Professional Documents
Culture Documents
1. Overview
Writing an essay is like eating a hamburger.
Main Point
Evidence
Example
Explanation
+ Relevance
• You bite into the top bun first which is the main point linked to the topic.
• Next you reach the meaty filling, which is the evidence or examples used to back up
your main point.
• Finally you bite into the bottom bun which is the explanation of the relevance of your
evidence to your main point.
Thus:
• Each paragraph in your essay is like the Big Mac.
• The essay overall is an extra large Bic Mac.
the introduction and conclusion are the buns holding together your argument.
the other paragraphs are the meat of your argument, seasoned by details and
evidence.
This method of approaching the writing of paragraphs is also known as the SEE
method.
S = Statement of your main point using key words from the topic (a topic sentence).
E = Evidence and Examples such as details, statistics, facts, quotes and references.
E = Explanation, Elaboration and discussion of how the evidence supports your main
point.
Another way of looking at this is the LEER method, usually required for year 12 and 13,
so that the argument is more analytical.
Introduction
• Explain how you interpret the question set using a clear statement of opinion
• Define or explain key terms if necessary
• Identify the issues that you are going to explore with a brief summary of the main
points in your argument
Argument/Main Body
• Paragraph 1
o The first sentence links the paragraph to the previous paragraph then
introduces the main idea of the paragraph.
• Further paragraphs link back to the main opinion and/or argument in the
introduction.
The Conclusion
You might find that title you have been given does not contain any of these words. You
will have to look carefully at the way the question is phrased, along with any
accompanying guidance as to what is expected, to establish what sort of approach is
required.
Comment on: Identify and write abut the main issues; give your reactions based on
what you’ve read or studied in class. Avoid just personal opinion.
Compare: Look for the similarities and differences between two things. Show the
relevance or consequences of these. Conclude which is preferable if necessary.
Contrast: Bring out the differences between two items or arguments. Show whether
the differences are significant. Give reasons why one is preferable if necessary.
Critically evaluate: Weigh arguments for and against something, assessing the
strength of the evidence on both sides. Use criteria to guide your assessment of which
opinions, theories, models or items are preferable.
Define: Give the exact meaning of. Where relevant, show you understand how the
definition may be problematic.
Describe: Give the main characteristics or features of something, or outline the main
events.
Discuss: Investigate or examine by argument; sift and debate; give reasons for and
against; examine the implications.
Evaluate: Assess and give your judgement about the merit, importance or usefulness of
something. Back your judgement with evidence.
Explain: Make clear why something happens, or is the way it is; interpret and account
for; give reasons for.
Interpret: Show the meaning and relevance of data or other material presented.
Justify: Give evidence which supports an argument or idea; show why a decision or
conclusions were made; answer the main objections which might be made.
Outline: Give the main points/features/general principles; show the main structure and
relationships; omit details and examples.
Summarise: Draw out the main points only; omit details and examples.
To what extent: Consider how far something is true, or contributes to a final outcome.
Consider also ways in which it is not true. Argue a case with evidence to show the
degree to which you agree with the statement.
Sometimes it is difficult to think of different words to use to link, expand or list points in
an essay. Try to learn different words that can be used to link ideas other than ‘and’ and
‘therefore’. The table below shows common linking words and different ways of saying
these.
USUAL
LINKING OTHER WAYS TO SAY THIS
WORD(S)
at the same
HOWEVER although despite nonetheless though
time
furthermor
ALSO in addition besides similarly as well as
e
FOR
namely for instance such as including in particular
EXAMPLE
ON THE
on the in
OTHER alternatively although rather
contrary comparison
HAND
to look at
IN OTHER in view of this in that with this in
rather
WORDS this another case mind
way
firstly
NEXT additionally also another secondly finally
thirdly
it can be because of
THEREFORE as a result so then
seen this
IN
on the to
CONCLUSIO to sum up overall thus
whole summarise
N
To indicate a contrast:
however on the other alternatively in contrast instead
hand
conversely On the In fact rather in comparison
contary
another but better still worst still
possibility
despite this In spite of nevertheless notwithstanding
To provide an illustration
To extend a point
similarly equally likewise too also
first(ly) to in the
second(ly) begin/start first/second
with place
first and first and
foremost most
importantl
y
another then after next afterwards third
A Planning Acronym
• Always plan before writing. Use a mind-map, spider diagram, bullet points or
brainstorm the ideas.
L - Link the ideas by sorting them into the order you want to use.
• Try using a visual mind-map or spider diagram to brainstorm relevant points – both
what you know and what you need to find out.
• Once you have brainstormed or jotted down a number of ideas and points that
spring to mind, your next task is to work on these key ideas using some of the
following techniques:
Keyhole Model
1) The Spidergram is useful as a mapping technique. It’s simple but not sequential.
2) The Linear model is more sequential (in that you can trace through and order
your ideas in a more progressive, logical way).
3) Cluster models can be varied greatly according to length and type of essay, or
number of paragraphs required. They also have the advantage of encouraging
you to write your actual topic sentences and quotes/evidence and to supply the
paragraph linking words.
If you find essay writing difficult, you should spend much more time on planning and the
planning process so that you master the format and structure.
Mapping samples
Sample topic: Discuss your views on whether censorship is necessary.
These visual models offer an easy way of organising and ‘seeing’ your ideas.
Linear model
Spidergrams
violence on film
- links to violence in children
stricter laws - links to violence against
- how to enforce them women
- increased social violence individual rights
- individual should be able to
choose
violence on TV - infringement of human rights
- desensitises people - arrogant and high-handed
- should be censored Censorship
parental responsibility
- to control children’s viewing
- denial of parents’ rights protection for vulnerable
otherwise - those who are too
young to decide
- warped views
THE CLUSTER
MODEL
Introduction
Topic Introduction
Topic Sentence Topic Sentence Topic Sentence Topic Sentence Topic Sentence
Conclusion
Keyhole Essay
Topic:
Introduction:
Point 1.
