What is an essay?

The term "essay" is used in somewhat different ways in different contexts. The clearest
definition I have encountered is by Frederick Crews, professor of English at the University of
California at Berkeley. Crews defines an essay as "a fairly brief piece of nonfiction that tries to
make a point in an interesting way."
An essay is fairly brief. While writers will sometimes refer to book-length texts as "essays," the
term usually refers to short pieces that might be published in a magazine or newspaper.
An essay is nonfiction. That means that the writer of an essay is trying to tell the truth, not
merely entertain. A short story isn't an essay because it's fiction. To say that an essay is
nonfiction doesn't mean that every word of an essay must be literally true. Hypothetical
examples can be an effective way of illustrating a point, as can quotations from fictional works.
But such imaginative illustrations should always serve the purpose of clarifying or illustrating a
claim that the writer believes to be actually true, in the real world.
An essay tries to make a point. This is perhaps the most important and most challenging aspect
of the essay. An essay is not just a bunch of words, or even a bunch of paragraphs. An essay all
fits together; it all points in one direction. An essay leads to one conclusion. This is what makes
an essay different from, say, an article in an encyclopedia, which may be a relatively brief and
interesting piece of nonfiction. An essay tries to make a point. It aims to support a single claim.
Another way of putting it would be to say that an essay doesn't just have a topic; it also has
a thesis. An essay doesn't just give information about a subject; it supports a statement, a claim.
An essay tries to make a point in an interesting way. An essay is real writing; it is written to
someone. And so its goal is to interest its readers, to change their thinking, to get them involved
in the ideas it presents and ultimately get them to adopt those ideas. An essay might seek to
inform or to persuade or both. But to make a point with real readers, it must try to get and keep
the attention of those readers. That means catching and keeping their interest.
What is an essay?
An essay is a piece of writing that methodically analyses and evaluates a topic or issue.
Fundamentally, an essay is designed to get your academic opinion on a particular matter.
Many students get confused about the word 'opinion' in academic writing, and think that
academic writing should just stick to reporting the facts and forget about opinion altogether.
However, there are important differences between an academic opinion and a personal opinion,
and it's important to grasp these when you're putting together an essay:
Academic
opinion OR argument,
stance, position, thesis,
claim
Determined by:

Conducting research,
examining evidence, evenhandedly considering issues

Personal opinion

Gut feelings, personal

experiences, own worldview

Characterised by:

Is it defendable?

Objectivity - guided by logic

and rational thinking

Subjectivity - guided by
emotions, personal
experiences and individual
character

Yes - you can defend or

support an academic
argument by citing credible
evidence and laying out a
reasoned argument

Hmmm, it's hard to say that

one person's 'gut feeling' or
worldview is any more valid
than another's, so personal
opinions are very hard to
defend and validate
objectively

Writing a great essay is not about simply surveying and re-telling existing ideas. Instead, a good
essay takes into account various opinions and points of view and puts forward an argument that
reflects the writer's informed opinion. Before you begin planning any essay, then, its crucial to
have a clear idea of what you thinkabout your topic; you need to have a position,
argument, or clear stance on a topic, that you defend with evidence and argument. This is
what's called your thesis statement.

How is an essay structured?

An essay is a very structured piece of writing with many conventions that distinguish it from other genres and styles,
such as reports, creative writing pieces or reflective journal entries.
All essays should consist of three parts: the introduction, the body, and the conclusion. Together, the
introduction and the conclusion act as a frame for the essay, while the real work is done in the body.

The introduction is usually the first paragraph (in essays longer than 2000 words, it may include the second
paragraph also). It informs the reader about the topic of the essay, explains why the discussion in the essay is an
important one to have, and provides a map of the essays argument.

The body of the essay consists of all the paragraphs between the introduction and the conclusion. The body is
where the argument of the essay is actually laid out.

The essay's conclusion is usually the final paragraph (again, in longer essays, it may be two paragraphs). It
draws together and summarises the essays argument.

While some lecturers may specify changes to the typical essay format, all essays are generally bound by the
following set of guidelines or rules:
1. Essays do not include sub-headings, unless they are very long, e.g. 5000+ words.
2. Essays do not include dot-points; they are made up entirely of prose.
3. Essays are made up of paragraphs, which should be clearly distinguished by either:

indenting the first line of each paragraph (press Tab when you begin a new

paragraph), or

leaving an extra blank line between each paragraph.

