sentence structure in essay

How to write an essay: Essay structure

• What's in this guide
• Introduction

Essay structure

• Additional resources

Writing an Introduction

• Section One is a neutral sentence that will engage the reader’s interest in your essay.
• Section Two Picks up the topic you are writing about by identifying the issues that you are going to explore.
• Section Three is an indication of how the question will be answered. Give a brief outline of how you will deal with each issue, and in which order.

Writing a Body Paragraph

• The topic sentence introduces the topic of your paragraph.
• The sentences that follow the topic sentence will develop the central idea of your topic.
• The concluding sentence is the last sentence of your paragraph and restates the idea expressed in the topic sentence.

Writing a Conclusion

• Re-read your introduction – this information will need to be restated in your conclusion emphasising what you have proven and how you have proven it.
• Begin by summarising your main arguments e.g. ‘This essay has considered…..’
• State your general conclusions, explaining why these are important .
• The final sentences should draw on the evidence you have presented in the body of the essay to re-state your conclusion in an interesting way (use a transitional word to get you started e.g. Overall, Therefore)

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Basic Essay Structure

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This handout goes over the basic parts of an essay: the title, introduction, thesis or guiding statement, body, and conclusion. Each part plays a different role in bringing ideas together to form a cohesive essay. Following this format will help organize an essay; however, essays should always be written with a specific audience and assignment in mind.

Parts of an Essay

The title grabs the reader’s attention and provides a short overview of what the essay is about. This allows readers to accurately decide whether they are interested in reading the paper for more information.

Introduction

The introduction catches the reader’s interest and provides background information about the topic and connects it to the larger conversation. The introduction is general enough for the reader to understand the main claim but gradually becomes more specific to lead into the thesis statement or guiding statement.

Thesis or Guiding Statement

The thesis or guiding statement concisely states the main idea or argument of the essay, sets limits on the topic, and indicates the structure of the essay. The thesis or guiding statement works as a road map, showing readers the main points that will be used to support the writer’s ideas.

The body of an essay is made up of body paragraphs. Body paragraphs support the main ideas presented in the thesis or guiding statement. Longer essays may include several sections that identify main points, with multiple paragraphs in each section. Each body paragraph has four elements: 1) topic sentence , 2) supporting evidence , 3) analysis , and 4) concluding sentence . The topic sentence identifies the main point of the paragraph. Supporting evidence (e.g., quotations, facts, examples, etc.) reinforces the topic sentence. (Remember to cite sourced material.) Analysis explains how the evidence supports the main idea of the paragraph. Finally, the concluding sentence ties the body paragraph back to the thesis or guiding statement. Topic or concluding sentences may be used to transition from one body paragraph to another.

The conclusion gives the reader a sense of closure by referencing the thesis or guiding statement and directly connecting it to the paper’s main claims. The conclusion addresses the implications and significance of the essay’s main idea; however, new topics should not be introduced.

Utah Valley University

How to Structure an Essay

Essay writing is a fundamental skill, a basic task, that is expected of those who choose to pursue their undergraduate and master’s degrees. It constitutes a key requirement for students to complete a given course credit. However, many students and early career researchers find themselves struggling with the challenge of organizing their thoughts into a coherent, engaging structure. This article is especially for those who see essay writing as a daunting task and face problems in presenting their work in an impactful way.  

Table of Contents

• Writing an essay: basic elements and some key principles  
• Essay structure template 
• Chronological structure 
• Problem-methods-solutions structure 
• Compare and contrast structures 
• Frequently asked questions on essay structure 

Read on as we delve into the basic elements of essay writing, outline key principles for organizing information, and cover some foundational features of writing essays.  

Writing an essay: basic elements and some key principles

Essays are written in a flowing and continuous pattern but with a structure of its own. An introduction, body and conclusion are integral to it. The key is to balance the amount and kind of information to be presented in each part. Various disciplines may have their own conventions or guidelines on the information to be provided in the introduction.  

A clear articulation of the context and background of the study is important, as is the definition of key terms and an outline of specific models or theories used. Readers also need to know the significance of the study and its implications for further research. Most importantly, the thesis or the main proposition should be clearly presented.  

The body of the essay is therefore organized into paragraphs that hold the main ideas and arguments and is presented and analyzed in a logical manner. Ideally, each paragraph of the body focuses on one main point or a distinct topic and must be supported by evidence and analysis. The concluding paragraph should bring back to the reader the key arguments, its significance and food for thought. It is best not to re-state all the points of the essay or introduce a new concept here. 

In other words, certain general guidelines help structure the information in the essay. The information must flow logically with the context or the background information presented in the introductory part of the essay. The arguments are built organically where each paragraph in the body of the essay deals with a different point, yet closely linked to the para preceding and following it. Importantly, when writing essays, early career researchers must be careful in ensuring that each piece of information relates to the main thesis and is a building block to the arguments. 

Essay structure template

• Introduction 
• Provide the context and share significance of the study 
• Clearly articulate the thesis statement 
• Body  
• Paragraph 1 consisting of the first main point, followed by supporting evidence and an analysis of the findings. Transitional words and phrases can be used to move to the next main point. 
• There can be as many paragraphs with the above-mentioned elements as there are points and arguments to support your thesis. 
• Conclusion  
• Bring in key ideas and discuss their significance and relevance 
• Call for action 
• References 

Essay structures

The structure of an essay can be determined by the kind of essay that is required.  

Chronological structure

Also known as the cause-and-effect approach, this is a straightforward way to structure an essay. In such essays, events are discussed sequentially, as they occurred from the earliest to the latest. A chronological structure is useful for discussing a series of events or processes such as historical analyses or narratives of events. The introduction should have the topic sentence. The body of the essay should follow a chorological progression with each para discussing a major aspect of that event with supporting evidence. It ends with a summarizing of the results of the events.  

