the structure of an essay ppt

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How to Structure an Essay | Tips & Templates

Published on September 18, 2020 by Jack Caulfield . Revised on July 23, 2023.

The basic structure of an essay always consists of an introduction , a body , and a conclusion . But for many students, the most difficult part of structuring an essay is deciding how to organize information within the body.

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Table of contents

The basics of essay structure, chronological structure, compare-and-contrast structure, problems-methods-solutions structure, signposting to clarify your structure, other interesting articles, frequently asked questions about essay structure.

There are two main things to keep in mind when working on your essay structure: making sure to include the right information in each part, and deciding how you’ll organize the information within the body.

Parts of an essay

The three parts that make up all essays are described in the table below.

Order of information

You’ll also have to consider how to present information within the body. There are a few general principles that can guide you here.

The first is that your argument should move from the simplest claim to the most complex . The body of a good argumentative essay often begins with simple and widely accepted claims, and then moves towards more complex and contentious ones.

For example, you might begin by describing a generally accepted philosophical concept, and then apply it to a new topic. The grounding in the general concept will allow the reader to understand your unique application of it.

The second principle is that background information should appear towards the beginning of your essay . General background is presented in the introduction. If you have additional background to present, this information will usually come at the start of the body.

The third principle is that everything in your essay should be relevant to the thesis . Ask yourself whether each piece of information advances your argument or provides necessary background. And make sure that the text clearly expresses each piece of information’s relevance.

The sections below present several organizational templates for essays: the chronological approach, the compare-and-contrast approach, and the problems-methods-solutions approach.

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The chronological approach (sometimes called the cause-and-effect approach) is probably the simplest way to structure an essay. It just means discussing events in the order in which they occurred, discussing how they are related (i.e. the cause and effect involved) as you go.

A chronological approach can be useful when your essay is about a series of events. Don’t rule out other approaches, though—even when the chronological approach is the obvious one, you might be able to bring out more with a different structure.

Explore the tabs below to see a general template and a specific example outline from an essay on the invention of the printing press.

• Thesis statement
• Discussion of event/period
• Consequences
• Importance of topic
• Strong closing statement
• Claim that the printing press marks the end of the Middle Ages
• Background on the low levels of literacy before the printing press
• Thesis statement: The invention of the printing press increased circulation of information in Europe, paving the way for the Reformation
• High levels of illiteracy in medieval Europe
• Literacy and thus knowledge and education were mainly the domain of religious and political elites
• Consequence: this discouraged political and religious change
• Invention of the printing press in 1440 by Johannes Gutenberg
• Implications of the new technology for book production
• Consequence: Rapid spread of the technology and the printing of the Gutenberg Bible
• Trend for translating the Bible into vernacular languages during the years following the printing press’s invention
• Luther’s own translation of the Bible during the Reformation
• Consequence: The large-scale effects the Reformation would have on religion and politics
• Summarize the history described
• Stress the significance of the printing press to the events of this period

Essays with two or more main subjects are often structured around comparing and contrasting . For example, a literary analysis essay might compare two different texts, and an argumentative essay might compare the strengths of different arguments.

There are two main ways of structuring a compare-and-contrast essay: the alternating method, and the block method.

Alternating

In the alternating method, each paragraph compares your subjects in terms of a specific point of comparison. These points of comparison are therefore what defines each paragraph.

The tabs below show a general template for this structure, and a specific example for an essay comparing and contrasting distance learning with traditional classroom learning.

• Synthesis of arguments
• Topical relevance of distance learning in lockdown
• Increasing prevalence of distance learning over the last decade
• Thesis statement: While distance learning has certain advantages, it introduces multiple new accessibility issues that must be addressed for it to be as effective as classroom learning
• Classroom learning: Ease of identifying difficulties and privately discussing them
• Distance learning: Difficulty of noticing and unobtrusively helping
• Classroom learning: Difficulties accessing the classroom (disability, distance travelled from home)
• Distance learning: Difficulties with online work (lack of tech literacy, unreliable connection, distractions)
• Classroom learning: Tends to encourage personal engagement among students and with teacher, more relaxed social environment
• Distance learning: Greater ability to reach out to teacher privately
• Sum up, emphasize that distance learning introduces more difficulties than it solves
• Stress the importance of addressing issues with distance learning as it becomes increasingly common
• Distance learning may prove to be the future, but it still has a long way to go

In the block method, each subject is covered all in one go, potentially across multiple paragraphs. For example, you might write two paragraphs about your first subject and then two about your second subject, making comparisons back to the first.

