A GUIDE TO GOOD ESSAY WRITING

This booklet is designed to guide you to better essay writing, an essential skill which takes time to
develop. It is very important that you learn what constitutes good quality academic work and that
you also learn how to present that work in the appropriate format, making use of standard
scholarly conventions. We set out here the guidelines that you should follow in the work that you
submit while you are studying with us.

This booklet is divided into the following sections:

What is an Essay? 2

Ten Steps Towards a Good Essay 3

Plagiarism 4

Basic Essay Rules 5

References 5

Author / Date Example 7

Bibliography Example 8

Common Errors 10

You should read this booklet in its entirety before you submit your first
piece of written work. You should also retain this booklet for future
reference throughout your time studying with us.

UNIVERSITY OF KENT A Guide to Good Essay Writing 1

What is an Essay?

Many students find written work the single most challenging element of their study, but with
application and effort all students can improve their writing style over the progress of their degree.
It is important to remember that we are not expecting you to become professional-standard
writers, rather, we aim to enable you to use language in the clearest manner to articulate your
ideas in written work.

Before you start a piece of written work, ask yourself what is required of the assessment. An
academic essay at university level is very different from the sort of written work expected at
school or college. Much of the work submitted to us, although it may be intelligent and contain
correct, well-organised information, lacks the levels of forethought, critical insight and
interrogation which characterise a university-level essay.

A good essay should map out a single coherent argument, using supporting evidence and analysis
to back up each point. Too often, essays consist of a set of loosely related observations or insights
– very often perfectly valid individually in themselves, but not pulling together to form a
coherent whole. To gain a good idea how to go about your essay, imagine how a lawyer would
argue a case in a court of law. He or she would have one central argument to prove (for example,
person A is guilty of fraud, or person B is innocent of all charges), and would use supporting
evidence to back up their claim. The evidence must come from a variety of reputable sources to
form a watertight case (police reports, witness statements, close questioning of the parties
involved, etc). Your essay should ideally follow this pattern: decide on your central argument,
and use the most convincing evidence to back up your point. Using a wide variety of sources
(books, journals, reputable internet sites, combined with appropriate musical examples) will
make your argument more convincing.

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Ten Steps Towards a Good Essay

1. Read the coursework brief carefully and make sure you understand the assessment criteria.
It is in your best interests to understand what you tutor expects from each piece of work:
coursework which veers away from the brief may not meet some of the assessment criteria
and may score badly as a result.

2. When what is required is fully understood, spend time on the research and preparation of
materials. Read books, journals, articles from a variety of sources, and listen to relevant
music.

3. Plan out in a sentence or two what your main argument will be. Also, make a note of each
subsidiary point you wish to make, as well as any important references and musical
examples.

4. The next step in the procedure is to map out a plan for the essay - how will the argument
develop? How will you move coherently from one point to the next?

5. Now, with all your research organised and the information planned, write an initial draft of
the essay.

6. Read through your essay to check the fluency of your work. Often, reading the essay out
loud will pick up certain errors, awkward expressions or unnecessary repetitions – these
are aspects of our writing that we often miss when we read our work silently to ourselves.

7. Make corrections and play around with the draft, checking whether the paragraph-scheme
develops effectively, the main research is brought to bear, and the wording is clear.

8. You may find it useful at this point to give your essay to a friend to read. Ask them
whether it makes sense to them, whether they can spot any mistakes in the text. It may
also be helpful to you if you ask them to tell you in their own words what argument you
are making in the essay. Ask them also if they can give an account of how the argument
develops point by point. Can they clearly outline what you have in mind? If not, you
probably need to redraft the piece.

9. Once you have arrived at a final version of the essay, spellcheck it and proofread it
carefully, then hand it in.

10. When your essay has been marked, learn from your tutor’s comments how to improve
your next piece of work.

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Plagiarism

Plagiarism is presenting the work, ideas or words of someone else as though they were your own.
The most common examples of plagiarism we encounter are direct copies from internet sites
which are submitted as original coursework. Clearly, this would be gross dishonesty, as you would
be seeking to receive credit for work that you had not done. But there are other forms of
plagiarism too. If, for example, you submit an essay which has largely been written by yourself, but
which contains a section that has been taken from someone else, without being clearly indicated as
a quotation (and appropriately referenced), this still constitutes plagiarism.