Problem-methods-solutions structure

Where the essay focuses on a specific problem, the problem-methods-solutions structure can be used to organize the essay. This structure is ideal for essays that address complex issues. It starts with presenting the problem, the context, and thesis statement as introduction to the essay. The major part of the discussion which forms the body of the essay focuses on stating the problem and its significance, the author’s approach or methods adopted to address the problem along with its relevance, and accordingly proposing solution(s) to the identified problem. The concluding part offers a recap of the research problem, methods, and proposed solutions, emphasizing their significance and potential impact. 

Compare and contrast structures

This structure of essay writing is ideally used when two or more key subjects require a comparison of ideas, theories, or phenomena. The three crucial elements, introduction, body, and conclusion, remain the same. The introduction presents the context and the thesis statement. The body of the essay seeks to focus on and highlight differences between the subjects, supported by evidence and analysis. The conclusion is used to summarize the key points of comparison and contrast, offering insights into the significance of the analysis.  

Depending on how the subjects will be discussed, the body of the essay can be organized according to the block method or the alternating method. In the block method, one para discusses one subject and the next para the other subject. In the alternative method, both subjects are discussed in one para based on a particular topic or issue followed by the next para on another issue and so on.  

Frequently asked questions on essay structure

An essay structure serves as a framework for presenting ideas coherently and logically. It comprises three crucial elements: an introduction that communicates the context, topic, and thesis statement; the body focusing on the main points and arguments supported with appropriate evidence followed by its analysis; and a conclusion that ties together the main points and its importance .  

An essay structure well-defined essay structure enhances clarity, coherence, and readability, and is crucial for organizing ideas and arguments to effectively communicate key aspects of a chosen topic. It allows readers to better understand arguments presented and demonstrates the author’s ability to organize and present information systematically. 

Yes, while expert recommend following an essay structure, early career researchers may choose how best to adapt standard essay structures to communicate and share their research in an impactful and engaging way. However, do keep in mind that deviating too far from established structures can hinder comprehension and weaken the overall effectiveness of the essay,  By understanding the basic elements of essay writing and employing appropriate structures such as chronological, problem-methods-solutions, or compare and contrast, researchers can effectively organize their ideas and communicate their findings with clarity and precision. 

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How to structure an essay

(Last updated: 13 May 2021)

Since 2006, Oxbridge Essays has been the UK’s leading paid essay-writing and dissertation service

We have helped 10,000s of undergraduate, Masters and PhD students to maximise their grades in essays, dissertations, model-exam answers, applications and other materials. If you would like a free chat about your project with one of our UK staff, then please just reach out on one of the methods below.

This guide is for anyone looking to vastly improve their essay writing skills through better knowledge what is meant by good 'essay structure'.

Essay writing is a key component to academic success at every level. It is, essentially, the way in which people within the academic community communicate with each other. Thus, there are fundamental ways in which academics structure their work and formal ways of communicating what they have to say. Writing essays is not simply a hoop for students to jump through. The vast majority of instructors and professors also write essays at a professional level, and they do not ask of their students anything less than the standard that is asked of them.

Where too many students go wrong in writing their essays is in either failing to plan ahead (not giving sufficient, care, thought, or time to the process) or in not understanding the expectations of essay writing. Of these expectations, appropriate and effective essay structure is critical. Students often lose valuable marks by failing to structure their essays clearly and concisely to make the best of their ideas.

So how do you structure academic writing? What is the best essay structure format?

First, consider what an essay is . What is it supposed to do? At its core an essay is simply an argument . Now, by argument we don’t mean a slanging match between two angry people. Rather, we are talking about a formal argument. An idea or a claim, which is supported by logic and/or evidence.

Imagine the following scenario: you feel the time has come to approach your boss about getting a raise at work. Imagine yourself walking into your supervisor’s office and requesting that raise. Almost automatically, your mind formulates a rhetorical structure. There are effective and ineffective ways of asking of making such a request. The effective strategy will have a logic and an order. You will firstly claim that you deserve a raise. And you will give evidence to support why you deserve that raise. For example: you are a hard worker, you are never late, you have the admiration and respect of your colleagues, you have been offered another position elsewhere and you want the pay matched. And so on. And you would probably wrap up your discussion with an overview of of why giving you more money is important.

And that is fundamentally an essay. Every good essay has three basic parts: an introduction, a body, and a conclusion.

This simple guide will show you how to perfect your essay structure by clearly introducing and concluding your argument, and laying out your paragraphs coherently in between. Your essay writing can be dramatically improved overnight simply by using the correct essay structure, as explained below.

Where the essay starts

When you are writing an essay , every sentence and every paragraph is important. But there is something extra important about introductions. Just like going out on a date for the first time, you want the introduction to be just right, almost perfect. You want to put your best self forward and create a great first impression.

You should already know this, but most professors and instructors will start grading your work in their head as soon as they begin reading it. They will be sorting your essay, maybe not in terms of a grade, but most definitely in terms of strong/weak, interesting/dull, or effective/ineffective. And most will have some notion of where your essay falls on that scale before they even finish the introduction. It will be the rarest of markers who withholds judgement until the end. The introduction is something you absolutely must start strong.

Always develop an introduction that clearly sets out the aims of what you are about to write and, if applicable, refers to the subject under investigation. State what the essay will try to achieve and briefly mention some of the main points you will consider. The idea is to give the marker an overview of your argument, to show that your thought process is logical and coherent and that you have carefully thought the question through. Don’t try to go into any of your key points in depth in your introduction – they will each be covered by a full paragraph later on. If the question is an ‘either or’ or a ‘how far do you agree’ question, it is useful to set out both sides of the argument briefly in the introduction in preparation for exploring the two sides later in the essay.

Think of your introduction as a thumbnail picture of the whole essay. Anyone, but especially the marker, should know the essay subject and how you intend to prove or disprove it, just from having read just the introduction.

