can a college essay be four paragraphs

Essay Papers Writing Online

Mastering the art of writing a 4-paragraph essay for academic success.

Writing a well-structured essay can be a challenging task for many students, but breaking it down into smaller, manageable parts can make the process much easier. In this step-by-step guide, we will walk you through the essential tips for crafting a 4 paragraph essay that will impress your readers.

The key to a successful essay lies in its organization and coherence. By following a structured format and paying attention to the content of each paragraph, you can effectively convey your ideas and arguments in a clear and concise manner.

Whether you’re writing a persuasive, informative, or analytical essay, the basic structure remains the same. Each paragraph serves a specific purpose and contributes to the overall thesis of your essay. With the right approach and attention to detail, you can craft a compelling and persuasive piece of writing that will leave a lasting impression on your readers.

Understanding the Essay Structure

Before diving into the writing process, it is crucial to understand the basic structure of a 4 paragraph essay. An essay typically consists of an introduction, two body paragraphs, and a conclusion.

Introduction: The introduction is where you present your topic and provide a clear thesis statement that outlines the main idea of your essay. This section should grab the reader’s attention and set the tone for the rest of the essay.

Body Paragraphs: The body paragraphs expand on the main points mentioned in the thesis statement. Each paragraph should focus on a single idea and include supporting evidence and examples to strengthen your argument.

Conclusion: The conclusion summarizes the main points discussed in the essay and restates the thesis in a new way. It is essential to leave the reader with a sense of closure and demonstrate the significance of the topic.

Brainstorming and Outlining Your Ideas

Before you start writing your 4 paragraph essay, it’s crucial to brainstorm and outline your ideas. This process will help you organize your thoughts and create a structured plan for your essay.

Brainstorming: Begin by jotting down all the ideas and points you want to cover in your essay. Consider the main topic, key arguments, and supporting evidence you plan to include. Don’t worry about structure at this stage; just focus on generating ideas.

Tip: Use techniques like mind mapping or listing to help you brainstorm effectively. Be creative and allow different ideas to flow freely.

Outlining: Once you have a list of ideas, create an outline for your essay. Start with a thesis statement that summarizes the main point of your essay. Then, outline the key points you will address in each paragraph. This will serve as a roadmap for your writing and ensure a logical flow of ideas.

Tip: Use Roman numerals or bullet points to structure your outline. Include topic sentences that introduce each paragraph’s main idea and provide a clear progression of your argument.

Developing Body Paragraphs with Evidence and Analysis

When crafting the body paragraphs of your 4 paragraph essay, it is essential to include specific evidence and analysis to support your thesis statement. Each body paragraph should focus on a single point or idea that relates to your overall argument. To strengthen your argument, you should include relevant examples, facts, quotes, or data to provide concrete evidence for your claims.

After presenting your evidence, it is crucial to analyze and explain how it supports your main argument. Your analysis should demonstrate the significance of the evidence and its relevance to your thesis statement. By providing thoughtful analysis, you can help your reader understand the connections between your evidence and your overall argument.

Additionally, make sure to properly cite any sources you use in your body paragraphs to avoid plagiarism and to give credit to the original authors. Including citations will also add credibility to your essay and show that you have conducted thorough research to support your claims.

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How many Paragraphs should a College Essay be?

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In college students.

Though any professional  essay writer  will insist that writing an essay about yourself, your own goals, and experiences is much easier than writing any other type of essay, many students find it very difficult to share personal information. Even more so, if they need to do it in a college essay.

A college essay , more commonly known as a personal statement, is a written document explaining why you are a good fit for a particular college. It is a crucial part of your college application and provides a chance for the admissions committee to see who you are.

GPA and GRE scores are only numbers and cannot speak to your experience as a person. This is why personal statements are so important, as they allow you to talk about your life experience and passion for the field and serve as a window to your character.

Students often wonder how long should a personal statement be. After all, you don’t want to bore the reader with irrelevant text. On the flip side, you don’t want your personal statement to be bereft of any real substance either.

The structure, format, and word count of your personal statement are very important. Remember that age-old saying about first impressions? Well, that applies here too. An ill-organized and badly written personal statement will only hurt your chances of getting in. Hence, let’s go over some of the things that you need to look out for when writing your college essay.

In this Article

Introduction

Supporting paragraphs, treat it like a story, don’t write about too many events, avoid clichés, make it your own, how many paragraphs should a college essay be.

To answer this question, first, we need to determine your college essay’s word count. Typically, college essays are anywhere between 500 and 800 words long. However, in some cases, you will be required to follow a specific word limit set by your college. This limit is usually around 500 to 700 words depending on the college.

However, In most cases, you won’t find a word limit, in which case anything between 500 and 800 words is appropriate.

Let’s say you decide on 800 words or thereabouts. Your college essay should then be divided into five paragraphs:

• Supporting Paragraph
• Second supporting paragraph
• Third supporting paragraph

If it’s closer to 500 words, then you can minus a paragraph from the format above.

The introduction of your essay should serve as a “hook” that can draw the reader in and cause them to keep reading. You can start by introducing yourself and talk about an interesting life experience.

Each supporting paragraph should talk about a specific thing. Don’t try to cram in lots of unrelated thoughts as that would make the essay unpleasant to read. Instead, dedicate each paragraph to a particular idea. For example, the first supporting paragraph can talk about the reasons for your application. What interests you in the field you are applying to. It is always best to relate the field to your life experiences as it shows passion and commitment.

The second supporting paragraph can talk about your previous academic achievements. Talk about stuff that you have excelled in high school. These can be anything such as sports, debates, projects, and other activities. It doesn’t necessarily have to be all about your academics.

The third supporting paragraph can talk about what you wish to achieve from studying a particular program. Explain why you want to study this program and what you plan to get out of it.

Keep the closing paragraph short and sweet. Then, bring it all together and conclude why you would make a good addition to the college.

However, do keep in mind that this is a simple beginner-level format. You cannot go wrong with this, but there are no set rules for personal statements unless your college gives you specific guidelines. If you are free to write how you want, it’s good to go through some essay samples and see if you like a particular style.

Tips for College Essay

High schoolers are used to writing academic reports and analytical papers, which may influence them to write their college essays the same way. However, your college essay shouldn’t read like a report. Instead, it should read like a story. One that is expressive and engaging.

You should treat your college essay as a creative writing project, and creative writing is supposed to be fun. Dry and monotone text is not desirable to the admissions committee as they want to see your personality. You already have your transcripts and test scores to speak for your academic skills, but numbers don’t describe personality traits and life experiences. This is why a personal statement should read like a story where you are the main character. It shouldn’t be pretentious but organic yet exciting. Striking the right balance between all these can be a bit difficult, which is why it’s important to look around and read sample ones first.

Your personal statement should have a single overarching theme. Don’t try to cram in your whole life story in the essay, as that would be cumbersome to read. Instead, choose a single life event/experience and tie it to why you would make a great candidate. Don’t overcomplicate it, and don’t include too many details.

Moreover, as I said earlier, don’t spend too many words on your prior academic accomplishments. A short paragraph would suffice. Let your transcripts do the talking.

We all like a good quote by a famous person or historical person, but it starts getting mundane when overused. Don’t forget the “personal” in the personal statement. The whole point of the essay is for the admissions committee to get a sense of who you are. Originality is the key here, and while quotes from personalities like Gandhi and Thoreau have a place, try not to rely on them too much.

Moreover, language like “it was the best day of my life” is severely overdone by everyone. Try not to use such cliched sentences as they obscure your message. Instead, show them why it was the best day of your life and not simply state so.

You must own your voice not only in the essay but in life in general. Often times we think that we are not good enough and resort to copying other people. This is not a healthy way to go about life. Instead, always try to be original and loyal to your true self. Don’t rely too much on other people’s work. It is one thing to take inspiration from a sample essay, but it’s a whole different thing to copy their ideas word for word with slight adjustments. If you are unsure about your writing, ask friends or teachers to take a look at it.

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How Many Paragraphs Should an Essay Have?

• 6-minute read
• 19th May 2023

You have an essay to write. You’ve researched the topic and crafted a strong thesis statement . Now it’s time to open the laptop and start tapping away on the keyboard. You know the required word count, but you’re unsure of one thing: How many paragraphs should you have in the essay? Gee, it would’ve been nice if your professor had specified that, huh?

No worries, friend, because in this post, we’ll provide a guide to how many paragraphs an essay should have . Generally, the number of paragraphs will depend on how many words and how many supporting details you need (more on that later). We’ll also explore the concept of paragraphs if you’re wondering what they’re all about. And remember, paragraphs serve a purpose. You can’t submit an essay without using them!

What Is a Paragraph?

You likely know what a paragraph is, but can you define it properly in plain English? Don’t feel bad if that question made you shake your head. Off the top of our heads, many of us can’t explain what a paragraph is .

A paragraph comprises at least five sentences about a particular topic. A paragraph must begin with a well-crafted topic sentence , which is then followed by ideas that support that sentence. To move the essay forward, the paragraph should flow well, and the sentences should be relevant.

Why Are Paragraphs Important?

Paragraphs expand on points you make about a topic, painting a vivid picture for the reader. Paragraphs break down information into chunks, which are easier to read than one giant, uninterrupted body of text. If your essay doesn’t use paragraphs, it likely won’t earn a good grade!

 How Many Paragraphs Are in an Essay?

As mentioned, the number of paragraphs will depend on the word count and the quantity of supporting ideas required. However, if you have to write at least 1,000 words, you should aim for at least five paragraphs. Every essay should have an introduction and a conclusion. The reader needs to get a basic introduction to the topic and understand your thesis statement. They must also see key takeaway points at the end of the essay.

As a rule, a five-paragraph essay would look like this:

• Introduction (with thesis statement)
• Main idea 1 (with supporting details)
• Main idea 2 (with supporting details)
• Main idea 3 (with supporting details)

Your supporting details should include material (such as quotations or facts) from credible sources when writing the main idea paragraphs.

If you think your essay could benefit from having more than five paragraphs, add them! Just make sure they’re relevant to the topic.

Professors don’t care so much about the number of paragraphs; they want you to satisfy the minimum word requirement. Assignment rubrics rarely state the number of required paragraphs. It will be up to you to decide how many to write, and we urge you to research the assigned topic before writing the essay. Your main ideas from the research will generate most of the paragraphs.

When Should I Start a New Paragraph?

Surprisingly, some students aren’t aware that they should break up some of the paragraphs in their essays . You need to start new paragraphs to keep your reader engaged.

As well as starting a new paragraph after the introduction and another for the conclusion, you should do so when you’re introducing a new idea or presenting contrasting information.

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Starting a paragraph often involves using transitional words or phrases to signal to the reader that you’re presenting a new idea. Failing to use these cues may cause confusion for the reader and undermine your essay’s coherence.