The tabs again show a general template, followed by another essay on distance learning, this time with the body structured in blocks.

• Point 1 (compare)
• Point 2 (compare)
• Point 3 (compare)
• Point 4 (compare)
• Advantages: Flexibility, accessibility
• Disadvantages: Discomfort, challenges for those with poor internet or tech literacy
• Advantages: Potential for teacher to discuss issues with a student in a separate private call
• Disadvantages: Difficulty of identifying struggling students and aiding them unobtrusively, lack of personal interaction among students
• Advantages: More accessible to those with low tech literacy, equality of all sharing one learning environment
• Disadvantages: Students must live close enough to attend, commutes may vary, classrooms not always accessible for disabled students
• Advantages: Ease of picking up on signs a student is struggling, more personal interaction among students
• Disadvantages: May be harder for students to approach teacher privately in person to raise issues

An essay that concerns a specific problem (practical or theoretical) may be structured according to the problems-methods-solutions approach.

This is just what it sounds like: You define the problem, characterize a method or theory that may solve it, and finally analyze the problem, using this method or theory to arrive at a solution. If the problem is theoretical, the solution might be the analysis you present in the essay itself; otherwise, you might just present a proposed solution.

The tabs below show a template for this structure and an example outline for an essay about the problem of fake news.

• Introduce the problem
• Provide background
• Describe your approach to solving it
• Define the problem precisely
• Describe why it’s important
• Indicate previous approaches to the problem
• Present your new approach, and why it’s better
• Apply the new method or theory to the problem
• Indicate the solution you arrive at by doing so
• Assess (potential or actual) effectiveness of solution
• Describe the implications
• Problem: The growth of “fake news” online
• Prevalence of polarized/conspiracy-focused news sources online
• Thesis statement: Rather than attempting to stamp out online fake news through social media moderation, an effective approach to combating it must work with educational institutions to improve media literacy
• Definition: Deliberate disinformation designed to spread virally online
• Popularization of the term, growth of the phenomenon
• Previous approaches: Labeling and moderation on social media platforms
• Critique: This approach feeds conspiracies; the real solution is to improve media literacy so users can better identify fake news
• Greater emphasis should be placed on media literacy education in schools
• This allows people to assess news sources independently, rather than just being told which ones to trust
• This is a long-term solution but could be highly effective
• It would require significant organization and investment, but would equip people to judge news sources more effectively
• Rather than trying to contain the spread of fake news, we must teach the next generation not to fall for it

Signposting means guiding the reader through your essay with language that describes or hints at the structure of what follows.  It can help you clarify your structure for yourself as well as helping your reader follow your ideas.

The essay overview

In longer essays whose body is split into multiple named sections, the introduction often ends with an overview of the rest of the essay. This gives a brief description of the main idea or argument of each section.

The overview allows the reader to immediately understand what will be covered in the essay and in what order. Though it describes what  comes later in the text, it is generally written in the present tense . The following example is from a literary analysis essay on Mary Shelley’s Frankenstein .

Transitions

Transition words and phrases are used throughout all good essays to link together different ideas. They help guide the reader through your text, and an essay that uses them effectively will be much easier to follow.

Various different relationships can be expressed by transition words, as shown in this example.

Because Hitler failed to respond to the British ultimatum, France and the UK declared war on Germany. Although it was an outcome the Allies had hoped to avoid, they were prepared to back up their ultimatum in order to combat the existential threat posed by the Third Reich.

Transition sentences may be included to transition between different paragraphs or sections of an essay. A good transition sentence moves the reader on to the next topic while indicating how it relates to the previous one.

… Distance learning, then, seems to improve accessibility in some ways while representing a step backwards in others.

