Essay Structure and Building an Argument

Paragraphing: Introduction, Body and Conclusion

Introduction and Conclusion Paragraphs

http://services.unimelb.edu.au/__data/assets/pdf_file/0007/468862/Writing_introductions_and_conclusions_for_essays_Update_051112.pdf

A good introduction will:

show that you are going to answer the question or complete the task
show that you understand the issues and their implications
show how you are going to do this by indicating the structure of your answer and making clear the main
areas that you are going to write about (your plan).
show evidence that you have carried out some research by making a reference to one of your sources
be totally relevant to the question.
be concise: about 10% of the total number of words is usually recommended
You want your tutors to say to themselves "Good! This student has understood the question, has done some
research and is going to answer the question set, not another one. Let's read on!"

http://library.bcu.ac.uk/learner/writingguides/1.22.htm

A good conclusion will:

• Restate your topic and why it is important,

• Restate your thesis/claim,
• Address opposing viewpoints and explain why readers should align with your position,
• Call for action or overview future research possibilities.

2
‘Body’ paragraphs: P.E.E.L Paragraph Structure
P.E.E.L.: POINT (ELABORATE POINT), EVIDENCE, EXPLAIN, LINK
Each paragraph will make one main point then provide examples and evidence, anticipating and
answering the reader’s questions

THE PARAGRAPH THE READER

Point/ Topic sentence:

Oh really? Can you say more about that?

Elaborate point
Do you have any evidence of this- references, theoretical support for your point?

Evidence and Examples (you can have more than one piece of evidence/example)
Ok. But what does this mean?

Explanation of what this means and how it is significant to your answer to the essay question.
Ok I get it. So how does it connect to your next point, and your essay question?

Link to next paragraph and the essay question

POINT (topic In addition to the incidents in interaction with the public, the police force has been accused of
sentence) institutional racism (Yashmin, 2010; Drabble, 2013).

EVIDENCE For example, minority police officers constitute only 10% of the Metropolitan Police Force (BPA,
(examples and 2013), whereas over 40% of London’s population are from BME backgrounds.
citations)

EVIDENCE Similarly, there are proportionally fewer minority police officers of higher ranks than white
officers when compared to those in lower ranks (Yashmin, 2010). Such imbalances were found
to occur across the country (Drabble, 2013), although many media reports focussed on London
(e.g. the Guardian, 2013).

EXPLANATION This suggests that the police’s recruitment and promotion approaches are racially biased. It may
/ANALYSIS also indicate that it is not an attractive profession for young people of ethnic minorities, and a
hostile workplace once they enter.

LINK Therefore, there is evidence to indicate some racial bias within the organisation, although this is
disputed by many senior officers.

(NEXT PARAGRAPH MAY BE ABOUT THIS DISPUTE BY SENIOR OFFICERS)

3
Paragraph structure in a nutshell:
Remember: Point; Evidence; Explain
In each paragraph:

• Say WHAT YOU THINK (your point, or topic sentence)

• Say WHY YOU THINK IT (your evidence – quotations, paraphrases and examples)
• Explain WHAT IT MEANS/WHY IT IS SIGNIFICANT (your conclusion or summary) and
how it contributes to your argument
• LINK to the next paragraph

• Use SIGNPOSTING language (for example, similarly etc) and transition statements
which tell your reader how each paragraph and point links together to build your
argument

Alternative version of PEEL paragraph stucture: PETH

• POINT -The point you want to make – the ‘headline’ of your paragraph

• EVIDENCE -The basis on which you think this is true

• THEREFORE… What all this means - your interpretation of the evidence

• HOWEVER… Any critique, limitations or questions about your conclusion

Reverse Outlining: a useful technique for checking your essay structure

1 Print your essay draft

2 Number each paragraph
3 On a separate page write out the main idea of each paragraph (in very few words) against the
number of each paragraph

Now look at the structure:

• Is it logical?
• Are your ideas in the correct order?
• Are they supported with sufficient evidence?
• Are any paragraphs off-topic or irrelevant?
• Do any paragraphs contain more than one main point? (if so, split them)
• Could the sentences be linked tobether better with signposting language?
• Is each paragraph linked to the next with a ‘linking’ sentence at the end/beginning/both?

4
Signposting: using conjunctions to link ideas
Across sentences Within a sentence
Relation
(conjunctive adverbs) (conjunctions)
also and, and also
ADDITION & REPLACEMENT in addition
furthermore
moreover
further nor
besides or, or else
likewise
in the same way
similarly
however but
CONTRAST & COMPARISON on the other hand whereas
in contrast while
on the contrary yet
instead even though
nevertheless although
even so
despite this
still (just) as
yet while
in the same way both...and
likewise neither...nor
similarly
for this reason because
CAUSE & CONDITION therefore since
because of this
thus
hence so
as a result so that
consequently in order that
that being so
in that case if...(then)
otherwise if (+ neg verb)
for instance
EXEMPLIFICATION & RESTATEMENT to illustrate this
for example
in other words
that is
to put it another way
to sum up
in brief
to clarify
previously when/once
TIME, PLACE, ORDER OF IDEAS up until now after
first….second(ly)….thirdly before
next since
finally where
lastly here/there
meanwhile
http://sydney.edu.au/learningcentre/clearer_writing/module4/logical_relations/table_of_english_conjunction
s.html
5
What makes a good academic argument?
• States a point of view or opinion, and a clear line of reasoning to support it.
• Offers evidence and examples to support your argument.
• Shows where the evidence comes from, and that it is reliable.
• Shows that you have considered any possible arguments which might contradict your case or opinions.
• Is able to demonstrate convincingly why your argument or position is the best.

