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9.3 Organizing Your Writing

Learning objectives.

  • Understand how and why organizational techniques help writers and readers stay focused.
  • Assess how and when to use chronological order to organize an essay.
  • Recognize how and when to use order of importance to organize an essay.
  • Determine how and when to use spatial order to organize an essay.

The method of organization you choose for your essay is just as important as its content. Without a clear organizational pattern, your reader could become confused and lose interest. The way you structure your essay helps your readers draw connections between the body and the thesis, and the structure also keeps you focused as you plan and write the essay. Choosing your organizational pattern before you outline ensures that each body paragraph works to support and develop your thesis.

This section covers three ways to organize body paragraphs:

  • Chronological order
  • Order of importance
  • Spatial order

When you begin to draft your essay, your ideas may seem to flow from your mind in a seemingly random manner. Your readers, who bring to the table different backgrounds, viewpoints, and ideas, need you to clearly organize these ideas in order to help process and accept them.

A solid organizational pattern gives your ideas a path that you can follow as you develop your draft. Knowing how you will organize your paragraphs allows you to better express and analyze your thoughts. Planning the structure of your essay before you choose supporting evidence helps you conduct more effective and targeted research.

Chronological Order

In Chapter 8 “The Writing Process: How Do I Begin?” , you learned that chronological arrangement has the following purposes:

  • To explain the history of an event or a topic
  • To tell a story or relate an experience
  • To explain how to do or to make something
  • To explain the steps in a process

Chronological order is mostly used in expository writing , which is a form of writing that narrates, describes, informs, or explains a process. When using chronological order, arrange the events in the order that they actually happened, or will happen if you are giving instructions. This method requires you to use words such as first , second , then , after that , later , and finally . These transition words guide you and your reader through the paper as you expand your thesis.

For example, if you are writing an essay about the history of the airline industry, you would begin with its conception and detail the essential timeline events up until present day. You would follow the chain of events using words such as first , then , next , and so on.

Writing at Work

At some point in your career you may have to file a complaint with your human resources department. Using chronological order is a useful tool in describing the events that led up to your filing the grievance. You would logically lay out the events in the order that they occurred using the key transition words. The more logical your complaint, the more likely you will be well received and helped.

Choose an accomplishment you have achieved in your life. The important moment could be in sports, schooling, or extracurricular activities. On your own sheet of paper, list the steps you took to reach your goal. Try to be as specific as possible with the steps you took. Pay attention to using transition words to focus your writing.

Keep in mind that chronological order is most appropriate for the following purposes:

  • Writing essays containing heavy research
  • Writing essays with the aim of listing, explaining, or narrating
  • Writing essays that analyze literary works such as poems, plays, or books

When using chronological order, your introduction should indicate the information you will cover and in what order, and the introduction should also establish the relevance of the information. Your body paragraphs should then provide clear divisions or steps in chronology. You can divide your paragraphs by time (such as decades, wars, or other historical events) or by the same structure of the work you are examining (such as a line-by-line explication of a poem).

On a separate sheet of paper, write a paragraph that describes a process you are familiar with and can do well. Assume that your reader is unfamiliar with the procedure. Remember to use the chronological key words, such as first , second , then , and finally .

Order of Importance

Recall from Chapter 8 “The Writing Process: How Do I Begin?” that order of importance is best used for the following purposes:

  • Persuading and convincing
  • Ranking items by their importance, benefit, or significance
  • Illustrating a situation, problem, or solution

Most essays move from the least to the most important point, and the paragraphs are arranged in an effort to build the essay’s strength. Sometimes, however, it is necessary to begin with your most important supporting point, such as in an essay that contains a thesis that is highly debatable. When writing a persuasive essay, it is best to begin with the most important point because it immediately captivates your readers and compels them to continue reading.

For example, if you were supporting your thesis that homework is detrimental to the education of high school students, you would want to present your most convincing argument first, and then move on to the less important points for your case.

Some key transitional words you should use with this method of organization are most importantly , almost as importantly , just as importantly , and finally .

During your career, you may be required to work on a team that devises a strategy for a specific goal of your company, such as increasing profits. When planning your strategy you should organize your steps in order of importance. This demonstrates the ability to prioritize and plan. Using the order of importance technique also shows that you can create a resolution with logical steps for accomplishing a common goal.

On a separate sheet of paper, write a paragraph that discusses a passion of yours. Your passion could be music, a particular sport, filmmaking, and so on. Your paragraph should be built upon the reasons why you feel so strongly. Briefly discuss your reasons in the order of least to greatest importance.

Spatial Order

As stated in Chapter 8 “The Writing Process: How Do I Begin?” , spatial order is best used for the following purposes:

  • Helping readers visualize something as you want them to see it
  • Evoking a scene using the senses (sight, touch, taste, smell, and sound)
  • Writing a descriptive essay

Spatial order means that you explain or describe objects as they are arranged around you in your space, for example in a bedroom. As the writer, you create a picture for your reader, and their perspective is the viewpoint from which you describe what is around you.

The view must move in an orderly, logical progression, giving the reader clear directional signals to follow from place to place. The key to using this method is to choose a specific starting point and then guide the reader to follow your eye as it moves in an orderly trajectory from your starting point.

Pay attention to the following student’s description of her bedroom and how she guides the reader through the viewing process, foot by foot.

Attached to my bedroom wall is a small wooden rack dangling with red and turquoise necklaces that shimmer as you enter. Just to the right of the rack is my window, framed by billowy white curtains. The peace of such an image is a stark contrast to my desk, which sits to the right of the window, layered in textbooks, crumpled papers, coffee cups, and an overflowing ashtray. Turning my head to the right, I see a set of two bare windows that frame the trees outside the glass like a 3D painting. Below the windows is an oak chest from which blankets and scarves are protruding. Against the wall opposite the billowy curtains is an antique dresser, on top of which sits a jewelry box and a few picture frames. A tall mirror attached to the dresser takes up most of the wall, which is the color of lavender.

The paragraph incorporates two objectives you have learned in this chapter: using an implied topic sentence and applying spatial order. Often in a descriptive essay, the two work together.

The following are possible transition words to include when using spatial order:

  • Just to the left or just to the right
  • On the left or on the right
  • Across from
  • A little further down
  • To the south, to the east, and so on
  • A few yards away
  • Turning left or turning right

On a separate sheet of paper, write a paragraph using spatial order that describes your commute to work, school, or another location you visit often.

Collaboration

Please share with a classmate and compare your answers.

Key Takeaways

  • The way you organize your body paragraphs ensures you and your readers stay focused on and draw connections to, your thesis statement.
  • A strong organizational pattern allows you to articulate, analyze, and clarify your thoughts.
  • Planning the organizational structure for your essay before you begin to search for supporting evidence helps you conduct more effective and directed research.
  • Chronological order is most commonly used in expository writing. It is useful for explaining the history of your subject, for telling a story, or for explaining a process.
  • Order of importance is most appropriate in a persuasion paper as well as for essays in which you rank things, people, or events by their significance.
  • Spatial order describes things as they are arranged in space and is best for helping readers visualize something as you want them to see it; it creates a dominant impression.