However , considering the issue of personal interaction among students presents a different picture.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

An essay isn’t just a loose collection of facts and ideas. Instead, it should be centered on an overarching argument (summarized in your thesis statement ) that every part of the essay relates to.

The way you structure your essay is crucial to presenting your argument coherently. A well-structured essay helps your reader follow the logic of your ideas and understand your overall point.

Comparisons in essays are generally structured in one of two ways:

• The alternating method, where you compare your subjects side by side according to one specific aspect at a time.
• The block method, where you cover each subject separately in its entirety.

It’s also possible to combine both methods, for example by writing a full paragraph on each of your topics and then a final paragraph contrasting the two according to a specific metric.

You should try to follow your outline as you write your essay . However, if your ideas change or it becomes clear that your structure could be better, it’s okay to depart from your essay outline . Just make sure you know why you’re doing so.

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The Three Parts of an Essay

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The Structure of an Essay

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Using the analogy of the human body, writing an essay is described in these slides. An overall look at writing, the analogy is meant to have writers consider how their paper functions as a whole. Details and instructions for writing are not included in this presentation, but the analogy is still a helpful image for writing. 

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Structure of an Essay

Structure of an essay: flee map the basic structure for writing an essay introduction general statement that introduces the topic. additional statements ... – powerpoint ppt presentation.