Take the following example:

You have been given this assignment: The main purpose of Gothic fiction is to break normal moral and social codes. Discuss.

A strong introduction should read something like this:

It is certainly true that many works of Gothic fiction manifest the transgression of normal moral and social codes as their major theme. Their emphasis on female sexuality, their breaking of the boundaries between life and death and their shocking displays of immoral religious characters would all suggest that this is indeed the case. However, it is also important to consider other major aspects of the genre that might be considered equally important in purpose, such as its fascination with the supernatural, its portrayal of artificial humanity and its satirical social attacks. This essay will explore these conflicting purposes with reference to several different Gothic texts to discover what might be best described as the ‘main’ purpose of the genre.

Reread that paragraph. Does it tell you what the topic of the essay is? What the point is? What the essay plans to do? Now, without reading think about just the size of that paragraph. If a marker were to see an introduction that were any less than that they would automatically know, without even reading a word, that the topic was not going to be well introduced. That is not to suggest you simply fill up the paragraph, but that a certain amount of information in the introduction is expected.

It is worth pointing out that in a much longer essay an introduction does not need to be limited to a single paragraph. Generally, however, it will be.

The body of your essay

The second part of the essay is the body. This is the longest part of the essay. In general, a short essay will have at least three full paragraphs; a long essay considerably more.

Each paragraph is a point that you want to make that relates to the topic. So, going back to the ‘give me more money’ example from earlier, each reason you have for deserving a raise should be a separate paragraph, and that paragraph is an elaboration on that claim.

Paragraphs, like the essay overall, also have an expected structure. You should start a new paragraph for each major new idea within your essay, to clearly show the examiner the structure of your argument. Each paragraph should begin with a signpost sentence that sets out the main point you are going to explore in that section. It is sometimes helpful to refer back to the title of the essay in the signpost sentence, to remind the examiner of the relevance of your point. Essay writing becomes much easier for you too this way, as you remind yourself exactly what you are focusing on each step of the way.

Here's a signpost sentence example: One important way in which Gothic fiction transgresses normal moral and social codes is in its portrayal of the female heroine.

Further sentences in this paragraph would then go on to expand and back up your point in greater detail and with relevant examples. The paragraph should not contain any sentences that are not directly related to the issue set out in the signpost sentence. So you are writing an essay that clearly separates its ideas into structured sections. Going back to the wage-raise example: in the middle of talking about how punctual you are, would you start talking about how you are a good colleague, then about that client you impressed, and then talk about your punctuality again? Of course not. The same rules apply: each paragraph deals with one idea, one subject.

The end of your essay

The last section of your essay is the conclusion. In general, this will also be a single paragraph in shorter essays, but can go on to two or three for slightly longer discussions.

Every well-structured essay ends with a conclusion . Its purpose is to summarise the main points of your argument and, if appropriate, to draw a final decision or judgement about the issues you have been discussing. Sometimes, conclusions attempt to connect the essay to broader issues or areas of further study.

It is important not to introduce any new ideas in the conclusion – it is simply a reminder of what your essay has already covered. It may be useful again to refer back to the title in the conclusion to make it very clear to the examiner that you have thoroughly answered the question at hand. Make sure you remind them of your argument by very concisely touching on each key point.

Here an example of an essay conclusion:

Overall, whilst it is certainly true that the characters, plots and settings of Gothic fiction seem firmly intended to break normal moral and social codes, the great incidence within the genre of the depiction of the supernatural, and in particular its insistent reference to social injustice and hypocrisy might suggest that in fact its main purpose was the criticism and reform of society.

But where do I start???

Now you should have a solid grasp of a typical essay structure but might not know how to actually begin structuring your essay. Everyone works differently. Some people have no trouble thinking everything out in their head, or putting together a plan, and starting with the introduction and finishing with the conclusion.

One surefire way to make your life easier is to, in the first instance, write out an essay plan . Jotting down a plan where you create a structure, which details what your essay will cover, will save you time in the long run - so we highly recommend you do this!

When planning your essay structure, we suggest writing from the inside out and doing the body paragraphs first. Since each body paragraph is a main idea, then once you know what your main ideas are, these should come fairly easily. Then the introduction and conclusion after that.

If you're really struggling - or just curious - you can also look into the Essay Writing Service from ourselves here at Oxbridge Essays. We can put together a comprehensive essay plan for you, which maps out your essay and outlines the key points in advance, and in turn makes the writing process much easier.

One final thought to remember: good essays are not written, they are rewritten . Always go over your first draft and look for ways to improve it before handing it in.

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Sentence Structure Types and Examples

| Candace Osmond

Candace Osmond

Candace Osmond studied Advanced Writing & Editing Essentials at MHC. She’s been an International and USA TODAY Bestselling Author for over a decade. And she’s worked as an Editor for several mid-sized publications. Candace has a keen eye for content editing and a high degree of expertise in Fiction.

Whether you’re building houses, cooking, or writing, having a clear structure will help you reach your goal. In language, sentences also have structures.

This comprehensive guide will show you the different types of sentence structure and examples. Learning the sentence structure examples will help you add sentence variety to your essays and other writing assignments.

Definitions and Examples of Basic Sentence Elements

Before mastering the different types of sentence structures, it’s essential to understand the various elements of the sentence. Mix and match these elements to form sentence variety and show the different structures. 

Subject and Verb

All sentences should include a subject, which refers to the doer of the action or the one that expresses time or existence. It can be a noun or a personal pronoun, specifically a nominative pronoun. These pronouns include “I,” “he,” “she,” “it,” “they,” “we,” and “you.”

Meanwhile, a verb expresses an action, condition, or the fact that anything exists. It can be an action word or a linking verb.

• We gave her food.

(“We” performs the action “gave.”)

• Jane left early.

(“Jane” performs the action “left.”)