Writing for Success Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Many types of writing follow some version of the basic shape described above. This shape is most obvious in the form of the traditional five-paragraph essay: a model for college writing in which the writer argues his or her viewpoint (thesis) on a topic and uses three reasons or subtopics to support that position. In the five-paragraph model, as illustrated below, the introductory paragraph mentions the three main points or subtopics, and each body paragraph begins with a topic sentence dealing with one of those main points.

SAMPLE ESSAY USING THE FIVE-PARAGRAPH MODEL

Remember, this is a very simplistic model. It presents a basic idea of essay organization and may certainly be helpful in learning to structure an argument, but it should not be followed religiously as an ideal form.

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Literacy Ideas

Essay Writing: A complete guide for students and teachers

Essay Writing Guide

P LANNING, PARAGRAPHING AND POLISHING: FINE-TUNING THE PERFECT ESSAY

Essay writing is an essential skill for every student. Whether writing a particular academic essay (such as persuasive, narrative, descriptive, or expository) or a timed exam essay, the key to getting good at writing is to write. Creating opportunities for our students to engage in extended writing activities will go a long way to helping them improve their skills as scribes.

But, putting the hours in alone will not be enough to attain the highest levels in essay writing. Practice must be meaningful. Once students have a broad overview of how to structure the various types of essays, they are ready to narrow in on the minor details that will enable them to fine-tune their work as a lean vehicle of their thoughts and ideas.

Visual Writing Prompts

In this article, we will drill down to some aspects that will assist students in taking their essay writing skills up a notch. Many ideas and activities can be integrated into broader lesson plans based on essay writing. Often, though, they will work effectively in isolation – just as athletes isolate physical movements to drill that are relevant to their sport. When these movements become second nature, they can be repeated naturally in the context of the game or in our case, the writing of the essay.

THE ULTIMATE NONFICTION TEACHING RESOURCE

essay writing | nonfiction writing unit | Essay Writing: A complete guide for students and teachers | literacyideas.com

  • 270  pages of the most effective teaching strategies
  • 50+   digital tools  ready right out of the box
  • 75   editable resources  for student   differentiation  
  • Loads of   tricks and tips  to add to your teaching tool bag
  • All explanations are reinforced with  concrete examples.
  • Links to  high-quality video  tutorials
  • Clear objectives  easy to match to the demands of your curriculum

Planning an essay

essay writing | how to prepare for an essay | Essay Writing: A complete guide for students and teachers | literacyideas.com

The Boys Scouts’ motto is famously ‘Be Prepared’. It’s a solid motto that can be applied to most aspects of life; essay writing is no different. Given the purpose of an essay is generally to present a logical and reasoned argument, investing time in organising arguments, ideas, and structure would seem to be time well spent.

Given that essays can take a wide range of forms and that we all have our own individual approaches to writing, it stands to reason that there will be no single best approach to the planning stage of essay writing. That said, there are several helpful hints and techniques we can share with our students to help them wrestle their ideas into a writable form. Let’s take a look at a few of the best of these:

BREAK THE QUESTION DOWN: UNDERSTAND YOUR ESSAY TOPIC.

Whether students are tackling an assignment that you have set for them in class or responding to an essay prompt in an exam situation, they should get into the habit of analyzing the nature of the task. To do this, they should unravel the question’s meaning or prompt. Students can practice this in class by responding to various essay titles, questions, and prompts, thereby gaining valuable experience breaking these down.

Have students work in groups to underline and dissect the keywords and phrases and discuss what exactly is being asked of them in the task. Are they being asked to discuss, describe, persuade, or explain? Understanding the exact nature of the task is crucial before going any further in the planning process, never mind the writing process .

BRAINSTORM AND MIND MAP WHAT YOU KNOW:

Once students have understood what the essay task asks them, they should consider what they know about the topic and, often, how they feel about it. When teaching essay writing, we so often emphasize that it is about expressing our opinions on things, but for our younger students what they think about something isn’t always obvious, even to themselves.

Brainstorming and mind-mapping what they know about a topic offers them an opportunity to uncover not just what they already know about a topic, but also gives them a chance to reveal to themselves what they think about the topic. This will help guide them in structuring their research and, later, the essay they will write . When writing an essay in an exam context, this may be the only ‘research’ the student can undertake before the writing, so practicing this will be even more important.

RESEARCH YOUR ESSAY

The previous step above should reveal to students the general direction their research will take. With the ubiquitousness of the internet, gone are the days of students relying on a single well-thumbed encyclopaedia from the school library as their sole authoritative source in their essay. If anything, the real problem for our students today is narrowing down their sources to a manageable number. Students should use the information from the previous step to help here. At this stage, it is important that they:

●      Ensure the research material is directly relevant to the essay task

●      Record in detail the sources of the information that they will use in their essay

●      Engage with the material personally by asking questions and challenging their own biases

●      Identify the key points that will be made in their essay

●      Group ideas, counterarguments, and opinions together

●      Identify the overarching argument they will make in their own essay.

Once these stages have been completed the student is ready to organise their points into a logical order.

WRITING YOUR ESSAY

There are a number of ways for students to organize their points in preparation for writing. They can use graphic organizers , post-it notes, or any number of available writing apps. The important thing for them to consider here is that their points should follow a logical progression. This progression of their argument will be expressed in the form of body paragraphs that will inform the structure of their finished essay.

The number of paragraphs contained in an essay will depend on a number of factors such as word limits, time limits, the complexity of the question etc. Regardless of the essay’s length, students should ensure their essay follows the Rule of Three in that every essay they write contains an introduction, body paragraphs, and a conclusion.

Generally speaking, essay paragraphs will focus on one main idea that is usually expressed in a topic sentence that is followed by a series of supporting sentences that bolster that main idea. The first and final sentences are of the most significance here with the first sentence of a paragraph making the point to the reader and the final sentence of the paragraph making the overall relevance to the essay’s argument crystal clear. 

Though students will most likely be familiar with the broad generic structure of essays, it is worth investing time to ensure they have a clear conception of how each part of the essay works, that is, of the exact nature of the task it performs. Let’s review:

Common Essay Structure

Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer’s general perspective and approach to the question.

Body Paragraphs: These are the ‘meat’ of the essay and lay out the argument stated in the introduction point by point with supporting evidence.

Conclusion: Usually, the conclusion will restate the central argument while summarising the essay’s main supporting reasons before linking everything back to the original question.

ESSAY WRITING PARAGRAPH WRITING TIPS

essay writing | 1 How to write paragraphs | Essay Writing: A complete guide for students and teachers | literacyideas.com

●      Each paragraph should focus on a single main idea

●      Paragraphs should follow a logical sequence; students should group similar ideas together to avoid incoherence

●      Paragraphs should be denoted consistently; students should choose either to indent or skip a line

●      Transition words and phrases such as alternatively , consequently , in contrast should be used to give flow and provide a bridge between paragraphs.

