about ESSAY WRITING

1. Working towards paragraphs
A quick recap about sentences.
Don't forget to use a capital letter at the beginning of each sentence and a punctuation mark at the end. Short sentences can be built
up to make longer (compound) sentences using the conjunction and.
e.g.
• It was dark. The streets were quiet.
• It was dark and the streets were quiet. (compound sentence)
Remember that and is not the only word you can use as a link. By changing the order of elements in a sentence, and using different
linking words, the whole meaning of a sentence can be altered.
Other linking words (conjunctions) can introduce the ideas of time (when), cause (because), result (so that) condition (if), concession
(although), qualification (which).
When you join two clauses together using a conjunction you are making a complex sentence:
• The plant was dead (complete sentence)
• because (conjunction)
• she hadn't watered it (subordinate clause)
The plant was dead because she hadn't watered it. (complex sentence)
For further information and practice take a look at the detailed 'sentences' factsheets.
Getting started
Think of an object and some words you could use to describe it. Take a strawberry for example:
• it is red
• it tastes good
• wash it before you eat it
Make these statements into sentences:
• A ripe strawberry tastes good on a warm summer day
• A strawberry is bright red and smells delicious
• You need to wash a strawberry before eating it and then add some cream
Now think of a different fruit and five things you know about it.
Make the words on your list into 5 sentences and consider which sentence you want to come first, then second, third..... we are now on
the way to a paragraph!
A paragraph is a group of sentences about one main idea. It can be as short or as long as you like as long as you are sure that the topic
or idea you have been covering has been fully explored in that paragraph.
Once you feel happy that you have nothing further to say on that particular subject, you should move on to a new paragraph.
Linking paragraphs
Paragraphs can be linked by numbers
• In the first place.....
• In the second place.....
• In the third place.....

2. Firstly---------------secondly---------------thirdly
• The first group
• The second group
• The third group
You cannot use numbers unless you have two or three points to make.
Paragraphs can be linked by phrases:
In spite of this..., although this is true..., on the contrary..., on the other hand..., another way.., not only .., but also.., to sum up.., you
might think that..
Paragraph lengths:
There is no standard length for a paragraph. A paragraph should not be so long that you lose track of the thought being expressed. If in
doubt, divide a long paragraph into two shorter ones. It is confusing if a piece of writing consists mainly of very short paragraphs. The
exception to this is speech. In a story that contains dialogue, it is normal to use a new paragraph each time a new person speaks.
Paragraph headings
Paragraphs can be arranged under headings in information texts, leaflets and brochures.
Paragraphs can also be used to describe a sequence of logical events.
Example: Imagine you have just witnessed a serious injury at your workplace. You have to write a detailed accident report.
• What has happened?
• When did it happen?
• Where did it happen?
• How did it happen?
• Who was involved?
Example: Imagine you are writing an introductory leaflet for a yoga class.
• What key facts would you like to include?
• What order do you feel the points should be in?
• What isYoga?
• Why should I do Yoga?
• What will it do for me?
• Where will the classes be held?
• What time will the classes start?
• How much will they cost?
• What should I wear?
• Do I need to be fit?
The topic of a paragraph
The topic of a paragraph is generally introduced by a key sentence. This is often called a topic sentence. As its name suggests, this
sentence contains the central idea of the paragraph. It may make a statement that the rest of the sentence develops. It often - but not
always - comes at the beginning of the paragraph.
Topic sentence - the first sentence of a paragragh that tells the reader what the paragraph is about.
Supporting sentences - these sentences add details to the topic sentence.
Ending sentence - this concludes or closes the paragraph.
Example: The topic is college.

3. The topic sentence could be: College is very important.
Three supporting sentences relate to the topic sentence:
• You learn how to study.
• Teachers teach you how to organise your work.
• You learn how to use computers.
The supporting sentences can be moved around so that the paragraph is in order or makes more sense. To strengthen your writing,
make sure that each of your supporting sentences relates well to the topic sentence. It is not enough to be generally in the same topic
area.
Ending sentence to close/finish/end the paragraph. Ending sentences can:
• a) repeat the topic sentence in a different way
• b) express how we feel about the topic
• c) express what we think about the topic.
• It is important to go to college (repeating topic sentence)
• I love going to college (expresses feelings)
• I think college is important for people of all ages (expresses thoughts).
Reminder. Make sure the facts you are writing are related to the exact question you are going to answer in your paragraph.
• What facts and ideas can I use to support my introductory sentence
• Where can I find more facts on this topic?
• Why is this topic important?
• How can I make this paragraph more interesting?
More detailed information on the paragraph
A well structured paragraph can, firstly, help us to become more critical readers, able to identify key points and recognise examples etc.
Secondly, we can become more confident and effective writers.
Think carefully and organise your ideas for your paragraph before you start writing:
• What does the topic sentence do? It introduces the main idea of the sentence.
• How do I write one? Summarize the main idea of your paragraph. Indicate to the reader what your paragraph will be about.
Example:
"There are three reasons why Britain is one of the best countries in the world. First, Britain has an excellent transport system.
Second, Britain has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying
at university. Finally, Britain's cities are clean and efficiently managed. As a result, Britain is a desirable place to live."
• What are supporting sentences? They come after the topic sentence, making up the body of the paragraph.
• What do they do? They give details to develop and support the main idea of the paragraph.
• How do I write them? You should give supporting facts, details and examples.
Example:
"There are three reasons why Britain is one of the best countries in the world. First, Britain has an excellent transport system.
Second, Britain has a high standard of education. Students are taught by well-trained teachers and are encouraged to
continue studying at university. Finally, Britain's cities are clean and efficiently managed. As a result, Britain is a desirable place
to live."
• What is the closing sentence? The closing sentence is the last sentence in the paragraph.
• What does it do? It restates the main idea of your paragraph.
• How do I write one? Restate the main idea of the paragraph using different words.

4. Example:
"There are three reasons why Britain is one of the best countries in the world. First, Britain has an excellent transport system. Second,
Britain has a high standard of education. Students are taught by well-trained teachers and are encouraged to continue studying at
university. Finally, Britain's cities are clean and efficiently managed. As a result, Britain is a desirable place to live."
More ideas about developing the body of the paragraph
There are various ways in which the body of the paragraph might develop the main idea which is expressed in the key sentence. Some
of these are:
1) By giving examples e.g.
The whirlwind destroyed everything in its path. Large trees were uprooted and hurled into the river. Shop windows were smashed.
Houses toppled and fell like children's toys. The bridge across the river was ripped up and waved in the wind like a huge tarmac ribbon.
No one had foreseen such devastation.
2) By making an analogy - an extended comparison e.g.
The college should not allow students from other colleges to attend its gigs. Inviting outsiders to a college gig is like inviting outsiders to
a family dinner.
3) By using an anecdote e.g.
The college should not allow students from other colleges to attend its parties. Last year, a gang of students from the estate began a
large brawl at the Halloween party. Several people were hurt and there was some property damage to the gym.
4) By stating reasons/suggesting possible consequences e.g.
The college should not allow students from other colleges to attend its gigs. Having students from other colleges at the gigs might
encourage fighting among students, especially if they are from rival colleges.
5) By quoting statistics e.g.
The college should not allow students from other colleges to attend its parties and gigs. Popular magazines state that 45% of gigs which
admit outsiders end in some form of violent conflict.
Of course, writers may use more than one technique in a paragraph.