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Structuring written work. Grammar, vocabulary and spelling


Structuring written work. Grammar, vocabulary and spelling

Structuring written work. Grammar, vocabulary and spelling

Some assignments have a format that is standard such as for instance lab reports or case studies, and these will normally be explained in your course materials. For other assignments, you shall need certainly to show up with your personal structure.

Your structure might be guided by:

  • the assignment question. For example, it might list topics or use wording such as ‘compare and contrast’.
  • The matter that is subject, which might suggest a structure based on chronology, process or location, for instance
  • your interpretation of the matter that is subject. For example, problem/solution, argument/counter-argument or sub-topics in an effort worth addressing
  • the structure of other texts you’ve read in your discipline. Have a look at how the info is organised and sequenced. Ensure you modify the structure to fit your purpose in order to prevent plagiarism.

Essays are a really common form of academic writing. Like the majority of for the texts you write at university, all essays have the same basic three-part structure: introduction, main body and conclusion. However, the body that is main be structured in several ways.

To write a good essay:

Reports generally have a similar basic structure as essays, with an introduction, body and conclusion. However, the main body structure can vary widely paper writer, as the term ‘report’ can be used for many types of texts and purposes in various disciplines.

Find out whenever possible by what sort of report is expected.

Simple tips to plan your structure

There are lots of ways to show up with a structure for the work. If you’re not sure how to approach it, try some of the strategies below.

During and after reading your sources, take down notes and begin thinking about ways to structure the ideas and facts into groups. As an example:

  • Look for similarities, differences, patterns, themes or other ways of grouping and dividing the basic ideas under headings, such as advantages, disadvantages, causes, effects, problems, solutions or types of theory
  • use coloured highlighters or symbols to tag themes or kinds of information in your readings or notes
  • Paste and cut notes in a document
  • physically group your readings or notes into piles.

It’s a good idea to brainstorm a couple of other ways of structuring your assignment after you have a rough concept of the main issues. Try this in outline form before you begin writing – it’s much easier to re-structure a plan than a half-finished essay. For example:

  • draw some tree diagrams, mind-maps or flowcharts showing which ideas, facts and references will be included under each heading
  • discard ideas that don’t fit into your purpose that is overall facts or references which are not ideal for what you would like to talk about
  • if you have a lot of information, such as for instance for a thesis or dissertation, create some tables to exhibit how each theory or reading relates to each heading (this could be called a ‘synthesis grid’)
  • Plan the true number of paragraphs you need, the topic heading for each one of these, and dot points for each piece of information and reference needed
  • try a couple of different possible structures until you find one that works best.

Eventually, you’ll have a strategy this is certainly detailed enough for you yourself to start writing. You’ll know which ideas go into each section and, ideally, each paragraph. Additionally, you will know where to find evidence for those basic ideas in your notes as well as the sourced elements of that evidence.

If you’re having difficulty with the entire process of planning the dwelling of one’s assignment, consider trying a strategy that is different grouping and organising your data.

Making the structure clear

Your writing will be clear and logical to learn if it’s easy to understand the structure and just how it fits together. You can accomplish this in lot of ways.

  • Utilize the end regarding the introduction to exhibit your reader what structure you may anticipate.
  • Use headings and sub-headings to mark the sections clearly (if these are appropriate for your discipline and assignment type).
  • Use topic sentences at the start of each paragraph, to show your reader what the idea that is main, also to link back to the introduction and/or headings and sub-headings.
  • Show the connections between sentences. The start of each sentence should link back to the main notion of the paragraph or a sentence that is previous.
  • Use conjunctions and words that are linking show the dwelling of relationships between ideas. Types of conjunctions include: however, similarly, in comparison, because of this good reason, as a result and moreover.


A lot of the types of texts you write for university need to have an introduction. Its purpose is always to clearly tell the reader the topic, purpose and structure of the paper.

As a rough guide, an introduction might be between 10 and 20 percent for the amount of your whole paper and it has three main parts.

  • It starts with the essential information that is general such as background and/or definitions.
  • The center could be the core regarding the introduction, for which you show the topic that is overall purpose, your point of view, hypotheses and/or research questions (according to what kind of paper it really is).
  • It ends most abundant in information that is specific describing the scope and structure of your paper.

If the main body of one’s paper follows a template that is predictable like the method, results and discussion stages of a study within the sciences, you generally don’t need to include a guide to the structure in your introduction.

You need to write your introduction once you know both your general point of view (in case it is a persuasive paper) together with whole structure of the paper. Alternatively, you ought to revise the introduction when you yourself have completed the main body.


Most writing that is academic structured into paragraphs. It is useful to think of each paragraph as a mini essay with a three-part structure:

  • topic sentence (also called introductory sentence)
  • body associated with the paragraph
  • concluding sentence.

The topic sentence introduces a general summary of the subject together with purpose of the paragraph. Depending on the length of the paragraph, this may be more than one sentence. The topic sentence answers the question ‘What’s the paragraph about?’.

The body associated with the paragraph elaborates directly on the subject sentence by giving definitions, classifications, explanations, contrasts, examples and evidence, for example.

The final sentence in several, but not all, paragraphs is the sentence that is concluding. It will not present new information, but often either summarises or comments from the paragraph content. It may also provide a link, by showing how the paragraph links to your topic sentence of the next paragraph. The concluding sentence often answers the question ‘So what?’, by explaining how this paragraph relates back into the topic that is main.

You don’t have to create all of your paragraphs utilizing this structure. For example, there are paragraphs with no topic sentence, or perhaps the topic is mentioned nearby the final end regarding the paragraph. However, this might be a clear and common structure that makes it simple for the reader to check out.


The conclusion is closely linked to the introduction and it is often referred to as its ‘mirror image’. Which means that in the event that introduction begins with general information and ends with specific information, the conclusion moves into the opposite direction.

The conclusion usually:

  • begins by briefly summarising the scope that is main structure associated with paper
  • confirms this issue that was given in the introduction. This may make the kind of the aims of this paper, a thesis statement (point of view) or a extensive research question/hypothesis and its own answer/outcome.
  • ends with an even more statement that is general how this topic pertains to its context. This may use the as a type of an assessment associated with the significance of the subject, implications for future research or a recommendation about theory or practice.

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