Objects are any person, thing, concept, place, or animal that receives the action in the sentence. They can be a direct object, indirect object, or object of the preposition. They can be nouns or object pronouns like “me,” “him,” “her,” “it,” “them,” “us,” and “you.”

• We gave her food .

(In this sentence, there are two objects. “Her” is the indirect object, which receives the direct object “food.”)

• We stood on the rock .

(“Rock” is the object of the preposition “on.”)

Independent Clause

Independent clauses are sentence elements that can stand as a complete sentence because of the complete thought. They include a subject and a verb in all types of writing. Some independent clauses have objects.

(The complete sentence is made of one independent clause, “We gave her food.”)

• She writes .

(“She writes” is an independent clause that contains the subject “she” and the verb “writes.”)

(“We stood on the rock” is an independent clause because it has a subject and verb. Independent clauses may also include prepositional phrases like “on the rock.”)

• Jane left early because she had a fever.

(“Jane left early” is an independent clause from the sentence. It can stand alone as a sentence.)

• Ending a sentence with a preposition

Dependent Clause

In the English language, dependent clauses cannot complete thought nor stand on their own as a sentence. Also known as a subordinate clause, it often starts with common subordinating conjunctions . Dependent clauses require independent clauses to be a complete sentence.

• Because she had a fever.

(“Because she had a fever” may be understandable, but it does not express a complete idea. It starts with the subordinating conjunction “because.”)

• When I was ten years old.

(This dependent clause cannot stand on its own as a sentence.)

Types of Sentence Structure

Now that you know the elements of a sentence, it’s time to study the basic types of sentences.

Simple Sentences

A simple sentence is a basic sentence construction with one independent clause. In English sentences, that means it has a simple subject and a verb. It can also have an object. There are four simple sentence types. Here are some simple sentence examples.

Single Subject + Single Verb

• The car stopped out front of the house.
• They ran away.

Single Subject + Compound Verbs

• I ate bacon and drank coffee this morning.
• The receptionist called and talked to my mother.

Compound Subjects + Single Verb

• Mom and dad went out.
• The hat and blazer look good together.

Compound Subjects + Compound Verbs

• Sarah and Matteo got married and went to Hawaii.
• Max and Cooper ran around the house and asked for a treat.

Compound Sentences

A compound sentence is one of the sentence types that comprise more than one independent clause through coordinating conjunction or semicolon. Coordinating conjunctions are phrases that have “for,” “and,” “nor,” “but,” “or,” “yet,” and “so.”

Here are some compound sentence structure examples:

• Max ran around, and Cooper asked for a treat.

(Notice the difference between this sentence and the previous sentence.)

• She’s already taken so please admire her from afar.

(In the first independent clause, the subject is “she,” and the auxiliary verb is “is.” The subject of the second clause is “you” because it’s an imperative sentence. “Admire” is the verb in the second clause.”)

You should never join two independent clauses with a subordinating conjunction. That will make one clause a dependent clause.

Complex Sentences

Complex sentences are made of one independent clause and a dependent clause. This formation of sentences should not be confused with compound sentences, which do not contain a dependent clause. 

This English sentence structure typically includes subordinating conjunction to separate the two clauses. They have “after,” “although,” “before,” “because,” “how,” “if,” “than,” “when,” etc.

Examples: 

• Although Harry was tired, he still attended the event.

(Independent clause: “He still attended the event.” Dependent clause: “Although Harry was tired.”)

• I purchased the old edition because it’s more affordable.

(Independent clause: “I purchased the old edition.” Dependent clause: “because it’s more affordable.”)

• Nathan can move out once he graduates.

(Independent clause: “Nathan can move out.” Dependent clause: “Once he graduates.”)

Compound-Complex Sentences

A compound-complex sentence is a single sentence that has at least one dependent clause and at least two independent clauses. Complex-compound sentences require a thorough knowledge of structural principles for the readability of the writer.

• Martha arrived early because she was excited, so the whole family was surprised.
• Jerry disappeared after we went downstairs for the lunch break, but he returned before the evening.

You can separate these clauses with a comma so that readers will understand your statement. 

What are the Rules of Sentence Structure?

Here are a few sentence structure rules to consider to help you become a more versatile writer.

Every Sentence Has at Least One Independent Clause

No matter how many dependent clauses you have, they can never be a complete sentence without an independent clause.

• Because she wrote a list, although I told her not to

(These two dependent clauses do not form a complete thought. It’s a sentence fragment.)

Imperative Sentences Have “You” as an Invisible Subject

For example, “stop playing, or I will turn the music off” is a compound sentence. In the first independent clause, which shows a command, the subject is “you.”

Use Subordinating Conjunctions to Combine Independent and Dependent Clauses

An incomplete sentence may result if you join independent and dependent clauses without a conjunction. 

• I like the cake. It’s not too sweet.

I like the cake because it’s not too sweet.

Use Comma or Coordinating Conjunctions to Join Independent Clauses

Otherwise, you might end up with run-on sentences . A run-on sentence has two independent clauses that are misconnected. It can be a comma splice error. 

• Wrong: Participants should leave immediately, they don’t have to indicate their age. 

Correct: Participants should leave immediately, and they don’t have to indicate their age.

Sentence Structure Exercises

Identify the type of sentence structure of each item.

• The woman on top of the hill screamed and cried for help.

Answer: Simple

• Although he’s a good husband, Bill wants to do better because he’s about to have a child, and Sam agrees.

Answer: Compound-complex

• We’re so close yet so far.
• Time is running and James is still on the first page of the test.

Answer: Compound

• The dictator won because of poor voter education.

Answer: Complex

Summary of Sentence Structures

Understanding the different kinds of sentences based on structure will help you become a more varied writer. Remember that English has four types of sentence structures:

• Simple sentence: One independent clause.
• Compound sentence: More than one independent clause.
• Complex sentence: An independent clause and at least one dependent clause.
• Compound-Complex sentence: At least two independent clauses and one dependent clause.

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How to Structure an Essay

• Writing Essays
• Writing Research Papers
• English Grammar
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

If you've been tasked with  writing an essay  for a class assignment, the project might seem daunting. However, your assignment doesn't have to be a hair-pulling, frazzled all-nighter. Think of writing an essay as if you were  making a hamburger . Imagine the parts of a burger: There's a bun (bread) on top and a bun on the bottom. In the middle, you'll find the meat. 

Your introduction is like the top bun announcing the subject, your supporting paragraphs are the beef in the middle, and your conclusion is the bottom bun, supporting everything. The condiments would be the specific  examples  and  illustrations  that can help to  clarify  key points and keep your writing interesting. (Who, after all, would eat a burger composed only of bread and beef?)

Each part needs to be present: A soggy or missing bun would cause your fingers to slip immediately into the beef without being able to hold and enjoy the burger. But if your burger had no beef in the middle, you'd be left with two dry pieces of bread.

The Introduction

Your  introductory paragraphs  introduce the reader to your topic. For example, you might choose to write an essay titled, "Technology Is Changing Our Lives." Start your introduction with a  hook  that captures the reader's attention: "Technology is taking over our lives and changing the world."

After you introduce your topic and draw the reader in, the most important part of your introductory paragraph(s) would be you the main idea, or  thesis . "The Little Seagull Handbook" calls this a statement that introduces your main point, identifying your topic. Your thesis statement could read: "Information technology has revolutionized the way we work."

But, your topic can be more varied and may cover seemingly mundane subjects, such as this opening paragraph from Mary Zeigler's " How to Catch River Crabs ." Zeigler grabs the reader's attention  from the first sentence:

"As a lifelong crabber (that is, one who catches crabs, not a chronic complainer), I can tell you that anyone who has patience and a great love for the river is qualified to join the ranks of crabbers.​"

The final sentences of your introduction, then, would be a mini-outline of what your essay will cover. Don't use an outline form, but explain briefly all the key points you intend to discuss in narrative form.

Supporting Paragraphs

Extending the hamburger essay theme, the  supporting paragraphs  would be beef. These would include well-researched and logical points that support your thesis. The  topic sentence  of each paragraph might serve as the reference points of your mini-outline. The topic  sentence , which is often at the beginning of a  paragraph , states or suggests the main idea (or  topic ) of a paragraph.

Bellevue College in Washington state shows how to write  four different supporting paragraphs on four different topics : a description of a beautiful day; savings and loan and bank failures; the writer's father; and, the writer's joke-playing cousin. Bellevue explains that your supporting paragraphs should provide rich, vivid imagery, or logical and specific supporting details, depending on your topic.

A perfect supporting paragraph for the technology topic, discussed previously, could draw on current events. In its Jan. 20-21, 2018, weekend edition, "The Wall Street Journal" ran an article titled, " Digital Revolution Upends Ad Industry : A Divide Between Old Guard and New Tech Hires."

The article described in searing detail, how one of the world's biggest ad agencies lost a major Mcdonald's advertising account to a relative upstart because the fast-food chain felt the older agency "was not adept enough at using data to quickly produce online ads and target minute slices of its customer base."

The younger, hipper, agency, by contrast, had worked with Facebook Inc. and Alphabet Inc's Google to assemble a team of data experts. You could use this news story to illustrate how technology—and a need for workers who understand it and are able to use it—is taking over the world and is changing entire industries.

The Conclusion

Just as a hamburger needs a durable bottom bun to contain all the ingredients inside, your essay needs a strong conclusion to support and buttress your points. You can also think of it as the closing argument a prosecutor might make in a criminal court case. The closing arguments section of a trial takes place when the prosecution attempts to strengthen the evidence she presented to the jury. Even though the prosecutor likely provided solid and compelling arguments and evidence during the trial, it isn't until the closing arguments that she ties it all together.

In the same way, you'll restate your main points in the conclusion in reverse order of how you listed them in your introduction. Some sources call this an upside-down triangle: The intro was a triangle that was right-side up, where you started with a short, razor sharp point—your hook—which then fanned out slightly to your topic sentence and broadened further with your mini-outline. The conclusion, by contrast, is an upside-down triangle that starts by broadly reviewing the evidence—the points you made in your supporting paragraphs—and then narrows to your topic sentence and a restatement of your hook.

In this way, you've logically explained your points, restated your main idea, and left readers with a zinger that hopefully convinces them of your point of view.

Bullock, Richard. "The Little Seagull Handbook with Exercises." Michal Brody, Francine Weinberg, Third edition, W. W. Norton & Company, December 22, 2016.

• Structure of a Descriptive Essay
• Understanding What an Expository Essay Is
• The Art of the Freshman Essay: Still Boring From Within?
• An Essay Revision Checklist
• 67 Causal Essay Topics to Consider
• Tips on How to Write an Argumentative Essay
• How to Write a Narrative Essay or Speech (With Topic Ideas)
• Revision and Editing Checklist for a Narrative Essay
• Topical Organization Essay
• Cause and Effect Essay Topics
• How to Write a Solid Thesis Statement
• How to Write a Persuasive Essay
• List of Topics for How-to Essays
• How to Develop and Organize a Classification Essay
• 'Whack at Your Reader at Once': Eight Great Opening Lines
• How to Use Verbs Effectively in Your Research Paper

Sentence Structure: A Complete Guide (With Examples & Tasks)

This article is part of the ultimate guide to language for teachers and students. Click the buttons below to view these.

  A TEACHER’S GUIDE TO SENTENCE STRUCTURE

This article aims to inform teachers and students about writing great sentences for all text types and genres. I would also recommend reading our complete guide to writing a great paragraph here. Both articles will find great advice, teaching ideas, and resources.

WHAT IS SENTENCE STRUCTURE?

When we talk about ‘sentence structure’, we are discussing the various elements of a sentence and how these elements are organized on the page to convey the desired effect of the author.

Writing well in terms of sentence structure requires our students to become familiar with various elements of grammar and the various types of sentences that exist in English.

In this article, we will explore these areas and discuss various ideas and activities you can use in the classroom to help your students on the road to mastering these different sentence structures. This will help make their writing more precise and interesting in the process.

TYPES OF SENTENCE STRUCTURE

In English, students need to get their heads around four types of sentences. They are:

Mastering these four types of sentences will enable students to articulate themselves effectively and with personality and style.

Achieving this necessarily takes plenty of practice, but the process begins with ensuring that each student has a firm grasp on how each type of sentence structure works.

But, before we examine these different types of structures, we must ensure our students understand the difference between independent and dependent clauses. Understanding clauses and how they work will make it much easier for students to grasp the following types of sentences.

A COMPLETE UNIT ON TEACHING SENTENCE STRUCTURE

This complete  SENTENCE STRUCTURE UNIT  is designed to take students from zero to hero over  FIVE STRATEGIC LESSONS  to improve  SENTENCE WRITING SKILLS  through  PROVEN TEACHING STRATEGIES covering:

SENTENCE CLAUSES

Teaching sentence clauses requires a deep understanding of the topic and an ability to explain it in an engaging and easy way for students to understand. In this article, we’ll discuss the basics of sentence clauses and provide some tips for teaching them to students.

What are Sentence Clauses?

A sentence clause is a group of words that contains a subject and a verb. It can be a complete sentence on its own or a part of a larger sentence. There are two types of sentence clauses: independent and dependent.

Independent Clauses

Put simply; clauses are parts of a sentence containing a verb. An independent clause can stand by itself as a complete sentence. It expresses a complete thought or idea and includes a subject and a verb  – more on this shortly!

Here’s an example of an independent clause in a sentence:

“I went to the store.”

In this sentence, “I went to the store” is an independent clause because it can stand alone as a complete sentence and expresses a complete thought. It has a subject (“I”) and a verb (“went”), and it can be punctuated with a period.

Dependent Clauses / Subordinate Clauses

Dependent clauses, on the other hand, are not complete sentences and cannot stand by themselves. They do not express a complete idea. To become complete, they must be attached to an independent clause. Dependent clauses are also known as subordinate clauses .

An excellent way to illustrate the difference between the two is by providing an example that contains both.

For example:

Even though I am tired, I am going to work tonight.

The non-underlined portion of the sentence doesn’t work as a sentence on its own, so it is a dependent clause. The underlined portion of the sentence could operate as a sentence in its own right, and it is, therefore, an independent clause. 

Now we’ve got clauses out of the way, we’re ready to look at each type of sentence in turn.

Teaching sentence clauses to students is essential because it helps them understand sentence structure. Understanding the structure of sentences is essential for effective writing and communication. It also helps students to identify and correct common errors in their writing, such as sentence fragments and run-on sentences.

Simple Sentences

Simple sentences are, unsurprisingly, the easiest type of sentence for students to grasp and construct for themselves. Often these types of sentences will be the first sentences that children write by themselves, following the well-known Subject – Verb – Object or SVO pattern.

The subject of the sentence will be the noun that begins the sentence. This may be a person, place, or thing, but most importantly, it is the doer of the action in the sentence.

The action itself will be encapsulated by the verb, which is the action word that describes what the doer does.

The object of the sentence follows the verb and describes that which receives the action.

This is again best illustrated by an example. Take a look at the simple sentence below:

Tom ate many cookies.

In this easy example, the doer of the action is Tom , the action is ate , and the receiver of the action is the many cookies .

Subject = Tom

Object = many cookies

After some practice, students will become adept at recognizing SVO sentences and forming their own. It’s also important to point out that simple sentences don’t necessarily have to be short.

This research reveals that an active lifestyle can have a great impact for the good on the life expectancy of the average person.

Despite this sentence looking more sophisticated (and longer!), this is still a simple sentence as it follows the SVO structure:

Subject = research

Verb = reveals

Object = that an active lifestyle can have a great impact for the good on the life expectancy of the average person.

Though basic in construction, it is essential to note that a simple sentence is often the perfect structure for dealing with complex ideas. Simple sentences can effectively provide clarity and efficiency of expression, breaking down complex concepts into manageable chunks.

MORE SIMPLE SENTENCE EXAMPLES

• She ran to the store.
• The sun is shining.
• He likes to read books.
• The cat is sleeping.
• I am happy.

Simple Sentence Reinforcement Activity

To ensure your students grasp the simple sentence structure, have them read a photocopied text pitched at a language level suited to their age and ability.

On the first run-through, have students identify and highlight simple sentences in the text. Then, students should use various colors of pens to pick out and underline the subject, the verb, and the object in each sentence.

This activity helps ensure a clear understanding of how this structure works and helps to internalize it. This will reap rich rewards for students when they come to the next stage, and it’s time for them to write their own sentences using this basic pattern.

After students have mastered combining subjects, verbs, and objects into both long and short sentences, they will be ready to move on to the other three types of sentences, the next of which is the compound sentence .

EXAMPLES OF SIMPLE, COMPLEX AND COMPOUND SENTENCES

COMPOUND SENTENCE S

While simple sentences consist of one clause with a subject and a verb, compound sentences combine at least two independent clauses that are joined together with a coordinating conjunction .

There’s a helpful acronym to help students remember these coordinating conjunctions; FANBOYS .

Some conjunctions will be more frequently used than others, with the most commonly used being and , but , or , and so .

Whichever of the conjunctions the student chooses, it will connect the two halves of the compound sentence – each of which could stand alone as a complete sentence.

Compound sentences are an essential way of bringing variety and rhythm to a piece of writing. The decision to join two sentences together into one longer compound sentence is made because there is a strong relationship between the two. Still, it is important to remind students that they need not necessarily be joined as they can remain as separate sentences.

The decision to join or not is often a stylistic one.

For example, the two simple sentences:

1. She ran to the school.

2. The school was closed.

It can be easily joined together with a coordinating conjunction that reveals an essential relationship between the two:

She ran to the school, but the school was closed.

As a bonus, while working on compound sentences, a convenient opportunity arises to introduce the correct usage of the semicolon. Often, where two clauses are joined with a conjunction, that conjunction can be replaced with a semicolon when the two parts of the sentence are related, for example:

She ran to the school; the school was closed.

While you may not wish to muddy the waters by introducing the semicolon while dealing with compound sentences, more advanced students may benefit from making the link here.

MORE COMPOUND SENTENCE EXAMPLES

• I want to go to the beach this weekend, but I also need to finish my homework.
• She loves to sing and dance, so she decided to audition for the school musical.
• I enjoy reading books, and my brother prefers to watch movies.
• The dog barked at the mailman, and the mailman quickly walked away.
• He ate his breakfast, and then he went for a run in the park.

Reinforcement Activity:

A good way for students to practice forming compound sentences is to provide them with copies of simple books from early on in a reading scheme. Books for emergent readers are often written in simple sentences that form repetitive patterns that help children internalize various language patterns.

Challenge your students to rewrite some of these texts using compound sentences where appropriate. This will provide valuable practice in spotting such opportunities in their writing and experience in selecting the appropriate conjunction.

COMPLEX SENTENCES

There are various ways to construct complex sentences, but essentially any complex sentence will contain at least one independent and one dependent clause. However, these clauses are not joined by coordinating conjunctions. Instead, subordinating conjunctions are used.

Here are some examples of subordinating conjunctions:

●     after

●     although

●     as

●     as long as

●     because

●     before

●     even if

●     if

●     in order to

●     in case

●     once

●     that

●     though

●     until

●     when

●     whenever

●     wherever

●     while

Subordinating conjunctions join dependent and independent clauses together. They provide a transition between the two ideas in the sentence. This transition will involve a time, place, or a cause and effect relationship. The more important idea is contained in the sentence’s main clause, while the less important idea is introduced by the subordinating conjunction.

Although Catherine ran to school , she didn’t get there in time.

We can see that the first part of this complex sentence (in bold ) is a dependent clause that cannot stand alone. This fragment begins with the subordinating conjunction ‘although’ which joins it to, and expresses the relationship with, the independent clause which follows.

When complex sentences are organized this way (with the dependent clause first), you’ll note the comma separates the dependent clause from the independent clause. If the structure is reorganized to place the independent clause first, with the dependent clause following, then there is no need for this comma.

You will not do well if you refuse to study.

Complex sentences can be great tools for students to not only bring variety to their writing but to explore complex ideas, set up comparisons and contrasts, and convey cause and effect.

MORE COMPLEX SENTENCE EXAMPLES

• Despite feeling exhausted from a long day at work, she still managed to summon the energy to cook a delicious dinner for her family.
• In order to fully appreciate the beauty of the artwork, one must take the time to examine it closely and consider the artist’s intentions.
• The new student, who had just moved to the city from a small town, felt overwhelmed by the size and complexity of her new school.
• Although he had studied diligently for weeks, he was still nervous about the upcoming exam, knowing that his entire future depended on his performance.
• As the sun began to set, the birds flew back to their nests, signalling the end of another day and the beginning of a peaceful evening.

Reinforcement Activity

A helpful way to practice writing complex sentences is to provide students with a subordinating conjunction and dependent clause and challenge them to provide a suitable independent clause to finish out the sentence.

After returning home for work,…

Although it was late,…

You may also flip this and provide the independent clause first before challenging them to come up with a suitable dependent clause and subordinating conjunction to finish out the sentence.

Daily Quick Writes For All Text Types

Our FUN DAILY QUICK WRITE TASKS will teach your students the fundamentals of CREATIVE WRITING across all text types. Packed with 52 ENGAGING ACTIVITIES

COMPOUND-COMPLEX SENTENCES

Compound-complex sentences are, not surprisingly, the most difficult for students to write well. If, however, your students have put the work in to gain a firm grasp of the preceding three sentence types, then they should manage these competently with a bit of practice.

Before teaching compound-complex sentences, it’ll be worth asking your students if they can make an educated guess at a definition of this type of sentence based on its title alone.

The more astute among your students may well be able to work out that a compound-complex sentence refers to joining a compound sentence with a complex one. More accurately, a compound-complex sentence combines at least two independent clauses and one dependent clause.

Since the school was closed, Sarah ran home and her mum made her some breakfast.

We can see here the sentence begins with a dependent clause followed by a compound sentence. We can also see a complex sentence nestled there if we look at the bracketed content in the version below.

( Since the school was closed, Sarah ran home ) and her mum made her some breakfast.

This is a fairly straightforward example of complex sentences, but they can come in lots of guises, containing lots more information while still conforming to the compound-complex structure.

Because most visitors to the city regularly miss out on the great bargains available here, local companies endeavor to attract tourists to their businesses and help them understand how to access the best deals the capital has to offer.

A lot is going on in this sentence, but it follows the same structure as the previous one on closer examination. That is, it opens with a dependent clause (that starts with subordinating conjunction) and is then followed by a compound sentence.

With practice, your students will soon be able to quickly identify these more sophisticated types of sentences and produce their own examples.

Compound-complex sentences can bring variety to a piece of writing and help articulate complex things. However, it is essential to encourage students to pay particular attention to the placement of commas in these sentences to ensure readers do not get confused. Encourage students to proofread all their writing, especially when writing longer, more structurally sophisticated sentences such as these.