• General statement that introduces the topic.
• Additional statements that lead into the thesis statement.
• Thesis statement.
• An intriguing example
• A provocative quotation (with a lead-in)
• A general statement or universal observation.
• Other strategies include vivid and concise anecdotes, a thought-provoking question, or a surprising fact/statistic (Although these are effective strategies, you will not be using any of these strategies from 4 in your papers).
• Humanitys greatest achievements have brought progress, but too often this progress has resulted in despair, and such progress is captured in All Quiet on the Western Front.
• You need transitional statements or elaborations that connect your general statement to your thesis.
• In the novel by Erich Maria Remarque, he describes gratuitous acts of violence brought upon the soldiers by the latest technological advancements.
• The inventions of chemical/gas agents and war machines, like tanks and air-fighters, have aided warfare but have reduced many people to bloodbaths.
• Your last sentence is the thesis.
• Remarque uses the imagery of a stone to demonstrate how the destructive weight or force of technology brings down the soldiers morale and hopes.
• General statement Humanitys greatest achievements have brought progress, but too often this progress has resulted in despair, and such progress is captured in All Quiet on the Western Front.
• Transitional statement(s) In the novel by Erich Maria Remarque, he describes gratuitous acts of violence brought upon the soldiers by the latest technological advancements. The inventions of chemical/gas agents and war machines, like tanks and air-fighters, have aided warfare but have reduced many people to bloodbaths.Plot/Observation only
• Thesis Remarque uses the imagery from nature associated with destruction to demonstrate how the destructive weight or force of technology brings down the soldiers morale and hopes. Plot and Thought/Commentary
• Another possible thesis Remarque criticizes these advancements in order to warn future generations of the deadly consequences of technology. Be careful with these type of thesis statements the kind that deal with authors intent. You would need more background to prove this thesis.
• General statement
• Transitional statement(s)
• Thesis statement
• Body Paragraphs (Paragraph Frame)
• Topic sentence
• Evidence (specific example, detail, or reason that proves the topic sentence) PLOT
• Commentary (interpretation of how the example relates to the topic sentence.) THOUGHT
• Additional supporting sentences with evidence and commentary.
• Concluding sentence
• Topic sentence One of your observations that stems from the thesis Blend of Plot Thought
• Evidence A quote or descriptive paraphrase/summary of an example. PLOT
• Commentary How your evidence relates to your thesis controlling idea THOUGHT
• Evidence Further quote or summary PLOT
• Commentary Relate to thesis THOUGHT
• Evidence Additional info. PLOT
• Commentary THOUGHT
• Concluding Sentence Rephrases your main idea/observation.
• Transitional Sentence (may be combined with the concluding sentence or the next topic sentence) Blend of Plot Thought
• You want your body paragraphs to have a balance of plot and thought!
• It is acceptable to have more thought than plot but not the other way around.
• An explicit reference is made to the image of a stone while Paul and his fellow soldiers are in the trenches. While describing the front-line and the constant barrage of fire, Paul states, the front-line dayssink down in us like a stone (138). A few pages later Paul makes another reference to the war like a stone that sinks down (140). The recurring reference to the stone, while he is in the trenches, suggests that Pauls experiences on the front-line is weighing down the troops. Paul feels that the horrors of trench warfare due to the weapons and violence of war is taking away their hopes for the future and is contributing to a lack of purpose in the war. At the end of the section with this stone imagery, Paul explains the soldiers mentality we cannot hold out much longer our humour becomes more bitter every month (140). Like a person carrying a great weight (or stone), the mounting pressure of trench warfare is taking its toll on the troops. The crushing effects of the stone occur later when Paul describes the tanks on the frontline.
• Can you identify the plot sentences and the thought sentences?
• An explicit reference is made to the image of a stone while Paul and his fellow soldiers are in the trenches. While describing the front-line and the constant barrage of fire, Paul states, the front-line dayssink down in us like a stone (138). A few pages later Paul makes another reference to the war like a stone that sinks down (140). The recurring reference to the stone, while he is in the trenches, suggests that Pauls experiences on the front-line is weighing down the troops. Paul feels that the horrors of trench warfare due to the weapons and violence of war is taking away their hopes for the future and is contributing to a lack of purpose in the war. At the end of the section with this stone imagery, Paul explains the soldiers mentality we cannot hold out much longer our humour becomes more bitter every month (140). Like a person carrying a great weight (or stone), the mounting pressure of trench warfare is taking its toll on the troops. The idea of crushing occurs later in another metaphor when Paul describes the tanks on the frontline.
• Red Thought
• Plot summary versus Textual support of an Explanation
• Consider the following
• Arguable topic Odysseus is an anti-hero due to his habit of allowing his hubris to lead to tragedy.
• Which paragraph on the following slide has a balance of plot and thought?
• Paragraph 1
• After the fall of Troy, Odysseus should have been mindful of the gods. Demonstrating his hubris, he boasts of his ingenuity at the conception of the Trojan horse tactic. If Odysseus were a true hero, he would have remained humble and quietly ventured home. A man as intelligent as Odysseus should have known the wrath that belittling the gods efforts would bring. Being overwhelmed by the joys of victory, he boasts of his achievement. A true hero would recognize the need to control his emotions and focus on the task at hand getting his men back to their homeland safely. Odysseus only thinks of himself, neglecting his obedience to the gods thus, inspiring them to seek vengeance. Had Odysseus refrained from his boasting and shown reverence, his ship may have arrived in Ithaca, unharmed.
• Paragraph 2
• Odysseus demonstrated unheroic stupidity and arrogance when he dealt with Polyneices. O and his men were starving, so he had to secure food. He assumes he is welcome to all that he comes across since he believes in the laws of hospitality. He eats the Cyclops cheese without caution. When he makes Polyneices angry, he blinds him and escapes however, he makes an arrogant error. O. taunts the Cyclops, making him angry. After O. reveals his name, Polyneices swears vengeance upon O. for blinding him. Polyneices father is Poseidon, god of the sea which O. must sail upon. When Poseidon later seeks vengeance for his son by punishing O., all of the men die. These errors make O. unheroic.
• Notice the balance of paragraph 1 versus the imbalance of 2.
• Topic sentence State one of your observations that stems from the thesis
• Evidence Provide a quote or descriptive paraphrase/summary of an example.
• Commentary How does your evidence relate to your thesis controlling idea
