Essay Writing Style Advice

WAFFLE AND PADDING: Don’t make a great essay

Don’t use superfluous words, phrases or sentences. If a sentence means the same thing with a word taken out, take it out. The same applies to whole phrases and sentences within the wider context of a paragraph. Using words and phrases which don’t add anything to what you’re saying will mean that your examiners will conclude that (a) you don’t have enough to say to meet the required essay length, and that (b) you are trying to hide this by means of a slow, repetitive and boring writing style. Which is not clever.

The left hand column contains 250% more words than the right-hand column, but it contains 0% more information. Examiners spot this kind of thing.

Furthermore, by not inflating the essay with space-filling nonsense, the writer of the right-hand column has got room to show their understanding of the subject by expanding on further points: what did Lil Ze do? Why might he be seen as power-crazed, or influential? How has he demonstrated his personal power? In other words, there is more room for lots of analysis, which is good news.

Good Essay Writing

Essay writing is a difficult skill to grasp, and sometimes people get bogged down in learning a 'formula’ and try to produce a perfect essay regardless of what the question is.

Plan Plan Plan

• Bullet point your main points;

• number those bullet points;

• associate them with pieces of evidence from your case studies or film/TV texts;

Essential features of a ‘good’ essay

• A logical argument; once you have decided what the ‘answer’ is, you need to prove your answer in relation to a question or statement. 

• A clear structure where the reader can ‘follow’ you through the essay – if you plan (numbering your points), you can ensure that each point is linked and will flow to create a smooth transition between your points.

• An argument based on close textual reading. All of your ideas should stem from the case studies from class and your own wider reading/viewing; this will ensure that your comments are relevant, if they closely link back to a relevant piece of evidence.

• An awareness of texts as ‘constructs’ – the creation of resources based on a series of deliberate choices.

•  Equally you need to consider context; how contemporary audiences and producers differ from those in the past.