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The recipe and the secret sauce

The whole method fits on one page. This is that page.

This is a small book for people who keep failing essays. Usually it isn't laziness, and usually their English isn't terrible either. They fail because they sit down in an exam with forty minutes on the clock, two half-remembered facts about school uniforms, and no idea where to start.

We know the feeling. We wrote these lessons for a younger version of ourselves: teacher-training students who were still learning English while being asked to write academic texts in it. Later we kept them for our own students. In all these years the New York Times has never asked for our services. We've never failed a writing task, though.

Five steps. That's the lot:

1. Hook. Open with a general statement, a question to the reader or a quote.

2. Count, don't name. In the thesis, say how many ideas you have, not what they are: “School uniforms are a good idea for three main reasons.”

3. One idea per paragraph. Name each idea in the first sentence of its own paragraph: “The first reason is that uniforms simplify students' lives.”

4. Reorder in the conclusion. Sum the ideas up in a different order, so you don't sound like a broken record.

5. Nothing new at the end. The conclusion sums up and gives your opinion. Full stop.

If that already makes sense, you can close the book. Really. Everything after this page is those five steps in slow motion.

Who this is for

It's for students of English as a foreign language who have to produce 250 to 400 words in 40 to 60 minutes, usually after reading one or two texts on the topic. If time, ideas and vocabulary all run out at once, keep reading. If you're already fluent and paraphrase in your sleep, you don't need training wheels. Lend the book to a friend.

The straight arrow

Spanish speakers like the scenic route. We set the scene, wander into a related story and get back to the point eventually. In Spanish that can read as rich. In an English essay it reads as lost.

English academic writing is usually drawn as a straight arrow pointing down: one point per paragraph, every sentence pushing that point forward. So a teacher can fail an essay with decent ideas and decent grammar simply because its shape looks wrong to them.

Getting the shape right won't hide serious grammar mistakes. It does make them easier to forgive, because the reader always knows where you're going.

One rule above the rest

Your teacher wins. Always. What follows is a structure an essay can have, not one it must have. If a tip clashes with your teacher's criteria or your exam's rubric, bend it or drop it.

The first five minutes

Before you write

Plenty of essays are lost before the first sentence.

Some students answer a slightly different question from the one on the paper. Others run dry halfway through paragraph two. Five minutes of thinking before you write fixes most of that.

1 Read the question twice

Underline the topic: school uniforms. Then underline the instruction, because that's the part people skip. Agree or disagree? Discuss both views? Advantages and disadvantages? Each one wants a different shape.

Two-part questions are a trap. If the paper asks for problems and solutions, an essay about problems gets half the marks at best. Appendix A has a layout for each type.

2 Find three ideas fast

Blank mind? Look at the question from other angles, and stop as soon as you have three ideas:

• People. What does it mean for students? Parents? Teachers? Everyone else?

• Areas of life. Money, time, health, behaviour, relationships, learning.

• Time. What happens next week? In ten years?

Try it with uniforms. Money gives you “they hide differences in income”. Time gives you “nobody wastes the morning choosing clothes”. Behaviour gives you “kids behave better when the whole street can see which school they go to”. And there's your essay. Two ideas will carry a short one; for 250 words or more, three is safer.

3 Plan, then write

Jot an outline in the margin: your opinion, your ideas and one example for each. It takes two minutes, and it's what keeps you on the arrow when panic sets in. For a 40-minute essay we'd split the time like this:

Got an hour? Stretch every step by half.

Lesson 1

The introduction

How to say what your essay is about without saying what it is about.

An introduction has two jobs. It catches the reader's attention, and it tells them what the essay is about. We build ours in three parts:

Our running example is an old classic: “Are school uniforms still a good idea? Write 250 words.”

The hook

Pick one of these five. They're old tricks, and they still work.

1. A general statement.

   School uniforms are under scrutiny, and this time they may not survive.

2. Talking to the reader.

   If you went to school, you probably wore a uniform.

3. A quotation.

   Philip Slater once said that “a person in a uniform is merely an extension of another person's will.”

