Structuring written work. Grammar, spelling and vocabulary

Structuring written work. Grammar, spelling and vocabulary

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 have to show up with your personal structure.

Your structure might be guided by:

  • the assignment question. As an example, it might list topics or use wording such as ‘compare and contrast’.
  • The matter that is subject, which may suggest a structure predicated on chronology, process or location, for instance
  • your interpretation associated with the matter that is subject. For example, problem/solution, argument/counter-argument or sub-topics so as worth focusing on
  • the structure of other texts you’ve read in your discipline. Glance at the way the information is organised and sequenced. Ensure you modify the structure to fit your purpose to prevent plagiarism.

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

To create a essay that is good

Reports generally have a similar basic structure as essays, with an introduction, body and conclusion. However, the main body structure can vary widely, whilst the term ‘report’ can be used for several forms of texts and purposes in different disciplines.

Find out whenever possible as to what form of report is anticipated.

How to plan your structure

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

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

  • 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 highlighters that are coloured symbols to tag themes or categories 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 different ways of structuring your assignment once you’ve a rough idea of the primary issues. Repeat this in outline form before you start writing – it’s much easier to re-structure an overview than a half-finished essay. For instance:

  • draw some tree diagrams, mind-maps or flowcharts showing which ideas, facts and references will be included under each heading
  • discard ideas that do not squeeze into your overall purpose, and facts or references that are not helpful for what you need to go over
  • when you yourself have a lot of information, such as for a thesis or dissertation, create some tables to show how each theory or reading relates to each heading (this could be called a ‘synthesis grid’)
  • plan the wide range of paragraphs you may need, this issue heading for each one, and dot points for every single bit of information and reference needed
  • try a couple of different possible structures until you see the one which pay someone to do my homework 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. You will know how to locate evidence for anyone ideas in your notes and also the sources of that evidence.

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

Making the structure clear

Your writing is supposed to be clear and logical to read through if it’s easy to understand the dwelling and exactly how it fits together. You can achieve this in several ways.

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


All the kinds of texts you write for university need to have an introduction. Its purpose is always to tell the reader clearly the topic, purpose and structure associated with the paper.

As a rough guide, an introduction may be between 10 and 20 percent of the period of the entire paper and has now three main parts.

  • It begins with the absolute most information that is general such as for instance background and/or definitions.
  • The middle may 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 is).
  • It ends with the most information that is specific describing the scope and structure of one’s paper.

If the main body of one’s paper follows a template that is predictable for instance the method, results and discussion stages of a written report when you look at the sciences, you generally don’t need certainly to include a guide to the structure in your introduction.

You should write your introduction when you know both your general point of view (when it is a persuasive paper) as well as the whole structure of your paper. Alternatively, you really need to revise the introduction when you yourself have completed the body that is main.


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

  • topic sentence (also known as introductory sentence)
  • body for the paragraph
  • concluding sentence.

The sentence that is topic a general summary of the topic therefore the intent behind the paragraph. Depending on the amount of the paragraph, this might be one or more sentence. The sentence that is topic the question ‘What’s the paragraph about?’.

The body of the paragraph elaborates entirely on the subject sentence by providing definitions, classifications, explanations, contrasts, examples and evidence, for instance.

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

You don’t have to create all of your paragraphs applying this structure. As an example, you will find paragraphs with no topic sentence, or perhaps the topic is mentioned nearby the end of this paragraph. However, this is a definite and structure that is common makes it simple for your reader to follow.


The final outcome is closely associated with the introduction and it is often described as its ‘mirror image’. Which means in the event that introduction begins with general information and ends with specific information, the conclusion moves when you look at the opposite direction.

The conclusion usually:

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