At the University of Kent, as at all other universities, the issue of plagiarism is taken very seriously
indeed. If we suspect that even a small section of your work has been plagiarised, we are very
likely to assign you a mark of 0% for that assignment. For more guidance on this matter, refer to
the following online resource: http://www.kent.ac.uk/registry/quality/guidance/plagiarism.htm

Remember, your tutor will assume that all the words, diagrams, ideas and arguments in
your essay are your own. Therefore if you have used anything from books, journals,
articles, or another external source (including the Internet), you must credit it with a
reference.

Copying Never copy anything directly without acknowledging the source (this includes
text, music or audio, media files, computer or programming code, the work
of other students and even earlier pieces of work by yourself).

Quoting A quotation must be referenced properly and set out as detailed in the
guidelines in this booklet. Appropriate quotations are desirable: they give
your work academic credibility and show the reader you know your subject.
Sources must be identified, and must also be included in a bibliography at the
end of each piece of work.

Paraphrasing Paraphrasing means putting someone else’s ideas into your own words. This
is acceptable provided that it is acknowledged (for example, ‘Smith goes on
to argue that…’ or ‘Smith provides further proof that…’). Remember to
include a reference to the source within the text and also in your
bibliography.

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Basic Essay Rules

Choose a suitable font, based upon legibility and clarity. Do not change font during the course of
your essay. Text should be double or one-and-a-half spaced. Allow one blank line between
paragraphs, and at least two blank lines after a main heading. This allows enough room for any
comments and corrections your tutor wishes to make. Indent the first line of new paragraphs if you
wish, but remember that the first paragraph under any heading is not indented (usually this will only
be the first paragraph of your essay, unless you have divided your essay into chapters or sections).

You may use italics to emphasise words (but do not over-use them!). Also use italics for foreign
terms (tabula rasa, poco stringendo), book titles (The Raw and the Cooked, by Lévi-Strauss) and names
of pieces (The Rite of Spring). Use single inverted commas for the name of articles, essays and songs
(this applies to anything that is part of a larger work). For example, you should write:

In his article, ‘How music matters’, Scott Burnham (1999) discusses the problems of reductive
criticism; ‘When I am laid in earth’, from Purcell’s Dido and Aeneas uses a descending ground bass.
Works such as symphonies or string quartets, which are identified by their form and number are
not written in italics or given inverted commas. Thus, Beethoven’s Symphony No. 7 in A is the
correct format.

References

There are two recognised academic standards for the referencing of texts. The first is the
Author / Date method, and the second is the footnote method. You should never mix the two.
You may see slight variants of each system in many of the books you read, but please try and
follow the guidelines as they are given here. This will give your essays the consistency that is
required for academic work of this kind. We strongly recommend that you use the
Author / Date method, as it is simpler and contains less margin for error.

At the end of your essay you should provide a bibliography, which should be presented on a new
page after the main body of your text. You should list items in alphabetical order, according to the
author’s surname. If you have used CD’s, DVD’s, liner notes to recordings, artworks,
performances or internet sites, these should also be listed (these are usually placed in a
separate section after books and articles).

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Author / Date Referencing Method

In this method, footnotes are not used. Reference information is given in a concise form within
the text. The full detail of each item should be given in full in the bibliography.

If you are summarising an argument that is explored throughout a text, give only the author’s
name and the year of publication. You may give the title of the work if you wish:

Rowell (1979) explores the concept of musical time and its link to the
subconscious.

In Repeated Takes, Michael Chanan (1995) addresses the effect that

recorded sound has had on listening.

If you are referring to a particular point an author makes, give the page numbers after the date:

Sloboda highlights some useful comparisons between language and

music (1985: 13-26).