HOW TO EDIT AN ESSAY

essay writing | essay editing tips | Essay Writing: A complete guide for students and teachers | literacyideas.com

Students shouldn’t expect their essays to emerge from the writing process perfectly formed. Except in exam situations and the like, thorough editing is an essential aspect in the writing process. 

Often, students struggle with this aspect of the process the most. After spending hours of effort on planning, research, and writing the first draft, students can be reluctant to go back over the same terrain they have so recently travelled. It is important at this point to give them some helpful guidelines to help them to know what to look out for. The following tips will provide just such help: 

One Piece at a Time: There is a lot to look out for in the editing process and often students overlook aspects as they try to juggle too many balls during the process. One effective strategy to combat this is for students to perform a number of rounds of editing with each focusing on a different aspect. For example, the first round could focus on content, the second round on looking out for word repetition (use a thesaurus to help here), with the third attending to spelling and grammar.

Sum It Up: When reviewing the paragraphs they have written, a good starting point is for students to read each paragraph and attempt to sum up its main point in a single line. If this is not possible, their readers will most likely have difficulty following their train of thought too and the paragraph needs to be overhauled.

Let It Breathe: When possible, encourage students to allow some time for their essay to ‘breathe’ before returning to it for editing purposes. This may require some skilful time management on the part of the student, for example, a student rush-writing the night before the deadline does not lend itself to effective editing. Fresh eyes are one of the sharpest tools in the writer’s toolbox.

Read It Aloud: This time-tested editing method is a great way for students to identify mistakes and typos in their work. We tend to read things more slowly when reading aloud giving us the time to spot errors. Also, when we read silently our minds can often fill in the gaps or gloss over the mistakes that will become apparent when we read out loud.

Phone a Friend: Peer editing is another great way to identify errors that our brains may miss when reading our own work. Encourage students to partner up for a little ‘you scratch my back, I scratch yours’.

Use Tech Tools: We need to ensure our students have the mental tools to edit their own work and for this they will need a good grasp of English grammar and punctuation. However, there are also a wealth of tech tools such as spellcheck and grammar checks that can offer a great once-over option to catch anything students may have missed in earlier editing rounds.

essay writing | Perfect essay writing for students | Essay Writing: A complete guide for students and teachers | literacyideas.com

Putting the Jewels on Display: While some struggle to edit, others struggle to let go. There comes a point when it is time for students to release their work to the reader. They must learn to relinquish control after the creation is complete. This will be much easier to achieve if the student feels that they have done everything in their control to ensure their essay is representative of the best of their abilities and if they have followed the advice here, they should be confident they have done so.

WRITING CHECKLISTS FOR ALL TEXT TYPES

writing checklists

ESSAY WRITING video tutorials

essay writing | essay writing tutorial28129 | Essay Writing: A complete guide for students and teachers | literacyideas.com

The content for this page has been written by Shane Mac Donnchaidh.  A former principal of an international school and English university lecturer with 15 years of teaching and administration experience. Shane’s latest Book, The Complete Guide to Nonfiction Writing , can be found here.  Editing and support for this article have been provided by the literacyideas team.

Student sat writing at a table. Photo by mentatdgt from Pexels

Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

  • Writing essays in science subjects
  • Brief video guides to support essay planning and writing
  • Writing extended essays and dissertations
  • Planning your dissertation writing time

Structuring your dissertation

  • Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principle tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

  • Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
  • References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

  • Approaching different types of essay questions  
  • Structuring your essay  
  • Writing an introduction  
  • Making use of evidence in your essay writing  
  • Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

  • The background information to - and context for - your research. This often takes the form of a literature review.
  • Explanation of the focus of your work.
  • Explanation of the value of this work to scholarship on the topic.
  • List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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A (Very) Simple Way to Improve Your Writing

  • Mark Rennella

strategies for essay structure

It’s called the “one-idea rule” — and any level of writer can use it.

The “one idea” rule is a simple concept that can help you sharpen your writing, persuade others by presenting your argument in a clear, concise, and engaging way. What exactly does the rule say?

  • Every component of a successful piece of writing should express only one idea.
  • In persuasive writing, your “one idea” is often the argument or belief you are presenting to the reader. Once you identify what that argument is, the “one-idea rule” can help you develop, revise, and connect the various components of your writing.
  • For instance, let’s say you’re writing an essay. There are three components you will be working with throughout your piece: the title, the paragraphs, and the sentences.
  • Each of these parts should be dedicated to just one idea. The ideas are not identical, of course, but they’re all related. If done correctly, the smaller ideas (in sentences) all build (in paragraphs) to support the main point (suggested in the title).

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Where your work meets your life. See more from Ascend here .

Most advice about writing looks like a long laundry list of “do’s and don’ts.” These lists can be helpful from time to time, but they’re hard to remember … and, therefore, hard to depend on when you’re having trouble putting your thoughts to paper. During my time in academia, teaching composition at the undergraduate and graduate levels, I saw many people struggle with this.

strategies for essay structure

  • MR Mark Rennella is Associate Editor at HBP and has published two books, Entrepreneurs, Managers, and Leaders and The Boston Cosmopolitans .  

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Organizing Your Argument

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Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

This page summarizes three historical methods for argumentation, providing structural templates for each.

How can I effectively present my argument?

In order for your argument to be persuasive, it must use an organizational structure that the audience perceives as both logical and easy to parse. Three argumentative methods —the  Toulmin Method , Classical Method , and Rogerian Method — give guidance for how to organize the points in an argument.

Note that these are only three of the most popular models for organizing an argument. Alternatives exist. Be sure to consult your instructor and/or defer to your assignment’s directions if you’re unsure which to use (if any).

Toulmin Method

The  Toulmin Method  is a formula that allows writers to build a sturdy logical foundation for their arguments. First proposed by author Stephen Toulmin in  The Uses of Argument (1958), the Toulmin Method emphasizes building a thorough support structure for each of an argument's key claims.

The basic format for the Toulmin Method  is as follows:

Claim:  In this section, you explain your overall thesis on the subject. In other words, you make your main argument.

Data (Grounds):  You should use evidence to support the claim. In other words, provide the reader with facts that prove your argument is strong.

Warrant (Bridge):  In this section, you explain why or how your data supports the claim. As a result, the underlying assumption that you build your argument on is grounded in reason.

Backing (Foundation):  Here, you provide any additional logic or reasoning that may be necessary to support the warrant.

Counterclaim:  You should anticipate a counterclaim that negates the main points in your argument. Don't avoid arguments that oppose your own. Instead, become familiar with the opposing perspective.   If you respond to counterclaims, you appear unbiased (and, therefore, you earn the respect of your readers). You may even want to include several counterclaims to show that you have thoroughly researched the topic.

Rebuttal:  In this section, you incorporate your own evidence that disagrees with the counterclaim. It is essential to include a thorough warrant or bridge to strengthen your essay’s argument. If you present data to your audience without explaining how it supports your thesis, your readers may not make a connection between the two, or they may draw different conclusions.

Example of the Toulmin Method:

Claim:  Hybrid cars are an effective strategy to fight pollution.

Data1:  Driving a private car is a typical citizen's most air-polluting activity.