Let’s consider examples of transitional words and phrases in action in a conclusion. Note that the essay is about too much mobile device screen time and that transitional words and phrases can occur later in a paragraph too:

Thanks to “In conclusion” and “Additionally,” the reader clearly knows that they are now in the conclusion stage. They can also follow the logic and development of the essay more easily.

How Do I Know Whether I Have Enough Paragraphs?

While no magic number exists for how many paragraphs you need, you should know when you have enough to satisfy the requirements of the assignment. It helps if you can answer yes to the following questions:

• Does my essay have both an introduction and a conclusion?
• Have I provided enough main ideas with supporting details, including quotes and cited information?
• Does my essay develop the thesis statement?
• Does my essay adequately inform the reader about the topic?
• Have I provided at least one takeaway for the reader?

 Conclusion

Professors aren’t necessarily looking for a specific number of paragraphs in an essay; it’s the word count that matters. You should see the word count as a guide for a suitable number of paragraphs. As a rule, five paragraphs should suffice for a 1,000-word essay. As long as you have an introduction and a conclusion and provide enough supporting details for the main ideas in your body paragraphs, you should be good to go.

Remember to start a new paragraph when introducing new ideas or presenting contrasting information. Your reader needs to be able to follow the essay throughout, and a single, unbroken block of text would be difficult to read. Transitional words and phrases help start new paragraphs, so don’t forget to use them!

As with any writing, we always recommend proofreading your essay after you’ve finished it. This step will help to detect typos, extra spacing, and grammatical errors. A second pair of eyes is always useful, so we recommend asking our proofreading experts to review your essay . They’ll correct your grammar, ensure perfect spelling, and offer suggestions to improve your essay. You can even submit a 500-word document for free!

1. What is a paragraph and what is its purpose?

A paragraph is a group of sentences that expand on a single idea. The purpose of a paragraph is to introduce an idea and then develop it with supporting details.

2. What are the benefits of paragraphs?

Paragraphs make your essay easy to read by providing structure and flow. They let you transition from one idea to another. New paragraphs allow you to tell your reader that you’ve covered one point and are moving on to the next.

3. How many paragraphs does a typical essay have?

An essay of at least 1,000 words usually has five paragraphs. It’s best to use the required word count as a guide to the number of paragraphs you’ll need.

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11 Rules for Essay Paragraph Structure (with Examples)

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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How do you structure a paragraph in an essay?

If you’re like the majority of my students, you might be getting your basic essay paragraph structure wrong and getting lower grades than you could!

In this article, I outline the 11 key steps to writing a perfect paragraph. But, this isn’t your normal ‘how to write an essay’ article. Rather, I’ll try to give you some insight into exactly what teachers look out for when they’re grading essays and figuring out what grade to give them.

You can navigate each issue below, or scroll down to read them all:

1. Paragraphs must be at least four sentences long 2. But, at most seven sentences long 3. Your paragraph must be Left-Aligned 4. You need a topic sentence 5 . Next, you need an explanation sentence 6. You need to include an example 7. You need to include citations 8. All paragraphs need to be relevant to the marking criteria 9. Only include one key idea per paragraph 10. Keep sentences short 11. Keep quotes short

Paragraph structure is one of the most important elements of getting essay writing right .

As I cover in my Ultimate Guide to Writing an Essay Plan , paragraphs are the heart and soul of your essay.

However, I find most of my students have either:

• forgotten how to write paragraphs properly,
• gotten lazy, or
• never learned it in the first place!

Paragraphs in essay writing are different from paragraphs in other written genres .

In fact, the paragraphs that you are reading now would not help your grades in an essay.

That’s because I’m writing in journalistic style, where paragraph conventions are vastly different.

For those of you coming from journalism or creative writing, you might find you need to re-learn paragraph writing if you want to write well-structured essay paragraphs to get top grades.

Below are eleven reasons your paragraphs are losing marks, and what to do about it!

Essay Paragraph Structure Rules

1. your paragraphs must be at least 4 sentences long.

In journalism and blog writing, a one-sentence paragraph is great. It’s short, to-the-point, and helps guide your reader. For essay paragraph structure, one-sentence paragraphs suck.

A one-sentence essay paragraph sends an instant signal to your teacher that you don’t have much to say on an issue.

A short paragraph signifies that you know something – but not much about it. A one-sentence paragraph lacks detail, depth and insight.

Many students come to me and ask, “what does ‘add depth’ mean?” It’s one of the most common pieces of feedback you’ll see written on the margins of your essay.

Personally, I think ‘add depth’ is bad feedback because it’s a short and vague comment. But, here’s what it means: You’ve not explained your point enough!

If you’re writing one-, two- or three-sentence essay paragraphs, you’re costing yourself marks.

Always aim for at least four sentences per paragraph in your essays.

This doesn’t mean that you should add ‘fluff’ or ‘padding’ sentences.

Make sure you don’t:

a) repeat what you said in different words, or b) write something just because you need another sentence in there.

But, you need to do some research and find something insightful to add to that two-sentence paragraph if you want to ace your essay.

Check out Points 5 and 6 for some advice on what to add to that short paragraph to add ‘depth’ to your paragraph and start moving to the top of the class.

• How to Make an Essay Longer
• How to Make an Essay Shorter

2. Your Paragraphs must not be more than 7 Sentences Long

Okay, so I just told you to aim for at least four sentences per paragraph. So, what’s the longest your paragraph should be?

Seven sentences. That’s a maximum.

So, here’s the rule:

Between four and seven sentences is the sweet spot that you need to aim for in every single paragraph.

Here’s why your paragraphs shouldn’t be longer than seven sentences:

1. It shows you can organize your thoughts. You need to show your teacher that you’ve broken up your key ideas into manageable segments of text (see point 10)

2. It makes your work easier to read.   You need your writing to be easily readable to make it easy for your teacher to give you good grades. Make your essay easy to read and you’ll get higher marks every time.

One of the most important ways you can make your work easier to read is by writing paragraphs that are less than six sentences long.

3. It prevents teacher frustration. Teachers are just like you. When they see a big block of text their eyes glaze over. They get frustrated, lost, their mind wanders … and you lose marks.

To prevent teacher frustration, you need to ensure there’s plenty of white space in your essay. It’s about showing them that the piece is clearly structured into one key idea per ‘chunk’ of text.

Often, you might find that your writing contains tautologies and other turns of phrase that can be shortened for clarity.

3. Your Paragraph must be Left-Aligned

Turn off ‘Justified’ text and: Never. Turn. It. On. Again.

Justified text is where the words are stretched out to make the paragraph look like a square. It turns the writing into a block. Don’t do it. You will lose marks, I promise you! Win the psychological game with your teacher: left-align your text.

A good essay paragraph is never ‘justified’.

I’m going to repeat this, because it’s important: to prevent your essay from looking like a big block of muddy, hard-to-read text align your text to the left margin only.

You want white space on your page – and lots of it. White space helps your reader scan through your work. It also prevents it from looking like big blocks of text.

You want your reader reading vertically as much as possible: scanning, browsing, and quickly looking through for evidence you’ve engaged with the big ideas.

The justified text doesn’t help you do that. Justified text makes your writing look like a big, lumpy block of text that your reader doesn’t want to read.

What’s wrong with Center-Aligned Text?

While I’m at it, never, ever, center-align your text either. Center-aligned text is impossible to skim-read. Your teacher wants to be able to quickly scan down the left margin to get the headline information in your paragraph.

Not many people center-align text, but it’s worth repeating: never, ever center-align your essays.

Don’t annoy your reader. Left align your text.

4. Your paragraphs must have a Topic Sentence

The first sentence of an essay paragraph is called the topic sentence. This is one of the most important sentences in the correct essay paragraph structure style.

The topic sentence should convey exactly what key idea you’re going to cover in your paragraph.

Too often, students don’t let their reader know what the key idea of the paragraph is until several sentences in.

You must show what the paragraph is about in the first sentence.

You never, ever want to keep your reader in suspense. Essays are not like creative writing. Tell them straight away what the paragraph is about. In fact, if you can, do it in the first half of the first sentence .

I’ll remind you again: make it easy to grade your work. Your teacher is reading through your work trying to determine what grade to give you. They’re probably going to mark 20 assignments in one sitting. They have no interest in storytelling or creativity. They just want to know how much you know! State what the paragraph is about immediately and move on.

Suggested: Best Words to Start a Paragraph

Ideal Essay Paragraph Structure Example: Writing a Topic Sentence If your paragraph is about how climate change is endangering polar bears, say it immediately : “Climate change is endangering polar bears.” should be your first sentence in your paragraph. Take a look at first sentence of each of the four paragraphs above this one. You can see from the first sentence of each paragraph that the paragraphs discuss:

When editing your work, read each paragraph and try to distil what the one key idea is in your paragraph. Ensure that this key idea is mentioned in the first sentence .

(Note: if there’s more than one key idea in the paragraph, you may have a problem. See Point 9 below .)

The topic sentence is the most important sentence for getting your essay paragraph structure right. So, get your topic sentences right and you’re on the right track to a good essay paragraph.

5. You need an Explanation Sentence

All topic sentences need a follow-up explanation. The very first point on this page was that too often students write paragraphs that are too short. To add what is called ‘depth’ to a paragraph, you can come up with two types of follow-up sentences: explanations and examples.

Let’s take explanation sentences first.

Explanation sentences give additional detail. They often provide one of the following services:

Let’s go back to our example of a paragraph on Climate change endangering polar bears. If your topic sentence is “Climate change is endangering polar bears.”, then your follow-up explanation sentence is likely to explain how, why, where, or when. You could say:

Ideal Essay Paragraph Structure Example: Writing Explanation Sentences 1. How: “The warming atmosphere is melting the polar ice caps.” 2. Why: “The polar bears’ habitats are shrinking every single year.” 3. Where: “This is happening in the Antarctic ice caps near Greenland.” 4. When: “Scientists first noticed the ice caps were shrinking in 1978.”

You don’t have to provide all four of these options each time.

But, if you’re struggling to think of what to add to your paragraph to add depth, consider one of these four options for a good quality explanation sentence.

>>>RELATED ARTICLE: SHOULD YOU USE RHETORICAL QUESTIONS IN ESSAYS ?

6. Your need to Include an Example

Examples matter! They add detail. They also help to show that you genuinely understand the issue. They show that you don’t just understand a concept in the abstract; you also understand how things work in real life.

Example sentences have the added benefit of personalising an issue. For example, after saying “Polar bears’ habitats are shrinking”, you could note specific habitats, facts and figures, or even a specific story about a bear who was impacted.

Ideal Essay Paragraph Structure Example: Writing an ‘Example’ Sentence “For example, 770,000 square miles of Arctic Sea Ice has melted in the past four decades, leading Polar Bear populations to dwindle ( National Geographic, 2018 )

In fact, one of the most effective politicians of our times – Barrack Obama – was an expert at this technique. He would often provide examples of people who got sick because they didn’t have healthcare to sell Obamacare.

What effect did this have? It showed the real-world impact of his ideas. It humanised him, and got him elected president – twice!