4. A rhetorical question.

   Have you ever wondered why we wear uniforms at school?

5. A fact or a number. Only if the fact is real. Making one up (“a recent poll in Springfield showed 87%…”) is tempting, and plenty of teachers will mark you down for it.

The bridge

Hook plus thesis gives you a two-sentence introduction, and that looks thin. A thin introduction makes teachers read more carefully, which is the last thing you want. So add a sentence or two in between. A good bridge moves from the hook to the debate: why it matters, or who disagrees.

Some parents and students now see them as an unnecessary rule, while others defend them fiercely.

Two warnings. Don't copy the question word for word, because some exams don't give credit for language lifted from the prompt. And keep your best vocabulary in your pocket for now. You'll need it in the body.

The thesis: count, don't name

This is the most important sentence in the essay. It tells the reader what's coming, and if your plan is fuzzy, this is where it shows first. The textbook thesis names every idea:

School uniforms are a good choice because they simplify students' lives, make them act responsibly and help them feel equal.

Nothing wrong with it. The trouble is what it does to you later. With a small vocabulary on the topic, you'll have to mention each idea four times:

1. in the thesis;

2. in the first sentence of its paragraph;

3. in the sentence that supports it;

4. in the summary at the end.

Write “they simplify students' lives” four times and nobody is giving you a prize for vocabulary range. So don't spend your ideas yet. Just count them:

I believe school uniforms are still a good choice for three main reasons.

That one sentence gives your opinion, says what the essay is about and even shows its shape: three reasons, so three paragraphs. Two small details make it work.

• A precise noun. Reasons, advantages, factors, effects, steps. Never things or stuff; those can cost you a pass.

• A hedge. Main, key or major covers you, since there may be reasons you didn't think of.

When to name them after all

Some teachers and some exam rubrics expect the thesis to preview the points. If yours does, name them here and switch to synonyms in the topic sentences. Not sure which kind you've got? Ask. It's a thirty-second question.

The finished introduction

School uniforms are under scrutiny, and this time they may not survive. Some parents and students now see them as an unnecessary rule, while others defend them fiercely. I believe school uniforms are still a good choice for three main reasons.

Planning a paragraph on the other side's view? Warn the reader in the thesis:

Although critics raise valid points, I believe school uniforms are still a good choice for two main reasons.

Lesson 2

The body paragraphs

Where you finally spend your ideas, one paragraph each.

One idea per paragraph

Every textbook definition of a paragraph says the same thing in different words: a group of sentences about one central idea. So start a new paragraph when you start a new idea, and only then. Pressing Enter halfway through an idea doesn't make a paragraph. It makes loose sentences.

Keep them roughly the same size, around 50 to 70 words each in a 250-word essay. A 20-word paragraph next to a 120-word one looks like an accident.

The four-step paragraph

A paragraph goes from general to specific. When you get stuck halfway through one, remembering what comes next is often enough to get you moving again.

Spend your best words on the topic sentence; that's where the teacher looks. The closing sentence is optional in an essay. There's a whole concluding paragraph waiting at the end anyway, and skipping it means one less time you have to say the same idea with new words (wink, wink).

Bigger idea? Repeat steps 2 and 3: a second supporting point with its own example.

Evidence when you have none

In an exam you almost never have real data. You still need examples, though, and these are honest and free:

• A hypothetical. Imagine a class where some students wear designer brands and others wear hand-me-downs.

• Something familiar. In many Argentine schools, students wear a white smock over their clothes.

• A general truth. Teenagers are often judged by their appearance.

• A consequence. As a result, they can spend that energy on homework instead.

Avoid invented surveys. Some teachers let them slide. Many don't, and you won't know which kind you've got until the mark comes back.

The other side's paragraph

Admitting the other side usually makes an opinion essay stronger. In a “discuss both views” essay it's compulsory. Three moves:

1. State their view. Critics argue that uniforms limit students' freedom of expression.

2. Give them what's true. It is true that students cannot choose their own colours or style.

3. Answer it. However, school is mainly a place for learning, and students can express themselves outside it.

Put it right after the introduction or just before the conclusion. And keep the count honest: two reasons plus the other side means the thesis says two.

