Please stay within the word limits. You should frame your answer at sufficient scale that it fits the limits, and should not need to go beyond. This is an important skill to develop, as in professional practice you will often be given specific criteria to work to, which cannot be altered or amended. As academics, we also face these restrictions: journals impose word limits on articles, and research applications have fixed character limits which the system will not allow to be exceeded. If you need more words, it is an indication that you have not sufficiently focused your argument and analysis on the issue.
What makes a good essay? Please see the dept and university guidance, but as a guide as to what I am looking for:
Answer the question: Perhaps the most important element: has the essay answered the question? Sometimes an essay can be really good, but does not actually address the question. This means it cannot get a good mark. So have you analysed the title carefully to make sure you understand (a) what it is asking, and (b) whether there are multiple elements that need to be addressed? A good essay is not a general analysis of the topic, but a direct answer to the specific question.
Make an argument: an essay is not just a presentation of different points and arguments around the issue (though this may be an important element). I am expecting people to develop an argument what is your response, which elements of the theory / discussions do you agree with, why? In other words, you must critically engage with the readings and evidence, and use it to create your own argument. It is your voice that we are looking for.
Use evidence to back up your argument: It isnt just your voice that I am looking for, of course, but your voice backed up by evidence. A good essay should provide sufficient and relevant evidence to support your argument and your answer. If you disagree with a particular argument, why? What supports your critique of it? If you are using case studies, think and explain about why you are using them: is it / are they representative of the issues you are discussing; or are they different or a extreme version of those issues? If you are using two or more, why? Because they share common features (which might indicate these are important across many contexts), or because they have different features that together highlight all the key issues that need to be considered? Remember, I am looking to see whether you have used evidence that is appropriate and supports your argument.
Make sure your essay is well structured: probably the biggest reason for reduced marks is failure to have a strong, clear structure. A good structure will follow the logic of your argument and make it stand out. A good structure will make what you say clear and understandable. If it is confused and/or chaotic, it will conversely be very difficult to follow what you are trying to say, and may suggest you dont actually know yourself. The precise structure will reflect the requirements of the question, your argument, and how you develop and prove your answer is right. But by and large
– You should begin with an introduction in which you outline in a clear and concise way the importance of the topic, and your line of argument. This argument then drives the structure for the rest of the thesis.
– If a question asks about issues associated with a topic / policy, etc, you cannot address all issues that might be relevant. In part, the question is therefore asking you to focus on what you think the main ones are, and to defend your selection. It is good to show you are aware of the broader issues (eg, there are a large number of impacts from this policy, such as x, y, z, a, b), before explaining why you are looking at a small number (eg however, this essay will focus on z, a and b, as these are the most urgent in their consequences). So think about why you are focusing down: are they the most important, the biggest, the ones most focus on, etc.
– The main body will need to address each of the issues demanded by the question. Each paragraph should deal with a separate issue, and be self-contained. The order should be logical. For example, if you are being asked to compare two different arguments about a topic, you would probably start by setting out and critiquing the set of arguments you do not agree with, before moving on to those you do (explaining why), as this makes more logical sense in making an argument. If it is asking you about a particular policy, and its impact, the first section would deal with what the policy is, before looking at aspects of its impact. Whatever your structure is for the main body, it must make sense
– Your conclusion should be balanced, clear, concise, and show how your argument has been proved by your discussion. If you think there are wider implications, these should be (briefly) outlined here.
Embed your answer in the readings: you need to read in sufficient depth to be able to provide sufficient depth of analysis and evidence for your answer, and to be able to refute counter-arguments. This means you also need to read a variety of literature, not just a few sources. If you find that you are using just one reference for a couple of pages, this might indicate you need to read more widely.
– But you are not just reading for the sake of breadth and depth: you need to use the literature to support your own voice and argument. In other words, how does Author A, or B speak to or relate to your argument? Do you disagree with them, why? You must critically engage with the literature, not just read it passively.
– When using the arguments of readings, think about how you use them in ways that ensure this essay remains your work, and your voice. When paraphrasing, summarise rathe than stick too closely to the exact words used. When quoting, make sure you reference properly, but as importantly, use quotes wisely and sparingly: they should be of sufficient importance, and stated in a such a way, that it is worth keeping them in their original form. Direct quotes of more than three lines should be indented on both sides.
– Reference correctly. If you are not sure how, then look at the university
– guides on this. On the whole the department prefers Harvard style referencing, but consistency is essential.
– There is no right number of readings to do for an essay. However, it is important to have depth, and breadth, so a too light bibliography may be an indication you have not read widely enough.
More broadly, a good essay is:
1. Coherent the writing should be clear at all times
2. Cohesive the sections should be linked and flow logically from one to the next, building up the argument and evidence to justify your argument. Each paragraph should be self-contained in its focus, but flow from the previous and to the next. Make it clear when you are moving to a new point or argument, using sub-headings if necessary.
3. Concise good academic writing does not need to be complex, comprised of long sentences (not that you would necessarily think this from reading many academic texts!). Summarise theories, concepts and arguments simply and as concisely as you can, without losing the complexity. Avoid repetition
Make sure you:
1. Use the actual essay title: dont make up your own
2. Outline your argument/thesis in the introduction
3. Reference properly and fully
4. Make use of a wide range of literature and sources when presenting, analysing and citing key concepts, theories and issues
5. Make use of the appropriate terminology, concepts, theories in relation to the topic
6. Think about whether an argument, case study, point, concept, etc is universal, or particular to a particular context, or group, community, etc
7. Have a clear structure that moves from introduction, to main body, to conclusion, clearly
8. Have a conclusion that reaffirms your argument and answer to the question
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