Warrant 1:  Due to the fact that cars are the largest source of private (as opposed to industrial) air pollution, switching to hybrid cars should have an impact on fighting pollution.

Data 2:  Each vehicle produced is going to stay on the road for roughly 12 to 15 years.

Warrant 2:  Cars generally have a long lifespan, meaning that the decision to switch to a hybrid car will make a long-term impact on pollution levels.

Data 3:  Hybrid cars combine a gasoline engine with a battery-powered electric motor.

Warrant 3:  The combination of these technologies produces less pollution.

Counterclaim:  Instead of focusing on cars, which still encourages an inefficient culture of driving even as it cuts down on pollution, the nation should focus on building and encouraging the use of mass transit systems.

Rebuttal:  While mass transit is an idea that should be encouraged, it is not feasible in many rural and suburban areas, or for people who must commute to work. Thus, hybrid cars are a better solution for much of the nation's population.

Rogerian Method

The Rogerian Method  (named for, but not developed by, influential American psychotherapist Carl R. Rogers) is a popular method for controversial issues. This strategy seeks to find a common ground between parties by making the audience understand perspectives that stretch beyond (or even run counter to) the writer’s position. Moreso than other methods, it places an emphasis on reiterating an opponent's argument to his or her satisfaction. The persuasive power of the Rogerian Method lies in its ability to define the terms of the argument in such a way that:

  • your position seems like a reasonable compromise.
  • you seem compassionate and empathetic.

The basic format of the Rogerian Method  is as follows:

Introduction:  Introduce the issue to the audience, striving to remain as objective as possible.

Opposing View : Explain the other side’s position in an unbiased way. When you discuss the counterargument without judgement, the opposing side can see how you do not directly dismiss perspectives which conflict with your stance.

Statement of Validity (Understanding):  This section discusses how you acknowledge how the other side’s points can be valid under certain circumstances. You identify how and why their perspective makes sense in a specific context, but still present your own argument.

Statement of Your Position:  By this point, you have demonstrated that you understand the other side’s viewpoint. In this section, you explain your own stance.

Statement of Contexts : Explore scenarios in which your position has merit. When you explain how your argument is most appropriate for certain contexts, the reader can recognize that you acknowledge the multiple ways to view the complex issue.

Statement of Benefits:  You should conclude by explaining to the opposing side why they would benefit from accepting your position. By explaining the advantages of your argument, you close on a positive note without completely dismissing the other side’s perspective.

Example of the Rogerian Method:

Introduction:  The issue of whether children should wear school uniforms is subject to some debate.

Opposing View:  Some parents think that requiring children to wear uniforms is best.

Statement of Validity (Understanding):  Those parents who support uniforms argue that, when all students wear the same uniform, the students can develop a unified sense of school pride and inclusiveness.

Statement of Your Position : Students should not be required to wear school uniforms. Mandatory uniforms would forbid choices that allow students to be creative and express themselves through clothing.

Statement of Contexts:  However, even if uniforms might hypothetically promote inclusivity, in most real-life contexts, administrators can use uniform policies to enforce conformity. Students should have the option to explore their identity through clothing without the fear of being ostracized.

Statement of Benefits:  Though both sides seek to promote students' best interests, students should not be required to wear school uniforms. By giving students freedom over their choice, students can explore their self-identity by choosing how to present themselves to their peers.

Classical Method

The Classical Method of structuring an argument is another common way to organize your points. Originally devised by the Greek philosopher Aristotle (and then later developed by Roman thinkers like Cicero and Quintilian), classical arguments tend to focus on issues of definition and the careful application of evidence. Thus, the underlying assumption of classical argumentation is that, when all parties understand the issue perfectly, the correct course of action will be clear.

The basic format of the Classical Method  is as follows:

Introduction (Exordium): Introduce the issue and explain its significance. You should also establish your credibility and the topic’s legitimacy.

Statement of Background (Narratio): Present vital contextual or historical information to the audience to further their understanding of the issue. By doing so, you provide the reader with a working knowledge about the topic independent of your own stance.

Proposition (Propositio): After you provide the reader with contextual knowledge, you are ready to state your claims which relate to the information you have provided previously. This section outlines your major points for the reader.

Proof (Confirmatio): You should explain your reasons and evidence to the reader. Be sure to thoroughly justify your reasons. In this section, if necessary, you can provide supplementary evidence and subpoints.

Refutation (Refuatio): In this section, you address anticipated counterarguments that disagree with your thesis. Though you acknowledge the other side’s perspective, it is important to prove why your stance is more logical.  

Conclusion (Peroratio): You should summarize your main points. The conclusion also caters to the reader’s emotions and values. The use of pathos here makes the reader more inclined to consider your argument.  

Example of the Classical Method:  

Introduction (Exordium): Millions of workers are paid a set hourly wage nationwide. The federal minimum wage is standardized to protect workers from being paid too little. Research points to many viewpoints on how much to pay these workers. Some families cannot afford to support their households on the current wages provided for performing a minimum wage job .

Statement of Background (Narratio): Currently, millions of American workers struggle to make ends meet on a minimum wage. This puts a strain on workers’ personal and professional lives. Some work multiple jobs to provide for their families.

Proposition (Propositio): The current federal minimum wage should be increased to better accommodate millions of overworked Americans. By raising the minimum wage, workers can spend more time cultivating their livelihoods.

Proof (Confirmatio): According to the United States Department of Labor, 80.4 million Americans work for an hourly wage, but nearly 1.3 million receive wages less than the federal minimum. The pay raise will alleviate the stress of these workers. Their lives would benefit from this raise because it affects multiple areas of their lives.

Refutation (Refuatio): There is some evidence that raising the federal wage might increase the cost of living. However, other evidence contradicts this or suggests that the increase would not be great. Additionally,   worries about a cost of living increase must be balanced with the benefits of providing necessary funds to millions of hardworking Americans.

Conclusion (Peroratio): If the federal minimum wage was raised, many workers could alleviate some of their financial burdens. As a result, their emotional wellbeing would improve overall. Though some argue that the cost of living could increase, the benefits outweigh the potential drawbacks.

Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

Response: Strategies for Using Writing ‘Frames’ and ‘Structures’

strategies for essay structure

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(This is the first post in a three-part series)

The new question-of-the-week is:

How can we use “writing frames” and “writing structures” without students feeling like they always have to do formulaic writing?

Different contributors to this series view them differently, but I would describe “writing frames” as extended “fill-in-the-blank” scaffolds, while “writing structures” provide slightly less guidance. You can find numerous downloadable examples of both at The Best Scaffolded Writing Frames for Students (you might also be interested in past columns appearing here on Writing Instruction ).

Whatever your definition of them might be, however, contributors to these two columns will explore the “dos and don’ts” of using writing frames and structures in the classroom.

Today, Beth Rimer, Linda Denstaedt, Gretchen Bernabei, Nancy Boyles, Mary Shea, Nancy Roberts, and Eileen Depka contribute their responses. You can listen to a 10-minute conversation I had with Beth, Linda, and Gretchen on my BAM! Radio Show . You can also find a list of, and links to, previous shows here.

