what is an essay?

An essay is a short piece of writing on a particular subject. The

purpose of an essay is to present an argument or point of view about
a particular topic and give examples or reasons to support it. The topic
will be a question or an issue which people generally have different
opinions about.

The essay could present both sides of the argument, or just one,
depending on the instructions given in the task. So, if the instructions
ask you to give your opinion, you can address just this one point of
view, or you can discuss the arguments for and against. But if the task
instructions state that arguments for and against should be included,
then you should address both points of view.
Differences between an article and an essay

An essay is very similar to an article with only a few key differences.

Audience:

An article is usually published in a newspaper or a magazine, so as far

as the exam is concerned, the audience is often students at your
school (school magazine article), or sometimes your teacher or the
local newspaper.

The audience of an essay is often your teacher (who requested the

essay in the first place).
Purpose:

An article is generally written to inform and persuade the reader that a

certain viewpoint is correct.

An essay is generally written as a response to a question or a

proposition (often by your teacher). It presents an argument or point of
view about a particular topic and gives examples or reasons to
support it.
Heading:

An article may have a heading to grab the reader’s attention (though

not compulsory in the exam).

An essay does not require a heading.

The format of a one-sided argument essay

A one-sided argument essay can have two formats, depending on

whether you include a counterargument from the opposing viewpoint
or not.

Paragraph 1: Introduction (including your opinion)

Paragraph 2: First point supporting your opinion with an explanation

Paragraph 3: Second point supporting your opinion with an

explanation

Paragraph 4: State a counterargument (an idea from the opposing

viewpoint) and counter the counterargument (i.e., explain why this
counterargument is invalid). In other words, state a point made by
people who have a different opinion from yours and explain why they
are wrong.

Paragraph 5: Conclusion (including your opinion again but in different

words)

OR
Paragraph 1: Introduction (including your opinion)

Paragraph 2: One or two points supporting your opinion with an

explanation

Paragraph 3: One or two points (different from those of the previous

paragraph) supporting your opinion with an explanation
Paragraph 4: Conclusion (including your opinion again but in different
words)
The format of a two-sided argument essay

Paragraph 1: Introduction (without your opinion)

Paragraph 2: One side of the argument

Paragraph 3: The other side of the argument

Paragraph 4: Conclusion (including your opinion)

Introduction

The purpose of the introduction is to inform the reader about the

main point (topic) of the essay and engage the reader to make them
interested in the topic. The main components of an effective
introduction are:

1. Topic sentence

Start your essay with a brief topic sentence that outlines the argument
that the essay will discuss. Give forceful statements rather than “I
think that”, “maybe” or “perhaps”. For example, “Teenagers love fast
food.”, “Nowadays, music plays an indispensable role in our lives.”,
etc.

To write an effective topic sentence, you might use adverbial time

phrases and generalizations. Here are some examples of each.

Adverbial time phrases

 Nowadays/these days/currently
 Every day/week/year
 Recently/for many years/decades
 In the past
 10 years ago
 In the last (few/five) (days/weeks/months/years/decades)
Generalization

 Almost all
 Most/many
 A large number of / The vast majority (of)
 Several/some
 Not many/hardly any/ few
 In almost all cases
 In the majority of cases
 In a large number of cases
 In most cases
 In some cases
 On the whole/ Overall
 Students
 Teenagers

2. Rhetorical question(s)

Use rhetorical questions (questions that don’t require an answer but

make your reader think) to get the reader interested in the topic and
encourage them to read on. For example:

 How much longer do animals have to suffer?

 Could you live with yourself if you missed out on this
opportunity?
 How could we possibly stand the …?
 What would happen if …?
 Could your conscience cope with …?
 Is it really worth …?
 Do you want to be part of …?
 Should students do sport at school?
 Should teenagers completely avoid fast food?
 We all love convenience food. But is it the best thing for our
waistlines, our wallets and our world?

3. Your opinion (if it is a one-sided argument essay)

If you are writing a two-sided argument essay, DO NOT give your
opinion in the introduction.

If you are writing a one-sided argument essay, you MUST give your
opinion (whether you support or oppose the viewpoint expressed in
the statement).

Here are some opinion phrases to help you express your opinion.

 In my opinion/view
 From my perspective
 From my point of view
 I concur/agree
 I believe/think (that)
 It seems to me that
 I am in favour of
 I am against the idea of
 I am strongly opposed to
 I disagree/cannot accept

You may also kill two birds with one stone and begin your essay with a
rhetorical question that introduces the topic to the reader, thus acting
as a topic sentence. Here are some examples.

“Have you ever thought how school life would be if the school day
started later? In my perspective, this will have countless benefits.”

“Should students do sport at school? This is a question which people

have different opinions about.”
Body
One-sided essay structure:

Body paragraph 1: First idea supporting your opinion with an

explanation

Body paragraph 2: Second idea supporting your opinion with an

explanation (should be different from the first idea)
Body paragraph 3: State a counterargument (an idea from the
opposing viewpoint) AND counter the counterargument (i.e., explain
why this counterargument is invalid). In other words, state a point
made by people who have a different opinion from yours and explain
why they are wrong.

