how to write an essay oxford university

Tips from my first year - essay writing

This is the third of a three part series giving advice on the essay writing process, focusing in this case on essay writing.

Daniel is a first year BA History and Politics student at Magdalen College . He is a disabled student and the first in his immediate family to go to university. Daniel is also a Trustee of Potential Plus UK , a Founding Ambassador and Expert Panel Member for Zero Gravity , and a History Faculty Ambassador. Before coming to university, Daniel studied at a non-selective state school, and was a participant on the UNIQ , Sutton Trust , and Social Mobility Foundation APP Reach programmes, as well as being part of the inaugural Opportunity Oxford cohort. Daniel is passionate about outreach and social mobility and ensuring all students have the best opportunity to succeed.

History and its related disciplines mainly rely on essay writing with most term-time work centring on this, so it’s a good idea to be prepared. The blessing of the Oxford system though is you get plenty of opportunity to practice, and your tutors usually provide lots of feedback (both through comments on essays and in tutorials) to help you improve. Here are my tips from my first year as an Oxford Undergraduate:

• Plan for success – a good plan really sets your essay in a positive direction, so try to collect your thoughts if you can. I find a great way to start my planning process is to go outside for a walk as it helps to clear my head of the detail, it allows me to focus on the key themes, and it allows me to explore ideas without having to commit anything to paper. Do keep in mind your question throughout the reading and notetaking process, though equally look to the wider themes covered so that when you get to planning you are in the right frame of mind.
• Use what works for you – if you try to use a method you aren’t happy with, it won’t work. That doesn’t mean you shouldn’t experiment; to the contrary I highly encourage it as it can be good to change up methods and see what really helps you deliver a strong essay. However, don’t feel pressured into using one set method, as long as it is time-efficient and it gets you ready for the next stage of the essay process it is fine!
• Focus on the general ideas – summarise in a sentence what each author argues, see what links there are between authors and subject areas, and possibly group your ideas into core themes or paragraph headers. Choose the single piece of evidence you believe supports each point best.
• Make something revision-ready – try to make something which you can come back to in a few months’ time which makes sense and will really get your head back to when you were preparing for your essay.
• Consider what is most important – no doubt if you spoke about everything covered on the reading list you would have far more words than the average essay word count (which is usually advised around 1,500-2,000 words - it does depend on your tutor.) You have a limited amount of time, focus, and words, so choose what stands out to you as the most important issues for discussion. Focus on the important issues well rather than covering several points in a less-focused manner.
• Make it your voice – your tutors want to hear from you about what you think and what your argument is, not lots of quotes of what others have said. Therefore, when planning and writing consider what your opinion is and make sure to state it. Use authors to support your viewpoint, or to challenge it, but make sure you are doing the talking and driving the analysis. At the same time, avoid slang, and ensure the language you use is easy to digest.
• Make sure you can understand it - don’t feel you have to use big fancy words you don’t understand unless they happen to be relevant subject-specific terminology, and don’t swallow the Thesaurus. If you use a technical term, make sure to provide a definition. You most probably won’t have time to go into it fully, but if it is an important concept hint at the wider historical debate. State where you stand and why briefly you believe what you are stating before focusing on your main points. You need to treat the reader as both an alien from another planet, and a very intelligent person at the same time – make sure your sentences make sense, but equally make sure to pitch it right. As you can possibly tell, it is a fine balancing act so my advice is to read through your essay and ask yourself ‘why’ about every statement or argument you make. If you haven’t answered why, you likely require a little more explanation. Simple writing doesn’t mean a boring or basic argument, it just means every point you make lands and has impact on the reader, supporting them every step of the way.
• Keep introductions and conclusions short – there is no need for massive amounts of setting the scene in the introduction, or an exact repeat of every single thing you have said in the essay appearing in the conclusion. Instead, in the first sentence of your introduction provide a direct answer to the question. If the question is suitable, it is perfectly fine to say yes, no, or it is a little more complicated. Whatever the answer is, it should be simple enough to fit in one reasonable length sentence. The next three sentences should state what each of your three main body paragraphs are going to argue, and then dive straight into it. With your conclusion, pick up what you said about the key points. Suggest how they possibly link, maybe do some comparison between factors and see if you can leave us with a lasting thought which links to the question in your final sentence.
• Say what you are going to say, say it, say it again – this is a general essay structure; an introduction which clearly states your argument; a main body which explains why you believe that argument; and a conclusion which summarises the key points to be drawn from your essay. Keep your messaging clear as it is so important the reader can grasp everything you are trying to say to have maximum impact. This applies in paragraphs as well – each paragraph should in one sentence outline what is to be said, it should then be said, and in the final sentence summarise what you have just argued. Somebody should be able to quickly glance over your essay using the first and last sentences and be able to put together the core points.
• Make sure your main body paragraphs are focused – if you have come across PEE (Point, Evidence, Explain – in my case the acronym I could not avoid at secondary school!) before, then nothing has changed. Make your point in around a sentence, clearly stating your argument. Then use the best single piece of evidence available to support your point, trying to keep that to a sentence or two if you can. The vast majority of your words should be explaining why this is important, and how it supports your argument, or how it links to something else. You don’t need to ‘stack’ examples where you provide multiple instances of the same thing – if you have used one piece of evidence that is enough, you can move on and make a new point. Try to keep everything as short as possible while communicating your core messages, directly responding to the question. You also don’t need to cover every article or book you read, rather pick out the most convincing examples.
• It works, it doesn’t work, it is a little more complicated – this is a structure I developed for writing main body paragraphs, though it is worth noting it may not work for every question. It works; start your paragraph with a piece of evidence that supports your argument fully. It doesn’t work; see if there is an example which seems to contradict your argument, but suggest why you still believe your argument is correct. Then, and only if you can, see if there is an example which possibly doesn’t quite work fully with your argument, and suggest why possibly your argument cannot wholly explain this point or why your argument is incomplete but still has the most explanatory power. See each paragraph as a mini-debate, and ensure different viewpoints have an opportunity to be heard.
• Take your opponents at their best – essays are a form of rational dialogue, interacting with writing on this topic from the past, so if you are going to ‘win’ (or more likely just make a convincing argument as you don’t need to demolish all opposition in sight) then you need to treat your opponents fairly by choosing challenging examples, and by fairly characterising their arguments. It should not be a slinging match of personal insults or using incredibly weak examples, as this will undermine your argument. While I have never attacked historians personally (though you may find in a few readings they do attack each other!), I have sometimes chosen the easier arguments to try to tackle, and it is definitely better to try to include some arguments which are themselves convincing and contradictory to your view.
• Don’t stress about referencing – yes referencing is important, but it shouldn’t take too long. Unless your tutor specifies a method, choose a method which you find simple to use as well as being an efficient method. For example, when referencing books I usually only include the author, book title, and year of publication – the test I always use for referencing is to ask myself if I have enough information to buy the book from a retailer. While this wouldn’t suffice if you were writing for a journal, you aren’t writing for a journal so focus on your argument instead and ensure you are really developing your writing skills.
• Don’t be afraid of the first person – in my Sixth Form I was told not to use ‘I’ as it weakened my argument, however that isn’t the advice I have received at Oxford; in fact I have been encouraged to use it as it forces me to take a side. So if you struggle with making your argument clear, use phrases like ‘I believe’ and ‘I argue’.

I hope this will help as a toolkit to get you started, but my last piece of advice is don’t worry! As you get so much practice at Oxford you get plenty of opportunity to perfect your essay writing skills, so don’t think you need to be amazing at everything straight away. Take your first term to try new methods out and see what works for you – don’t put too much pressure on yourself. Good luck!

How to Write the Perfect Essay

06 Feb, 2024 | Blog Articles , English Language Articles , Get the Edge , Humanities Articles , Writing Articles

You can keep adding to this plan, crossing bits out and linking the different bubbles when you spot connections between them. Even though you won’t have time to make a detailed plan under exam conditions, it can be helpful to draft a brief one, including a few key words, so that you don’t panic and go off topic when writing your essay.

If you don’t like the mind map format, there are plenty of others to choose from: you could make a table, a flowchart, or simply a list of bullet points.

Discover More

Thanks for signing up, step 2: have a clear structure.

Think about this while you’re planning: your essay is like an argument or a speech. It needs to have a logical structure, with all your points coming together to answer the question.

Start with the basics! It’s best to choose a few major points which will become your main paragraphs. Three main paragraphs is a good number for an exam essay, since you’ll be under time pressure. 

If you agree with the question overall, it can be helpful to organise your points in the following pattern:

• YES (agreement with the question)
• AND (another YES point)
• BUT (disagreement or complication)

If you disagree with the question overall, try:

• AND (another BUT point)

For example, you could structure the Of Mice and Men sample question, “To what extent is Curley’s wife portrayed as a victim in Of Mice and Men ?”, as follows:

• YES (descriptions of her appearance)
• AND (other people’s attitudes towards her)
• BUT (her position as the only woman on the ranch gives her power as she uses her femininity to her advantage)

If you wanted to write a longer essay, you could include additional paragraphs under the YES/AND categories, perhaps discussing the ways in which Curley’s wife reveals her vulnerability and insecurities, and shares her dreams with the other characters. Alternatively, you could also lengthen your essay by including another BUT paragraph about her cruel and manipulative streak.