Point 2.
Point 3.
Point 4.
Point 1.
Evidence a.
Evidence b.
Point 2.
Evidence a.
Evidence b.
Point 3.
Evidence a.
Evidence b.
Point 4.
Evidence a.
Evidence b.
Conclusion : Point 1. Point 2.
Point 3. Point 4.
Task
Choose one of these models and use it to plan an essay.
The Structure
1) Introduction The opening paragraph - should use the key words of the topic
Topic: How does the process of tourism development operate in New Zealand?
Entrepreneurial
investment and
economic growth
$
Bullet Points developed from the flow chart to use for paragraphs
Sample Paragraph
Main Point: The fourth phase of tourism development in Rotorua has been
characterized by diversification and the upgrading of older developments.
Evidence: Changing market demand from more free and independent travellers and
youthful adventure tourists has led to the supply of activities such as lugeing, rafting,
zorbing and 4-W-D adventures which have become attractions in their own right.
Explanation and evidence: The agrodome is another major attraction that represents
diversification and was developed in the area because of the already high visitor
numbers.
More evidence and explanation: A wider range of accommodation such as
backpackers, homestays and luxury lodges has also been developed as entrepreneurs
seek to cater for particular niche markets.
Year 11 Geography
Topic: Describe migration movements within New Zealand’s Population and the
issues it raises
Introductory Paragraph
This highlights all the points that will be discussed in the essay.
• Read the paragraph and write on a piece of refill the sentences that relate to
each of the key words.
• Has the student followed the instruction to ‘describe’? How do you know?
Year 11 English
Topic: Explain how the main idea of the text was conveyed by characters and or
events
Instructional Word: Explain (make clear why something happens; give reasons
for; interpret)
Read the paragraph below and write on a piece of refill the sentences and/or phrases
that show:
a) The main point that links to the topic
b) Explanation and discussion of the point
c) Evidence/details/quotes to support it
d) Further discussion of the relevance of the details that link to the topic
e) Identify phrases that link to the key words: characters/main idea/events
Harper Lee uses events as well as characters to develop the theme of courage. When
Atticus is appointed to defend a black man against a rape charge, it requires a lot of
courage for him to see it through. Before and throughout the trial, Atticus receives racist
abuse from neighbours, townspeople and even members of his extended family. He
explains his decision to defend Tom Robinson by saying to his family, “I wanted you t o
see what real courage was… It’s when you know you’re licked before you begin, but
you begin anyway, and see it through no matter what.” Real courage is doing what you
know to be morally right – whether you win or not.
Topic: Examine how Homer portrays the relationship between gods and men in ‘The
Odyssey’.
Read the paragraph below and write on a piece of refill the sentences and phrases that
show:
a) The main point that links to the topic
b) Explanation and discussion of the point
c) Evidence used to support the point
d) Further discussion of the relevance of both the evidence and other explanations
to the lead (main) point being made
[Tip: Relevance statements often start with ‘This Shows’ or “This is because’ or ‘This
conveys’ or ‘This implies’]
We can see the role these Gods played in human life in the opening scene of The
Odyssey. The Olympic Gods have met at Mount Olympus, and are discussing the fate
of the mortal Odysseus. From this we instantly gather that the Gods have complete
control over every man on Earth. Athene, daughter of Zeus, is a great supporter of
Odysseus, and feels he should be sent back to his native land. This is because at the
Battle of Troy, Odysseus did not sack Troy upon victory, therefore Athene believes he is
noble and worthy of the God’s help. This shows that even though the Gods control
human lives at will, men like Odysseus can earn divine favour by acts of honour and
courage. This is how the reciprocal nature of the relationship between Gods and
humans is shown in Homer’s tale.
Year 13 History
Topic: Describe the place of popular religion in the lives of ordinary people in early
modern England. Evaluate the extent to which popular beliefs and practices became
more or less important in the lives of people between 1558 and 1667.
Aspect 1
Analyse the following paragraph using the same questions set for the year 12 example
on page 16.
Popular religion was a set of popular beliefs that the majority of the people believed in.
It consisted of a belief in Catholic rituals and festivals, witchcraft, astrology and magic
charms. It was based on superstition and was concerned with the dangers of day-to-
day life and its popularity changed as time did. In Elizabeth’s reign, the 1559
Elizabethan Settlement did little to suppress the people’s popular beliefs and practices.
In James’ reign most people maintained their popular beliefs and Charles I’s sumptuous
Armenian church encouraged ritual and ceremony. The Interregnum in 1649 saw harsh
Puritanical reign and when Charles II came to power in 1660, they welcomed the official
state religion of Protestantism with open arms.
Aspect 2
Instructional Word: evaluate (assess and give your judgement about the meant of
something; support your judgement with evidence).
Key Words: popular beliefs and practices -became more or less important (judge this)
–focus on dates between 1558 and 1667.
Analyse the following paragraph using the same questions set for the year 12 example
on page 16.
Historians’ views differ greatly over the extent to which popular beliefs and practices
became more or less important in the lives of people during Charles I’s reign. Charles
introduced the Church of Laud, and Armenian church that was very similar to the
traditional Catholic churches of days gone by. Some historians thus argue that Charles
helped maintain popular beliefs through the ornate decoration and ceremony that came
with this church. Other historians, however, claim that the population disliked the
Armenian church as they had already shed many of their popular beliefs.
Analyse the following paragraph using the same questions set for the year 12 example
on page 16.
Other tasks to do