(Cottrell, 2008, p. 211)

Descriptive, analytical and evaluative writing: Questions

Questions that lead to descriptive writing: What? Where? Who? When?

• What is this about?

• What is the context / situation?
• What is the main point / problem / topic to be explored?
• Where does it take place?
• Who is involved?
• Who is affected?
• Who might be interested?
• When does this occur?

Questions that lead to analytical and argument-building writing include: Why? How? What if?

• Why this argument / theory / suggestion / solution?

• Why not something else?
• Why did this occur?
• Why was that done?
• How does one factor affect another?
• How do the parts fit into the whole?
• How does it work? In theory? In practice? In context?

Questions that lead to evaluative writing: So what? What next?

• So what am I saying about this?

• Why is it successful / convincing?
• So what is the point / underlying issue / implication of this? In what way is this significant?
• What can be learnt from it?
• What needs doing / considering now?
• Is it transferable?
• Where else could it be applied (and how)?

(https://www.learnhigher.ac.uk/)
6
 Questions to assess your writing critically
Suggested questions to ask as you write, and then review and revise your essay.

• When I have used evidence or examples, have I always explained why I decided they were useful to include?

• Have I presented different points of view; evidence for and against; and/or different possible interpretations of
evidence?

• Is my writing sufficiently balanced (in terms of argument), rather than one-sided or biased?

• What is my balance between descriptive writing and critical (analytical and evaluative) writing?

• Is my material presented in the best order for making my argument?

• Have I used good examples, and the most relevant evidence, or can I think of more appropriate material that would
make my argument stronger?

• With the evidence I have used, have I made reasonable interpretations, or have I made tenuous links that the reader
will not agree with?

• Have I stated where I believe that my argument may be weak?

• Have I stated where there may be scope to take a different interpretation from that taken by another author?

• Have I made the best use of paragraphs to make clear where I am separating description from critical writing?

• Have I questioned assumptions sufficiently?

• Do I use sufficiently cautious language, (also known as ‘hedging’ language) when making assertions? e.g.: suggests
that …; is evidence for …; it is possible that …; this could be interpreted as …’

• Have I used an appropriate number of examples?

• Are they good examples? In other words, do they do the job I say they do?

• Have I used enough evidence from the literature and with reference to relevant theory?

• Have I given enough appropriate examples from practice?

• Does my writing fall clearly within the structure I have used, or has it become a bit mixed up in places?

• Is all of the material I have used relevant to the essay title?

• What is the balance in my essay across the different elements of the title?

• Have I used too many words to address one element, and too few to address another?

• Have I answered what was actually set, of have I answered what I preferred to write about?

https://www2.le.ac.uk/offices/ld/resources/writing/questions-to-ask/questions-to-ask-about-your-level-of-critical-writing

7
Redrafting content, structure, sentence clarity
Redrafting stage 1: Content

• Have you fully answered the question/met the assignment brief or requirements?

• Is all the content relevant?

• Have you taken a position made an argument? Is your argument logical and well supported?

• Is there adequate evidence (citations and references) and enough relevant examples? Are there any better
example or evidence you could use?

• Have you provided sufficient analysis of your evidence and examples, i.e. have you told the reader what it
means and how it supports your argument? I.e. What, how, why relevant?

• (If relevant) Have you acknowledged any counter arguments and told the reader why you do not find them
convincing?

Redrafting stage 2: Structure

• Are the sections and paragraphs in a logical order?

• Are the sentences within your paragraphs in a logical order - i.e. do they start with a topic sentence,
followed by evidence, examples and analysis?

• Inside paragraphs: Have you used sufficient signposting language to link ideas (e.g. words such as 'however',
'therefore', 'consequently', 'similarly' etc.) to make your logic clear to the reader?

• Between paragraphs: Are the paragraphs sufficiently linked together with linking sentences or transition
statements (e.g. ‘Further to the issue addressed previously… ’)?

Redrafting stage 3: Sentence-level correction; editing for clarity and conciseness

• Are your sentences too long? Can you break longer sentences for improved readability?

• Clarity: Have you structured most of your sentences for the clearest expression (e.g. main subject and verb
close together, main clause first or last in the sentence)?

• Conciseness: Are your sentences too ‘wordy’? (i.e. do they use more words than needed to express your
meaning?)

• Are your sentences structurally sound? Can you spot any sentence fragments, comma splices or other
structural errors? Have you checked your use of punctuation?