How to Improve Your Communication of Ideas in an Essay

1. How to Improve Your Communication of Ideas in an Essay

2. The facts suggest, indicate, show that Analysis of the evidence suggests, undermines, differs from, coincides with It could be suggested, claimed, proposed that Ways to avoid writing ‘I think that’ Smith supports the idea, notion, belief that Although Smith disagrees, most writers suggest, claim that ...

3. Ways to link paragraphs The first or last sentence in the paragraph should contain the essential reason for the inclusion of that paragraph The last sentence in a paragraph should serve as a link between paragraphs, using words like……………

4. In fact • Meanwhile • Firstly/ Secondly • At the same time • More specifically • For this reason • While this is so / Since this is so • Even if /Even although • Not only.. but also • Above all • Nonetheless • In addition • Although • Following this • Consequently • Whether • Besides • Later

5. definitely of course Avoid absolute words like totally always never

6. What needs to be noted on the other hand in spite of in contrast to Ways to introduce another viewpoint at the same time nevertheless however although

7. More Ways to introduce another viewpoint • On closer inspection, it is worth considering that ... • Ultimately, it must be realised that .. • More importantly however ... • More significantly however ... • More to the point is the fact that ... • On the surface, it might seem that .......however • The fundamental question is not however ... • On first sight it might seem plausible to argue that ....however, on closer inspection • To argue .... is insufficient .... it is necessary to consider ...

8. Essay Do's and Don'ts Introductions Development Conclusions In the Exam Room

9. Introductions • Do • Start you essay with an attention-grabbing first sentence • Set out the issue clearly in the introduction • Give an indication of your line of argument in the introduction • Write a linking sentence at the end of your introduction to provide a smooth transition into the topic sentence of the second paragraph • Don’t • Answer the question in the introduction • Just re-phrase the question. • Just make a list of points you are going to make • Use personal terms like ‘I’ or ‘My’.

10. Advice on the Introduction from Principal Assessor If the question were “How important was Bismarck’s contribution to German unification?” possible approaches might include: A The unification of Germany was achieved after the victory in the Franco-Prussian War. This essay will look at Bismarck’s contribution to this achievement, and compare it with the other factors that helped him. These included economic change, growing nationalism in Germany and the wars of the 1860s. It will then reach a conclusion about how important Bismarck’s part was.

11. While this approach is acceptable, it often leads to an essay which lacks analytical depth and quality of thought. An approach that shows greater confidence on the part of the candidate, and usually leads to a more fluent argument, might be the following, which says the same things but in a way that markers are likely to find more convincing. B The unification of Germany was achieved after the victory in the Franco-Prussian War. Although it can be argued that Bismarck’s role was decisive in achieving this outcome, other factors contributed significantly to the process of unification. These included economic change, growing nationalism in Germany and the wars of the 1860s.

12. A The unification of Germany was achieved after the victory in the Franco-Prussian War. This essay will look at Bismarck’s contribution to this achievement, and compare it with the other factors that helped him. These included economic change, growing nationalism in Germany and the wars of the 1860s. It will then reach a conclusion about how important Bismarck’s part was. (60 words) B The unification of Germany was achieved after the victory in the Franco-Prussian War. Although it can be argued that Bismarck’s role was decisive in achieving this outcome, other factors contributed significantly to the process of unification. These included economic change, growing nationalism in Germany and the wars of the 1860s. (51 words)

13. Two of the three sentences in version B are identical to those in version A, but the overall impact is much stronger, as the candidate shows awareness of the issue and the fact that several factors have to be considered. The scene is set and a likely line of argument indicated naturally, without making a point of it. Examiners find that introductions adopting this type of style tend to lead to better arguments and more coherent essays. Version B does not state the intention to reach a conclusion, but it would be most surprising if one did not appear.

14. Development • Do • Make sure that your essay has a logical or clear structure • Check that the first sentence in each paragraph should contain the main idea. This is called the ‘topic sentence’. • Follow this up with evidence, details, facts, figures, quotes. • Include ‘toolkit’ words which ensure that you are arguing, debating e.g. however, although. • Keep sentences simple, direct, clear and relevant. • Don’t • Exaggerate claims e.g. ‘This proves that..’ • Quote overly long chunks from historians – this is your essay being assessed. • Use slang or abbreviations. Formal English, please. • Use nursery language: ‘The workers were not happy about..’ • Use two sentences when one would do. • Miss out parts of the essay – check back to question several times.

15. Conclusions • Do • Answer the question • Summarise the main points in your argument • Check that the conclusion is based on evidence presented in the essay. • Check that the conclusion is in line with the line of argument presented in the introduction. • Refer to words, phrases used in the essay title e.g. if a quotation was used. • Don’t • Introduce new evidence in the conclusion.

16. In the Exam Room • Do • Read all the questions • Write on the exam paper • Put question number in margin • Underline key words /phrases to be discussed /defined. • Write plan on exam script. Markers may credit this if you don’t finish. • Allocate 40 minutes for each question. • Check back to the question /plan during the 40 minutes. • Write for 80 minutes. You should have prepared for this! • Have a conclusion. • Don’t • Write out the question. Wastes time. • Think you can busk your way through an essay without the examiner knowing what you have done. You will be found out. • Invent facts, details. Again, you will be caught. • Try to impress by writing long, complex sentences. This is no substitute for clear thinking and clear writing. • Memorise an essay and then copy it out irrespective of the phrasing of the question.

17. And finally... Essay writing is like Gary Player’s view on Golf and Success… “The more I practice, the luckier I get”