads the
reader in” to your essay or
reportand providesa“map”of
what they will read.
Usually it is 5 –10% of the
total word count.
Introduction
Introduces the topic (e.g. background, key definitions, “problem”
being addressed)
States the centralidea (the “thesis”) and/or the purpose of the paper
Previews the key points
Paragraphs are the “building
blocks” of your essay or
report.
Each paragraph introduces
and develops a key point to
back up the overall “thesis”
or theme of your essay.
Body (discussion) paragraphs
Para 1
 Focuses on a key point related to the theme of the essay
 Includes supporting detail for the key idea
Usually the key point is
expressed in the first few
sentences, and the rest of the
paragraph explains the point in
more detail and provides
evidence to support the point.
Para 2
Link word or phrase: Connects 2 consecutive paragraphs
When you use the opinions
and findings of others as
evidence, you need to include
a reference
(citation).
Para 3
(Continue with as many paragraphs as needed)
A conclusion draws together the
ideas you have discussed and
provides a sense of “finality”
with a strong finishing
statement.
Usually it is 5 – 10% of the
total word count.
Conclusion
 Summarises main points
 Reinforces theme or central idea
Finishes with a final comment

12. PDP2 PAGE 12
Focus
Hav e you answered (all parts of) the question?
Is the thesis or central theme of the paper clear?
Is the purpose or goal of the paper clear
Logical flow
Is there a series of clearly identifiable key points?
Are all the points related to the central theme?
Are all the points presented in a logical order?
Use of evidence
Is each point supported by appropriate and reliable evidence?
Hav e you analysed, as w ell as reported, the evidence?
Hav e you considered opposing v iew?
Relevance Is al l the material relevant to the question?
Authorship
Is it w ritten in your own words?
Are other people's ideas acknowledged(referenced)?
5. REVIEW
CHANGE FROM WRITER TO “READER” OR “CRITIC”
If you have time, leave your draft for a few days before revising it. Then ask yourself the following questions
about the content, structure, and style of your work. Don’t try to check for everything at once!
Try to get feedback from someone else on the generalclarity and sense of your work.
Argument and ideas

13. PDP2 PAGE 13