You can place the date and page numbers at the end of the sentence to avoid breaking the flow of
the text if you wish. You may wish to show how other writers have agreed or disagreed with an
author:

Certain authors have come to support this view (Smith 1988; Jones 1990;
Brown 1992b).

Jung (1958: 78) rejects this reductive approach to psychoanalysis.

[Note: when you use two books published in the same year by one author, use ‘a’, ‘b’, ‘c’, etc, after
the year to distinguish between them.]

If you are quoting from the source directly, give the page number and use single inverted commas:

Towards the end of his book, Sloboda states that ‘electronic

instruments must always be constrained by the parameters of “human”
music making’ (1985: 268).

Double inverted commas are only used within quotations when the original author used
either the double or single variety. This helps to distinguish between your markings (which should
always be single inverted commas) and the original author’s. Quotations of less than three lines
should be embedded in the text using single inverted commas: ‘this is an example of a short
quotation’ (Smith 1999: 20). Notice that the reference details and full stop appear after the
inverted comma. Quotations that are longer than three lines should be set apart from the main
text, and single-spaced, with a minimum indentation of 1cm:

UNIVERSITY OF KENT A Guide to Good Essay Writing 6

 This is an example of a longer quotation. Notice that inverted commas
are not necessary. The quotation should also be indented on the left
and right. Again, remember to reference the source of the quotation.
In this example I am using the Author / Date referencing method
(Smith 1999: 21)

Remember to indicate if you omit any text, or if you add any. Three full stops should be
used (like this … ) if you decide not to include part of the passage in question. The quotation
should still make grammatical sense, however. Square brackets are used to indicate additions or
substitutions by yourself. These should only be used to preserve the grammar and meaning of the
text if it has suffered from being taken out of context. In the following passage it is not clear what
is being discussed:

There is hardly anything in the world that has greater power to bend
the morals of men this way or that, as Plato wisely observed. And in
fact we find from experience that it has an insidious and well-nigh
incredible power to move us whither at will (Atlas 1998: 520-1).

In order to clarify the sentence, you could write:

There is hardly anything in the world that has greater power to bend
the morals of men this way or that, as Plato wisely observed. And in
fact we find from experience that [music] has an insidious and well-
nigh incredible power to move us whither at will (Atlas 1998: 520-1).

Too many of these additions can look clumsy, and usually it is best to avoid them if
possible. Paraphrase an argument if the quotation does not fit with your flow of text,
remembering to give the appropriate reference. Notice also that the page numbers in the above
reference have been elided (that is, shortened from 520-521 to 520-1). Elide page numbers to the
shortest pronounceable form: thus 72-3 and 342-9, but 213-16.

For music essays, examples or diagrams should be included wherever possible to clarify or
support aspects of your argument. The best results are obtained by using a notation or graphics
program to copy out the example yourself. The graphics file can then be incorporated into your
essay. Scanning is acceptable provided the example remains clear and is carefully trimmed using
an editing program

Examples should be numbered to help you refer to them within your text. Music is
traditionally listed as ‘Musical Example 1’, ‘Musical Example 2’ etc., while diagrams are listed as
‘Figure 1’, ‘Figure 2’, and so on.

Finally, remember to number the pages of your text (page numbers should be centered at
the bottom), and include your name and coursework details in either a header or footer.

UNIVERSITY OF KENT A Guide to Good Essay Writing 7

Bibliography

Your bibliography should be separated from the main text of the essay, and given a separate page
or pages. Items should be listed by the author’s surname, in alphabetical order. Below is given the
standard layout for books, journal entries and essays that form part of a compilation volume.
Take careful note of the punctuation. Do not give first names; use initials. Note the layout of the
second name if a book has more than one author or editor. Titles of articles are given in inverted
commas. The name of the journal or compilation volume should be given in italics. Learn the
differences between journal and compilation entries. If the medium you wish to cite is not listed
here, consult the Harvard Referencing Guide for a complete list.

ATLAS, A. W. 1998. Renaissance Music: Music in Western Europe, 1400-1600. New York: Norton.