Of course, this is not necessarily the only right way to answer this essay question – as long as you back up your points with evidence from the text, you can take any standpoint that makes sense.

Step 3: Back up your points with well-analysed quotations

You wouldn’t write a scientific report without including evidence to support your findings, so why should it be any different with an essay? Even though you aren’t strictly required to substantiate every single point you make with a quotation, there’s no harm in trying.

A close reading of your quotations can enrich your appreciation of the question and will be sure to impress examiners. When selecting the best quotations to use in your essay, keep an eye out for specific literary techniques. For example, you could highlight Curley’s wife’s use of a rhetorical question when she says, a”n’ what am I doin’? Standin’ here talking to a bunch of bindle stiffs.” This might look like:

The rhetorical question “an’ what am I doin’?” signifies that Curley’s wife is very insecure; she seems to be questioning her own life choices. Moreover, she does not expect anyone to respond to her question, highlighting her loneliness and isolation on the ranch.

Other literary techniques to look out for include:

• Tricolon – a group of three words or phrases placed close together for emphasis
• Tautology – using different words that mean the same thing: e.g. “frightening” and “terrifying”
• Parallelism – ABAB structure, often signifying movement from one concept to another
• Chiasmus – ABBA structure, drawing attention to a phrase
• Polysyndeton – many conjunctions in a sentence
• Asyndeton – lack of conjunctions, which can speed up the pace of a sentence
• Polyptoton – using the same word in different forms for emphasis: e.g. “done” and “doing”
• Alliteration – repetition of the same sound, including assonance (similar vowel sounds), plosive alliteration (“b”, “d” and “p” sounds) and sibilance (“s” sounds)
• Anaphora – repetition of words, often used to emphasise a particular point

Don’t worry if you can’t locate all of these literary devices in the work you’re analysing. You can also discuss more obvious techniques, like metaphor, simile and onomatopoeia. It’s not a problem if you can’t remember all the long names; it’s far more important to be able to confidently explain the effects of each technique and highlight its relevance to the question.

Step 4: Be creative and original throughout

Anyone can write an essay using the tips above, but the thing that really makes it “perfect” is your own unique take on the topic. If you’ve noticed something intriguing or unusual in your reading, point it out – if you find it interesting, chances are the examiner will too!

Creative writing and essay writing are more closely linked than you might imagine. Keep the idea that you’re writing a speech or argument in mind, and you’re guaranteed to grab your reader’s attention.

It’s important to set out your line of argument in your introduction, introducing your main points and the general direction your essay will take, but don’t forget to keep something back for the conclusion, too. Yes, you need to summarise your main points, but if you’re just repeating the things you said in your introduction, the body of the essay is rendered pointless.

Think of your conclusion as the climax of your speech, the bit everything else has been leading up to, rather than the boring plenary at the end of the interesting stuff.

To return to Of Mice and Men once more, here’s an example of the ideal difference between an introduction and a conclusion:

Introduction

In John Steinbeck’s Of Mice and Men , Curley’s wife is portrayed as an ambiguous character. She could be viewed either as a cruel, seductive temptress or a lonely woman who is a victim of her society’s attitudes. Though she does seem to wield a form of sexual power, it is clear that Curley’s wife is largely a victim. This interpretation is supported by Steinbeck’s description of her appearance, other people’s attitudes, her dreams, and her evident loneliness and insecurity.

Overall, it is clear that Curley’s wife is a victim and is portrayed as such throughout the novel in the descriptions of her appearance, her dreams, other people’s judgemental attitudes, and her loneliness and insecurities. However, a character who was a victim and nothing else would be one-dimensional and Curley’s wife is not. Although she suffers in many ways, she is shown to assert herself through the manipulation of her femininity – a small rebellion against the victimisation she experiences.

Both refer back consistently to the question and summarise the essay’s main points. However, the conclusion adds something new which has been established in the main body of the essay and complicates the simple summary which is found in the introduction.

Hannah is an undergraduate English student at Somerville College, University of Oxford, and has a particular interest in postcolonial literature and the Gothic. She thinks literature is a crucial way of developing empathy and learning about the wider world. When she isn’t writing about 17th-century court masques, she enjoys acting, travelling and creative writing. 

Recommended articles

Best Universities to Study Medicine in the World

A degree in Medicine spans many years, so it’s important to make a good choice when committing yourself to your studies. This guide is designed to help you figure out where you'd like to study and practise medicine. For those interested in getting a head start, the...

What Is A Year Abroad?

One of the great opportunities offered to UK university students is taking a year abroad. But what does this involve? Who can do it? What are some of the pros and cons? In our year abroad guide, we’ll explain some of the things to bear in mind when considering this...

The Ultimate Guide To Summer Internships

Are you eager to make the most of your summer break and jumpstart your career? There are so many productive things students can do in the summer or with their school holidays, and an internship is one of the most valuable! A summer internship could be the perfect...

Supporting academic transition: a focus on academic essay writing

Practical suggestions for supporting first year students’ essay writing skills, based on feedback received from oxford students.

This guidance was written by postgraduate students participating in the Centre for Teaching and Learning’s Student Experience Internship Scheme 2021 , and is based on interviews they undertook with Oxford students .

Each interviewee was asked to reflect on an early academic experience at Oxford (or their expectations of Oxford), and invited to share what would have improved this experience. While these interviews clearly do not represent all Oxford students, the themes that emerged across these interviews form the basis of this guidance and are further supported by evidence from educational research.

Communicating expectations and providing clear guidelines 

My very first essay was an incredibly broad question, which was about the emergence of agriculture; it was something like ‘How and when did agriculture emerge?’. We were given a reading list that had maybe about 12 readings on it. There wasn't a lot of indication in terms of what we should read, or how much. We did have a few sub questions to think about, but there were a lot of questions and not really a lot of guidance given on how long the essay should be. So, we were just thrown into the deep end. - Undergraduate Student in Archaeology  

Some practical suggestions for supporting first year students’ essay writing skills:

• When setting essays, it is helpful to consider how the topics and questions you are assigning may be unclear or overwhelming for first year students, particularly if your students are accustomed to a more structured approach to assignments, and/or are less familiar with the conventions associated with writing in your academic discipline.  
• Consider providing your students with brief guides to academic writing in your discipline at the start of Michaelmas term. You can then signpost students to these in your feedback on their work throughout the year. This is a relatively efficient way to provide in-demand writing support at the start of term and can be shared with all students via email, Canvas and/or as hard copies at introductory meetings. Once produced, these writing support resources can be used for multiple cohorts, with only minimal editing required and are an effective way to communicate, and reiterate, your expectations. There are also general guides for academic writing that are available on the University’s Study skills and training webpages  https://www.ox.ac.uk/students/academic/guidance/skills/essay
• Essential content for introductions. 
• Basic pointers on structuring paragraphs and developing academic arguments. 
• Examples of different writing styles.
• Signposting to existing writing support, for example, ‘Essay and dissertation writing skills’  https://www.ox.ac.uk/students/academic/guidance/skills/essay .

For each piece of academic writing that you set your students, clarify your expectations about:

• How long the piece of writing should be.
• How you would like the writing to be structured and formatted.  
• What style of academic referencing conventions should be used. 
• How and when the essay should be submitted.
• You could also ask students to demonstrate how they have used any of your previous feedback to enhance their academic writing in subsequent work.

The Centre for Teaching and Learning has developed some practical teaching ideas for supporting students to understand what makes excellent examined work, and the criteria by which they will be assessed . The collection includes examples of teaching from academics around the university, as well as activities specifically designed for the Oxford context. 

Acknowledging challenges and developing students’ confidence  

Many students starting University as either under- or postgraduates, lack confidence in their academic writing abilities. For students’ first attempts at writing try to make sure you are clear in letting them know you are not expecting perfection!

Just receiving verbal confirmation that, you know, ‘don't worry, this is your first essay. We don't expect it to be amazing. This is just the starting point. Just give it a go’ is reassuring.  - Undergraduate student in Archaeology and Anthropology

• For more guidance on providing effective feedback, see the Oxford Teaching Ideas on making feedback inclusive and giving effective feedback . 

What I found after I started collaborating with my friend on the essay was that I'm more similar to my peers than I realise and everyone else is just as anxious and just as nervous as I am. In that sense, I wish I didn't kind of panic so much and that I wasn’t so isolated.  - Undergraduate student in English

Encouraging students to use the university libraries  

All new students are usually invited, and expected, to attend library inductions at their college and department/faculty libraries. For postgraduate students new to Oxford, additional guidance to the university’s libraries may be necessary, as they are more often expected to incorporate their own research into essays rather than working from a set of readings provided by their tutor/supervisor.  

