Structuring written work. Grammar, spelling and vocabulary

Structuring written work. Grammar, spelling and vocabulary

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

Your structure may be guided by:

  • the assignment question. For instance, it may list topics or use wording such as ‘compare and contrast’.
  • the niche matter itself, which could suggest a structure predicated on chronology, process or location, for instance
  • your interpretation associated with matter that is subject. For example, problem/solution, argument/counter-argument or sub-topics if you wish worth addressing
  • the dwelling of other texts you’ve read in your discipline. Have a look at the way the given information is organised and sequenced. Make certain you modify the structure to fit your purpose in order to prevent plagiarism.

Essays are a rather form that is common of writing. Like most of 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 a variety of ways.

To write a essay that is good

Reports generally have a similar structure that is basic essays, with an introduction, body and conclusion. However, the main body structure may differ widely, because the term ‘report’ is used for several types of texts and purposes in different disciplines.

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

Simple tips to plan your structure

There are lots of ways to come up with a structure for your work. It, try some of the strategies below if you’re not sure how to approach.

After and during reading your sources, make notes and start thinking about methods to structure the basic ideas and facts into groups. For instance:

  • seek out similarities, differences, patterns, themes or other methods of grouping and dividing the ideas under headings, such as for example advantages, disadvantages, causes, effects, problems, solutions or forms of theory
  • Use highlighters that are coloured symbols to tag themes or types 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 idea that is good brainstorm a few other ways of structuring your assignment once you’ve a rough concept of the key issues. Do this in outline form before you start writing – it is much easier to re-structure an overview 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 squeeze into your purpose that is overall facts or references that aren’t useful for what you want to discuss
  • when you have lots 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 is called a ‘synthesis grid’)
  • Plan the true number of paragraphs you may need, this issue at risk of each one, and dot points for every bit of information and reference needed
  • try a couple of different possible structures until you will find the one which is most effective.

Eventually, you’ll have a strategy that is detailed enough so that you can start writing. You’ll know which ideas go into each section and, ideally, each paragraph. Additionally, you will know where to find evidence for anyone basic ideas in your notes and also the resources of that evidence.

If you’re having difficulties with the entire process of planning the structure of your assignment, consider trying a different strategy for grouping and organising your details.

Making the structure clear

Your writing will undoubtedly be clear and logical to learn if it’s easy to understand the structure and exactly how it fits together. You can easily accomplish that in a number of ways.

  • Utilize the end regarding the introduction to demonstrate the reader what structure to expect.
  • Use headings and sub-headings to mark the sections clearly (if they are acceptable for your discipline and assignment type).
  • Use topic sentences at the beginning of each paragraph, to demonstrate your reader what the idea that is main, homework assignment and 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 key notion of the paragraph or a sentence that is previous.
  • Use conjunctions and words that are linking show the structure of relationships between ideas. Samples of conjunctions include: however, similarly, on the other hand, because of this reason, as a result and moreover.


Almost all of the forms of texts you write for university must have an introduction. Its purpose would be to clearly tell your reader the topic, purpose and structure for the paper.

As a rough guide, an introduction could be between 10 and 20 percent regarding the length of the entire paper and has three main parts.

  • It starts with probably the most general information, such as for example background and/or definitions.
  • The center is the core of this introduction, for which you show the overall topic, 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 the paper follows a template that is predictable like the method, results and discussion stages of a study into the sciences, you generally don’t need to include helpful tips to your structure in your introduction.

You ought to write your introduction if it is a persuasive paper) and the whole structure of your paper after you know both your overall point of view. Alternatively, you ought to revise the introduction when you’ve got completed the main body.


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

  • topic sentence (also called introductory sentence)
  • body of this paragraph
  • concluding sentence.

The topic sentence introduces a general summary of the topic additionally the purpose of the paragraph. Depending on the period of the paragraph, this might be more than one sentence. The topic sentence answers the question ‘What’s the paragraph about?’.

Your body regarding the paragraph elaborates right on the subject sentence by giving definitions, classifications, explanations, contrasts, examples and evidence, as an example.

The last sentence in many, but not all, paragraphs is the sentence that is concluding. It doesn’t present information that is new but often either summarises or comments from the paragraph content. It may also provide a hyperlink, by showing the way the paragraph links into the topic sentence of the paragraph that is next. The concluding sentence often answers the question ‘So what?’, by explaining how this paragraph relates returning to the main topic.

You don’t have to create your entire paragraphs utilizing this structure. As an example, there are paragraphs with no topic sentence, or perhaps the topic is mentioned nearby the final end regarding the paragraph. However, this is a definite and structure that is common makes it easy for the reader to follow.


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

The final outcome usually:

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