• Evidence Further quote or summary
• Commentary Relate to thesis
• Transitional Sentence (may be combined with the concluding sentence or the next topic sentence)
• Transitions are the links between paragraphs (and sentences/ideas) that help the reader follow the main line of thought.
• Standard devices words/phrases. See list. These can become painfully obvious when used over and over again therefore, avoid too many standard devices. Instead use hooks
• Paragraph hooks more sophisticated form of transition. The last word/phrase of the preceding paragraph is hooked into the first sentence of the paragraph and used as a point of departure for another idea. Should not exceed 3-4 words. The repetition hooks the paragraphs together.
• Ex. He is a gentleman who embodies the very spirit of loving-kindness.
• The loving-kindness begins to look a little doubtful when Twains darker writings are read.
• Idea hook hook into preceding paragraph, but instead of repeating the exact word/phrase, you refer to an idea just expressed, compressing it into a single phrase.
• Ex. Twain is the spirit of loving-kindness.
• Such a view of Twain would probably have been a source of high amazement to the author himself.
• Combination of several types Combine standard devices with idea/paragraph hook.
• In contrast to this view of him, Twain would probably have been surprised and would have characterized himself as the opposite.
• In each example below, assume that the first sentence is the concluding sentence of a paragraph and that the second sentence is the opening sentence of the next paragraph. Supply one type of transition needed for the second sentence.
• He received the highest praise for his efforts to improve living conditions in the slums. He was frequently criticized. (Idea/paragraph hook)
• The furniture he had acquired for his living room was surely as ugly as anything ever made. It was comfortable. (Combination)
• Students are showing greater interest in baseball as a school sport. Students are showing greater interest in dramatics. (Standard device)
• The movie was the victim of poor photography and a bad script. It was interesting. (Combination)
• (Use however for this example) He had taken piano lessons for years. He was not a good pianist.
• However is known as a conjunctive adverb (it joins two sentences together by subordinating the second to the first). Any time it joins two sentences (by going between them), punctuate it as follows (Notice the semi-colon, lower-case h, and comma after however.)
• The IB curriculum is difficult however, it is very rewarding.
• READ pp. 123-126 (31) in the Hacker
• Introducing Literary Quotations
• Avoiding shifts in tense
• Formatting literary quotations
• Guidelines for Quotes
• Cannot stand alone as a sentence.
• Should not be back-to-back (must interpret evidence and explain after each quote).
• Should not begin or end a paragraph (they are support for statements made and need commentary after).
• Must be written exactly as they appear ( one exception).
• Should all be four or fewer typed lines.
• Should be worked right into your writing.
• Do not always need to be full sentences / can be phrases (use ellipsesto indicate left our part).
• Need to be in present tense since the paper is written in present tense (must flow).
• To change the verb form, place the changed verb in brackets. This indicates an altered quote.
• Should not be dropped into writing suddenly.
• All quotes should have signal phrases (lead-ins). These serve as the introduction to the quote and should provide the context needed to interpret the quote. Do not depend on the quote to make the point for you.
• 1) lead-in to quote
• 2) give the quote in present tense
• 3) cite the author and page number
• 4) give commentary
• The somebody said lead-in
• Ex. After he hears of Kemmerichs death, Paul comments, I become faint, all at once I cannot do any more. I wont revile any more, it is senseless (Remarque 32).
• The blended lead-in
• Some of the quoted material is left out . What is retained is blended right into the sentence.
• Ex. Paul becomes disillusioned early on by the war and views it as senseless (32).
• The sentence lead-in
• This lead-in is followed by a colon.
• Ex. Paul evidently suffers from despair after the death of his fellow soldier it is senseless (32).
• Argues, asserts, believes, claims, comments, declares, illustrates, notes observes, reasons, reports, suggests, thinks, writes.
• For IB literary papers, you will use MLA (Modern Language Association) format. MLA utilizes parenthetical documentation. As the name implies, you document your source information inside of parentheses. The source information is a brief note that refers a reader to a specific source listed on a Works Cited. The Works Cited page comes directly after the last page of your final paper.
• Documentation takes two forms in your paper (see pp.128-137 of the Hacker manual note the punctuation)
• In the Works Cited section, where all sources you have used are listed alphabetically. For books, here is the information you list in the Works Cited
• Last-name, First-name. Title of Book. City of Publication Publishers Name, Year of Publication.
• Ex. Remarque, Erich Maria. All Quiet on the Western Front. New York Fawcett Books, 1956.
• Within the text of your paper, where parentheses should show your readers where you found each piece of information that you have used. These textual citations allow the reader to refer to your Works Cited page(s) for further information.
• Ex. Paul evidently suffers from despair after the death of his fellow soldier it is senseless (Remarque 32).
• The conclusion needs to wrap up things and allow the reader to withdraw gracefully. How do you withdraw gracefully?
• Rephrase the thesis
• Make additional statements about the topic.
• End with a general statement that leaves an impression on the reader (a clincher).
• REWORD Rephrase the thesis.
• REMIND Additional statements about the paper topic. Mention some of your best points.
• RELATE General statement that ends the essay (clincher).
• Go to the introduction (rewrite it if necessary)
• Reword your thesis (same meaning different wording). This rewording becomes the first sentence of your paragraph. You may have to add an appropriate word or phrase to this sentence to tie it into the paragraph that came before.
• Pick a key word or phrase from the introduction and work it into the next sentence. This reworking creates an echo and provides a sense of completeness.
• 4. Remind your reader of your most important points/ideas from your body paragraphs but do not summarize points by simply listing them. Do not be flatly repetitive be interesting and selective. Remind of the points by using fewer and different words. Sometimes tying in the papers title is effective (if it is a catchy, good title).
• 5. Relate your thesis to a broader background. This sentence should be a universal statement, something that could apply to the readers own life. Leave the reader with an insightful ending which gives him/her something to think about, something which will keep your analysis alive long after it has been read. Ask yourself what can a person learn about life from my paper?
• Reword the thesis sentence and add any needed transition word/phrase
• Using different words, remind of the most important body paragraph points
• Relate to life by sharing what a person can learn about life from your paper
• Go over the following criteria and Hacker codes
• PaperRequirements