4. Essays should adhere to the word count, however, a variation of 10% is usually
acceptable. For example, a 2000 word essay could be anywhere from 1800-2200 words.
5. Essays should be printed in black ink on white A4 paper on one side of the paper only.
Essays should also be stapled in the top left-hand corner only and should not be placed in
plastic sleeves.
6. Essays should use a plain legible font of reasonable size (e.g. Times New Roman or Arial
in 12 point). Do not be tempted to use fancy fonts as they are very tiring for lecturers eyes.
7. Essays must have either 1.5 or double line spacing (your lecturer will usually specify). In
MS Word, go to Format, then Paragraph, then Line Spacing, and select either 1.5 or
Double). This is for ease of reading and it also creates spaces for comments and
corrections.
8. Essays should have a generous margin (at least 2.5 cm all round). This also creates room
for comments.
9. Essay pages should be numbered consecutively (in MS Word, go to Insert, then Page
Numbers).
10. Essays are argumentative, not pretty; dont use pictures (e.g. MS Clip Art) on your cover
page or in the body of the essay with the aim of enhancing the appearance or presentation.
Pictures should only be used if they will be referred to as part of your argument.
11. Essays do not use formatting to emphasise words, like italics, bolding or underlining.
Your choice of suitable words, phrases and evidence should be enough to provide a clear
and convincing argument.
12. Essays must include either a Reference List or a Bibliography.

10 steps to a strong essay

There are 10 steps you can follow to write a strong essay:
1.

Scrutinise the question

2.

Brainstorm your ideas

3.

Research your topic

4.

Establish a thesis statement

5.

Do the math

6.

Outline before you write

7.

Write paragraph by paragraph

8.

Lastly, introductions and conclusions

9.

Edit and polish

10.

Review with a final checklist

Of Custom and Education

by Francis Bacon
Men's thoughts, are much according to their inclination; their discourse and speeches, according to their
learning and infused opinions; but their deeds, are after as they have been accustomed. And therefore, as
Machiavel well noteth (though in an evil-favored instance), there is no trusting to the force of nature, nor to the
bravery of words, except it be corroborate by custom. His instance is, that for the achieving of a desperate
conspiracy, a man should not rest upon the fierceness of any man's nature, or his resolute undertakings; but take
such an one, as hath had his hands formerly in blood. But Machiavel knew not of a Friar Clement, nor a
Ravillac, nor a Jaureguy, nor a Baltazar Gerard; yet his rule holdeth still, that nature, nor the engagement of
words, are not so forcible, as custom. Only superstition is now so well advanced, that men of the first blood, are
as firm as butchers by occupation; and votary resolution, is made equipollent to custom, even in matter of
blood. In other things, the predominancy of custom is everywhere visible; insomuch as a man would wonder, to
hear men profess, protest, engage, give great words, and then do, just as they have done before; as if they were
dead images, and engines moved only by the wheels of custom. We see also the reign or tyranny of custom,
what it is. The Indians (I mean the sect of their wise men) lay themselves quietly upon a stock of wood, and so
sacrifice themselves by fire. Nay, the wives strive to be burned, with the corpses of their husbands. The lads of
Sparta, of ancient time, were wont to be scourged upon the altar of Diana, without so much as queching. I
remember, in the beginning of Queen Elizabeth's time of England, an Irish rebel condemned, put up a petition to
the deputy, that he might be hanged in a withe, and not in an halter; because it had been so used, with former
rebels. There be monks in Russia, for penance, that will sit a whole night in a vessel of water, till they be
engaged with hard ice. Many examples may be put of the force of custom, both upon mind and body. Therefore,
since custom is the principal magistrate of man's life, let men by all means endeavor, to obtain good customs.
Certainly custom is most perfect, when it beginneth in young years: this we call education; which is, in effect,

but an early custom. So we see, in languages, the tongue is more pliant to all expressions and sounds, the joints
are more supple, to all feats of activity and motions, in youth than afterwards. For it is true, that late learners
cannot so well take the ply; except it be in some minds that have not suffered themselves to fix, but have kept
themselves open, and prepared to receive continual amendment, which is exceeding rare. But if the force of
custom simple and separate, be great, the force of custom copulate and conjoined and collegiate, is far greater.
For there example teacheth, company comforteth, emulation quickeneth, glory raiseth: so as in such places the
force of custom is in his exaltation. Certainly the great multiplication of virtues upon human nature, resteth
uponsocieties well ordained and disciplined. For commonwealths, and good governments, do nourish virtue
grown, but do not much mend the deeds. But the misery is, that the most effectual means, are now applied to the
ends, least to be desired.