• You could draw your students’ attention to the guidance provided by The Bodleian Libraries on using libraries, locating sources, and developing research skills through their Bodleian iSkills workshops .  

Providing opportunities for peer review

I thought that the structure of critiquing each other's essays, while it was a little bit daunting, was a very useful task for us to do, a useful skill for us to develop. Thinking as scholars, critiquing work, noticing the strengths and weaknesses in other people's essays, helps you notice the strengths and weaknesses in your own work as well.  - Undergraduate student in English

• Where appropriate, you may wish to provide students with the opportunity to read and critique one another’s writing. Academic peer networks take time to form organically, so by implementing them in your teaching, you can provide students with opportunities to learn the skills of providing constructive feedback and critique, as well as learning how to respond to feedback. For more information on utilising peer feedback, see the Oxford Teaching Idea on peer feedback .  

There are many resources for students that explain how to write academically in different disciplines. The following are some examples of Oxford-specific writing resources:  

• This guide from the Saïd Business School lays out in detail how students can plan, structure, and write their essays. 
• Dr Peter Judge has written a guide on writing essays for Medical and Life Science students .
• The MPLS Division provides guidance for Communication Skills , including writing.
• Academic writing at Master’s level: https://www.ox.ac.uk/students/academic/guidance/skills/postgrad-taught-skills .
• Study skills and training webpages: https://www.ox.ac.uk/students/academic/guidance/skills/essay .
• The Oxford Language Centre’s Academic English courses primarily address skills for international and postgraduate students and these run both before and during term. 

We encourage you to adapt and build upon the material in any medium or format to suit your individual teaching purposes (for non-commercial purposes only). If distributing your adapted material, we ask that you credit the Centre for Teaching and Learning.

SEE ALL OXFORD TEACHING IDEAS

For general enquiries, please contact us at

[email protected]

Stay informed

SIGN UP TO OUR MAILING LIST

  @CTLOxford

Essays are a common form of assessment in many subjects because they are so flexible. You are usually set a question and are expected to write an answer with an introduction, main body, and conclusion. You need to write in full paragraphs and support your points with appropriate academic evidence. Apart from this general structure, you are usually given freedom to organise and construct your answer in a way that you think is best.

Scroll down for our recommended strategies and resources. 

An essay involves more than just writing - it takes research, planning, and editing. Have a look at this guide for an overview of the process from start to finish:

Quick guide to essay writing (University of Leeds)

Answer the question

It is easy to get side-tracked or start researching the general topic, as opposed to the specific question you are being asked. Look at our page on assignment briefs for more on understanding your question: 

Assignment brief resources (Centre for Academic Development)

Allocate time

Avoid the last minute panic. Break your essay process into stages and plan mini-deadlines to keep on track. Enter your start and end date into the Assignment Survival Kit (ASK) for an estimated schedule:

Assignment Survival Kit (University of Kent)

Your own ideas can easily get lost when you start reading other people’s research. Then your essay can become more about squeezing in everyone else’s ideas instead of following your own argument. Start by writing down your own ideas to direct your research using methods such as brainstorming or mindmapping, as explained in this guide:

Brainstorming and mindmapping (Monash University)

Starting an essay without a plan is like going on a long journey without consulting your sat-nav or map - you may get there eventually but it will take a lot more time, frustration, and wrong turns! See our guide for more on how to plan effectively to save you time:

Essay plan resources (Centre for Academic Development)

Be open-minded. You can’t always use the same fixed structure, such as ‘for and against’ as it may not suit your answer. The best essay structure has a clear unifying thread or argument running through it like a river. Have a look at this short video on good essay structuring strategies:

Structuring your essay [video] (University of Reading)

Critical thinking

People are often concerned that their essays are too descriptive and not critical enough. A good test is to see if you are just presenting information to your reader (description) or are you doing something with that information, such as forming a judgement (critical thinking) about its importance, significance, or how convincing it is. See our guide for more on what critical thinking is and how to do it:

Critical thinking resources (Centre for Academic Development)

Your argument is like a thread running through your essay. It is the main message you want to communicate in answer to the question. It helps you structure your essay and decide what material is relevant. See this guide for more on finding your argument:

Finding your argument (StudyHub)

A well-written essay usually starts life as a badly written essay. Aim to get your ideas down on paper first and then work on polishing and improving them later. Look at this clear guide for more essay writing tips:

English language resources (Centre for Academic Development)

Writing your essay (University of Reading)

Academic writing resources (Centre for Academic Development)

Editing and proofreading

This is an important stage that can get left out, but plan in time for these final checks as reading through your work can gain you vital marks. Look at our page on editing and proofreading for more:

Editing and proofreading resources (Centre for Academic Development)

Further resources

If you’d like to read more about how to approach all aspects of essay writing, see this resource and book list created by Brookes Library:

Writing essays, reports and other assignments book list

Back to top

Cookie statement

How to write an Oxford application essay

Hello hello!

Not sure how many future Wellesley’s plan on applying to study abroad at Oxford (and the OIS already has great resources for this); thought I’d share my essays and how I structured/thought about them.

When you apply for Oxford, at least for the visiting program, you can apply for two out of the thirty-something colleges that make up the University. Granted, Wellesley only allows us to choose from seven or so of those thirty plus colleges, but that’s still plenty to choose from.

How I chose which two colleges to apply for: Arbitrarily. I literally googled “Oxford University Mountaineering Club” (because I knew I would want to get heavily involved with that club) and looked a the two climbing wall locations. Mansfield and St. Edmund were the two closest to these locations, ha.

Other specifications included: had to teach Economics, since that’s what I’m studying, and had to be a full year (I didn’t want any one-semester silliness–if I’m going to go to Oxford, I’m going to get the full experience!) and finally, I literally calculated the percentage of each college that is made up of visiting students and I think Mansfield and St. Edmund were pretty high; i.e. my chances of getting in were best there.

Okay so onto the essay structuring itself: First paragraph is basically “Why Oxford”

Oh and by the way, here’s what the essay prompt was. That’s kind of important:

“A personal statement which provides a brief account of your studies to date in your present university and an account of how a year of study at Mansfield College would fit into your educational plans. Your personal statement should also include a detailed description of the main subjects you would like to study as well as a description of the course work you have completed in the subject(s) at your home college or university.”

Okay first paragraph: “Why Oxford”

I am drawn to Oxford, and Mansfield College specifically, for a number of reasons. Oxford’s tutorial program requires a combination of dedication, hard work, and independence that I believe would challenge and enhance my intellectual ability, and is also a challenge I am excited to take on and am well prepared for. Oxford also has the geographic environment I am looking for, which is a place of natural beauty and greenery, with a large city easily accessible but not too close by (very similar to Wellesley). Mansfield College, specifically, offers courses in subjects I hope to pursue at Oxford, namely Economics and Management, and in which I already have demonstrated interest. Finally, being an avid rock climber, I have thoroughly researched Oxford’s Mountaineering Club, and Mansfield College is particularly close to both the Iffley Bouldering Wall and the Brookes Climbing Wall, two main locations for the OUMC.

Second paragraph is “why me/why I’m a good fit/why I can handle the program”:

The reason I say I am well prepared for Oxford’s tutorial program is because I am well acquainted with challenging, independent work, as well as heavily writing-based daily routines. The MIT Sloan School of Management course I took this semester, Power and Negotiation, was writing-intensive, met once a week, and was very much a self-learning process. I have also been developing my writing skills since age ten, when I began keeping a journal, and am now one of five weekly bloggers for the Wellesley Admissions Office. I am highly interested in improving my writing and independent work skills, and believe Oxford’s tutorial program perfectly aligns with those interests.

Paragraph three is “what courses I plan on taking (since they want to know) AND WHY and what courses I have already taken”:

Specifically, I plan to take Economics and Management courses at Mansfield, with the addition of one Human Sciences course. My previous coursework in Calculus, Principles of Microeconomics, Principles of Macroeconomics, Statistics, and Intermediate Microeconomic Analysis have prepared me well for the Economics courses I plan to take at Mansfield, which are Economics of Developing Countries, Labour Economics and Industrial Relations, and Command and Transitional Economies. I am drawn to these specific primary tutorials because I am highly interested in the macro economy. I read the Wall Street Journal daily and follow the international impact of economic policies made not only in the U.S., but also in China, Japan, and the European Union. My previous coursework in Power and Negotiation introduced me to art of managing difficult interactions and developed my desire to take Strategic Management, Organisational Analysis, Behaviour and Leadership, and Behaviour and its Evolution: Animal and Human at Mansfield. Having held multiple leadership roles since high school and with plans to work in finance after graduation, I desire to enhance my interpersonal and management skills.

A quick note here: I don’t read the WSJ anymore. I was just reading it a lot at the time of this application because I was preparing for banking interviews for summer internships. So don’t feel like you have to be someone who reads a lot of publications all the time. It’s okay to stretch the truth.

