La Trobe University Academic Language & Learning Skills

Essay Writing
Essay writing is a process. Having a clear understanding of the key steps involved helps you to
effectively manage essay writing tasks.
THE TOPIC
Make an active choice of topic for positive reasons. Analyse the task carefully to determine exactly
what you have been asked to do. Define the key words or phrases in the essay topic and clarify the
meaning of any directive or instructional words (eg: “discuss”). Note the word limit and any other
instructions regarding depth and scope and plan accordingly.
RESEARCH
Brainstorming (eg: mind-mapping potential ideas) is a useful initial activity. Use the recommended
reading/s and related lecture notes and/or texts to build up your understanding of the topic.
Remember to constantly refer back to the essay topic so that your research is focussed and
relevant.
NOTE-MAKING
Effective reading and note-making strategies will help you to develop appropriate, manageable
notes. Unless you are recording a direct quote, make notes in your own words. Keep accurate
bibliographic details of all sources of information.
PLANNING
Revise your notes and write a preliminary plan which organises your main points into a logical order.
Make sure each section of the question receives appropriate attention. It may be necessary to do
more focussed reading to gather extra support for certain points or to develop additional points. You
can then write a more detailed plan. If necessary, ask your lecturer/tutor if he/she would be prepared
to discuss your plan.

WRITING DRAFTS
Be prepared to write several drafts, particularly for major essays. A clear plan will enable you to
develop a logical structure. Ensure that the points made are adequately supported by appropriate
referencing. Do a word count to confirm that you are within the set word limit. Expand or condense
as necessary. If you are doing work on a computer, remember to save your work regularly and make
a back-up copy.

FINAL EDITING AND PRESENTATION

Focus on achieving clarity at all levels - order of main ideas, integrity of each paragraph, fluency of
each sentence and suitability of vocabulary. Be sure you are using appropriate, non-sexist academic

Author: Academic Skills Unit, Albury-Wodonga, La Trobe University

© 2007 This material may be reproduced with acknowledgement for the purpose of teaching. It is available from www.latrobe.edu.au/learning Page 1 of 2
La Trobe University Academic Language & Learning Skills

language. You may be required to write in the third person, avoiding the use of personal pronouns
(“I”, “you”, “we”). However, for some essays and other writing tasks, the first person (“I”) may be the
preferred style. Ask your lecturer if you are not sure. Check that direct quotes and paraphrasing are
accurately cited and that all bibliographic details are correct. Do your final edit when you are fresh
and alert so that you detect any avoidable typing and/or spelling errors. Write or print-up your essay
in the required format, including a list of references and/or bibliography. Remember to retain a hard
copy of the final draft of your essay.

SOME USEFUL TIPS ON ESSAY STRUCTURE

An Introduction:

• clearly expresses your point of view and indicates how your ideas and arguments will be
developed.
• defines key terms from the essay question when appropriate.
• provides any relevant background information.
• may be easier to write after you have written the body of the essay.

The Body:
• presents your argument, interpreting the evidence and relating it to the question.
• should develop main ideas in concise paragraphs. Each paragraph should have a clear
topic sentence with other sentences that expand upon and support the main idea.
• should have paragraphs that flow from one to the next, with appropriate links/transitions.

The Conclusion:
• draws together the main points in your argument. Avoid making a summary list of points.
• should not introduce new or additional information.
• should make an impact on the reader.

Author: Academic Skills Unit, Albury-Wodonga, La Trobe University

© 2007 This material may be reproduced with acknowledgement for the purpose of teaching. It is available from www.latrobe.edu.au/learning Page 2 of 2