BEAUCHAMP, J. and A. Horner. 1997. ‘Spectral modelling and timbre hybridisation programs for
computer music’. Organised Sound, 2, 3: 253-8.

BLACKING, J. 1995. ‘The Study of Musical Change’. In R. Byron (ed.), Music, Culture & Experience:
selected papers of John Blacking (148-173). Chicago: University of Chicago Press.

DEUTSCH, D. (ed.) 1982. The Psychology of Music. New York: Academic Press.

SLOBODA, J. A. 1985. The Musical Mind: The Cognitive Psychology of Music. Oxford: Oxford
University Press.

Internet

BLANCO, P. 1998. ‘Flamenco’. The Flamenco Home Page.

http://www.madu.edu/dance/flamenco.html. 28 October, 1998.

Note: many internet sites do not have a date of ‘publication’, so give the date of your visit after all
the other information. Give the designer or maintainer of the site as the author, if no particular
author is credited for the text. Remember, internet sites are not always a reliable source of
academic information, and Wikipedia is not considered an acceptable academic reference!

Film & Television

(Film) Ridley, S. (1996). Bladerunner - The Director's Cut. [Film]. Warner Brothers.

(TV) Bills, Bills, Bills. (1998). The Royle Family. Series 1, episode 1. [DVD]. Directed by Mark
Mylod, written by Caroline Aherne, Craig Cash and Henry Normal. UK: BBC.

Music Scores

Treat as a book: Composer. (Year of publication - in brackets, n.d. if unknown). Title of score –
in italics.. Series title and volume - if available. Edition - if not the first. Place of Publication:
Publisher. E.g.

Carole, F (n.d.) Duet Etude. UK: Columbia Music Co.

UNIVERSITY OF KENT A Guide to Good Essay Writing 8

Artworks

Artist Year (use c. for approximate). Title.[Material type] description (held at plus the location of
the gallery or museum where the original item is kept).

Da Vinci, L. (c.1503-1506). Mona Lisa. [Oil on poplar]. Held at the Musée du Louvre, Paris.

*For prints or poster copies use: Artist; Year (use c. for approximate); Title [type]. Description
(e.g. materials, publisher of poster or print, source of image, or place original exhibited at. Include
size of print if available/relevant.

Picasso, P. (1914). Fruit, Dish, Bottle & Violin. [Poster]. Oil on canvas. Original held at the
National Gallery, London. 92cm x 73cm.

Concerts

Composer (year of work). Title of concert. [Type of performance – e.g. ‘Concert’]. Who the
concert was ‘Performed by’ and ‘conducted by’. Venue for performance, and date of
performance.

Vivaldi, A. (2000). Concerto No. 1 in E major, Op. 8, RV 269, ‘La primavera’ (Spring) —
Movement 1: Allegro from The Four Seasons. Performed by Wichita State University Chamber
Players, conducted by Robert Turizziani. Wichita State Concert Hall, 6 February 2000.

*For bands: use name of band, date, [Location: Date seen].

The Big Boy Band (2009). Glastonbury Festival, 20 June 2009.

Performances

Choreographer/playwright/. (Premier date - in brackets). Title of performance/play. [Type of

performance – e.g. ‘play’, ‘Ballet’ etc.]. ‘Performed by’ and ‘directed by’. Venue for performance,
and date of performance:

Kirk, J. (2505) Space ballet. [Modern dance]. Performed by the Crew of the Starship Enterprise,
Directed by L. Nimoy. Royal Alpha Centauri Hall, 13 March 2505.

UNIVERSITY OF KENT A Guide to Good Essay Writing 9

Common Errors

Biography

Do not include unnecessary biographical information concerning the composers or artists you may
be writing about. On the whole, it is not important for you to detail domestic details unless they
have a direct relevant to your main argument. In academic essays you should consider aspects of
compositional style, technique, musical influences and try to offer proof and examples for
everything that you assert. You are not required to write a composer’s life-story.