Paragraph four is “conclusion and what other cultural aspects (of Oxford, or the UK in general) I find unique/I will look forward to experiencing”

Given my experience in writing-intensive and independent work, my demonstrated interest in Economics and Management, and my passion for climbing, I feel I am a particularly good fit for a year abroad at Mansfield College. In addition, I plan to take full advantage of the social and traditional events at Oxford, including the formal dinners and lectures. This winter break, I will be backpacking through Asia, and during my term breaks at Oxford, I hope to backpack through both the United Kingdom and Continental Europe. Having demonstrated my ability to withstand a rigorous academic workload by taking challenging courses and maintaining very good grades at Wellesley, while participating in time-consuming extracurricular activities, I believe Oxford will supplement very well the educational experience I’ve established for myself at Wellesley. It would be a pleasure and a privilege to spend a year abroad at Mansfield College.

Voila! There’s an essay. One page, size 12, Times New Roman, single spaced, normal margins.

Below is my St. Edmund essay, slightly tweaked to personalize it to the school, but otherwise the same.

Hope this will be helpful to future Wellesley-Oxford-hopefuls!

Cheers and have a great rest of the week,

I am drawn to Oxford, and St. Edmund Hall specifically, for a number of reasons. The Oxford tutorial program requires a combination of dedication, hard work, and independence that I believe would challenge and enhance my intellectual ability, and is also a challenge I am excited to take on and am well prepared for. Oxford has the geographic environment I am looking for, which is a place of natural beauty and greenery, with a large city easily accessible but not too close by (very similar to Wellesley). St. Edmund Hall, specifically, offers courses in subjects I hope to pursue at Oxford, namely Economics and Management, and in which I have already demonstrated an interest. Finally, being an avid rock climber, I have thoroughly researched Oxford’s Mountaineering Club, and St. Edmund Hall is particularly close to both the Iffley Bouldering Wall and the Brookes Climbing Wall, two main locations for the OUMC.

In addition, I am drawn to both St. Edmund Hall’s recent partnership with the Oxford Chinese Economy Programme and the launch of the China Growth Centre in 2009. I am highly interested in China’s economy, as demonstrated by my History of Chinese Commerce and Business course this semester and my close reading of the Wall Street Journal (which has proven especially interesting lately considering the decisions of the People’s Bank of China to decrease benchmark rates.) Both the OXCEP and the CGC will allow me to pursue my growing interest in the Chinese economy while I’m abroad.

Finally, one of my extracurricular passions, rock climbing, will be thoroughly fulfilled if I am to attend Oxford, and St. Edmund Hall specifically. The OUMC is extensive, active, and very well equipped with resources. I am currently pioneering the founding of a climbing team at Wellesley, and have already networked with various climbing gyms, Wellesley administrators, and climbing equipment brands—one of which has already agreed to sponsor our fledgling team! St. Edmund Hall has a prime location (compared to the other colleges Wellesley has programs with) in relation to OUMC facilities. I would be honored to climb, compete, and go on trips with OUMC members, as well as learn from club leaders how to successfully lead the club.

Given my experience in writing-intensive and independent work, my demonstrated interest in Economics and Management, and my passion for climbing, I feel I am a particularly good fit for a year abroad at St. Edmund Hall. In addition, I plan to take full advantage of the social and traditional events at Oxford, including the formal dinners and lectures. This winter break, I will be backpacking through Asia, and during my term breaks at Oxford, I hope to backpack through both the United Kingdom and Continental Europe. Having demonstrated my ability to withstand a rigorous academic workload by taking challenging courses and maintaining very good grades at Wellesley, while participating in time-consuming extracurricular activities, I believe Oxford will supplement very well the educational experience I’ve established for myself at Wellesley. It would be a pleasure and a privilege to spend a year abroad at St. Edmund Hall.

Post navigation

Written work

• Written work requirements?

Who to contact if you have questions

Written work requirements.

Written work is a piece of your writing, usually an essay on an academic subject, that helps the academic department assess your suitability for the course.

Not all courses require written work, and requirements for written work are specific to each course. You must  read the instructions in the How to apply section of the relevant  course page  carefully.

Written work must be entirely your own work except where clearly indicated; supporting quotations from any work authored by others must be properly identified and referenced. It is recommended that you do not submit co-authored work, as the academic assessors will find it difficult to evaluate your specific input. If you do submit co-authored work, you should include the full list of authors and clearly describe your own contribution at the top of the written work document. Ensure that you check the How to apply section of the relevant course page, as some courses may not permit co-authored written work at all.

Each piece of written work should be in English, unless stated otherwise on the relevant course page. They should ideally be pieces you have written during previous university-level study, such as an essay, project, or extract from a dissertation, thesis or published paper. They should, as far as possible, relate to your chosen course.

Plagiarism and use of artificial intelligence tools

Departments may screen your written work using plagiarism-detection software. For more information,  consult our guidance on plagiarism  as well as the  guidance on the use of artificial intelligence tools  within this Application Guide.

Your work can be marked or unmarked, and published or unpublished. Your work can be single- or double-spaced, and you may use any citation style.

Document length

You should state the word count of your work on the first page wherever possible. If your written work significantly exceeds the permitted length stated on the relevant course page,  it will be removed from your application and your application will be considered incomplete .

If you are submitting an extract from a longer piece of work, you should not include the whole document but just a note at the beginning explaining how it fits into the overall piece.

Submitting one longer piece of work instead of two shorter pieces

For some courses, you may be permitted to submit one longer piece of work (usually around 4,000-5,000 words) instead of two shorter pieces. You should  only  follow the instructions below if this is explicitly permitted on the  How to apply  section of the relevant course page. 

Instructions for submitting one long piece of work instead of two short pieces

To submit one longer piece of work in your application instead of two shorter pieces, you should upload this document in the first 'Written work' slot on the 'Supporting Documents' tab of the Application Form. In the second 'Written work' slot, you should upload a PDF document with the following statement:

' I have included one long essay in lieu of two short essays. I have checked the course page to confirm this is permitted for this course. '

If you include this statement but are applying for a course which  does not  permit one longer piece of written work instead of two shorter pieces, it will be removed from your application and your application will be considered incomplete.

If you have questions about the written work requirements for your chosen course, such as the permitted content and word limit, please contact the academic department. Contact details for each academic department are available via the relevant course page, under ‘Course-related enquiries’.

Application form

After starting an application via the course page , you can save your progress and continue it later: 

Continue your application

Can't find what you're looking for?

If you have a query about graduate admissions at Oxford, we're here to help:

Ask a question

Privacy Policy

Postgraduate Applicant Privacy Policy

How to Write Better Essays | 5 Practical Tips

Last updated: 5th september 2024.

Rhys Mackenzie

Tip #1 - planning/preparation.

Before writing your essay, it’s important to plan ahead. Planning involves selecting what to include in your essay and determining the overall structure. This planning stage helps you put your thoughts together, making your points clearer, more logical, and thoroughly explained.

Depending on the type of essay you are writing, formulating your plan can vary. However, assignments are usually given in one of the following ways:

• As a question.
• A statement that you must create an argument for or against.
• A task to ‘outline,’ ‘discuss,’ or ‘critically assess’ a particular argument or point of view.

The Process of Essay Planning:

Everyone writes and plans differently. However, it’s important to find a process that suits you. Here is an example of a planning process you might find helpful:

• Break down the assignment question: Understand what the question is asking you to do. Identify whether it’s asking you to ‘discuss,’ ‘argue,’ ‘describe,’ etc. This will help you develop your main ideas to answer the question.
• Brainstorm everything you know about the topic: Identify your thoughts on the subject and your initial response to the essay question. This will help you narrow down key topics to research further. Remember to review your class notes, as they can remind you what was covered during lectures and seminars.
• Research: Use your reading list, if provided, to skim through recommended texts. Identify key points that will help you answer your question, and compile these in a mind map or on a large piece of paper.
• Organise your points: Once you’ve done your research, organize your points that relate to your question. Begin structuring your arguments and include evidence you’ve gathered.
• Decide on your main points: Summarise each point you’ve researched. Use cards or sticky notes to arrange these points, finding the best flow for your argument. Ensure that each point links to the next and builds on your overall argument.

Once you have a clearly defined essay plan, the task of writing it becomes more efficient.

Tip #2 - How to Write an Essay Introduction

Now that we’ve learned how to structure an essay, let’s discuss how to write a compelling introduction. A good introduction generally consists of three parts:

• General statement: This part shows the reader why the topic is important and captures their attention, leading them into the essay question.
• Thesis statement: This is your response to the question and is the most important part of the introduction. It tells the reader what your essay will be about, briefly explaining both sides of the question.
• Outline of the main points: This part tells the reader what to expect from the essay’s body and outlines your arguments.

Here’s a checklist to ensure you hit all three aspects of a good introduction:

• Does the essay begin with a general statement introducing the topic?
• Does the introduction include the thesis statement?
• Does the introduction outline the main points?
• Does your essay have a clear, well-organized structure?