Be like Obama. Provide examples. Often.

7. All Paragraphs need Citations

Provide a reference to an academic source in every single body paragraph in the essay. The only two paragraphs where you don’t need a reference is the introduction and conclusion .

Let me repeat: Paragraphs need at least one reference to a quality scholarly source .

Let me go even further:

Students who get the best marks provide two references to two different academic sources in every paragraph.

Two references in a paragraph show you’ve read widely, cross-checked your sources, and given the paragraph real thought.

It’s really important that these references link to academic sources, not random websites, blogs or YouTube videos. Check out our Seven Best types of Sources to Cite in Essays post to get advice on what sources to cite. Number 6 w ill surprise you!

Ideal Essay Paragraph Structure Example: In-Text Referencing in Paragraphs Usually, in-text referencing takes the format: (Author, YEAR), but check your school’s referencing formatting requirements carefully. The ‘Author’ section is the author’s last name only. Not their initials. Not their first name. Just their last name . My name is Chris Drew. First name Chris, last name Drew. If you were going to reference an academic article I wrote in 2019, you would reference it like this: (Drew, 2019).

Where do you place those two references?

Place the first reference at the end of the first half of the paragraph. Place the second reference at the end of the second half of the paragraph.

This spreads the references out and makes it look like all the points throughout the paragraph are backed up by your sources. The goal is to make it look like you’ve reference regularly when your teacher scans through your work.

Remember, teachers can look out for signposts that indicate you’ve followed academic conventions and mentioned the right key ideas.

Spreading your referencing through the paragraph helps to make it look like you’ve followed the academic convention of referencing sources regularly.

Here are some examples of how to reference twice in a paragraph:

• If your paragraph was six sentences long, you would place your first reference at the end of the third sentence and your second reference at the end of the sixth sentence.
• If your paragraph was five sentences long, I would recommend placing one at the end of the second sentence and one at the end of the fifth sentence.

You’ve just read one of the key secrets to winning top marks.

8. Every Paragraph must be relevant to the Marking Criteria

Every paragraph must win you marks. When you’re editing your work, check through the piece to see if every paragraph is relevant to the marking criteria.

For the British: In the British university system (I’m including Australia and New Zealand here – I’ve taught at universities in all three countries), you’ll usually have a ‘marking criteria’. It’s usually a list of between two and six key learning outcomes your teacher needs to use to come up with your score. Sometimes it’s called a:

• Marking criteria
• Marking rubric
• (Key) learning outcome
• Indicative content

Check your assignment guidance to see if this is present. If so, use this list of learning outcomes to guide what you write. If your paragraphs are irrelevant to these key points, delete the paragraph .

Paragraphs that don’t link to the marking criteria are pointless. They won’t win you marks.

For the Americans: If you don’t have a marking criteria / rubric / outcomes list, you’ll need to stick closely to the essay question or topic. This goes out to those of you in the North American system. North America (including USA and Canada here) is often less structured and the professor might just give you a topic to base your essay on.

If all you’ve got is the essay question / topic, go through each paragraph and make sure each paragraph is relevant to the topic.

For example, if your essay question / topic is on “The Effects of Climate Change on Polar Bears”,

• Don’t talk about anything that doesn’t have some connection to climate change and polar bears;
• Don’t talk about the environmental impact of oil spills in the Gulf of Carpentaria;
• Don’t talk about black bear habitats in British Columbia.
• Do talk about the effects of climate change on polar bears (and relevant related topics) in every single paragraph .

You may think ‘stay relevant’ is obvious advice, but at least 20% of all essays I mark go off on tangents and waste words.

Stay on topic in Every. Single. Paragraph. If you want to learn more about how to stay on topic, check out our essay planning guide .

9. Only have one Key Idea per Paragraph

One key idea for each paragraph. One key idea for each paragraph. One key idea for each paragraph.

Don’t forget!

Too often, a student starts a paragraph talking about one thing and ends it talking about something totally different. Don’t be that student.

To ensure you’re focussing on one key idea in your paragraph, make sure you know what that key idea is. It should be mentioned in your topic sentence (see Point 3 ). Every other sentence in the paragraph adds depth to that one key idea.

If you’ve got sentences in your paragraph that are not relevant to the key idea in the paragraph, they don’t fit. They belong in another paragraph.

Go through all your paragraphs when editing your work and check to see if you’ve veered away from your paragraph’s key idea. If so, you might have two or even three key ideas in the one paragraph.

You’re going to have to get those additional key ideas, rip them out, and give them paragraphs of their own.

If you have more than one key idea in a paragraph you will lose marks. I promise you that.

The paragraphs will be too hard to read, your reader will get bogged down reading rather than scanning, and you’ll have lost grades.

10. Keep Sentences Short

If a sentence is too long it gets confusing. When the sentence is confusing, your reader will stop reading your work. They will stop reading the paragraph and move to the next one. They’ll have given up on your paragraph.

Short, snappy sentences are best.

Shorter sentences are easier to read and they make more sense. Too often, students think they have to use big, long, academic words to get the best marks. Wrong. Aim for clarity in every sentence in the paragraph. Your teacher will thank you for it.

The students who get the best marks write clear, short sentences.

When editing your draft, go through your essay and see if you can shorten your longest five sentences.

(To learn more about how to write the best quality sentences, see our page on Seven ways to Write Amazing Sentences .)

11. Keep Quotes Short

Eighty percent of university teachers hate quotes. That’s not an official figure. It’s my guestimate based on my many interactions in faculty lounges. Twenty percent don’t mind them, but chances are your teacher is one of the eight out of ten who hate quotes.

Teachers tend to be turned off by quotes because it makes it look like you don’t know how to say something on your own words.

Now that I’ve warned you, here’s how to use quotes properly:

Ideal Essay Paragraph Structure Example: How To Use Quotes in University-Level Essay Paragraphs 1. Your quote should be less than one sentence long. 2. Your quote should be less than one sentence long. 3. You should never start a sentence with a quote. 4. You should never end a paragraph with a quote. 5 . You should never use more than five quotes per essay. 6. Your quote should never be longer than one line in a paragraph.

The minute your teacher sees that your quote takes up a large chunk of your paragraph, you’ll have lost marks.

Your teacher will circle the quote, write a snarky comment in the margin, and not even bother to give you points for the key idea in the paragraph.

Avoid quotes, but if you really want to use them, follow those five rules above.

I’ve also provided additional pages outlining Seven tips on how to use Quotes if you want to delve deeper into how, when and where to use quotes in essays. Be warned: quoting in essays is harder than you thought.

Follow the advice above and you’ll be well on your way to getting top marks at university.

Writing essay paragraphs that are well structured takes time and practice. Don’t be too hard on yourself and keep on trying!

Below is a summary of our 11 key mistakes for structuring essay paragraphs and tips on how to avoid them.

I’ve also provided an easy-to-share infographic below that you can share on your favorite social networking site. Please share it if this article has helped you out!

11 Biggest Essay Paragraph Structure Mistakes you’re probably Making

1.  Your paragraphs are too short 2.  Your paragraphs are too long 3.  Your paragraph alignment is ‘Justified’ 4.  Your paragraphs are missing a topic sentence 5 .  Your paragraphs are missing an explanation sentence 6.  Your paragraphs are missing an example 7.  Your paragraphs are missing references 8.  Your paragraphs are not relevant to the marking criteria 9.  You’re trying to fit too many ideas into the one paragraph 10.  Your sentences are too long 11.  Your quotes are too long

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 19 Top Cognitive Psychology Theories (Explained)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 119 Bloom’s Taxonomy Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ All 6 Levels of Understanding (on Bloom’s Taxonomy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)

4 thoughts on “11 Rules for Essay Paragraph Structure (with Examples)”

Hello there. I noticed that throughout this article on Essay Writing, you keep on saying that the teacher won’t have time to go through the entire essay. Don’t you think this is a bit discouraging that with all the hard work and time put into your writing, to know that the teacher will not read through the entire paper?

Hi Clarence,

Thanks so much for your comment! I love to hear from readers on their thoughts.

Yes, I agree that it’s incredibly disheartening.

But, I also think students would appreciate hearing the truth.

Behind closed doors many / most university teachers are very open about the fact they ‘only have time to skim-read papers’. They regularly bring this up during heated faculty meetings about contract negotiations! I.e. in one university I worked at, we were allocated 45 minutes per 10,000 words – that’s just over 4 minutes per 1,000 word essay, and that’d include writing the feedback, too!

If students know the truth, they can better write their essays in a way that will get across the key points even from a ‘skim-read’.

I hope to write candidly on this website – i.e. some of this info will never be written on university blogs because universities want to hide these unfortunate truths from students.

Thanks so much for stopping by!

Regards, Chris

This is wonderful and helpful, all I say is thank you very much. Because I learned a lot from this site, own by chris thank you Sir.

Thank you. This helped a lot.

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What this handout is about

This handout will help you understand how paragraphs are formed, how to develop stronger paragraphs, and how to completely and clearly express your ideas.

What is a paragraph?

Paragraphs are the building blocks of papers. Many students define paragraphs in terms of length: a paragraph is a group of at least five sentences, a paragraph is half a page long, etc. In reality, though, the unity and coherence of ideas among sentences is what constitutes a paragraph. A paragraph is defined as “a group of sentences or a single sentence that forms a unit” (Lunsford and Connors 116). Length and appearance do not determine whether a section in a paper is a paragraph. For instance, in some styles of writing, particularly journalistic styles, a paragraph can be just one sentence long. Ultimately, a paragraph is a sentence or group of sentences that support one main idea. In this handout, we will refer to this as the “controlling idea,” because it controls what happens in the rest of the paragraph.

How do I decide what to put in a paragraph?

Before you can begin to determine what the composition of a particular paragraph will be, you must first decide on an argument and a working thesis statement for your paper. What is the most important idea that you are trying to convey to your reader? The information in each paragraph must be related to that idea. In other words, your paragraphs should remind your reader that there is a recurrent relationship between your thesis and the information in each paragraph. A working thesis functions like a seed from which your paper, and your ideas, will grow. The whole process is an organic one—a natural progression from a seed to a full-blown paper where there are direct, familial relationships between all of the ideas in the paper.

The decision about what to put into your paragraphs begins with the germination of a seed of ideas; this “germination process” is better known as brainstorming . There are many techniques for brainstorming; whichever one you choose, this stage of paragraph development cannot be skipped. Building paragraphs can be like building a skyscraper: there must be a well-planned foundation that supports what you are building. Any cracks, inconsistencies, or other corruptions of the foundation can cause your whole paper to crumble.

So, let’s suppose that you have done some brainstorming to develop your thesis. What else should you keep in mind as you begin to create paragraphs? Every paragraph in a paper should be :

• Unified : All of the sentences in a single paragraph should be related to a single controlling idea (often expressed in the topic sentence of the paragraph).
• Clearly related to the thesis : The sentences should all refer to the central idea, or thesis, of the paper (Rosen and Behrens 119).
• Coherent : The sentences should be arranged in a logical manner and should follow a definite plan for development (Rosen and Behrens 119).
• Well-developed : Every idea discussed in the paragraph should be adequately explained and supported through evidence and details that work together to explain the paragraph’s controlling idea (Rosen and Behrens 119).

How do I organize a paragraph?

There are many different ways to organize a paragraph. The organization you choose will depend on the controlling idea of the paragraph. Below are a few possibilities for organization, with links to brief examples:

• Narration : Tell a story. Go chronologically, from start to finish. ( See an example. )
• Description : Provide specific details about what something looks, smells, tastes, sounds, or feels like. Organize spatially, in order of appearance, or by topic. ( See an example. )
• Process : Explain how something works, step by step. Perhaps follow a sequence—first, second, third. ( See an example. )
• Classification : Separate into groups or explain the various parts of a topic. ( See an example. )
• Illustration : Give examples and explain how those examples support your point. (See an example in the 5-step process below.)

Illustration paragraph: a 5-step example

From the list above, let’s choose “illustration” as our rhetorical purpose. We’ll walk through a 5-step process for building a paragraph that illustrates a point in an argument. For each step there is an explanation and example. Our example paragraph will be about human misconceptions of piranhas.

Step 1. Decide on a controlling idea and create a topic sentence

Paragraph development begins with the formulation of the controlling idea. This idea directs the paragraph’s development. Often, the controlling idea of a paragraph will appear in the form of a topic sentence. In some cases, you may need more than one sentence to express a paragraph’s controlling idea.

Controlling idea and topic sentence — Despite the fact that piranhas are relatively harmless, many people continue to believe the pervasive myth that piranhas are dangerous to humans.

Step 2. Elaborate on the controlling idea

Paragraph development continues with an elaboration on the controlling idea, perhaps with an explanation, implication, or statement about significance. Our example offers a possible explanation for the pervasiveness of the myth.

Elaboration — This impression of piranhas is exacerbated by their mischaracterization in popular media.

Step 3. Give an example (or multiple examples)

Paragraph development progresses with an example (or more) that illustrates the claims made in the previous sentences.

Example — For example, the promotional poster for the 1978 horror film Piranha features an oversized piranha poised to bite the leg of an unsuspecting woman.

Step 4. Explain the example(s)

The next movement in paragraph development is an explanation of each example and its relevance to the topic sentence. The explanation should demonstrate the value of the example as evidence to support the major claim, or focus, in your paragraph.

Continue the pattern of giving examples and explaining them until all points/examples that the writer deems necessary have been made and explained. NONE of your examples should be left unexplained. You might be able to explain the relationship between the example and the topic sentence in the same sentence which introduced the example. More often, however, you will need to explain that relationship in a separate sentence.

Explanation for example — Such a terrifying representation easily captures the imagination and promotes unnecessary fear.

Notice that the example and explanation steps of this 5-step process (steps 3 and 4) can be repeated as needed. The idea is that you continue to use this pattern until you have completely developed the main idea of the paragraph.

Step 5. Complete the paragraph’s idea or transition into the next paragraph

The final movement in paragraph development involves tying up the loose ends of the paragraph. At this point, you can remind your reader about the relevance of the information to the larger paper, or you can make a concluding point for this example. You might, however, simply transition to the next paragraph.

Sentences for completing a paragraph — While the trope of the man-eating piranhas lends excitement to the adventure stories, it bears little resemblance to the real-life piranha. By paying more attention to fact than fiction, humans may finally be able to let go of this inaccurate belief.

Finished paragraph

Despite the fact that piranhas are relatively harmless, many people continue to believe the pervasive myth that piranhas are dangerous to humans. This impression of piranhas is exacerbated by their mischaracterization in popular media. For example, the promotional poster for the 1978 horror film Piranha features an oversized piranha poised to bite the leg of an unsuspecting woman. Such a terrifying representation easily captures the imagination and promotes unnecessary fear. While the trope of the man-eating piranhas lends excitement to the adventure stories, it bears little resemblance to the real-life piranha. By paying more attention to fact than fiction, humans may finally be able to let go of this inaccurate belief.

Troubleshooting paragraphs

Problem: the paragraph has no topic sentence.

Imagine each paragraph as a sandwich. The real content of the sandwich—the meat or other filling—is in the middle. It includes all the evidence you need to make the point. But it gets kind of messy to eat a sandwich without any bread. Your readers don’t know what to do with all the evidence you’ve given them. So, the top slice of bread (the first sentence of the paragraph) explains the topic (or controlling idea) of the paragraph. And, the bottom slice (the last sentence of the paragraph) tells the reader how the paragraph relates to the broader argument. In the original and revised paragraphs below, notice how a topic sentence expressing the controlling idea tells the reader the point of all the evidence.

Original paragraph

Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Revised paragraph

Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Once you have mastered the use of topic sentences, you may decide that the topic sentence for a particular paragraph really shouldn’t be the first sentence of the paragraph. This is fine—the topic sentence can actually go at the beginning, middle, or end of a paragraph; what’s important is that it is in there somewhere so that readers know what the main idea of the paragraph is and how it relates back to the thesis of your paper. Suppose that we wanted to start the piranha paragraph with a transition sentence—something that reminds the reader of what happened in the previous paragraph—rather than with the topic sentence. Let’s suppose that the previous paragraph was about all kinds of animals that people are afraid of, like sharks, snakes, and spiders. Our paragraph might look like this (the topic sentence is bold):

Like sharks, snakes, and spiders, piranhas are widely feared. Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless . Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. If the fish are well-fed, they won’t bite humans.

Problem: the paragraph has more than one controlling idea

If a paragraph has more than one main idea, consider eliminating sentences that relate to the second idea, or split the paragraph into two or more paragraphs, each with only one main idea. Watch our short video on reverse outlining to learn a quick way to test whether your paragraphs are unified. In the following paragraph, the final two sentences branch off into a different topic; so, the revised paragraph eliminates them and concludes with a sentence that reminds the reader of the paragraph’s main idea.

Although most people consider piranhas to be quite dangerous, they are, for the most part, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ first instinct is to flee, not attack. Their fear of humans makes sense. Far more piranhas are eaten by people than people are eaten by piranhas. A number of South American groups eat piranhas. They fry or grill the fish and then serve them with coconut milk or tucupi, a sauce made from fermented manioc juices.

Problem: transitions are needed within the paragraph

You are probably familiar with the idea that transitions may be needed between paragraphs or sections in a paper (see our handout on transitions ). Sometimes they are also helpful within the body of a single paragraph. Within a paragraph, transitions are often single words or short phrases that help to establish relationships between ideas and to create a logical progression of those ideas in a paragraph. This is especially likely to be true within paragraphs that discuss multiple examples. Let’s take a look at a version of our piranha paragraph that uses transitions to orient the reader:

Although most people consider piranhas to be quite dangerous, they are, except in two main situations, entirely harmless. Piranhas rarely feed on large animals; they eat smaller fish and aquatic plants. When confronted with humans, piranhas’ instinct is to flee, not attack. But there are two situations in which a piranha bite is likely. The first is when a frightened piranha is lifted out of the water—for example, if it has been caught in a fishing net. The second is when the water level in pools where piranhas are living falls too low. A large number of fish may be trapped in a single pool, and if they are hungry, they may attack anything that enters the water.

In this example, you can see how the phrases “the first” and “the second” help the reader follow the organization of the ideas in the paragraph.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Lunsford, Andrea. 2008. The St. Martin’s Handbook: Annotated Instructor’s Edition , 6th ed. New York: St. Martin’s.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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College essays are an entirely new type of writing for high school seniors. For that reason, many students are confused about proper formatting and essay structure. Should you double-space or single-space? Do you need a title? What kind of narrative style is best-suited for your topic?

In this post, we’ll be going over proper college essay format, traditional and unconventional essay structures (plus sample essays!), and which structure might work best for you. 

General College Essay Formatting Guidelines

How you format your essay will depend on whether you’re submitting in a text box, or attaching a document. We’ll go over the different best practices for both, but regardless of how you’re submitting, here are some general formatting tips:

• There’s no need for a title; it takes up unnecessary space and eats into your word count
• Stay within the word count as much as possible (+/- 10% of the upper limit). For further discussion on college essay length, see our post How Long Should Your College Essay Be?
• Indent or double space to separate paragraphs clearly

If you’re submitting in a text box:

• Avoid italics and bold, since formatting often doesn’t transfer over in text boxes
• Be careful with essays meant to be a certain shape (like a balloon); text boxes will likely not respect that formatting. Beyond that, this technique can also seem gimmicky, so proceed with caution
• Make sure that paragraphs are clearly separated, as text boxes can also undo indents and double spacing

If you’re attaching a document:

• Use a standard font and size like Times New Roman, 12 point
• Make your lines 1.5-spaced or double-spaced
• Use 1-inch margins
• Save as a PDF since it can’t be edited. This also prevents any formatting issues that come with Microsoft Word, since older versions are sometimes incompatible with the newer formatting
• Number each page with your last name in the header or footer (like “Smith 1”)
• Pay extra attention to any word limits, as you won’t be cut off automatically, unlike with most text boxes

Conventional College Essay Structures

Now that we’ve gone over the logistical aspects of your essay, let’s talk about how you should structure your writing. There are three traditional college essay structures. They are:

• In-the-moment narrative
• Narrative told over an extended period of time
• Series of anecdotes, or montage

Let’s go over what each one is exactly, and take a look at some real essays using these structures.

1. In-the-moment narrative

This is where you tell the story one moment at a time, sharing the events as they occur. In the moment narrative is a powerful essay format, as your reader experiences the events, your thoughts, and your emotions with you . This structure is ideal for a specific experience involving extensive internal dialogue, emotions, and reflections.

Here’s an example:

The morning of the Model United Nation conference, I walked into Committee feeling confident about my research. We were simulating the Nuremberg Trials – a series of post-World War II proceedings for war crimes – and my portfolio was of the Soviet Judge Major General Iona Nikitchenko. Until that day, the infamous Nazi regime had only been a chapter in my history textbook; however, the conference’s unveiling of each defendant’s crimes brought those horrors to life. The previous night, I had organized my research, proofread my position paper and gone over Judge Nikitchenko’s pertinent statements. I aimed to find the perfect balance between his stance and my own.

As I walked into committee anticipating a battle of wits, my director abruptly called out to me. “I’m afraid we’ve received a late confirmation from another delegate who will be representing Judge Nikitchenko. You, on the other hand, are now the defense attorney, Otto Stahmer.” Everyone around me buzzed around the room in excitement, coordinating with their allies and developing strategies against their enemies, oblivious to the bomb that had just dropped on me. I felt frozen in my tracks, and it seemed that only rage against the careless delegate who had confirmed her presence so late could pull me out of my trance. After having spent a month painstakingly crafting my verdicts and gathering evidence against the Nazis, I now needed to reverse my stance only three hours before the first session.

Gradually, anger gave way to utter panic. My research was fundamental to my performance, and without it, I knew I could add little to the Trials. But confident in my ability, my director optimistically recommended constructing an impromptu defense. Nervously, I began my research anew. Despite feeling hopeless, as I read through the prosecution’s arguments, I uncovered substantial loopholes. I noticed a lack of conclusive evidence against the defendants and certain inconsistencies in testimonies. My discovery energized me, inspiring me to revisit the historical overview in my conference “Background Guide” and to search the web for other relevant articles. Some Nazi prisoners had been treated as “guilty” before their court dates. While I had brushed this information under the carpet while developing my position as a judge, it now became the focus of my defense. I began scratching out a new argument, centered on the premise that the allied countries had violated the fundamental rule that, a defendant was “not guilty” until proven otherwise.

At the end of the three hours, I felt better prepared. The first session began, and with bravado, I raised my placard to speak. Microphone in hand, I turned to face my audience. “Greetings delegates. I, Otto Stahmer would like to…….” I suddenly blanked. Utter dread permeated my body as I tried to recall my thoughts in vain. “Defence Attorney, Stahmer we’ll come back to you,” my Committee Director broke the silence as I tottered back to my seat, flushed with embarrassment. Despite my shame, I was undeterred. I needed to vindicate my director’s faith in me. I pulled out my notes, refocused, and began outlining my arguments in a more clear and direct manner. Thereafter, I spoke articulately, confidently putting forth my points. I was overjoyed when Secretariat members congratulated me on my fine performance.

Going into the conference, I believed that preparation was the key to success. I wouldn’t say I disagree with that statement now, but I believe adaptability is equally important. My ability to problem-solve in the face of an unforeseen challenge proved advantageous in the art of diplomacy. Not only did this experience transform me into a confident and eloquent delegate at that conference, but it also helped me become a more flexible and creative thinker in a variety of other capacities. Now that I know I can adapt under pressure, I look forward to engaging in activities that will push me to be even quicker on my feet.

This essay is an excellent example of in-the-moment narration. The student openly shares their internal state with us — we feel their anger and panic upon the reversal of roles. We empathize with their emotions of “utter dread” and embarrassment when they’re unable to speak. 

For in-the-moment essays, overloading on descriptions is a common mistake students make. This writer provides just the right amount of background and details to help us understand the situation, however, and balances out the actual event with reflection on the significance of this experience. 

One main area of improvement is that the writer sometimes makes explicit statements that could be better illustrated through their thoughts, actions, and feelings. For instance, they say they “spoke articulately” after recovering from their initial inability to speak, and they also claim that adaptability has helped them in other situations. This is not as engaging as actual examples that convey the same meaning. Still, this essay overall is a strong example of in-the-moment narration, and gives us a relatable look into the writer’s life and personality.

2. Narrative told over an extended period of time

In this essay structure, you share a story that takes place across several different experiences. This narrative style is well-suited for any story arc with multiple parts. If you want to highlight your development over time, you might consider this structure. 

When I was younger, I was adamant that no two foods on my plate touch. As a result, I often used a second plate to prevent such an atrocity. In many ways, I learned to separate different things this way from my older brothers, Nate and Rob. Growing up, I idolized both of them. Nate was a performer, and I insisted on arriving early to his shows to secure front row seats, refusing to budge during intermission for fear of missing anything. Rob was a three-sport athlete, and I attended his games religiously, waving worn-out foam cougar paws and cheering until my voice was hoarse. My brothers were my role models. However, while each was talented, neither was interested in the other’s passion. To me, they represented two contrasting ideals of what I could become: artist or athlete. I believed I had to choose.

And for a long time, I chose athlete. I played soccer, basketball, and lacrosse and viewed myself exclusively as an athlete, believing the arts were not for me. I conveniently overlooked that since the age of five, I had been composing stories for my family for Christmas, gifts that were as much for me as them, as I loved writing. So when in tenth grade, I had the option of taking a creative writing class, I was faced with a question: could I be an athlete and a writer? After much debate, I enrolled in the class, feeling both apprehensive and excited. When I arrived on the first day of school, my teacher, Ms. Jenkins, asked us to write down our expectations for the class. After a few minutes, eraser shavings stubbornly sunbathing on my now-smudged paper, I finally wrote, “I do not expect to become a published writer from this class. I just want this to be a place where I can write freely.”

Although the purpose of the class never changed for me, on the third “submission day,” – our time to submit writing to upcoming contests and literary magazines – I faced a predicament. For the first two submission days, I had passed the time editing earlier pieces, eventually (pretty quickly) resorting to screen snake when hopelessness made the words look like hieroglyphics. I must not have been as subtle as I thought, as on the third of these days, Ms. Jenkins approached me. After shifting from excuse to excuse as to why I did not submit my writing, I finally recognized the real reason I had withheld my work: I was scared. I did not want to be different, and I did not want to challenge not only others’ perceptions of me, but also my own. I yielded to Ms. Jenkin’s pleas and sent one of my pieces to an upcoming contest.

By the time the letter came, I had already forgotten about the contest. When the flimsy white envelope arrived in the mail, I was shocked and ecstatic to learn that I had received 2nd place in a nationwide writing competition. The next morning, however, I discovered Ms. Jenkins would make an announcement to the whole school exposing me as a poet. I decided to own this identity and embrace my friends’ jokes and playful digs, and over time, they have learned to accept and respect this part of me. I have since seen more boys at my school identifying themselves as writers or artists.

I no longer see myself as an athlete and a poet independently, but rather I see these two aspects forming a single inseparable identity – me. Despite their apparent differences, these two disciplines are quite similar, as each requires creativity and devotion. I am still a poet when I am lacing up my cleats for soccer practice and still an athlete when I am building metaphors in the back of my mind – and I have realized ice cream and gummy bears taste pretty good together.

The timeline of this essay spans from the writer’s childhood all the way to sophomore year, but we only see key moments along this journey. First, we get context for why the writer thought he had to choose one identity: his older brothers had very distinct interests. Then, we learn about the student’s 10th grade creative writing class, writing contest, and results of the contest. Finally, the essay covers the writers’ embarrassment of his identity as a poet, to gradual acceptance and pride in that identity. 

This essay is a great example of a narrative told over an extended period of time. It’s highly personal and reflective, as the piece shares the writer’s conflicting feelings, and takes care to get to the root of those feelings. Furthermore, the overarching story is that of a personal transformation and development, so it’s well-suited to this essay structure.

3. Series of anecdotes, or montage

This essay structure allows you to focus on the most important experiences of a single storyline, or it lets you feature multiple (not necessarily related) stories that highlight your personality. Montage is a structure where you piece together separate scenes to form a whole story. This technique is most commonly associated with film. Just envision your favorite movie—it likely is a montage of various scenes that may not even be chronological. 

Night had robbed the academy of its daytime colors, yet there was comfort in the dim lights that cast shadows of our advances against the bare studio walls. Silhouettes of roundhouse kicks, spin crescent kicks, uppercuts and the occasional butterfly kick danced while we sparred. She approached me, eyes narrowed with the trace of a smirk challenging me. “Ready spar!” Her arm began an upward trajectory targeting my shoulder, a common first move. I sidestepped — only to almost collide with another flying fist. Pivoting my right foot, I snapped my left leg, aiming my heel at her midsection. The center judge raised one finger. 

There was no time to celebrate, not in the traditional sense at least. Master Pollard gave a brief command greeted with a unanimous “Yes, sir” and the thud of 20 hands dropping-down-and-giving-him-30, while the “winners” celebrated their victory with laps as usual. 

Three years ago, seven-thirty in the evening meant I was a warrior. It meant standing up straighter, pushing a little harder, “Yes, sir” and “Yes, ma’am”, celebrating birthdays by breaking boards, never pointing your toes, and familiarity. Three years later, seven-thirty in the morning meant I was nervous. 

The room is uncomfortably large. The sprung floor soaks up the checkerboard of sunlight piercing through the colonial windows. The mirrored walls further illuminate the studio and I feel the light scrutinizing my sorry attempts at a pas de bourrée , while capturing the organic fluidity of the dancers around me. “ Chassé en croix, grand battement, pique, pirouette.” I follow the graceful limbs of the woman in front of me, her legs floating ribbons, as she executes what seems to be a perfect ronds de jambes. Each movement remains a negotiation. With admirable patience, Ms. Tan casts me a sympathetic glance.   

There is no time to wallow in the misery that is my right foot. Taekwondo calls for dorsiflexion; pointed toes are synonymous with broken toes. My thoughts drag me into a flashback of the usual response to this painful mistake: “You might as well grab a tutu and head to the ballet studio next door.” Well, here I am Master Pollard, unfortunately still following your orders to never point my toes, but no longer feeling the satisfaction that comes with being a third degree black belt with 5 years of experience quite literally under her belt. It’s like being a white belt again — just in a leotard and ballet slippers. 

But the appetite for new beginnings that brought me here doesn’t falter. It is only reinforced by the classical rendition of “Dancing Queen” that floods the room and the ghost of familiarity that reassures me that this new beginning does not and will not erase the past. After years spent at the top, it’s hard to start over. But surrendering what you are only leads you to what you may become. In Taekwondo, we started each class reciting the tenets: honor, courtesy, integrity, perseverance, self-control, courage, humility, and knowledge, and I have never felt that I embodied those traits more so than when I started ballet. 

The thing about change is that it eventually stops making things so different. After nine different schools, four different countries, three different continents, fluency in Tamil, Norwegian, and English, there are more blurred lines than there are clear fragments. My life has not been a tactfully executed, gold medal-worthy Taekwondo form with each movement defined, nor has it been a series of frappés performed by a prima ballerina with each extension identical and precise, but thankfully it has been like the dynamics of a spinning back kick, fluid, and like my chances of landing a pirouette, unpredictable. 

This essay takes a few different anecdotes and weaves them into a coherent narrative about the writer’s penchant for novel experiences. We’re plunged into her universe, in the middle of her Taekwondo spar, three years before the present day. She then transitions into a scene in a ballet studio, present day. By switching from past tense to present tense, the writer clearly demarcates this shift in time. 

The parallel use of the spoken phrase “Point” in the essay ties these two experiences together. The writer also employs a flashback to Master Pollard’s remark about “grabbing a tutu” and her habit of dorsiflexing her toes, which further cements the connection between these anecdotes. 

While some of the descriptions are a little wordy, the piece is well-executed overall, and is a stellar example of the montage structure. The two anecdotes are seamlessly intertwined, and they both clearly illustrate the student’s determination, dedication, reflectiveness, and adaptability. The writer also concludes the essay with a larger reflection on her life, many moves, and multiple languages. 

Unconventional College Essay Structures

Unconventional essay structures are any that don’t fit into the categories above. These tend to be higher risk, as it’s easier to turn off the admissions officer, but they’re also higher reward if executed correctly. 

There are endless possibilities for unconventional structures, but most fall under one of two categories:

1. Playing with essay format

Instead of choosing a traditional narrative format, you might take a more creative route to showcase your interests, writing your essay:

• As a movie script
• With a creative visual format (such as creating a visual pattern with the spaces between your sentences forming a picture)
• As a two-sided Lincoln-Douglas debate
• As a legal brief
• Using song lyrics

2. Linguistic techniques

You could also play with the actual language and sentence structure of your essay, writing it:

• In iambic pentameter
• Partially in your mother tongue
• In code or a programming language

These linguistic techniques are often hybrid, where you write some of the essay with the linguistic variation, then write more of an explanation in English.

Under no circumstances should you feel pressured to use an unconventional structure. Trying to force something unconventional will only hurt your chances. That being said, if a creative structure comes naturally to you, suits your personality, and works with the content of your essay — go for that structure!

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I'm working on my college essay and I'm not sure how long it should be. Is there an ideal number of paragraphs for a college essay, or does it just depend on the content and flow of the essay? Any guidance would be much appreciated!

Hey there! It's great that you're working on your college essay. The ideal length for a college essay will depend on the specific essay prompt and the word limit given by the colleges you're applying to. Generally, most college essays fall in the range of 250-650 words.

As for the number of paragraphs, it's more about effectively organizing your thoughts and ideas rather than sticking to a specific number. For instance, you might have a compelling 5-paragraph essay or an engaging 8-paragraph essay. The key is to maintain a strong narrative and flow throughout the essay.

My child faced a similar dilemma when they were applying, and what worked for them was to focus on the content, storytelling, and coherence of the essay rather than the specific number of paragraphs. Remember, it's your unique story and how you present it that matters most. Good luck!

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Improve Your Paper by Writing Structured Paragraphs

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In academic writing, effective paragraphs serve as building blocks to construct a complex analysis or argument. Paragraphing helps readers to understand and process your ideas into meaningful units of thought.

What do paragraphs do?

Imagine reading this page without paragraph breaks. Paragraphs create order and logic by helping your reader recognize the boundaries where one point ends and another begins.

How long should a paragraph be?

In a first draft, it may make sense to set a goal for length. For example, you can set a goal of writing four to six sentences per paragraph: in that number of sentences you can announce an idea, prove that idea with evidence, and explain why this evidence matters by linking it to the overall goal of your paper.

In the final version of your paper you may have a shorter paragraph or two. Short paragraphs call a lot of attention to themselves, so they can effectively emphasize a point. Too many short paragraphs, however, may indicate that your ideas are not developed with evidence and analysis.

You’ll generally read and write longer paragraphs in academic papers. However, too many long paragraphs can provide readers with too much information to manage at one time. Readers need planned pauses or breaks when reading long complex papers in order to understand your presented ideas. Remember this writing mantra: “Give your readers a break!” or “Good paragraphs give one pause!”

Kinds of sentences in a paragraph

Thinking about paragraphs rigidly in terms of length may lead to formulaic writing. Instead, as you revise your draft think about how each sentence is functioning in your paragraph, and whether your paragraph has sufficient functional sentences to make its point.

Transition sentences guide your reader smoothly from the topic of the preceding paragraph into the topic of your new paragraph. Writers sometimes begin with a transition sentence before introducing the topic of the new paragraph.

A topic sentence states the main idea of a paragraph. Beginning a paragraph with a topic sentence ensures your reader recognizes early in the paragraph what larger idea the paragraph is going to demonstrate. Expert writers may not introduce the topic until the middle or end of the paragraph, and often imply their topics without ever writing a topic sentence.

Body sentences develop the topic of the paragraph. These sentences work to analyze data or quotations, describe a text or event, set up a comparison, showcase evidence, and sometimes they enumerate the logical points for readers to give them a sense of a paper’s bigger picture. In body sentences, you need to consider how much quoted data or evidence will demonstrate or prove your point.

Linking sentences relate back to the paper’s main argument by showing how the idea of that paragraph matches the overall goal of the paper.

Concluding sentences may bring a section to its end before you move on to a new section of the paper.

Some sample paragraphs

Undergraduate art analysis.

Notice how the writer develops the idea in the body sentences, as promised in the first sentence, and concludes her paragraph by offering a keen, close observation of specific details.

In order to understand how Manet’s work echoes or communicates with Titian’s, one must first consider the similarities between their paintings. To begin with, both take a nude woman as the subject. More than that, however, Manet directly copies the composition of Titian’s Venus; the overwhelming similarity in color and the figures’ arrangement in each painting prove this. Both women are lying in the same position with their heads on the left-hand side of the canvas. Both women have their left leg crossed over the right. Both women have flowers and accessories. Other key elements unite these paintings, as well: the arrangement of the sheets on the bed; the green curtains; the servants; and the small animal at the foot of the bed. All these features clearly indicate that Manet echoes Titian. If one stopped at the similarity in the composition, it would appear that both paintings communicate the same thing; both would be a celebration of the beauty of the human figure, and Manet’s voice would have added nothing new to the conversation; it would have no additional meaning besides venerating the masterful work of Titian. ( Used with permission .)

Undergraduate literary analysis

In this paragraph from a 2012 Lewis Prize-winning English essay, UW–Madison undergraduate Abby Becker organizes her sentences savvily. She first transitions her reader into her topic, then introduces the source of evidence for that paragraph before analyzing that source and returning to the topic with the new critical perspective that her analysis suggests.

In order for a political or social revolution to occur, connections must be formed. More means of communication lead to more opportunities to make connections. In Dos Passos’ The 42nd Parallel, J. Ward Moorehouse focuses on making business connections but never forms any relationships. He explains at a party that “he had come down in a purely unofficial way you understand to make contacts” (249). In business and politics, making contacts denotes an impersonal, removed way of dealing with people. This type of communication does not result in connections. Moorehouse’s connections are for his own political personal gain. There may be a connection but no insight or true relationship. Moorehouse views people as a tool to advance his own business and political agendas demonstrating that connections with people are often made out of selfish, egotistical motives.

Magazine profile

From a September 2006 The Atlantic article , by Marshall Poe, describing Jimmy Wales, Wikipedia, and collaborative knowledge. Notice how the first sentence introduces a philosophical issue that the body sentences define and link to both Wikipedia and Wales’s own personality.

Wales was an advocate of what is generically termed “openness” online. An “open” online community is one with few restrictions on membership or posting-everyone is welcome, and anyone can say anything as long as it’s generally on point and doesn’t include gratuitous ad hominem attacks. Openness fit not only Wales’s idea of objectivism, with its emphasis on reason and rejection of force, but also his mild personality. He doesn’t like to fight. He would rather suffer fools in silence, waiting for them to talk themselves out, than confront them. This patience would serve Wales well in the years to come.

From Spontaneous Gestures Influence Strategy Choices in Problem Solving (2011). UW-Madison Psychology Professor Martha Alibali et al. present empirical research on how children use physical gestures to acquire mathematical problem-solving knowledge. Notice the clarity of expression in the first paragraph’s topic sentence: the writer provides sufficient set-up to prepare readers for the data which comes at the end of each paragraph.

We predicted that participants in the gesture-allowed condition would be less likely than participants in the gesture-prohibited condition to generate the parity strategy, because the availability of gesture would promote use of perceptual-motor strategies instead. This was indeed the case; the proportion of participants who used the parity strategy on at least one trial was .74 in the gesture-allowed condition and .91 in the gesture-prohibited condition, _2(1, N = 85) = 4.17, p = .04 (Fig. 1). Once they generated the parity strategy, most participants (89%) used it on all subsequent trials.

Mechanical engineering

From Mounting methodologies to measure EUV reticle nonflatness (SPIE Proceedings 7470, 2009), by the lab of UW–Madison Professor Roxanne L. Engelstad. Notice how Battula et al. signal the practical consequence of their findings and also suggest that another result would be possible depending on further research.

Unfortunately, to map the entire reticle with a single measurement, a 12 in. beam expander is needed. With such a large optical system, the expander must be held rigidly, not allowing it to tip or tilt. Since the UW-CMC mount must remain vertical to be effective, it cannot be used in this scenario. Consequently, the application of this mount is limited. Thus, a number of new designs have been proposed by industry to address the alignment issues and provide for other options, such as automated handling. Three of these designs are described and evaluated in the following sections.

Literary studies

From Dorothy West’s Paradise: A Biography of Class and Color (2012), by UW–Madison Professor Sherrard-Johnson. Notice how the first two sentences give crucial background information in order to set up the topic sentence.

In Contested Waters: A Social History of Swimming Pools in America, Jeff Wiltse examines how U.S. swimming pools were transformed from interracial single-sex spaces in which class and gender were more important than race to “leisure resorts, where practically everyone in the community except black Americans swam together.” His study then follows what he calls the second social transformation—”when black Americans gained access through legal and social protest” and “white swimmers generally abandoned them for private pools.” The various iterations of West’s story, which discuss the span from 1950 to 1980, fall between these two moments in social and legal history. I am particularly intrigued by how the national history of segregated bathing areas informs the local, particular event described by West. Does the exclusion of blacks from the high beach parallel the segregation of public pools? In the early twentieth century, public bathing spaces were notoriously violent. The Chicago Riot in 1919 was touched off when white bathers threw rocks at black teenagers who had drifted into a white beach on Lake Michigan. Northerners’ use of pools during the Progressive era reinforced class and gender but not racial distinction. Working-class folk did not swim with the upper classes, but they were not as concerned about color. Following the Great Migration, the concerns about intimacy and sexuality that have always been latent in conversations about public space (in particular the public space of the pool) were directed at blacks. The peculiar democracy of the beach—in bathing suits it is more difficulty to determine class‐worked against black Americans. Wiltse marks this shift between the years of 1920 and 1940. The social changes that took place during this period shape West’s complex politics. (26)

Legal writing

Former UW–Madison School of Law Professor Arthur F. McEvoy wrote this model paragraph as part of a memorandum on effective writing. Notice that each of the body sentences illustrates and develops the main idea or topic sentence.

The ideal paragraph contains five sentences. The topic sentence almost always comes first and states as clearly as possible the point that the paragraph makes, just as the first sentence of this paragraph did. The three middle sentences of the paragraph follow the topic sentence in some rational order and substantiate it with examples, analysis, or other kind of development; if written clearly, middle sentences may employ conjunctions or subordinate clauses to put across complex ideas without breaking the basic form. Every well-written paragraph ends with a “clincher” sentence that in some way signals completion of the paragraph’s point and places it in context, either by restating the topic sentence, relating the topic back to the thesis of the writing as a whole, or by providing a transition to the paragraph that follows. While good style may require a writer to vary this basic form occasionally, the five-sentence model captures the Platonic essence of the paragraph and most effectively accomplishes its purpose, which is to state a single idea, in sequence, discretely and comprehensively.

Writing Process and Structure

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Getting Started with Your Paper

Interpreting Writing Assignments from Your Courses

Generating Ideas for Your Paper

Creating an Argument

Thesis vs. Purpose Statements

Developing a Thesis Statement

Architecture of Arguments

Working with Sources

Quoting and Paraphrasing Sources

Using Literary Quotations

Citing Sources in Your Paper

Drafting Your Paper

Introductions

Paragraphing

Developing Strategic Transitions

Conclusions

Revising Your Paper

Peer Reviews

Reverse Outlines

Revising an Argumentative Paper

Revision Strategies for Longer Projects

Finishing Your Paper

Twelve Common Errors: An Editing Checklist

How to Proofread your Paper

Writing Collaboratively

Collaborative and Group Writing

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Sat / act prep online guides and tips, how to format a college essay: 15 expert tips.

College Essays

When you're applying to college, even small decisions can feel high-stakes. This is especially true for the college essay, which often feels like the most personal part of the application. You may agonize over your college application essay format: the font, the margins, even the file format. Or maybe you're agonizing over how to organize your thoughts overall. Should you use a narrative structure? Five paragraphs?

In this comprehensive guide, we'll go over the ins and outs of how to format a college essay on both the micro and macro levels. We'll discuss minor formatting issues like headings and fonts, then discuss broad formatting concerns like whether or not to use a five-paragraph essay, and if you should use a college essay template.

How to Format a College Essay: Font, Margins, Etc.

Some of your formatting concerns will depend on whether you will be cutting and pasting your essay into a text box on an online application form or attaching a formatted document. If you aren't sure which you'll need to do, check the application instructions. Note that the Common Application does currently require you to copy and paste your essay into a text box.

Most schools also allow you to send in a paper application, which theoretically gives you increased control over your essay formatting. However, I generally don't advise sending in a paper application (unless you have no other option) for a couple of reasons:

Most schools state that they prefer to receive online applications. While it typically won't affect your chances of admission, it is wise to comply with institutional preferences in the college application process where possible. It tends to make the whole process go much more smoothly.

Paper applications can get lost in the mail. Certainly there can also be problems with online applications, but you'll be aware of the problem much sooner than if your paper application gets diverted somehow and then mailed back to you. By contrast, online applications let you be confident that your materials were received.

Regardless of how you will end up submitting your essay, you should draft it in a word processor. This will help you keep track of word count, let you use spell check, and so on.

Next, I'll go over some of the concerns you might have about the correct college essay application format, whether you're copying and pasting into a text box or attaching a document, plus a few tips that apply either way.

Formatting Guidelines That Apply No Matter How You End Up Submitting the Essay:

Unless it's specifically requested, you don't need a title. It will just eat into your word count.

Avoid cutesy, overly colloquial formatting choices like ALL CAPS or ~unnecessary symbols~ or, heaven forbid, emoji and #hashtags. Your college essay should be professional, and anything too cutesy or casual will come off as immature.

Mmm, delicious essay...I mean sandwich.

Why College Essay Templates Are a Bad Idea

You might see college essay templates online that offer guidelines on how to structure your essay and what to say in each paragraph. I strongly advise against using a template. It will make your essay sound canned and bland—two of the worst things a college essay can be. It's much better to think about what you want to say, and then talk through how to best structure it with someone else and/or make your own practice outlines before you sit down to write.

You can also find tons of successful sample essays online. Looking at these to get an idea of different styles and topics is fine, but again, I don't advise closely patterning your essay after a sample essay. You will do the best if your essay really reflects your own original voice and the experiences that are most meaningful to you.

College Application Essay Format: Key Takeaways

There are two levels of formatting you might be worried about: the micro (fonts, headings, margins, etc) and the macro (the overall structure of your essay).

Tips for the micro level of your college application essay format:

• Always draft your essay in a word processing software, even if you'll be copy-and-pasting it over into a text box.
• If you are copy-and-pasting it into a text box, make sure your formatting transfers properly, your paragraphs are clearly delineated, and your essay isn't cut off.
• If you are attaching a document, make sure your font is easily readable, your margins are standard 1-inch, your essay is 1.5 or double-spaced, and your file format is compatible with the application specs.
• There's no need for a title unless otherwise specified—it will just eat into your word count.

Tips for the macro level of your college application essay format :

• There is no super-secret college essay format that will guarantee success.
• In terms of structure, it's most important that you have an introduction that makes it clear where you're going and a conclusion that wraps up with a main point. For the middle of your essay, you have lots of freedom, just so long as it flows logically!
• I advise against using an essay template, as it will make your essay sound stilted and unoriginal.

Plus, if you use a college essay template, how will you get rid of these medieval weirdos?

What's Next?

Still feeling lost? Check out our total guide to the personal statement , or see our step-by-step guide to writing the perfect essay .

If you're not sure where to start, consider these tips for attention-grabbing first sentences to college essays!

And be sure to avoid these 10 college essay mistakes .

Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University.

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Essays That Worked

The essays are a place to show us who you are and who you’ll be in our community.

It’s a chance to add depth to something that is important to you and tell the admissions committee more about your background or goals. Below you’ll find selected examples of essays that “worked,” as nominated by our admissions committee. In each of these essays, students were able to share stories from their everyday lives to reveal something about their character, values, and life that aligned with the culture and values at Hopkins.

Read essays that worked from Transfer applicants .

Hear from the class of 2027.

These selections represent just a few examples of essays we found impressive and helpful during the past admissions cycle. We hope these essays inspire you as you prepare to compose your own personal statements. The most important thing to remember is to be original as you share your own story, thoughts, and ideas with us.

Ordering the Disorderly

Ellie’s essay skillfully uses the topic of entropy as an extended metaphor. Through it, we see reflections about who they are and who they aspire to be.

Pack Light, But Be Prepared

In Pablo’s essay, the act of packing for a pilgrimage becomes a metaphor for the way humans accumulate experiences in their life’s journey and what we can learn from them. As we join Pablo through the diverse phases of their life, we gain insights into their character and values.

Tikkun Olam

Julieta illustrates how the concept of Tikkun Olam, “a desire to help repair the world,” has shaped their passions and drives them to pursue experiences at Hopkins.

Kashvi’s essay encapsulates a heartfelt journey of self-discovery and the invaluable teachings of Rock, their 10-year-old dog. Through the lens of their companionship, Kashvi walked us through valuable lessons on responsibility, friendship, patience, and unconditional love.

Classical Reflections in Herstory

Maddie’s essay details their intellectual journey using their love of Greek classics. They incorporate details that reveal the roots of their academic interests: storytelling, literary devices, and translation. As their essay progresses, so do Maddie’s intellectual curiosities.

My Spotify Playlist

Alyssa’s essay reflects on special memories through the creative lens of Spotify playlists. They use three examples to highlight their experiences with their tennis team, finding a virtual community during the pandemic, and co-founding a nonprofit to help younger students learn about STEM.

More essays that worked

We share essays from previously admitted students—along with feedback from our admissions committee—so you can understand what made them effective and how to start crafting your own.

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• The four main types of essay | Quick guide with examples

The Four Main Types of Essay | Quick Guide with Examples

Published on September 4, 2020 by Jack Caulfield . Revised on July 23, 2023.

An essay is a focused piece of writing designed to inform or persuade. There are many different types of essay, but they are often defined in four categories: argumentative, expository, narrative, and descriptive essays.

Argumentative and expository essays are focused on conveying information and making clear points, while narrative and descriptive essays are about exercising creativity and writing in an interesting way. At university level, argumentative essays are the most common type. 

In high school and college, you will also often have to write textual analysis essays, which test your skills in close reading and interpretation.

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Argumentative essays, expository essays, narrative essays, descriptive essays, textual analysis essays, other interesting articles, frequently asked questions about types of essays.

An argumentative essay presents an extended, evidence-based argument. It requires a strong thesis statement —a clearly defined stance on your topic. Your aim is to convince the reader of your thesis using evidence (such as quotations ) and analysis.

Argumentative essays test your ability to research and present your own position on a topic. This is the most common type of essay at college level—most papers you write will involve some kind of argumentation.

The essay is divided into an introduction, body, and conclusion:

• The introduction provides your topic and thesis statement
• The body presents your evidence and arguments
• The conclusion summarizes your argument and emphasizes its importance

The example below is a paragraph from the body of an argumentative essay about the effects of the internet on education. Mouse over it to learn more.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An expository essay provides a clear, focused explanation of a topic. It doesn’t require an original argument, just a balanced and well-organized view of the topic.

Expository essays test your familiarity with a topic and your ability to organize and convey information. They are commonly assigned at high school or in exam questions at college level.

The introduction of an expository essay states your topic and provides some general background, the body presents the details, and the conclusion summarizes the information presented.

A typical body paragraph from an expository essay about the invention of the printing press is shown below. Mouse over it to learn more.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

A narrative essay is one that tells a story. This is usually a story about a personal experience you had, but it may also be an imaginative exploration of something you have not experienced.

Narrative essays test your ability to build up a narrative in an engaging, well-structured way. They are much more personal and creative than other kinds of academic writing . Writing a personal statement for an application requires the same skills as a narrative essay.

A narrative essay isn’t strictly divided into introduction, body, and conclusion, but it should still begin by setting up the narrative and finish by expressing the point of the story—what you learned from your experience, or why it made an impression on you.

Mouse over the example below, a short narrative essay responding to the prompt “Write about an experience where you learned something about yourself,” to explore its structure.

Since elementary school, I have always favored subjects like science and math over the humanities. My instinct was always to think of these subjects as more solid and serious than classes like English. If there was no right answer, I thought, why bother? But recently I had an experience that taught me my academic interests are more flexible than I had thought: I took my first philosophy class.

Before I entered the classroom, I was skeptical. I waited outside with the other students and wondered what exactly philosophy would involve—I really had no idea. I imagined something pretty abstract: long, stilted conversations pondering the meaning of life. But what I got was something quite different.

A young man in jeans, Mr. Jones—“but you can call me Rob”—was far from the white-haired, buttoned-up old man I had half-expected. And rather than pulling us into pedantic arguments about obscure philosophical points, Rob engaged us on our level. To talk free will, we looked at our own choices. To talk ethics, we looked at dilemmas we had faced ourselves. By the end of class, I’d discovered that questions with no right answer can turn out to be the most interesting ones.

The experience has taught me to look at things a little more “philosophically”—and not just because it was a philosophy class! I learned that if I let go of my preconceptions, I can actually get a lot out of subjects I was previously dismissive of. The class taught me—in more ways than one—to look at things with an open mind.

A descriptive essay provides a detailed sensory description of something. Like narrative essays, they allow you to be more creative than most academic writing, but they are more tightly focused than narrative essays. You might describe a specific place or object, rather than telling a whole story.

Descriptive essays test your ability to use language creatively, making striking word choices to convey a memorable picture of what you’re describing.

A descriptive essay can be quite loosely structured, though it should usually begin by introducing the object of your description and end by drawing an overall picture of it. The important thing is to use careful word choices and figurative language to create an original description of your object.

Mouse over the example below, a response to the prompt “Describe a place you love to spend time in,” to learn more about descriptive essays.

On Sunday afternoons I like to spend my time in the garden behind my house. The garden is narrow but long, a corridor of green extending from the back of the house, and I sit on a lawn chair at the far end to read and relax. I am in my small peaceful paradise: the shade of the tree, the feel of the grass on my feet, the gentle activity of the fish in the pond beside me.

My cat crosses the garden nimbly and leaps onto the fence to survey it from above. From his perch he can watch over his little kingdom and keep an eye on the neighbours. He does this until the barking of next door’s dog scares him from his post and he bolts for the cat flap to govern from the safety of the kitchen.

With that, I am left alone with the fish, whose whole world is the pond by my feet. The fish explore the pond every day as if for the first time, prodding and inspecting every stone. I sometimes feel the same about sitting here in the garden; I know the place better than anyone, but whenever I return I still feel compelled to pay attention to all its details and novelties—a new bird perched in the tree, the growth of the grass, and the movement of the insects it shelters…

Sitting out in the garden, I feel serene. I feel at home. And yet I always feel there is more to discover. The bounds of my garden may be small, but there is a whole world contained within it, and it is one I will never get tired of inhabiting.

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Though every essay type tests your writing skills, some essays also test your ability to read carefully and critically. In a textual analysis essay, you don’t just present information on a topic, but closely analyze a text to explain how it achieves certain effects.

Rhetorical analysis

A rhetorical analysis looks at a persuasive text (e.g. a speech, an essay, a political cartoon) in terms of the rhetorical devices it uses, and evaluates their effectiveness.

The goal is not to state whether you agree with the author’s argument but to look at how they have constructed it.

The introduction of a rhetorical analysis presents the text, some background information, and your thesis statement; the body comprises the analysis itself; and the conclusion wraps up your analysis of the text, emphasizing its relevance to broader concerns.

The example below is from a rhetorical analysis of Martin Luther King Jr.’s “I Have a Dream” speech . Mouse over it to learn more.

King’s speech is infused with prophetic language throughout. Even before the famous “dream” part of the speech, King’s language consistently strikes a prophetic tone. He refers to the Lincoln Memorial as a “hallowed spot” and speaks of rising “from the dark and desolate valley of segregation” to “make justice a reality for all of God’s children.” The assumption of this prophetic voice constitutes the text’s strongest ethical appeal; after linking himself with political figures like Lincoln and the Founding Fathers, King’s ethos adopts a distinctly religious tone, recalling Biblical prophets and preachers of change from across history. This adds significant force to his words; standing before an audience of hundreds of thousands, he states not just what the future should be, but what it will be: “The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.” This warning is almost apocalyptic in tone, though it concludes with the positive image of the “bright day of justice.” The power of King’s rhetoric thus stems not only from the pathos of his vision of a brighter future, but from the ethos of the prophetic voice he adopts in expressing this vision.

Literary analysis

A literary analysis essay presents a close reading of a work of literature—e.g. a poem or novel—to explore the choices made by the author and how they help to convey the text’s theme. It is not simply a book report or a review, but an in-depth interpretation of the text.

Literary analysis looks at things like setting, characters, themes, and figurative language. The goal is to closely analyze what the author conveys and how.

The introduction of a literary analysis essay presents the text and background, and provides your thesis statement; the body consists of close readings of the text with quotations and analysis in support of your argument; and the conclusion emphasizes what your approach tells us about the text.

Mouse over the example below, the introduction to a literary analysis essay on Frankenstein , to learn more.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, protagonist Victor Frankenstein is a stable representation of the callous ambition of modern science throughout the novel. This essay, however, argues that far from providing a stable image of the character, Shelley uses shifting narrative perspectives to portray Frankenstein in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as. This essay begins by exploring the positive portrayal of Frankenstein in the first volume, then moves on to the creature’s perception of him, and finally discusses the third volume’s narrative shift toward viewing Frankenstein as the creature views him.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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At high school and in composition classes at university, you’ll often be told to write a specific type of essay , but you might also just be given prompts.

Look for keywords in these prompts that suggest a certain approach: The word “explain” suggests you should write an expository essay , while the word “describe” implies a descriptive essay . An argumentative essay might be prompted with the word “assess” or “argue.”

The vast majority of essays written at university are some sort of argumentative essay . Almost all academic writing involves building up an argument, though other types of essay might be assigned in composition classes.

Essays can present arguments about all kinds of different topics. For example:

• In a literary analysis essay, you might make an argument for a specific interpretation of a text
• In a history essay, you might present an argument for the importance of a particular event
• In a politics essay, you might argue for the validity of a certain political theory

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

The key difference is that a narrative essay is designed to tell a complete story, while a descriptive essay is meant to convey an intense description of a particular place, object, or concept.

Narrative and descriptive essays both allow you to write more personally and creatively than other kinds of essays , and similar writing skills can apply to both.

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ChatGPT Is Making Universities Rethink Plagiarism

In late December of his sophomore year, Rutgers University student Kai Cobbs came to a conclusion he never thought possible:  Artificial intelligence might just be dumber than humans. 

After listening to his peers rave about the generative AI tool  ChatGPT , Cobbs decided to toy around with the chatbot while writing an essay on the history of capitalism. Best known for its ability to generate long-form written content in response to user input prompts, Cobbs expected the tool to produce a nuanced and thoughtful response to his specific research directions. Instead, his screen produced a generic, poorly written paper he’d never dare to claim as his own. 

“The quality of writing was appalling. The phrasing was awkward and it lacked complexity,” Cobbs says. “I just logically can’t imagine a student using writing that was generated through ChatGPT for a paper or anything when the content is just plain bad.” 

Not everyone shares Cobbs’ disdain. Ever since OpenAI launched the chatbot in November,  educators have been struggling with how to handle a new wave of student work produced with the help of artificial intelligence. While some public school systems, like New York City’s, have banned the use of ChatGPT on school devices and networks to curb cheating, universities have been reluctant to follow suit. In higher education, the introduction of generative AI has raised thorny questions about the definition of plagiarism and academic integrity on campuses where new digital research tools come into play all the time. 

Make no mistake, the birth of ChatGPT does not mark the emergence of concerns relating to the improper use of the internet in academia. When  Wikipedia launched in 2001 , universities nationwide were  scrambling to decipher their own research philosophies and understandings of honest academic work, expanding policy boundaries to match pace with technological innovation. Now, the stakes are a little more complex, as schools figure out how to treat bot-produced work rather than weird attributional logistics. The world of higher education is playing a familiar game of catch-up, adjusting their rules, expectations, and perceptions as other professions adjust, too. The only difference now is that the internet can think for itself. 

According to ChatGPT, the definition of plagiarism is the act of using someone else’s work or ideas without giving proper credit to the original author. But when the work is generated by some thing rather than some one , this definition is tricky to apply. As Emily Hipchen, a board member of Brown University’s Academic Code Committee, puts it, the use of generative AI by students leads to a critical point of contention. “If [plagiarism] is stealing from a person,” she says, “then I don’t know that we have a person who is being stolen from.”

Hipchen is not alone in her speculation. Alice Dailey, chair of the Academic Integrity Program at Villanova University, is also grappling with the idea of classifying an algorithm as a person, specifically if the algorithm involves text generation.

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Dailey believes that eventually professors and students are going to need to understand that digital tools that generate text, rather than just collect facts, are going to need to fall under the umbrella of things that can be plagiarized from. 

Although Dailey acknowledges that this technological growth incites new concerns in the world of academia, she doesn’t find it to be a realm entirely unexplored. “I think we’ve been in a version of this territory for a while already,” Dailey says. “Students who commit plagiarism often borrow material from a ‘somewhere’—a website, for example, that doesn’t have clear authorial attribution. I suspect the definition of plagiarism will expand to include things that produce.” 

Eventually, Dailey believes, a student who uses text from ChatGPT will be seen as no different than one that copies and pastes chunks of text from Wikipedia without attribution. 

Students’ views on ChatGPT are another issue entirely. There are those, like Cobbs, who can’t imagine putting their name on anything bot-generated, but there are others who see it as just another tool, like spellcheck or even a calculator. For Brown University sophomore Jacob Gelman, ChatGPT exists merely as a convenient research assistant and nothing more.

“Calling the use of ChatGPT to pull reliable sources from the internet ‘cheating’ is absurd. It’s like saying using the internet to conduct research is unethical,” Gelman says. “To me, ChatGPT is the research equivalent of [typing assistant] Grammarly. I use it out of practicality and that’s really all.” Cobbs expressed similar sentiment, comparing the AI bot to “an online encyclopedia.”

But while students like Gelman use the bot to speed up research, others take advantage of the high-capacity prompt input feature to generate completed works for submission. It might seem obvious what qualifies as cheating here, but different schools across the country offer contrasting takes.

According to Carlee Warfield, chair of Bryn Mawr College’s Student Honor Board, the school considers any use of these AI platforms as plagiarism. The tool’s popularization just calls for greater focus in evaluating the intent behind students’ violations. Warfield explains that students who turn in essays entirely produced by AI are categorically different from those who borrow from online tools without knowledge of standard citations. Because the ChatGPT phenomenon is still new, students’ confusion surrounding the ethics is understandable. And it's unclear what policies will remain in place once the dust settles—at any school.

In the midst of fundamental change in both the academic and technological spheres, universities are forced to reconsider their definitions of academic integrity to reasonably reflect the circumstances of society. The only problem is, society shows no stagnance. 

“Villanova’s current academic integrity code will be updated to include language that prohibits the use of these tools to generate text that then students represent as text they generated independently,” Dailey explained. “But I think it’s an evolving thing. And what it can do and what we will then need in order to keep an eye on will also be kind of a moving target.”

In addition to increasingly complex questions about whether ChatGPT is a research tool or a plagiarism engine, there’s also the possibility that it can be  used for learning. In other educational settings, teachers see it as a way to show students the shortcomings of AI. Some instructors are already  modifying how they teach by giving students assignments bots couldn’t complete, like those that require personal details or anecdotes. There’s also the matter of detecting AI use in students’ work, which is a  burgeoning cottage industry all its own. 

Ultimately, Dailey says, schools may need rules that reflect a range of variables.

“My guess is that there will be the development of some broad blanket policies that essentially say, unless you have permission from a professor to use AI tools, using them will be considered a violation of the academic integrity code,” Dailey says. “That then gives faculty broad latitude to use it in their teaching or in their assignments, as long as they are stipulating explicitly that they are allowing it.”

As for ChatGTP, the program agrees. “Advances in fields such as artificial intelligence are expected to drive significant innovation in the coming years,” it says, when asked how schools can combat academic dishonesty. “Schools should constantly review and update their academic honor codes as technology evolves to ensure they are addressing the current ways in which technology is being used in academic settings.”

But, a bot would say that. 

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