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The BASIC Structure of an Essay

Jul 27, 2014

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The BASIC Structure of an Essay. Paragraph 1 : Introduction - General Statement (Attention Getter) - Thesis or topic sentence - 3 Reasons - Concluding sentence Paragraphs 2, 3, and 4 : Body - Reason 1(topic sentence) + at least 3 supporting details)

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The BASIC Structure of an Essay Paragraph 1: Introduction -General Statement (Attention Getter) - Thesis or topic sentence - 3 Reasons - Concluding sentence Paragraphs 2, 3, and 4: Body - Reason 1(topic sentence) + at least 3 supporting details) - Reason 2(topic sentence) + at least 3 supporting details) - Reason 3(topic sentence + at least 3 supporting details) Paragraph 5: Conclusion - Statement reflecting back on thesis - Restatement of key points - Concluding Statements

F A C T S R E A S O N S I N C I D E N T S E X A M P L E S S T A T I S T I C S (The Top Bun) MAKE YOUR ESSAY LIKE A HAMBURGER WITH LARGE FRIES Topic Sentence (meat), Detail 1 (lettuce), Detail 2 (tomato), Detail 3 (cheese) FRIES Topic Sentence (meat), Detail 1 (lettuce), Detail 2 (tomato), Detail 3 (cheese) Topic Sentence (meat), Detail 1 (lettuce), Detail 2 (tomato), Detail 3 (cheese) (The Bottom Bun)

The Introduction (The Top Bun) I.  Introduction • Introductory statement (Attention Getter): -Question, Quotation, Anecdote, Interesting Fact • Thesis statement • Three Reasons • Concluding Sentence

The Body • First Reason Paragraph • Transition • topic sentence (MEAT) • Three Supporting Details (Lettuce, tomato, cheese) Remember to addFRIES: -Facts, Reasons, Incidents, Examples, and/or Statistics • Second Reason Paragraph • Transition • topic sentence (MEAT) • Three Supporting Details (Lettuce, tomato, cheese) Remember to addFRIES: -Facts, Reasons, Incidents, Examples, Statistics • Third Reason Paragraph • Transition • topic sentence (MEAT) • Three Supporting Details (Lettuce, tomato, cheese) Remember to addFRIES: -Facts, Reasons, Incidents, Examples, Statistics

The Conclusion (The Bottom Bun) III. Conclusion • Transition • Statement reflecting back on thesis • Restatement of key points • Concluding Statements

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