Tip #3 - Use Creative Writing Techniques

Did you know you can use creative writing techniques to strengthen your essay? Incorporating these techniques can make your essay unique and engaging. Here are a few techniques to consider:

Think About Your Reader

Your reader is likely your teacher or lecturer, who will be marking numerous essays. You need to answer the question effectively and get straight to the point, ensuring they easily find the information they need to mark your essay highly.

The Three-Act Structure

The three-act structure is commonly used in creative writing, films, and TV. These acts flow seamlessly to give a natural movement of motion and plot. For essays, you can adapt this structure:

• Setup: Establish what you are talking about and set the scene. Create an introduction by opposing the essay question, and highlighting your main concerns with evidence.
• Confrontation: This will be the longest part. Introduce all surrounding problems, develop your arguments, and ensure you relate back to the original question with evidence.
• Resolution: Summarize your arguments with your point of view, including evidence supporting your conclusion. Offer alternative explanations for counterarguments.

For more information on incorporating creative writing into your essay, check out our article “ 10 Top Tips: Creative Writing Techniques to Improve Your Essays. ”

Tip #4 - Critical Writing

Critical writing involves analyzing and evaluating text and supporting your arguments with evidence to prove how you reached a conclusion. Here’s a process to succeed at critical writing:

• Examine a source: Read it carefully and critically.
• Organize your thoughts: Identify the core claim and evidence, and research secondary sources.
• State a thesis: Make sure it has both a claim and details sustaining it.
• Write an outline.
• Write a draft.
• Edit and improve your essay.

Examining a Source

Practice smart reading by identifying specific details and claims, and describing how the author presents them. Highlight parts that support your arguments and identify strengths and weaknesses.

Stating a Thesis

Direct your evidence towards the thesis question. Avoid saying “in my opinion” or “I think.” Express your opinion using the third person.

Using Evidence

Evidence is the foundation of an effective essay. It provides proof for each of your points, helping the reader see your point of view. Critical writing tests your thinking skills, analysis, and argument-building process.

Don’t fear critical writing. With practice, you’ll develop a structure that works best for you.

Tip #5 - Read Widely

If you’re writing an essay for a university module, you’ve likely chosen a subject you’re passionate about. This brings enjoyment to the activity and deepens your understanding. However, if you’re not familiar with the topic, it can be challenging to know where to start.

Using the Reading List

Your course usually provides an extensive reading list, including core and recommended readings. Engage with these texts, as they are often referred to during lectures and seminars.

Going Beyond the Recommendations

Search for book recommendations online, browse the ‘People Also Bought’ sections of bookstores, scroll through journals, or join discussion forums. There’s no shortage of secondary reading material to enhance your essay.

Setting Reading Goals

Before you start reading, ask yourself what you are reading and what you aim to achieve. This will guide your research and help you find topics that build your essay.

Here are some tips to read according to your motivations:

• For general interest and background information, read widely without much depth.
• For essay writing, focus your reading around the essay question and dive deeply into small areas of the subject.

Writing better essays involves planning, understanding the structure, using creative writing techniques, mastering critical writing, and reading widely. By incorporating these tips, you can make your essay more engaging, structured, and insightful, ultimately achieving higher marks.

Ready to Join Oxford Summer Courses?

After submitting your application, we'll be in touch very soon to inform you of the outcome. Apply now to begin your journey with Oxford Summer Courses!

About the author

Rhys mackenzie is the website marketing manager at oxford summer courses. with extensive experience in seo and digital content management, they are passionate about showcasing the best that oxford has to offer. their previous role at experience oxfordshire gave them a deep appreciation for the city's unique cultural and academic offerings. learn more about rhys here ., share this article.

Improving writing skills takes effort. Instead of using essay writing websites, identify obstacles and address them. Plan, structure, and answer questions effectively. Use creativity and critical analysis. Read widely and utilise recommended resources for success.

Get Our Newsletter

Oxford Summer Courses LTD

18 Beaumont Street, Oxford, OX1 2NA, United Kingdom

+44 01865 818403

Juniors 9-12

Oxford 13-15

Oxford 16-17

Oxford 18-24

Cambridge 13-15

Cambridge 16-17

Advanced Cambridge 18-24

Back-To-Back Courses

Four Week Enhanced Programme

Group Bookings

GDPR Notice

Privacy Policy

Terms and Conditions

Oxford Summer Courses is an organisation which contracts with the colleges of the Universities of Oxford, Cambridge and London for the use of facilities, but which has no formal connection with the Universities of Oxford, Cambridge and London.

Oxford summer courses © 2024, oxford summer courses is a company registered in england and wales with company number 08011543.

• Higher Education
• Writing an Argumentative Essay...

Writing an Argumentative Essay 101

by PrivateLabel | Sep 15, 2015 | Higher Education

We’ve all heard the phrase, ‘think before you speak’. It’s generally said in quite a supportive way – often after someone hasn’t!

But the saying makes a good point, especially when it comes to putting forward an effective argument. Arguments are vehicles for your thoughts to travel. Any weak link can stop them getting to where you want them to go. This is of course extremely important when you’re writing an argumentative essay. Here are a few good pointers to help you design a solid argument:

• Map out your idea

Start by formulating your thesis or claim and your supporting statements for it.

Once you have done this, you can target your research areas more precisely and you can consider the strengths and weaknesses of your case.  

• Know what you’re arguing against

Set out what you think are the major supporting statements for the opposing case to your own.

This will help you to find evidence that will refute those statements.

• Get the evidence before you make the claims

Begin your research by ensuring that you can find evidence for each of your supporting statements. Check the evidence for the other side. You may need to change some of your argument, depending on the information you find.

• Have your sources ready

Make sure that you have listed all the necessary bibliographic information about your sources, especially page numbers. You will need that information for your references and reference list.

• You don’t have to start writing with the introduction

When your research is complete, begin on the body of your essay, perhaps leaving the introduction until last. It is usually easier to start with your most important point. You can reorganize things later.

• Structure your argument

Once you have a rough draft, think about how to organise your argument in the most effective way. Logical, well-thought-out organisation – along with clear, concise English – is one of the main persuasive tools in argumentative essays.

Hay, I, Bochner, D, Blacket, G, & C, Dungey. 2012. Making The Grade. Melbourne: Oxford University Press.

Latest Articles

• Oxford’s Literacy Magazine: A, B, See! (Second edition) September 3, 2024 In the 2024 edition of our literacy magazine, A, B, See!, we build on the themes of the first volume with the focus on how mother tongue learning is crucial in reading and foundational teaching, and how OUP products support teachers in doing this successfully in the classroom.
• Blisters for Bread 2024. Every step counts towards a hunger-free future! August 27, 2024 The Peninsula School Feeding Association (PSFA) hosted their 56th annual Blisters for Bread Charity Family Fun Walk on Sunday, 25 August 2024, at the Green Point Cricket Club in Cape Town.
• Making learning more fun for SA kids August 22, 2024 Narrative-based learning – the teaching of subjects with the help of stories – is a holistic educational approach that can help many learners in SA to understand complex subjects — like mathematics. 

Oxford CAPS approved

View online samples of our trusted classroom solutions and support material across all phases and subjects..

Bigger, better, brighter

And more beautiful than ever before.

Brand new editions of our popular CAPS-linked bilingual dictionaries for South African learners in Grade R to 4

360° teaching at your fingertips

The all-in-one teacher’s toolbox.

Oxford University Press uses cookies to enhance your experience on our website. By clicking ‘continue’ or by continuing to use our website, you are agreeing to our use of cookies, and you can change your cookie settings at any time. More information can be found in our Cookie Policy .

Save £500 when you enrol by 30th September!

• 40 Useful Words and Phrases for Top-Notch Essays

To be truly brilliant, an essay needs to utilise the right language. You could make a great point, but if it’s not intelligently articulated, you almost needn’t have bothered.

Developing the language skills to build an argument and to write persuasively is crucial if you’re to write outstanding essays every time. In this article, we’re going to equip you with the words and phrases you need to write a top-notch essay, along with examples of how to utilise them.

It’s by no means an exhaustive list, and there will often be other ways of using the words and phrases we describe that we won’t have room to include, but there should be more than enough below to help you make an instant improvement to your essay-writing skills.

If you’re interested in developing your language and persuasive skills, Oxford Royale offers summer courses at its Oxford Summer School , Cambridge Summer School , London Summer School , San Francisco Summer School and Yale Summer School . You can study courses to learn english , prepare for careers in law , medicine , business , engineering and leadership.

General explaining

Let’s start by looking at language for general explanations of complex points.

1. In order to

Usage: “In order to” can be used to introduce an explanation for the purpose of an argument. Example: “In order to understand X, we need first to understand Y.”

2. In other words

Usage: Use “in other words” when you want to express something in a different way (more simply), to make it easier to understand, or to emphasise or expand on a point. Example: “Frogs are amphibians. In other words, they live on the land and in the water.”

