Your essay should demonstrate critical thinking and argumentation. Some disciplines place less emphasis on argument because the evidence that scholars work with is less open to interpretation (e.g. the natural sciences). Critical thinking is important in every discipline, however: scrutinise the evidence you discuss!
This page gives you some tips on how to write critically and argue effectively.
Sometimes students receive feedback that their writing is too descriptive and doesn't show enough analysis or criticality: "too descriptive", "not supported by enough evidence", "unbalanced", "too little critical analysis", "haven't considered alternatives or objections".
How to be more critical in your writing? How to move from mere description to analysis and evaluation?
Consider the differences between descriptive and critical writing:
Rather than re-stating the views of others, critical writers form their own views and explain how various sources contributed to it.
Check the guide on Critical Thinking and Writing for more help with writing critically.
Most essays are structured as arguments.
At the start of an essay, state your summarised answer to the essay question - your thesis statement. The rest of the essay then defends this thesis statement with a sequence of points, supported by evidence (scholarly works/data).
In making an argument, you show that you have grappled with the significant literature on an issue and have formed your own judgement on it.
Why so strong an emphasis on arguments?
When writing an essay, you are not expected to identify the 'right' answer to the essay question, but to demonstrate that you are familiar with a range of views and are able to develop and defend your own view.
There may not be a 'right' answer to an essay question. Essays often deal with complex, 'ill-structured problems', which do not have obvious solutions. It's more important to show your reasoning process than to arrive at the 'correct' view.
The handout below looks at the difference between everyday arguments and arguments in academic writing:
After you analyse the essay question and undertake reading and research you should develop a general view in answer to the essay question/topic. This view is defended in your essay and is called a thesis statement.
Your thesis statement should be:
A note on thesis statements:
It can feel scary to commit yourself to a thesis statement because thesis statements seem to speak with tremendous certainty! However, a thesis statement can be nuanced - it doesn't have to present an 'extreme', 'black or white' position.
Example 1:
Essay question: ‘Discuss the claim that mass public schooling provides equal access to high quality education.’
Thesis: This essay will argue that while the introduction of mass public schooling was a great advancement in ensuring equal access to education, the influence of socio-economic status on educational attainment has not yet been overcome.
"This essay will argue" → Signposting phrase to introduce your argument
"while mass public schooling was a great advancement in ensuring equal access to education, the influence of socio-economic status on educational attainment has not yet been overcome" → Clearly indicates your position on the issue
Example 2:
Essay question: To what extent is there a 'participation crisis' in UK politics?
Thesis: If we define 'participation' as xyz, it can be argued that there is not in fact a participation crisis in UK politics.
In defending your thesis statement, you will likely have to break it down into separate issues, or aspects, which are dealt with separately.
In discussing these separate aspects, you might develop smaller thesis statements, which are related to your larger thesis statement.
This means that your essay will have a "tree structure".
Essay tree structure
An example of a tree structure in an essay plan:
Thesis: Digital technology will lead to greater social mistrust and dysfunctionality rather than greater social cohesion
| Aspect 1: Dehumanisation | Aspect 2: Anonymity | Aspect 3: Manipulation |
| Sub-thesis: We are more likely to dehumanise others when relating to them remotely, via media, or representations. |
Sub-thesis: Anonymity in digital environments decreases trust and accountability in social interactions. |
Sub-thesis: The gathering of data on many aspects of our experience means that bad actors could easily manipulate us. |
|
Point 1: We have more information about what others are feeling when we relate to them in-person. Evidence (studies, texts, statistics) Reasoning Consideration of counter-arguments |
Point 1: Anonymity in digital environments means that false personas and false claims can proliferate. Evidence (studies, texts, statistics) Reasoning Consideration of counter-arguments |
Point 1: Data-gathering has improved in sophistication, and increased exponentially, over the last 15 years. Evidence (studies, texts, statistics) Reasoning Consideration of counter-arguments |
|
Point 2 ... |
Point 2 ... |
Point 2 ... |
|
Point 3 ... |
Point 3 ... |
Point 3 ... |
| At various points within this argument, you will consider how this sub-thesis, and these points, relate to the thesis. |
At various points within this argument, you will consider how this sub-thesis, and these points, relate to the thesis. |
At various points within this argument, you will consider how this sub-thesis, and these points, relate to the thesis. |
|
Research, not speculation! Your thesis, your sub-theses and your points, should all be based on reading and evidence. You should not develop arguments based on what you think is probably true, or ‘common knowledge’, and then look for readings to support your views. Each point in the outline above is supported by evidence gathered in the reading stage and this evidence is linked to the point with reasoning. How, exactly, does the evidence support the point? |
To present an effective argument try to provide the following:
