By creating a relevant structure, you make it much easier for yourself to present an effective argument.
There are several generic structures that can help you start to think about your essay structure e.g.: In addition to these macro-structures you will probably need to establish a micro-structure relating to the particular elements you need to focus on e.g.: evidence / policy / theory / practice / case studies / examples / debates.
Instead, you can catch all of your ideas, in no particular order, on a sheet or two of A4.
Once they are down there it will be easier for you to start to review them critically and to see where you need to focus your reading and note taking.
It is worth attending to all of the suggestions and comments you receive, and trying to act on them.
Common criticism given to students is that their essay: These elements will be used to give a broad overall structure to this Study Guide.However, even in those essays that appear to be highly creative, unscientific, or personal, an argument of some kind is being made.It is the argument, and how you decide to present and back up your argument, that will influence your decision on how to structure your essay.It can be a way of making a lot of progress quite quickly. In these early stages of your thinking you may not be sure which of your ideas you want to follow up and which you will be discarding.It can be stressful and very difficult trying to work out solely in your mind how to tackle an essay title; asking yourself questions such as: What structure should I use? So, don’t feel you have to make that decision in your head before you write anything.So don’t be afraid of writing down your ideas before they are fully formed, or in the ‘right’ order.Writing is an active and constructive process; it is not merely a neutral recording of your thoughts.You can use the writing process to help you think through, clarify and develop your early ideas about how you might respond to the title that has been set: ‘you may not know what you think until you have written it down’ (Creme & Lea, 1997 p115).As with teaching, it is often not until you try to communicate an argument and its evidence that you find where the gaps are in your knowledge or argument.Again this may be strong and obvious, or it may be almost invisible, but it needs to be there.In different subject areas, and with different styles of writing, the term ‘argument’ may seem more or less relevant.