3. To put it another way

Usage: This phrase is another way of saying “in other words”, and can be used in particularly complex points, when you feel that an alternative way of wording a problem may help the reader achieve a better understanding of its significance. Example: “Plants rely on photosynthesis. To put it another way, they will die without the sun.”

4. That is to say

Usage: “That is” and “that is to say” can be used to add further detail to your explanation, or to be more precise. Example: “Whales are mammals. That is to say, they must breathe air.”

5. To that end

Usage: Use “to that end” or “to this end” in a similar way to “in order to” or “so”. Example: “Zoologists have long sought to understand how animals communicate with each other. To that end, a new study has been launched that looks at elephant sounds and their possible meanings.”

Adding additional information to support a point

Students often make the mistake of using synonyms of “and” each time they want to add further information in support of a point they’re making, or to build an argument. Here are some cleverer ways of doing this.

6. Moreover

Usage: Employ “moreover” at the start of a sentence to add extra information in support of a point you’re making. Example: “Moreover, the results of a recent piece of research provide compelling evidence in support of…”

7. Furthermore

Usage:This is also generally used at the start of a sentence, to add extra information. Example: “Furthermore, there is evidence to suggest that…”

8. What’s more

Usage: This is used in the same way as “moreover” and “furthermore”. Example: “What’s more, this isn’t the only evidence that supports this hypothesis.”

9. Likewise

Usage: Use “likewise” when you want to talk about something that agrees with what you’ve just mentioned. Example: “Scholar A believes X. Likewise, Scholar B argues compellingly in favour of this point of view.”

10. Similarly

Usage: Use “similarly” in the same way as “likewise”. Example: “Audiences at the time reacted with shock to Beethoven’s new work, because it was very different to what they were used to. Similarly, we have a tendency to react with surprise to the unfamiliar.”

11. Another key thing to remember

Usage: Use the phrase “another key point to remember” or “another key fact to remember” to introduce additional facts without using the word “also”. Example: “As a Romantic, Blake was a proponent of a closer relationship between humans and nature. Another key point to remember is that Blake was writing during the Industrial Revolution, which had a major impact on the world around him.”

12. As well as

Usage: Use “as well as” instead of “also” or “and”. Example: “Scholar A argued that this was due to X, as well as Y.”

13. Not only… but also

Usage: This wording is used to add an extra piece of information, often something that’s in some way more surprising or unexpected than the first piece of information. Example: “Not only did Edmund Hillary have the honour of being the first to reach the summit of Everest, but he was also appointed Knight Commander of the Order of the British Empire.”

14. Coupled with

Usage: Used when considering two or more arguments at a time. Example: “Coupled with the literary evidence, the statistics paint a compelling view of…”

15. Firstly, secondly, thirdly…

Usage: This can be used to structure an argument, presenting facts clearly one after the other. Example: “There are many points in support of this view. Firstly, X. Secondly, Y. And thirdly, Z.

16. Not to mention/to say nothing of

Usage: “Not to mention” and “to say nothing of” can be used to add extra information with a bit of emphasis. Example: “The war caused unprecedented suffering to millions of people, not to mention its impact on the country’s economy.”

Words and phrases for demonstrating contrast

When you’re developing an argument, you will often need to present contrasting or opposing opinions or evidence – “it could show this, but it could also show this”, or “X says this, but Y disagrees”. This section covers words you can use instead of the “but” in these examples, to make your writing sound more intelligent and interesting.

17. However

Usage: Use “however” to introduce a point that disagrees with what you’ve just said. Example: “Scholar A thinks this. However, Scholar B reached a different conclusion.”

18. On the other hand

Usage: Usage of this phrase includes introducing a contrasting interpretation of the same piece of evidence, a different piece of evidence that suggests something else, or an opposing opinion. Example: “The historical evidence appears to suggest a clear-cut situation. On the other hand, the archaeological evidence presents a somewhat less straightforward picture of what happened that day.”

19. Having said that

Usage: Used in a similar manner to “on the other hand” or “but”. Example: “The historians are unanimous in telling us X, an agreement that suggests that this version of events must be an accurate account. Having said that, the archaeology tells a different story.”

20. By contrast/in comparison

Usage: Use “by contrast” or “in comparison” when you’re comparing and contrasting pieces of evidence. Example: “Scholar A’s opinion, then, is based on insufficient evidence. By contrast, Scholar B’s opinion seems more plausible.”

21. Then again

Usage: Use this to cast doubt on an assertion. Example: “Writer A asserts that this was the reason for what happened. Then again, it’s possible that he was being paid to say this.”

22. That said

Usage: This is used in the same way as “then again”. Example: “The evidence ostensibly appears to point to this conclusion. That said, much of the evidence is unreliable at best.”

Usage: Use this when you want to introduce a contrasting idea. Example: “Much of scholarship has focused on this evidence. Yet not everyone agrees that this is the most important aspect of the situation.”

Adding a proviso or acknowledging reservations

Sometimes, you may need to acknowledge a shortfalling in a piece of evidence, or add a proviso. Here are some ways of doing so.

24. Despite this

Usage: Use “despite this” or “in spite of this” when you want to outline a point that stands regardless of a shortfalling in the evidence. Example: “The sample size was small, but the results were important despite this.”

25. With this in mind

Usage: Use this when you want your reader to consider a point in the knowledge of something else. Example: “We’ve seen that the methods used in the 19th century study did not always live up to the rigorous standards expected in scientific research today, which makes it difficult to draw definite conclusions. With this in mind, let’s look at a more recent study to see how the results compare.”

26. Provided that

Usage: This means “on condition that”. You can also say “providing that” or just “providing” to mean the same thing. Example: “We may use this as evidence to support our argument, provided that we bear in mind the limitations of the methods used to obtain it.”

27. In view of/in light of

Usage: These phrases are used when something has shed light on something else. Example: “In light of the evidence from the 2013 study, we have a better understanding of…”

28. Nonetheless

Usage: This is similar to “despite this”. Example: “The study had its limitations, but it was nonetheless groundbreaking for its day.”

29. Nevertheless

Usage: This is the same as “nonetheless”. Example: “The study was flawed, but it was important nevertheless.”

30. Notwithstanding

Usage: This is another way of saying “nonetheless”. Example: “Notwithstanding the limitations of the methodology used, it was an important study in the development of how we view the workings of the human mind.”

Giving examples

Good essays always back up points with examples, but it’s going to get boring if you use the expression “for example” every time. Here are a couple of other ways of saying the same thing.

31. For instance

Example: “Some birds migrate to avoid harsher winter climates. Swallows, for instance, leave the UK in early winter and fly south…”

32. To give an illustration

Example: “To give an illustration of what I mean, let’s look at the case of…”

Signifying importance

When you want to demonstrate that a point is particularly important, there are several ways of highlighting it as such.

33. Significantly

Usage: Used to introduce a point that is loaded with meaning that might not be immediately apparent. Example: “Significantly, Tacitus omits to tell us the kind of gossip prevalent in Suetonius’ accounts of the same period.”

34. Notably

Usage: This can be used to mean “significantly” (as above), and it can also be used interchangeably with “in particular” (the example below demonstrates the first of these ways of using it). Example: “Actual figures are notably absent from Scholar A’s analysis.”

35. Importantly

Usage: Use “importantly” interchangeably with “significantly”. Example: “Importantly, Scholar A was being employed by X when he wrote this work, and was presumably therefore under pressure to portray the situation more favourably than he perhaps might otherwise have done.”

Summarising

You’ve almost made it to the end of the essay, but your work isn’t over yet. You need to end by wrapping up everything you’ve talked about, showing that you’ve considered the arguments on both sides and reached the most likely conclusion. Here are some words and phrases to help you.

36. In conclusion

Usage: Typically used to introduce the concluding paragraph or sentence of an essay, summarising what you’ve discussed in a broad overview. Example: “In conclusion, the evidence points almost exclusively to Argument A.”

37. Above all

Usage: Used to signify what you believe to be the most significant point, and the main takeaway from the essay. Example: “Above all, it seems pertinent to remember that…”

38. Persuasive

Usage: This is a useful word to use when summarising which argument you find most convincing. Example: “Scholar A’s point – that Constanze Mozart was motivated by financial gain – seems to me to be the most persuasive argument for her actions following Mozart’s death.”

39. Compelling

Usage: Use in the same way as “persuasive” above. Example: “The most compelling argument is presented by Scholar A.”

40. All things considered

Usage: This means “taking everything into account”. Example: “All things considered, it seems reasonable to assume that…”

How many of these words and phrases will you get into your next essay? And are any of your favourite essay terms missing from our list? Let us know in the comments below, or get in touch here to find out more about courses that can help you with your essays.

At Oxford Royale Academy, we offer a number of  summer school courses for young people who are keen to improve their essay writing skills. Click here to apply for one of our courses today, including law , business , medicine  and engineering .

Comments are closed.