OR
Body Paragraph 1: one or two points supporting your opinion with an
explanation

Body Paragraph 2: one or two points (different from those of the

previous paragraph) supporting your opinion with an explanation

When introducing the counterargument in the 3rd body paragraph, use

any of the following phrases.
 Opponents of this idea claim/assert/argue that …
 Those who disagree/are against these ideas may say/insist that …
 Some people allege/argue/contend that …
 Some people may suggest/point out that …
 A common counterargument is that …
 It can be argued that …

When countering the counterargument in the 3rd body paragraph, use

any of the following phrases depending on the context.
 Although true to a certain extent, …
 While this may be true to some extent, …
 While it is true that …, it is important to consider…
 While some may believe that … recent studies have shown that …
 What this invalid argument misses is …
 What these people fail to notice/take note of is …
 The evidence, however, disproves this argument because …
 However, upon closer examination, it becomes clear that …
 However, a closer analysis reveals that …
 However, this flawed argument overlooks the fact that …
Two-sided essay structure:

Body paragraph 1: One side of the argument either in favour or

against (mention 2 different ideas)

Body paragraph 2: The other side of the argument either in favour or

against (mention 2 different ideas)
General guidelines for both kinds of essays:

 Read the question carefully and draft a plan for your essay in
the blank space below the question using a pencil. Here are
some steps to follow.
1. Separate the blank space into two parts, one for and one against.
2. Jot down any points that come to your mind in the correct part, along
with any interesting vocabulary or expressions suitable for the task.
Remember to write briefly and in bullet points.
3. Decide whether you will write a one-sided essay or a two-sided essay. If
the instructions in the question state that you must include arguments
for and against, then choose the best 2 points supporting each side and
write a two-sided essay. If it’s not mentioned that you must include
arguments for and against, then the choice is yours.
4. Consider how you will begin your essay and how you will engage the
reader at the start. For example, write some variations of the topic
sentence and rhetorical questions that you could use.
5. Choose the most effective ones and begin writing. Remember to spend
no more than 5 minutes on the plan.

 Start your body paragraphs with a topic sentence rather than

just jumping into the advantages or disadvantages (especially if
you’re writing a two-sided essay). This helps to organize your
writing and makes the purpose of the paragraph clear to the
reader. For example, in an essay discussing the advantages and
disadvantages of fast food, it is better to start your first body
paragraph with a topic sentence like “There are some obvious
advantages of fast food. Firstly, …” rather than just getting into
the first point and writing, “To begin with, it’s quite tasty.”.
 You can use the few prompts given in the question, but it is
better to use your own ideas if you want to get higher marks. If,
 however, you are out of ideas, use the ideas in the question and
make sure to paraphrase them (write them in different words)
and develop them well.
 Support your ideas with reasons, evidence, or examples.
Keep in mind that the examiner knows the evidence or examples
will be made up and doesn’t expect these to be correct. Yes, you
can make up your own statistics! Just make sure it’s not overly
unrealistic.
 Keep to the topic (don’t wander away from the main subject of
the essay). Remind yourself constantly by looking again at the
question.
 Use a variety of linking words and cohesive devices (mainly
formal) to create a smooth and logical flow in your writing. Here
are some examples.
When presenting the first point (used in the 1st body paragraph of both one-sided essays
and two-sided essays)

 There are some obvious advantages of

 Those in support of … believe that …
 People who think … say that …
 The main argument in favour of/against is
 The main point/reason is
 The most important point/reason is
 The first point/reason is
 First of all
 First and foremost
 Firstly

When adding more points to the same side of the argument

 In addition,
 Furthermore,
 Additionally,
 Moreover,
 Not only … but also…
 As well as.
 And
 Another noteworthy point is …
 Apart from that
  What is more
 Besides

When contrasting ideas (typically used to introduce the opposite viewpoint in the 2 nd body
paragraph of a two-sided essay

 Some people argue that …

 However
 Nevertheless
 Even though
 Although
 Despite
 In spite of
 On the other hand
 On the contrary
 By contrast
 But

When giving examples

 For example
 For instance
 One clear example is
 Such as
 Namely
 To illustrate
 In other words

When reasoning:

 Results and consequences: as a result, consequently, therefore, thus,

hence, for this reason, as a result (of), which means that, etc.
 Reasons and causes: owing to, because (of), on account of, due to,
since, as, etc.

When highlighting and stressing

 Particularly
 In particular
 Specifically
 Especially
 Obviously
 Clearly
Conclusion

The purpose of the conclusion is to sum up what you have

said and express (or re-express) your opinion.