Response From Beth Rimer

Beth Rimer is the co-director of The Ohio Writing Project at Miami University in Oxford, Ohio. She began her career as a secondary English teacher and now works with K-12 teachers in staff development to support literacy instruction in all disciplines. She is on the Leadership Team of the College, Career, and Community Writers Program (C3WP) with the National Writing Project (NWP):

The structure vs. voice debate has long been argued in English classrooms. On one side, teachers value the way structure provides a roadmap for students to move ahead. Guided outlines and formulas seem to help readers and writers make sense of the way ideas are organized and connected. For teachers, they provide a direct approach with clear rules and guidelines. But, the shortcomings are all too familiar. Students get stuck in the structure, rarely moving beyond the numbered paragraphs as they struggle to find ways to fit a complex idea into a one-size-fits-all frame. Too often, it’s the structures themselves, rather than the ideas and reasoning, that become the focus.

So, how do we leverage the power of structures and not fall into the trap of letting the frames eliminate student choice and voice? One answer is found in creating a bank of possible outlines.

Central to the answer are the companion ideas that structure is everywhere and structure is a choice student writers can make. All writing, from essays to PSA’s, from manga to fairytales, have form and rules. Structure is not the enemy of voice. Instead, it is one of the choices writers make when thinking about task, purpose and audience. This then means teachers can teach students how to make that choice by creating a bank of possible structures from which students can choose.

In this process, students deconstruct mentor texts from real-world texts to create a bank of possible outlines for their writing. Younger students might do this as a whole class, while older students can do this in small groups or independently. To create the bank of possibilities, students read mentor texts representative of the writing they are doing and deconstruct its structure. Students make notes in the margin, naming the moves the writer makes in each section of the piece. When read down the paper, these moves reflect a sketch, or the outline, of the essay.

These outlines might be as simple as this one from an elementary classroom:

  • Introduce issue with fact
  • First thoughts
  • New learning
  • Revised thoughts

Or as complex as this example of an argument text:

  • Opening with a story
  • Setting the context
  • Presenting the issue
  • Identifying the Importance
  • Naming the opposing position
  • Presenting the claim
  • Providing a reason plus support

With each model text, the class builds a new possible outline to hang in the room or collect in a notebook. Writers then have a bank of outlines that are authentic, follow a line of reasoning, and go beyond formula. Students choose one that best fits their idea and the construction of their own essays begins - construction with structure and choice.

This strategy works on many levels. Not only does it provide structures to govern writing, but it also supports students in making decisions about complex organization and recognizing that there are many ways to structure an essay. Even better, once an outline exists in the classroom, students can use it for any of their writing (including test writing) and the bank of possibilities becomes a choice writers can make without a formula.

For too long, two different kinds of writing existed in my own classroom - one with structure and one with choice. However, when students have a bank of possibilities, they can have both.

strategies for essay structure

Response From Linda Denstaedt

Linda Denstaedt currently serves on the National Writing Project’s College, Career, and Community Writers Program Leadership Team. Linda, Laura Roop and Stephen Best co-authored Doing and Making Authentic Literacies published by National Council Teachers of English:

Ask first: What do “real” writers do? Real writers don’t craft based on a pre-determined number of sentences or paragraphs, restrict themselves to one point of view, separate argumentative from narrative or informative. And it is also true, formula writing exists in any genre. Filmmakers embrace the Cinderella story. Poets gain skills writing sestinas, villanelles, pantoums and other forms. Novelists know the power of opening and last lines, the hero’s journey, or phrases like “it was as if” that turn the narrative. But these formulas serve as launching points that inspire invention, creativity, and ownership.

In school writing, formulaic writing defines expectations making it easier to see what is there and what is missing. What if teachers invited students to become “real” writers in any genre? What if teachers started by changing test-prep school-argument into civically engaged argument”? Possibly both students and teachers could re-see scaffolds that look like formulas as launching points for student voices.

Invention comes when students use their knowledge of a genre to give voice to their ideas. For example, civically engaged argument calls students to enter a public conversation as a writer. They read to analyze the ideas of others and to learn moves used by these writers—the same moves they will make to inform and influence their readers. They read the New York Times, the Washington Post, the Atlantic, NewsELA, or local newspaper to identify and admire the moves writers make. They create knowledge by listing and experimenting with “writing structures” with similar intentions: provide background, shock and hook a reader, illustrate multiple perspectives, authorize the credibility of evidence, respectfully counter positions of others engaged in the conversation. Invention appears on the page when writers translate their knowledge to choices and decisions while crafting arguments.

Creativity comes when students stop formulaic thinking. In civically engaged argument, they stop the simplistic formulas that look for two sides in the argument. Stop immediately forming a claim and finding evidence that agrees with it. Stop adding one opposing view to raise a grade. Instead dig into informational and argumentative texts from multiple perspectives and stakeholders. This is the time for scaffolds like “writing frames” to freewrite and make sense of the ideas and voices writers encounter. Phrases to support and push beyond first-thoughts. Phrases that prompt what Gerald Graff and Cathey Birkenstein call “metacommentary.” Phrases like, “Recent studies shed light ...” or “According to (an authority), these findings challenge the ideas of ...” or “But who cares? What is at stake? Who will be impacted?” or “My point was not ___ but ___.” Possibly these phrases appear in the students’ final arguments demonstrating early reliance on “writing frames.” If students only wrote one argument, it might stay in this highly scaffolded and suspiciously “formulaic” spot. Students might lose the power of frames that urged new thinking to emerge and developed their awareness of a reader. With repeated and conscious use, writers create new writing frames that emerge as they also create thinking habits.

Living this way, some students, teachers included, might pause before labeling “writing frames” and “writing structures” as formulaic writing. Instead they might see them as authentic tools offering choices and decisions; they might distinguish them from the rigid frameworks controlling numbers and orders.

strategies for essay structure

Response From Gretchen Bernabei

Gretchen Bernabei has been teaching kids to write in middle school and high school classrooms for more than 30 years. She has published several books with Corwin including Text Structures from Nursery Rhymes and Text Structures from the Masters . She is the winner of NCTE’s James Moffett Award:

* Picture the flow. Whenever adults are speaking to a group, we plan out what points we are going to cover. If it’s a meeting, we call this an agenda. If it’s a speech, we make note cards or bullet points. We move from point to point as we talk, covering them all. These are the same as frames, or text structures.

And when we are writing, we lay out what points we want to cover so a reader can follow the writer’s train of thought. Laid out horizontally like a footpath, even young writers have an almost physical understanding of how to move through the steps. Consider the structure below and ask yourself how your thinking has changed during your life.

strategies for essay structure

* Take out the drudgery. Could you read the structure above and write one sentence for each box? Anyone could. This yields what we call a “kernel essay,” or a skeleton essay. If students read their kernel essays to each other, they hear for themselves whether they have something worth developing with details. Thus in very few sentences, writers see that they are on the right track. If they don’t like the kernel essay, it’s easy to change. But if they do like it, they can add details to expand each sentence into at least one paragraph.