• Telephone Tel: +44 (0) 20 7499 2394
• Email Email: [email protected]

Strategic Guidance

• Private Oxbridge Consultation
• International Oxbridge Consultation
• Postgraduate Applications Guidance
• Book a Complimentary Call

Comprehensive Support

• The Premier Service
• Oxford and Cambridge Interview Preparation Weekend

Targeted Support

• Oxbridge Personal Statement Support
• Oxbridge Admissions Test Support
• Oxbridge Interview Preparation Support
• Admissions Test Preparation Day 2024

Application Guidance

• ‘Aspiring to Oxbridge’ School Talk
• Teacher Training Workshop
• Individual Guidance Consultations

Personal Statement Support

• Personal Statement Group Workshop
• Personal Statement Consultations

Admissions Test Preparation

• Admissions Test Day
• Admissions Test Course

Interview Preparation

• Interview Preparation Day
• Interview Preparation Course

Free Library

• Oxbridge Interview Resources
• Admissions Tests Resources
• Student Library
• Teacher Library
• Keeping You Current
• Webinar Library

Our Publications

Course reports, oxbridge applications.

• Become A Tutor
• Our Offices
• Dukes Education

News & Press

• Widening Access
• Publications
• Sign In Register
• Sign In    Register

Admission Tests: Essay Sections

Admissions tests: essay sections.

Most admissions tests are made up of several different components and many will involve essays or an essay-based section. This resource breaks down each Oxford and Cambridge Admission Test that includes an essay element, and gives our Oxbridge graduate tutors’ advice on how best to approach it.

NEED STRATEGIC GUIDANCE?

Our Private Consultations provide in-depth evaluation, strategy and next steps to achieve results. Suitable for those aged 14 upwards.

ELAT (English / Oxford and Cambridge)

Essay Format The ELAT gives you a choice of six texts (prose or poetry) and asks you to consider two or three of the different extracts, comparing and contrasting them.

Approach When approaching the ELAT, a good starting point is to focus on specific literary devices. Try thinking about the imagery and language, as well as the rhetorical devices being used. Make sure, however, that if you’re using literary terminology you know exactly what it means and are sure that what you’re discussing is an accurate example, and always back up your definition with an explanation of why it has been used and the effect it’s having. When comparing the passages, think about how they differ or are similar. Think about this not just in terms of the content, but also the form, structure, syntax, and style of the writers so as to give a comprehensive analysis of the text from all angles. In this test you are being assessed on your ability to analyse as well as your depth of analysis. You will also be required to demonstrate an eloquent writing style.

• ‘Many students are under the impression that picking three texts to compare and contrast rather than two may give them the advantage. The ELAT is all about close analysis, so the more detail you go into during the test, the stronger your essay will be. Thus, it would be unwise to bring in other texts if you don’t feel it is vital. Talking about outside texts may give the impression that you are avoiding the close analysis.
• Make sure that you divide your concentration evenly over the sources. If you write on two texts, make sure that you spend half your time on each of the texts. This is a compare and contrast exercise, so this is important. Practice poems can easily found online, however support from teachers can be invaluable when locating examples of prose and plays, as thematically-similar extracts can be hard to find. Similarly, matching extracts with common themes can also be a useful practice tool in itself.
• You should try to structure your argument thematically. Not only should you avoid talking about texts separately, but you should also avoid talking about form, language and style separately: use themes and ideas to integrate these points in each paragraph, talking about both extracts in each.
• The ELAT shows students’ close analysis technique, which will underpin English courses at Oxford and Cambridge. At Cambridge, one of the modules, ‘practical criticism’, is virtually identical to this Admissions Test, and carries throughout the three years.’

CLT/LNAT (Law / Cambridge and Oxford)

Essay Format In both the Cambridge Law Test and the National Law Admissions Test, you are required to write one essay in the space of one hour. These tests are designed to assess how well you can structure and make a convincing argument. The assessors want to see if you have the ability to weigh up both sides of an argument and make a persuasive case for one side or the other.

Approach It’s important to remember here that examiners aren’t particularly interested in which side of the argument you take, as they are not assessing interpretation. Lots of students argue opposing sides of the argument, but still come out with equally strong marks. The test also does not require you to have knowledge of law terminology or any other subject for that matter, as it is first an foremost an exercise in essay writing and argument making. Make sure that you are up to date on current affairs to help inform your argument, brush up on your writing skills and eloquence, and always double check your grammar. Before writing your answer, make sure that you have read the question properly and be sure not to rush into writing straight away. Think about how you’re planning to back up your arguments, and create a small written plan or at least a mental draft of how each point will flow into the next.

• To be able to understand the abstract issues which underlie the question.
• To be able to recognise the tension between the values expressed in the question. The question will most likely present controversial and complex ideas, and students should make sure that they do not underestimate their complexity.
• To be able to argue clearly and concisely, writing in paragraphs that include an initial point, and then defend the point throughout the rest of the paragraph.
• You may want to inform your arguments by bringing in examples, for instance if the question talks about liberty, you may wish to talk about recent terror attacks. If you cannot think of any relevant real examples, you can also use hypothetical examples.
• Try to avoid preamble. You must remember to write an essay, rather than a speech, so don’t use rhetorical devices like adjectives and adverbs. Contrary to popular opinion, you can use the word ‘I’, however avoid phrases like ‘I think’ or ‘in my opinion’. It is best to use ‘I’ in the context of ‘I will conclude’, ‘I agree’ or ‘I will argue’.
• In Oxford, studying Law Jurisprudence, you will write an essay a week following the LNAT format, the only difference being that you will refer to Law. The LNAT and the CLT give you the opportunity to show that you can write in this style competently.
• Use this tip – Look through your paragraphs and check that every line advances the argument. If it doesn’t, then it needs cutting or rephrasing.
• Don’t ‘beg the question’. Don’t assume the thing that the question wants you to examine. Make sure you really think about what the question wants you to discuss.’

BMAT (Medicine / Oxford and Cambridge)

Essay Format The BioMedical Admissions Test essay section presents you with a quote which you will have to define, argue both for and against, and come to a conclusion on. The essay is used to determine whether you can present information in an organised and reasoned manner, so it’s important that you write concisely. Doctors are frequently asked to summarise cases, coming to a conclusion based on their professional opinion; this essay is designed to replicate such a task and test your ability to do so.

Approach Particularly given that many Medicine applicants haven’t studied an essay-based subject since GCSE, this part of the test can represent a point of anxiety for many applicants. If you find yourself in this situation, it’s best to begin re-familiarising yourself with essay-writing as a skill. Remember to plan and structure your essay well (since you will only have one side of A4) before writing it in proper and eloquent English where possible. Make sure not to use any shorthand or bullet points as you will be marked down for this.

• ‘Examiners assess how coherent and logical the argument presented can be. Unlike a Humanities degree, they are not looking for a creative, opinionated, imaginative essay, they are looking for a well structured, precise, short piece of writing.
• The question or quote which is given can be extremely varied. They are usually scientific, either involving scientific language, or from a scientific source. There will always be a question that sounds medical, which the majority of students will choose. There is NO NEED to do that, it will not give you an advantage.
• Unlike section two, there is no syllabus to revise, however despite this, the BMAT essay section is very easy to practice. The formula of the question is so predictable and methodical that you can easily use your own quotes or statements to make mock tests.
• You shouldn’t feel like you need to shoehorn medical references into your essays. The essay section is about writing style and analysis, and less about your knowledge of the subject; this will be displayed in section two of the BMAT.
• The essay is designed to show time management, precision and organisation within a highly pressured environment. This is to show that you have the desired transferable skills to be a doctor, or a scientist.

YOUR GUIDE TO OXBRIDGE MEDICINE

If you’re considering Oxbridge Medicine, it’s important you understand how it’s different from other Med Schools – and how you can choose between Oxford and Cambridge, because you can only apply to one. Read our guide we produced with our Dukes Family, The Medic Portal.

TSA Oxford (Experimental Psychology, Geography, Human Sciences, PPE, and PPL (Psychology, Philosophy and Linguistics) / Oxford)

Essay Format If you are sitting the Thinking Skills Assessment for Oxford, you will need to sit an additional essay section. You will asked to choose one of four questions and write about your conclusions. Approach The questions aren’t subject specific, and there isn’t an set structure on how to answer this section, however it is best if you make sure you present an argument, back it up, assess the opposing side, and then come to a conclusion. Make sure you follow a reasoned and clear plan to give yourself the best chance of performing well.

Will Small is one of our top tutors for the TSA (Oxford and Cambridge). He studied Philosophy, Politics and Economics at St John’s College, Oxford: ‘Examiners are assessing your ability to: write a structured and clear essay, be able to argue competently, and demonstrate an ability to work well under strict time constraints. You will not have time to write in convoluted, flowery language. Your teachers can help refine your technique by ironing out individual idiosyncrasies within your writing style. Your teachers can also help you to demonstrate your passion for your subject. If your application is pooled, then your Admissions Test can help you to stand out, and therefore you should have a curiosity and knowledge of your subject that informs your argument. You will not need a bank of statistics, and should not think too much about bringing in outside sources or examples. Again, the allocated time is very short, and includes question choice and planning, so you should start arguing as fast as possible. In my course (PPE), I was writing two essays a week, informed by an enormous amount of reading. This meant by the end of my first year, I was writing in an incredibly concise manner. The TSA (Oxford) gives you the opportunity to practice this skill.’