In the conclusion:

1. Briefly summarize your main points using concluding phrases.

Here are some examples.
 In conclusion
 To conclude
 To sum up
 To reiterate
 On the whole
 All in all
 All things considered
 After weighing the benefits and drawbacks
 I believe that …
 Thus, I am of the opinion that …
 Given these points

Remember to use different words from those used to express the

points in the body.

2. Give your final opinion (regardless of whether it’s a one-sided or

a two-sided essay) and any solution or suggestion if applicable.

The solution or suggestion might be part of your opinion if you’re

writing a two-sided essay and want to take a balanced view on the
issue rather than siding with one side. For example, “Overall, I believe
eating fast food occasionally isn’t a problem, but fresh home-cooked
food is best.” Use the opinion phrases stated earlier in the Introduction
section to express your opinion, and if it’s a one-sided essay, make
sure to use different words from those used in the introduction.

3. End with a strong, impactful statement that leaves the reader

with something to think about. This could be a rhetorical question
or a statement that encourages the reader to decide what they
think about the same viewpoint. For example:
  “To conclude, I wholeheartedly believe that everyone should pursue
higher education. Why not embrace this invaluable opportunity to fast-
track your career, build your confidence, and broaden your social
circle?”
 “Overall, I believe eating fast food occasionally isn’t a problem, but fresh
home-cooked food is best. Do you not think so?”
 “After weighing the benefits and the drawbacks, it is apparent that
convenience food, while palatable, may negatively impact other areas of
your life. Think about this before you reach for your next snack!”

It’s worth mentioning that this step is PREFERABLE. So don’t stress

too much about ending your essay with an impactful statement or a
rhetorical question. Just make sure that the conclusion reflects the
argument presented in the main body of the essay and that your final
opinion is clear to the reader.
Points to keep in mind
Dos:

 Read the task carefully to make sure that the ideas and
supporting information you include are relevant to the topic.
Students often lose focus and write about wider, more general
issues associated with the topic, which significantly affects their
marks.
 Organize your essay into 4-5 paragraphs. Leave a line
between paragraphs or indent the first line of each new
paragraph. Don’t do both!
 Take care of spelling, punctuation, and grammar. This is
important as the examiner will look at the accuracy of your
language.
 Use a combination of simple, compound, and complex
sentences. A series of long sentences will make your writing
difficult to read, and a series of short simple sentences will make
your writing boring to read. Balance is the key.
 Use a wide range of formal vocabulary, including some
advanced and less commonly used ones.
 Include a range of topic-related vocabulary to show that you
have a good understanding of the topic.
  Use a wide variety of formal linking words to link ideas in
sentences and paragraphs. Examples have been mentioned
earlier.
 Use advanced punctuation sparingly (1-3 in the whole essay),
for example, colon (:) and semicolon (;).
 Include language appropriate for expressing opinions,
agreeing, and disagreeing. In addition to mentioning your
opinion in the introduction and/or conclusion, your viewpoint can
also be included in the body paragraphs (whether it’s a one-
sided or a two-sided essay) by:

1. Mentioning personal examples or experiences (which implies that

you agree with this point of view)
2. Explicitly agreeing while presenting a point in the body paragraph.
Here is an example: “People who think sports lessons are a good
idea say that students need exercise, and I agree that doing sports
helps to make you healthy and avoid getting overweight.”

 Aim to complete towards the maximum word

limit (approximately 160 words). Exceeding the word limit
slightly (15-20 words) is fine as long as you write accurately and
complete the task within the correct time. If you exceed the word
limit by any number of words, be it even 100, no marks will be
cut directly, but you increase your chances of making more
mistakes and spending more time than required for this exercise,
which may affect your mark indirectly. If you write towards the
lower limit or below, you are highly unlikely to achieve the
highest band for Content as your content is not well developed.
 Spend about 30 minutes on this exercise: the initial 5 minutes
for planning and the last 2-3 minutes for checking your work for
simple spelling, punctuation, and grammatical mistakes.
 Write legibly
Don’ts

 Do not write a heading.

 Avoid colloquial or ‘chatty’ language (which includes informal
vocabulary, abbreviations, or slang such as how r u, OMG, BTW,
etc.).
 Avoid listing (firstly, secondly, thirdly, etc.). There is no problem
in writing “firstly”, but avoid writing “secondly” and “thirdly”.
 Avoid repetition of vocabulary and beginning your
sentences with the same words. Sometimes, students write 3
or more sentences in a row starting with “The”!
 Avoid including too many different ideas in your essay. It is
better to include fewer ideas and develop one or two in greater
depth rather than writing many ideas which are not well-
developed.
 Avoid writing an overlong introduction and conclusion. It
would be more effective to utilize the limited word count to
develop your ideas within the body of the essay. Also, avoid pre-
learned language for these parts of the essay, as this may not be
totally relevant or might sound unnatural.

 It’s preferable to avoid contractions, but they can be used as

the essay can have a semi-formal tone and register. In both
cases, remember to be consistent throughout. So, if you used
contractions, use them throughout your whole essay, and if not,
avoid them altogether.