Many teachers begin the year with a narrative, so that’s a natural place to try out this practice.

strategies for essay structure

* Give them the design control. Once students have written and shared several kernel essays, they’re ready to add additional structures to their repertoire. After a class discussion about some current event, ask them to write a kernel essay using this structure.

strategies for essay structure

* Use student ideas. As soon as one student asks to change the words in the boxes, you’re off and running!

“Could I change some of the words in the boxes?”

“Could I just make my own structure?”

As soon as that happens, make sure to use the student’s name somewhere on the structure you add to your classroom collection, like this one.

strategies for essay structure

*Stay balanced. Teacher-assigned writing is a necessity for developing writers, but daily writing should be balanced. Let them also write for themselves sometimes. without any organization. Stream-of-consciousness writing is healthy, fills up a journal with thoughts, wishes, and rants, and provides a great balance. (It’s also an effective/sneaky place to teach grammar unobtrusively.)

Writing will never be simple, but writing instruction can be. Simplifying students’ processes can result in rich, authentic writing that the students design, for any purpose, on any occasion.

strategies for essay structure

Response From Nancy Boyles

Nancy Boyles, Ed.D. is professor emerita at Southern Connecticut State University and the author of 10 books related to reading comprehension. She is the author of Reading, Writing, and Rigor: Helping Students Achieve Greater Depth of Knowledge in Literacy (ASCD 2018) and That’s a Great Answer: Teaching Literature Response Strategies to Elementary, ELL, and Struggling Readers (Maupin House, Second edition) which features answer frames for 50 standards-based comprehension tasks :

Some teachers hold that providing students with answer frames to guide their writing does more to inhibit good writing than enhance it. I disagree. Used appropriately, answer frames can guide both students and teachers. Suppose the question for written response posed to a group of fifth graders was this: After reading the poem “Harriet Tubman” by Eloise Greenfield, draw a conclusion about what motivated Harriet to risk her life to help slaves gain their freedom. Using textual evidence, show how the author developed this idea throughout the poem. Extend your answer by explaining why these details are important.

If students didn’t understand the question or the poem, that’s a reading issue; an answer frame will not solve a reading comprehension or academic vocabulary problem. But there are lots of students who understand what they read, but who are nonetheless completely befuddled when it’s time to put their thinking into writing. This is where an answer frame can be oh-so-helpful. Here is the frame I would give students who needed support with their answer to this question:

My conclusion is _________________________________________

The author developed this idea in the text through these details:

________________________________________________________

These details show that _____________________________________

________________________________________________________.

Recognize how this frame can help students:

It is an at-a-glance view of what the job entails. Students quickly see there are three parts to this response: statement of the inference or conclusion, details that support the conclusion, and an extension or explanation showing why the details are significant. This structures the response for students who aren’t sure how to organize their thoughts. Moreover, the lines give students a sense of which components of the response should be short (the inference and the extension), and which should be more elaborated (the supporting details).

It offers syntactic guidance for students who need support with sentence construction. English learners and students with low language skills sometimes stare blankly at a question because they don’t know how to start their answer, or transition to the next part: How can I say this so it makes sense? An answer frame models this language for students.

Recognize how this frame can help teachers:

It makes assessment easier . Because the frame is segmented into three parts, teachers know exactly where to look for each component. Without the guidance from a frame, students’ lack of organization can make it difficult for teachers to pull out the critical pieces of information for valid evaluation.

It clarifies next instructional steps . Too often, students receive a composite score for a written answer: Full credit, partial credit, or no credit. This does little to guide either teachers or students. Instead, evaluate each part of the response separately: How accurate is the inference? How thorough is the elaboration? How insightful is the extension? Now, it’s easy to differentiate instruction to meet specific learning needs.

Recognize the limitations of answer frames as well as their potential benefits . Answer frames should be used with just the right students, at just the right time. Frames provide very explicit guidance—which some students simply don’t need. Even more important, students who do benefit from answer frames should be weaned from them as soon as possible. At the point of need (typically when a skill is new), frames can be a lifeline. But indefinite use of these scaffolds will lead to dependence, not independence.

Answer frames are well suited to analytic writing, but they are less effective for narrative. Analytic writing follows a logical sequence which makes frames perfect for writing about reading. Narrative writing, however, is more about weaving structural elements together in unique, often surprising ways. A frame will stifle that creativity.

  • The best thing about answer frames? They’re easy to design. Think about the parts you would include to answer a particular question. Convert these components to sentence starters. Then add the approximate number of lines needed for each part. Done!

strategies for essay structure

Response From Mary Shea & Nancy Roberts

Mary Shea is professor emerita at SUNY Buffalo State and Canisius College in Buffalo, NY. She teaches courses in the graduate literacy MS programs. Previously, she worked for many years in western New York schools as a classroom teacher, literacy specialist, and language arts coordinator.

Nancy Roberts is a high-school literacy specialist in the Lockport City School District in New York and works with grades 9-12 in various content areas, weaving literacy skills and strategies into all curricular areas. Shea and Roberts are co-authors of Using FIVES for Writing :

Writing as composition is a process of communicating ideas, feelings, information, opinions, and more. Just as rules of civility for behavior, speeches, and conversations guide oral expressions in a society, genre structures for written expressions provide a model for organization and inclusion of content to ensure an author’s intent has been well met. Writing structures such as those for narratives, poetry and exposition are expected by readers.

For students, “writing frames” and “writing structures” are not meant to restrict; rather, they establish format that facilitates communication and comprehension. In fact, creativity within formats enhances the message delivered as well as listener/readers’ willingness to attend, consider, and be persuaded or informed. Right from the start, English/language arts instruction should teach from a stance of authenticity. That involves teaching language processes as they are expected to be used in the world and provide instruction, modeling, and guided practice that enhances meaningful ELA development.

I (Nancy Roberts) had a new student, Bobby, who struggled terribly with writing and reading. While he was very personable and had a good vocabulary, his teacher came to me with real concerns that he was not able to read or write anywhere near grade level. He soon joined one of my RTI Tier 2 groups along with four other students. His peers demonstrated/modeled decoding and the FIVES comprehension strategies. Soon realizing his struggle, his group members eagerly took it upon themselves to teach him the ABBBC strategy for writing . The next day, Bobby had written his first structured paragraph (about Friday lunch choices!) and was asking if he could write about his favorite football team the Philadelphia Eagles using ABBBC. He did this and was very proud to read it aloud just prior to their Super Bowl win. Bobby did not see the ABBBC writing structure as formulaic or restrictive. Rather, it allowed him to clearly express his ideas and thoughts.