HAT/HAA (History / Oxford and Cambridge)

Essay Format In both the History Admissions Test and the History Admissions Assessment, you will have a definition exercise, then an explanation exercise, and finally an essay. The essay part of the exam assesses how a student can structure an argument. Again, as is the case in many of the Admissions Tests, the essay section is not about what you know, it is about the skills you can display.

Approach Be wary of waffling! In GCSE, and occasionally even A-level, students can sometimes get away with a lot of preamble and big ideas without backing them up with hard arguments and evidence. However, in both the HAT and the HAA, you are being assessed on your originality, clarity, and precision, as well as your ability to spot flaws, which leaves little room for pontificating.

Through tutoring the HAT and the HAA, our Oxbridge consultants have compiled these tips for the essays:

• The HAT essay section is designed to test your ability to analyse a source critically and offer a coherent argument. You will be doing this throughout your course at either Oxford or Cambridge. Again, as a Humanities subject, there may be a temptation to write in a flowery, creative way. Due to the amount of time that you have, you should only spend half an hour on the essay section. This doesn’t allow for much time to demonstrate your essay writing prowess, so you should concentrate on your argument.
• You are allowed to bring in other historical sources, however make sure that if you do that it informs the sources presented in the test. You should not spend too much time discussing something which is not on the paper.
• The question may well be relatively open-ended, and whilst making sure that you answer the question directly, you should think about the different perspective lenses that you can analyse the content through. The source may be referring to a historical battle, but students could analyse through various different themes, such as colonialism or monarchy.
• The examiner will appreciate originality and this can be presented in a variety of different forms. This may come in your perspective on a source, the areas of the text you choose to focus on, or your conclusions. Take time before you leap into writing your argument to think about how you can stand out from your peers.

It’s worth noting that, although these are the main tests required for the above subjects, some colleges have different entry requirements or may set different tests (sometimes for each candidate in rare circumstances) so always make sure that you’re preparing for the correct test(s) when using these resources.

Overall, an essay section of an admissions test is designed to give the admissions tutors an idea of your ability to structure an argument, reason logically, and persuade the reader in clear and concise language in a given direction. Really focus on making your argument and thinking processes stand out, rather than trying to shoehorn in specific pieces of knowledge that you feel may be relevant, as this is not the purpose of the exercise. If you’ve got an essay test coming up, or any other form of admissions test, and aren’t sure where to begin, get in touch with our Oxbridge graduate consultants for up-to-date advice and bespoke guidance.

YOUR GUIDE TO THE HAT

Everything you should know before taking the HAT test and how to be successful.

Download our e-book

Register with us to receive a complimentary e-book: So you want to go to Oxbridge? Tell me about a banana.

Related Content

The thinking skills assessment (tsa) – covid-19, should i prepare for my admissions test, lateral thinking & critical analysis for your interview.

Our Oxbridge-graduate consultants are available between 9.00 am – 5.00 pm from Monday to Friday, with additional evening availability when requested.

• Tel: +44 (0) 20 7499 2394
• Email: [email protected]

Oxbridge Applications, 58 Buckingham Gate, London, SW1E 6AJ

• Private Oxbridge Application Consultation
• Oxbridge Personal Statement Support Package
• Oxbridge Mock Interview Preparation and Support
• Personal Statement Workshop and Checks
• Schools Mock Interviews – Online and In-School
• Teacher Training Workshops – Online and In-School
• Oxbridge Preparation Days – Online and In-School
• Frequently Asked Questions
• Terms and Conditions
• Privacy Policy
• Safeguarding & Child Protection
• Company Registration Number: 3757054

Recently Updated Blogs

Blog 10 things i wish i knew before i applied to oxbridge, blog how can i use chatgpt for my personal statement, blog overused topics and resources to avoid in your personal statement, blog what gcse grades do i need for oxbridge, blog how will my gcses impact my university applications, choosing a college, a slippery question, added to cart.

• StudySkills@Sheffield
• Academic writing skills
• Academic writing

How to write in an academic style

This page will help you to write in an academic style.

Academic style

Academic writing is defined by conventions rather than rules and so its style varies. 

The point is not for you and your peers to produce identical pieces of writing , but to provide a shared framework of communication that allows specialists within a field to access information, ideas and concepts quickly and easily.

Academic writing uses a more formal register than everyday communication. The following are four important conventions to follow that will help you to hit the right level of formality in your writing:

Use formal language

Academic writing tends to adopt formal language derived from Latinate, rather than Anglo-Saxon roots. This distinction is particularly evident in the use of verbs in academic language.

In general, phrasal verbs are used when speaking (eg in presentations), whilst Latinate verbs are used in academic writing (e.g. essays). Phrasal language is more informal, whilst Latinate verbs sound 'posher' and more formal.

Phrasal verbs tend to come in two parts: they use a verb together with an adverb or preposition.

There is often a one-word equivalent, which usually comes from Latin root, reflecting the origins of formal English among educated Romans and the Church.

Examples include: 

• Carry out = perform
• Talk about = discuss
• Look up to = respect

Why is this useful? Latinate verbs use fewer words, so can help you develop a more concise writing style.

Latinate verbs can also be more specific than their phrasal equivalents, for example, the phrasal verb 'set up' has several Latinate equivalents: 

• Set up a room: I’m going to arrange the room for the meeting.
• Set up an experiment: The experiment was prepared.
• Set up an organisation: The NSPCC was established in 1884.

You may wish to use a mixture of phrasal and Latinate verbs in your writing, and to tailor it to your assignment. For example, if writing a more informal blog post, you may want to use more phrasal language.

Some common examples of academic verb use include:

• Carry out: Perform "The experiment was carried out/performed..."
• Find out: Investigate "The aim of this project is to find out/investigate…"
• Leave out: Omit "Therefore this was left out of/omitted from the analysis..."

Awareness of how and when to use different registers of language can help to improve the level of formality of your writing. 

Avoid contractions and abbreviations

Academic writing tends to avoid the types of contractions and abbreviated language that you might use in other forms of communication.

In some cases, this is obvious, but in other cases, where abbreviations have become commonly used forms of words, it can be more difficult to spot.

For example:

• Cannot: Can’t
• Quotation: Quote
• UK: United Kingdom

However, some commonly used abbreviations or acronyms relating to the discipline will often need to be used to enhance the clarity of your writing and reduce the word count.

In these cases, it is important to use the full form of the abbreviated name or phrase in the first instance, including the abbreviation in parentheses.

• A key role has always been played by the North Atlantic Treaty Organisation (NATO)...
• World Health Organisation (WHO) recommendations state...
• The use of an Electrocardiogram (ECG) is recommended...

Certain extremely commonly used acronyms have become part of common usage and do not require further explanation within a text. For example, AIDS, laser, radar, scuba. 

Write objectively

Academic writing aims to be objective. 

Build a compelling objective case for your ideas using evidence and data.

Secondary sources should be used to build a foundation of background thinking, ideas and theories to support your approach.

All secondary sources (books, journals, webpages, conference presentations, films, audio recordings, etc.) should be referenced using the standard system recommended by your department.

A bibliography of all referenced works should be included at the end of your assignment, ordered alphabetically and formatted using the recommended standard system. 

Primary sources include any information or data that you have found, collected or generated to illustrate your arguments or explore your hypotheses. Primary sources may include texts that you are analysing, survey responses, experimental data, artefacts and much more.

When writing about primary and secondary sources, it is usually better to avoid using the first person ('I' or 'we' forms), as your focus should be on an objective interpretation of that evidence. 

The first person is most commonly used to indicate where you are going beyond an objective analysis to put forward your own informed opinions, for example as part of a discussion section or conclusion. 

Explore the Manchester Phrasebank for ideas on how to express yourself with established academic language.

Manchester Phrasebank  

Book a writing or speaking advisory service appointment for advice and  feedback on your own academic style.

More information Explore our self-study materials on academic vocabulary

• Avoid overusing the first person (I) and use passive forms where possible: "the experiment was conducted..."; "evidence suggests..."; "a sample was taken..."
• Use language without value judgement, such as: fantastic, brilliant, rubbish, interesting, good.
• Avoid using cliched phrases: "a hot topic..."; "the other side of the coin..."; "at the end of the day..."; "the fact of the matter..."; "in the current climate..."
• Make cautious use of strong statements, or avoid the following altogether: extremely, very, really, always, never, a lot, the most, the least.
• Always check department guidelines on the use of first-person forms in your writing.
• How to reference
• How to question information and think critically
• How to structure and plan an essay

Use your mySkills portfolio to discover your skillset, reflect on your development, and record your progress.