Personal Anecdote

Do not present the reader with your subjective impressions or experiences. Your tutor will not
want to read about which parts of a piece you found ‘exciting’ or ‘uninteresting’, where you were
when you first heard it, nor hear about any other personal reactions. As always, remain objective in
your studies. This is not to say that you should refrain from making any value-judgments
whatsoever. On the contrary, a good essay will present a variety of critical analyses and
discussions in order to persuade the reader of the merits or defects of a particular work.

Confusing Different Contexts

Avoid mixing or confusing things from different eras, cultures or backgrounds. For example, do
not commit the following sort of error:

In this study, Schaeffer uses rhythmic loops to achieve a more commercial sound.

Mahler is famous for his film and television music.

The rhythmic loops which Pierre Schaeffer first explored in musique concrète were a result of
exploring the limits of early technology and were not an attempt to appeal to a mass market
(commercial electronic music hardly existed at this time!). Similarly, television was not around
during Mahler’s time. His works may be over-used by the contemporary media, but they were
originally intended for the concert hall, not the cinema.

Contractions, Slang and Cliché

When we talk, and when we write informally, we tend to use quite a lot of contractions, such as
‘I’ll’, ‘won’t’, ‘hadn’t’, ‘she’d’ and so forth. When you are writing an essay, you are using a very
particular form of language - a formal, academic version of English, different from the language we
speak casually every day. Academic English requires that you do not use contractions in your
writing, as it also requires that you should, as far as possible, avoid using slang terms and clichés
(e.g., ‘this issue has become a political football’; ‘Tarasti really brings this point home in the final
chapter’; ‘Beethoven surprises us all with this sudden change of key’).

UNIVERSITY OF KENT A Guide to Good Essay Writing 10

Forms of Address

When you use a writer’s or a composer’s name, give the name in full on the first occasion, but
subsequently use only the surname. Do not refer to a writer by the first name alone. Well-known
figures are usually referred to by surname only. Do not use formal titles (‘Doctor’, ‘Mr’, ‘Ms’, etc.).

The Correct Use of the Apostrophe

The vast majority of students do not know how to use the apostrophe correctly to indicate
possession. Never use an apostrophe to form a plural. The basic rules are simple:

• when the noun is singular, the apostrophe goes before the s

• when the noun is plural, the apostrophe goes after the s

The one exception to this rule is the case of ‘it’. It’s does not mean ‘of it’, but is rather a
contraction of it is.

So, here are some examples of the rules in action:

The tutor is marking the student’s work. The student’s name is John.
The tutor is marking the students’ work. They are waiting for their marks.
The house is derelict. Its roof is falling in. It’s where I used to live.

Abbreviations

Contractions and acronyms should have no full stops (Dr, Mr, CD and DAT for example). The
plural of CD is CDs (not CD’s!). Similarly if you are talking about a particular decade, do not use
an apostrophe: the correct format is ‘the 1950s’ (not ‘the 1950’s’).
Abbreviations and their plurals do retain full stops, however (for example, vol., vols., ed., eds.).

Tenses

Conventionally, when we write about something, we do so in the present tense. So we write: ‘In
The Rite of Spring Stravinsky evokes the primal spirit of pagan Russia’, and ‘In his book, Music
Imagination and Culture, Nicholas Cook argues that there is a disparity between how music is
experienced and how it is described’. It is best to avoid the past tense. Try not to write: ‘In The
Rite of Spring Stravinsky evoked the primal spirit of pagan Russia’ or ‘In his book, Music Imagination
and Culture, Nicholas Cook argued that there is a disparity between how music is experienced and
how it is described’. Sometimes you will, of course, want to use the past, as, for example, when
you want to indicate a change in someone’s thinking: ‘Schnittke began his compositional career as
an arch-modernist, but now his compositions explore the postmodern characteristics of
transcontextuality and relativism’.
The crucial thing, however, is that you avoid mixing tenses unnecessarily. So, avoid saying things
like: ‘Handel went to Dublin and the gathered dignitaries praise him’.

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