Writing (and genre) structures are simply tools of the writing craft—one of many. The right tool for the intended outcome used interactively and efficiently with other tools increases the quality of the composition and comprehension by readers. Effective ELA teachers provide students with all the tools they need and the knowledge of when and how to use them as successful language learners and users in school and in the world.

strategies for essay structure

Response From Eileen Depka

Eileen Depka, PhD is an educational consultant and an author of several books, the most recent being Raising the Rigor. Eileen has taught in both private and public school systems and has supervised and coordinated curriculum, instruction, assessment, special education, educational technology, and continuous improvement efforts. Her goal is to work with teachers and administrators to collectively increase expertise and add to strategy banks used in educational settings in an effort to positively impact student achievement:

Instead of frames, let’s concentrate on the language of the standards. The standards provide guidelines on that which is important to quality writing. The structure of the writing is tied to the purpose and audience, not a formula. For example, one of the Common Core standards for English Language Arts in grades 9-10 provides this guidance. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

  • Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
  • Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
  • Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
  • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
  • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

This guidance is not formulaic, yet by following these points, students are able to concentrate on that which is crucial to their ability to create a well-written work with flexibility in design and structure.

strategies for essay structure

Thanks to Beth, Linda, Gretchen, Nancy Mary, Nancy and Eileen for their contributions.

Please feel free to leave a comment with your reactions to the topic or directly to anything that has been said in this post.

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You can also contact me on Twitter at @Larryferlazzo .

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strategies for essay structure

  • Mastering the Art of Essay Writing in Canadian…

Mastering the Art of Essay Writing in Canadian Universities: Strategies for Success

strategies for essay structure

Writing essays is an important skill needed to succeed academically in Canadian colleges. Any student who wants to get good grades needs to learn the art of essay writing. Colleges in Canada require writers to be good at research. They need to have good critical thinking capabilities. Above all, students must maintain high academic standards. You can improve your success in writing by understanding what universities in Canada require. Remember your skills develop one step at a time daily. Whenever you need help, do not hesitate to ask.

strategies for essay structure

Understand the process of writing essays  

It is good to understand the structure required by universities in Canada. However, understanding the process to follow is critical. The entire process might seem difficult but get help whenever needed. The team of educators in Canadian universities will be more than willing to help.

They understand how to teach essay writing in a fun way to improve understanding rate. One of the ways to help you understand the process is to study. Use different resources to learn the processes. Once you get it right, the rest of the steps will flow smoothly. The process follows several important steps. 

Part of the essay writing process may involve seeking help from expert writers. There are several advantages to hiring experts to write your essays. They have deep experience and understand the processes. Expert writers know what Canadian universities expect in essay writing. It is easy to get an essay writing service Canada online. You just need to connect online and open the writer’s website. When you pay for an essay, you get a paper written according to guidelines. You rest with confidence knowing that you will submit your essay on time. You no longer worry about dealing with plagiarism issues because the paper is original.  

Understanding essay guidelines in Canadian universities  

Colleges in Canada require students to observe the highest academic standards. Educators expect that students will show a high level of skills. They must be good at research and critical thinking. The writers must show good analytical skills and understanding of the essay content. It is necessary to understand the college-specific requirements. The citation and formatting styles in one region could be different in another.  

Understanding the guidelines for your college and the expectations is important. The universities require students to be sensitive to culture. Lecturers expect to see a sense of inclusivity in their arguments. The colleges expect the text to be written in clear language. The texts should be free from errors. Canadian universities may require an interdisciplinary approach to writing . Upholding integrity is a critical aspect of writing in Canada.    

The pre-writing processes  

The pre-writing processes include several phases. In this phase, a student understands what they are needed to do.   They get the necessary information that ensures their essay flows smoothly. The processes may include the following.  

●       Understanding the question . Most colleges in Canada give students a question to think about. It is necessary to understand this question/prompt.

●       Brainstorming . This process helps you understand what type of topic you should choose. It allows you to know the sources to use.

●       Choosing sources . You cannot achieve the right essay quality if you use the wrong sources. If you choose the right topic, you will have no trouble choosing the right sources.

●       Doing research . The next step under the prewriting phase is research. Under this step, you consolidate all the points needed. Consolidate the evidence to help support the points.

●       Creating an outline . After research, take time to reorganize the facts and points. Drop information that does not look relevant to the essay. Use the points that remain to create an outline.

strategies for essay structure

Understanding the essay structure  

Educators in Canadian schools take time to teach about writing structure. The understanding of different students differs in many ways. Due to these, educators have developed strategies about how to teach essay writing to weak students. They give them more opportunities to write. The educators help them understand the structure of writing. Success in writing essays in Canada requires a good understanding of structure. The following components are crucial in structure.  

Introduction  

The introduction provides a background for the essay. Laying background information allows the audience to understand what the text is about. This section is further divided into sections. The first section is the hook that aims to attract attention from readers. The writer includes a thesis statement. It introduces the main argument of the essay.

  The body discusses the substance of the essay. In Canada, the body of an essay is broken down into segments. The first part is the topic sentence that introduces the main argument. The next sentence provides examples that support the argument. Professors in Canada are very keen to look for supporting evidence. It is necessary to have a smooth transition between paragraphs. 

The conclusion  

The conclusion restates the thesis and provides an overview of the main points. Give the reader a point to think about to emphasize the importance of the arguments.  

Comparing different types of essays  

In Canada, students should be ready to deal with different types of essays. Lecturers do not focus on a single type of writing skill. As a strategy on how to teach essay writing, they assign students a wide range of essays. Once you receive the prompt or question, try and understand what type of essay you have been assigned.  

Descriptive essay . A descriptive paper uses an emotional language approach to discuss a subject. The paper evokes emotions by providing a distinct and immersive description of the subject.  

Persuasive writing . Persuasive writing is also referred to as argumentative text. The writer takes an approach that persuades the reader to agree with their point. They must use points that counter every argument the reader might have.  

Narrative writing . An essay that requires narrative writing offers a series of arguments that attract the reader. They understand the view of a writer and narrate that view.  

Comparing and contrasting . Comparison essays argue on a point and then discuss its contrasting side. Their goal is to argue or compare similarities and contrasts. By examining contrasts and similarities, a writer encourages critical thinking in readers.

  Important essay writing tips for students in Canadian universities  

●       Avoid getting late for submission . Late submissions may attract penalties. Some lecturers in Canada may deduct marks or cancel the paper.

●       Plan your time well . If you want to beat deadlines, manage time well and start early.

●       Avoid hard topics . Tough topics take time to complete and you could be late. It is harder to get points for such topics.

●       Know the reader . Know who will read your paper and write directly to them. Be sure to resonate with them.

●       Cite well . Use the right citation style and know how to cite.

●       Refine your paper . Paper refinement includes several things. It includes reading the first and second time. Check errors with grammar tools and use plagiarism tools. Do formatting correctly by ensuring you use the right fonts. Follow the rules of spacing, paragraphs, and structure flow.  

To sum it up  

Universities in Canada follow strict writing guidelines. The educators expect students to focus on quality and originality. Strategies for essay writing success include taking time to understand the prompt. Know the initial writing processes such as picking a topic, researching, and creating an outline. Understand the structure to follow when writing. Write the submission date in your calendar to make sure you don’t miss it. Ensure you follow the detailed guidelines given by the university.