Linking paragraphs

Each body paragraph should open with a signal that tells the reader how it relates to the last one. For independent reasons, skip first, second, third; it makes your reasons sound like steps in a recipe. Try these instead:

• The first reason is that…

• Another reason is that… / In addition,… / Moreover,…

• Most importantly,… / Finally,…

For the other side, use Critics argue that… or Some people believe that…, then come back with However or Nevertheless. Save Consequently and Therefore for paragraphs that really are a result of the one before. There's a fuller list in Appendix B.

Sentence variety

An essay can be grammatically spotless and still lose marks if every sentence looks the same, because most rubrics reward range. Aim for at least one of each:

• Negative. Students do not need to think about what to wear.

• Compound (and, but, so). Students save time, so they can focus on homework.

• Complex (because, although, when, which). Although uniforms limit choice, they reduce stress.

• Passive. Uniforms are being questioned in many countries.

Teachers love complex sentences, so write plenty of them. But a correct simple sentence beats a broken complex one.

The body so far

Lesson 3

The conclusion

Includes an automatic, self-writing conclusion. As promised on the cover.

Picture the room. The clock has nearly run out, the teacher is pacing and announcing that papers go in soon, and you still have no conclusion. Good news: it's the easiest paragraph in the whole essay, because every word you need is already on the page.

A conclusion does two things. It sums up, and it gives a final opinion. That's it.

Nothing new

The rookie mistake is a brand-new reason in the last paragraph. If a great idea hits you at minute 38, it belongs in the body. Or nowhere.

The self-writing conclusion

Look at what the essay has said so far:

Now shuffle it so you don't sound like a broken record:

1. Open with a connector. In conclusion or To sum up. Surprise, surprise.

2. Flip the sentence. Instead of uniforms are good because of 1, 2 and 3, write because of 1, 2 and 3, uniforms are good.

3. Change the order. Go 2, 3, 1 instead of 1, 2, 3.

In conclusion, because they help students act responsibly, feel equal and live simpler lives, school uniforms are still a good choice.

Want more variety? Change the word forms. Turn the verbs into nouns, for instance:

To sum up, school uniforms are an excellent choice because they bring simplicity, responsibility and equality to students' lives.

The final opinion

Finish with a sentence or two of opinion or recommendation. It should follow from your reasons, not sneak a new one in.

In my opinion, they should remain compulsory in primary and secondary schools.

And keep the voice you started with. If the introduction said I believe, the end says In my opinion. Switching to We believe halfway through looks careless.

The complete essay

Word count: 260. Phew. For a 250-word task, aim a little over so you're never short, and try not to pass 300.

The last five minutes

The final check

Every item on this list costs marks, even in essays with good English.

• The essay answers every part of the question.

• The number in the thesis matches the essay: “three reasons” means three body paragraphs.

• Each body paragraph has one idea, named in its first sentence.

• Each paragraph opens with a connector that fits.

• The conclusion has nothing new in it.

• The voice stays the same: I or we, not both.

• No contractions or informal words (don't, stuff, a lot of) in a formal essay. Yes, we use them in this book. You're not being graded on it.

• The word count is inside the limit.

How to practise

Accuracy first. Write slowly, with no timer, and check every sentence. Speed comes later, and sooner than you'd think. After a handful of timed essays the structure runs on autopilot, and your head is free for the ideas and the language.

Now go and write one.

Appendix A

Essay type structures

Same three parts every time. What changes is the job of each body paragraph.

The thesis templates below all use the count-don't-name trick from Lesson 1.

1 Opinion

“To what extent do you agree?” / “What is your opinion?”

Thesis: I strongly believe that… for two main reasons.

2 Discuss both views

“Some people think…, while others believe… Discuss both views and give your opinion.”

Thesis: While both views have merit, I believe that… Put your side second, so your argument gets the last word.

3 Advantages and disadvantages

“What are the advantages and disadvantages of…?” / “Do the advantages outweigh the disadvantages?”

Thesis: This trend has some clear advantages, but also some important drawbacks. If the question asks which side wins, answer it in the thesis. Sitting on the fence doesn't count as an answer.

4 Problem and solution

“What problems does this cause, and what can be done about them?”

Thesis: This situation causes two main problems, but there are practical ways to solve them. Pair every solution with a problem. A solution to something you never mentioned looks random.

5 Cause and effect

“Why is this happening?” / “What effects will it have?”

Two layouts. In a block essay, the causes go together and then the effects:

In a chain essay, each effect causes the next one, and each paragraph follows one link: A leads to B, which leads to C. Use the chain only when the events really are linked. Otherwise the block is safer.

Thesis: There are two key reasons for this trend, and its effects are already visible.

6 Compare and contrast

“Compare… and…” / “What are the similarities and differences?”

Two layouts again. In a block essay, similarities get one paragraph and differences another:

In a point-by-point essay, each paragraph compares both subjects on one point: cost, say, then convenience, then health. It reads more clearly once you have three points or more.

Thesis: Although city life and country life share some features, they differ in three key aspects.

7 Process

“Describe the steps…” / “How can someone…?”

Thesis: Preparing for an exam involves three main stages. This is the one place where first, second, third and then, next, finally are exactly right.

Appendix B

Connectors by function

Pick a connector for what it does, not for how clever it sounds.

Using one in every sentence is as confusing as using none.

Connectors work in three ways, and each way has its own punctuation:

• Start a sentence. The connector opens a new sentence and takes a comma: Students save time. As a result, they can focus on homework.

• Join two clauses. The connector links two clauses inside one sentence: Students save time, so they can focus on homework.

• Other patterns. Prepositions take a noun (despite the cost), and some verbs and nouns do the same job as a connector (result in, the reason for).

Adding

Uniforms save time. In addition, they save money.

Listing reasons

Another reason is that uniforms help students feel equal.

For separate reasons, the noun phrases work better than first, second, third, which make reasons sound like steps (see Lesson 2).

Giving examples

Some items, such as ties and blazers, are expensive.

Similarity

Just as uniforms hide differences in income, they hide differences in body shape.

Contrast

Some students like the uniform, whereas others hate it.

On the contrary rejects what came before. Use it to correct an idea, not to compare two things.

Concession

Despite the cost, many parents prefer uniforms.

Concession means the second idea is unexpected after the first.

Cause

Some students arrive late because they cannot decide what to wear.

Result

Students save time. As a result, they can focus on homework.

Affect is the verb; effect is the noun.

Time and steps

As soon as the bell rings, students line up.

Other views

Critics of uniforms point out that they limit self-expression.

Concluding

All things considered, uniforms are still a good choice.

Credit where it's due

Bibliography

The appendix layouts lean mostly on Oshima and Hogue.

Dalla Costa, N., Massa, A., & Martínez, J. (2019). Academic Paragraph Writing. Córdoba: Facultad de Lenguas, Universidad Nacional de Córdoba.

E2 IELTS Writing. (2018, June 11). How to score 8+ in Writing Task 2 [Video]. YouTube. youtube.com/watch?v=Zx-JcXsbUqQ

Evans, V. (2011). Successful Writing: Upper-Intermediate. Newbury: Express Publishing.

Hogue, A., & Oshima, A. (2008). Introduction to Academic Writing. White Plains, NY: Pearson Longman.

Kane, T. S. (2003). The Oxford Essential Guide to Writing. Oxford: Oxford University Press.

Morchio, M. J. (2019). Paragraph Writing Activities. Córdoba: Facultad de Lenguas, Universidad Nacional de Córdoba.

Oshima, A., & Hogue, A. (1998, 2009). Writing Academic English. White Plains, NY: Pearson Longman.

Zemach, D. E., & Rumisek, L. A. (2015). Academic Writing: From Paragraph to Essay. Oxford: Macmillan Education.