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How to get away with AI-generated essays

Prof Paul Kleiman on putting ChatGPT to the test on his work. Plus letters from Michael Bulley and Dr Paul Flewers

No wonder Robert Topinka found himself in a quandary ( The software says my student cheated using AI. They say they’re innocent. Who do I believe?, 13 February ). To test ChatGPT’s abilities and weaknesses, I asked it to write a short essay on a particular topic that I specialised in. Before looking at what it produced, I wrote my own 100% original short essay on the same topic. I then submitted both pieces to ChatGPT and asked it to identify whether they were written by AI or a human. It immediately identified the first piece as AI-generated. But then it also said that my essay “was probably generated by AI”.

I concluded that if you write well, in logical, appropriate and grammatically correct English, then the chances are that it will be deemed to be AI-generated. To avoid detection, write badly. Prof Paul Kleiman Truro, Cornwall

Robert Topinka gets into a twist about whether his student’s essay was genuine or produced by AI. The obvious solution is for such work not to contribute to the final degree qualification. Then there would be no point in cheating.

Let there be real chat between teachers and students rather than ChatGPT , and let the degree be decided only by exams, with surprise questions, done in an exam room with pen and paper, and not a computer in sight. Michael Bulley Chalon-sur-Saône, France

Dr Robert Topinka overlooks a crucial factor with respect to student cheating – so long as a degree is a requirement to obtain a reasonable job, then chicanery is inevitable. When I left school at 16 in the early 1970s, an administrative job could be had with a few O-levels; when I finished my PhD two decades ago and was looking for that sort of job, each one required A-levels, and often a degree. I was a mature student, studying for my own edification, and so cheating was self-defeating. Cheating will stop being a major problem only when students attend university primarily to learn for the sake of learning and not as a means of gaining employment. Dr Paul Flewers London

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  • How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

  • Don’t just list all the effects you can think of.
  • Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
  • Don’t just provide a selection of data on the measures’ effectiveness.
  • Do build up your own argument about which kinds of measures have been most or least effective, and why.
  • Don’t just analyze a random selection of doppelgänger characters.
  • Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

  • Make a claim
  • Provide the grounds (evidence) for the claim
  • Explain the warrant (how the grounds support the claim)
  • Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

  • Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
  • Cite data to support your claim
  • Explain how the data indicates that the method is ineffective
  • Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

  • Discuss what the opposing position gets right and why people might hold this position
  • Highlight the problems with this position
  • Present your own position , showing how it addresses these problems
  • Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

  • Acknowledge that students rely too much on websites like Wikipedia
  • Argue that teachers view Wikipedia as more unreliable than it really is
  • Suggest that Wikipedia’s system of citations can actually teach students about referencing
  • Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

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!

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Caulfield, J. (2023, July 23). How to Write an Argumentative Essay | Examples & Tips. Scribbr. Retrieved February 22, 2024, from https://www.scribbr.com/academic-essay/argumentative-essay/

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Former YouTube Parenting Host to Serve Up to 30 Years in Prison for Child Abuse

Ruby Franke documented her strict parenting strategies, which included punishing her children by refusing to feed them, on social media. She was arrested last year.

A woman standing in a courtroom, wearing a striped prison outfit, watches as a man wearing a suit and tie speaks.

By Lola Fadulu

Ruby Franke, the host of a now-defunct parenting channel on YouTube who in December pleaded guilty to four counts of aggravated child abuse, was sentenced to 1 to 15 years in prison for each of those counts, to be served consecutively, a judge ruled on Tuesday.

Jodi Hildebrandt, who had worked with Ms. Franke, received the same sentence on Tuesday.

The Utah Board of Pardons and Parole will determine the exact length of their sentences, neither of which will exceed 30 years, the maximum permissible under state law for consecutive sentences.

From May to August 2023, Ms. Franke, a mother of six, created a “concentration camp-like setting” for two of her children, who were 9 and 11 at the time, Eric Clarke, the Washington County attorney, said during the sentencing hearing. She regularly denied them adequate food, water, entertainment and beds, and isolated them from others, he said.

Ms. Franke, 42, also forced her children to do physical tasks in extreme heat, without shoes, socks or water, Mr. Clarke said. They were forced to stand on hot concrete in the summer heat for hours and sometimes days at a time, he added, and were beaten and regularly bound by their hands and feet. The injuries were so severe that the children required hospitalization.

“Had the older of the children not had the courage to run away and ask a neighbor to call the police, heaven only knows how much longer he could have survived in that situation,” Mr. Clarke said.

Ms. Franke, who was known for documenting her strict parenting style on social media, was arrested on Aug. 30 last year along with Ms. Hildebrandt. The police said at the time that two of Ms. Franke’s children appeared malnourished, and that one had open wounds, and duct tape on his ankles and wrists.

Ms. Franke was the host of a YouTube channel called “8 Passengers,” which has since been removed from the platform. In the videos, she documented the lives of her six children and chronicled her parenting strategies, which included punishing her children by withholding food . The channel had nearly 2.5 million subscribers before it was taken down.

“For the past four years, I’ve chosen to follow counsel and guidance that has led me into a dark delusion,” Ms. Franke said at the sentencing hearing on Tuesday.

“I was led to believe that this world was an evil place filled with cops who control, hospitals that injure, government agencies that brainwash, church leaders who lie and lust, husbands who refuse to protect and children who need abuse,” she added.

She expressed remorse on Tuesday and said that she took “full accountability” for the choices she had made.

Lola Fadulu reports on the New York City region for The Times. More about Lola Fadulu

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    Revised on July 23, 2023. An essay outline is a way of planning the structure of your essay before you start writing. It involves writing quick summary sentences or phrases for every point you will cover in each paragraph, giving you a picture of how your argument will unfold. You'll sometimes be asked to submit an essay outline as a separate ...

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    ESSAY STRUCTURE. In the framework for the basic essay, each paragraph in the body of the essay is controlled by its own topic statement, which focuses on one aspect of the thesis. In other words, the thesis is the main idea and each topic statement treats one part of the main idea, as diagramed below: THESIS Topics 1,2,3.

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    Common Essay Structure. Introduction: Provides the reader with context for the essay. It states the broad argument that the essay will make and informs the reader of the writer's general perspective and approach to the question. ... One effective strategy to combat this is for students to perform a number of rounds of editing with each ...

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    A PDF providing further guidance on writing science essays for tutorials is available to download.. Short videos to support your essay writing skills. There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing ...

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    Example of a Great Essay | Explanations, Tips & Tricks. Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes. This example guides you through the structure of an essay. It shows how to build an effective introduction, focused paragraphs, clear transitions between ideas, and a strong conclusion.

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    To help you out, here are three strategies for creating a synthesis essay structure and sample outlines that you can use as templates. Synthesis essay structure 1: By topic. The first kind of synthesis essay structure involves discussing each topic individually, mentioning each source's perspective on it, and then moving on to the next topic.

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    To test ChatGPT's abilities and weaknesses, I asked it to write a short essay on a particular topic that I specialised in. Before looking at what it produced, I wrote my own 100% original short ...

  22. How to Write an Argumentative Essay

    Make a claim. Provide the grounds (evidence) for the claim. Explain the warrant (how the grounds support the claim) Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives. The Toulmin model is a common approach in academic essays.

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