MORE COMPOUND-COMPLEX SENTENCE EXAMPLES

• Despite the fact that he was exhausted from his long day at work, he went to the gym and completed a gruelling hour-long workout, but he still managed to make it home in time for dinner with his family.
• The orchestra played beautifully, filling the concert hall with their harmonious melodies, yet the soloist stole the show with her hauntingly beautiful rendition of the final movement.
• Although the road was treacherous and steep, the hiker persevered through the difficult terrain, and after several hours, she reached the summit and was rewarded with a breathtaking view of the valley below.
• The chef prepared a mouth-watering feast, consisting of a savory roast beef, a colorful array of fresh vegetables, and a decadent chocolate cake for dessert, yet the dinner party was still overshadowed by the heated political debate.
• After a long and tiring day, the student sat down to study for her final exam, but she couldn’t concentrate because her mind was consumed with worries about her future, so she decided to take a break and go for a run to clear her head.

Regenerate response

You could begin reinforcing student understanding of compound-complex sentences by providing them with a handout featuring several examples of this type of sentence.

Working in pairs or small groups, have the students identify and mark the independent clauses (more than 1) and dependent clauses (at least 1) in each sentence. When students can do this confidently, they can then begin to attempt to compose their own sentences.

Another good activity that works well as a summary of sentence structure work is to provide the students with a collection of jumbled sentences of each of the four types.

Challenge the students to sort the sentences into each of the four types. In a plenary, compare each group’s findings and examine those sentences where the groups disagreed on their categorization.

In teaching sentence structure, it is essential to emphasize to our students that though the terminology may seem quite daunting at first, they will quickly come to understand how each structure works and recognize them when they come across them in a text.

Much of this is often done by feel, especially for native English speakers. Just as someone may be a competent cyclist and struggle to explain the process verbally, grammar can sometimes feel like a barrier to doing.

Be sure to make lots of time for students to bridge the gap between the theoretical and the practical by offering opportunities to engage in activities that allow students to get creative in producing their own sentences.

WRITING CHECKLISTS FOR ALL TEXT TYPES

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WHAT IS A SENTENCE FRAGMENT?

A sentence fragment is a collection of words that looks similar to a sentence but actually isn’t a complete sentence. Sentence fragments usually lack a subject or verb or don’t express a complete thought. Whilst a fragmented sentence can be punctuated to appear similar to a complete sentence; it is no substitute for a sentence.

Sentence fragment features:

These are the distinguishing features of a sentence fragment:

• Example: Jumped further than a Kangaroo. (Who jumped?)
• Example: My favorite math teacher.  (What did the teacher do or say?)
• Example: For better or worse.  (What is better or worse? What is it modifying?)
• Example: When my mother married my father.  (What happened when “my mother married my father?”)
• Example: Such as, my brother was practising martial arts.  (It is unclear; did something happen when my brother was practising martial arts?)

The methods for correcting a sentence fragment are varied, but essentially it will boil down to three options. Either attach it to a nearby sentence, revise and add the missing elements or rewrite the entire passage or fragment until they are operating in sync with each other.

Let’s explore some of these methods to fix a fragmented sentence. Firstly, one must identify the subject and verb to ensure that the fragment contains the necessary components of a complete sentence. For instance, in the sentence “Running down the street, I saw a dog,” the subject (“I”) and verb (“saw”) are present, making it a complete sentence.

Furthermore, it is important to check for a complete thought within the sentence fragment. In other words, the fragment should express a complete idea; if it doesn’t, it should be revised accordingly. An example of a sentence fragment with a complete thought is “Running down the street, I saw a dog chasing a cat.”

Lastly, combining sentence fragments with independent clauses can help create complete sentences. For instance, “Running down the street, I saw a dog. It was chasing a cat” can be combined into one sentence: “Running down the street, I saw a dog chasing a cat.” This not only creates a complete sentence but also enhances the overall coherence and readability of the text.

In summary, sentence fragments can hinder effective communication and must be avoided in writing. To fix a sentence fragment, one must identify the subject and verb, ensure a complete thought is expressed, and consider combining it with an independent clause. By doing so, writers can create clear, concise, and meaningful sentences that easily convey their intended message.

TOP TIPS FOR TEACHING SENTENCE STRUCTURE

• Start with the basics: Begin by teaching students about the different parts of a sentence, such as subject, verb, and object. Use examples and visual aids to help them understand the function of each part.
• Use varied sentence structures: Show students examples of different sentence structures, such as simple, compound, and complex sentences. Please encourage them to use varied sentence structures in their writing.
• Practice with sentence combining: Give students several short, simple sentences and ask them to combine them into a longer sentence using conjunctions or other connecting words. This exercise will help them understand how to construct complex sentences.
• Use real-life examples: Incorporate examples from everyday life to help students understand how sentence structure affects meaning. For example, “I saw the man with the telescope” and “I saw the man, with the telescope” have different meanings due to the placement of the comma.
• Provide feedback: Give students feedback on their writing, focusing on the structure of their sentences. Encourage them to revise and improve their writing by experimenting with different sentence structures. Please provide specific examples of how they can improve their sentence structure.

SENTENCE STRUCTURE VIDEO TUTORIALS

OTHER GREAT ARTICLES RELATED TO SENTENCE STRUCTURE

Glossary of literary terms

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Teaching Proofreading and Editing Skills

How to write a perfect 5 Paragraph Essay

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Scholarly Voice: Varying Sentence Structure

Sentence structure refers to the physical nature of a sentence and how the elements of that sentence are presented. Just like word choice, writers should strive to vary their sentence structure to create rhythmic prose and keep their reader interested. Sentences that require a variation often repeat subjects, lengths, or types.

Related information about varying sentence structures can be found through these links:

• Sentence Structure and Types of Sentences
• Run-On Sentences and Sentence Fragments
• Parallel Construction
• Relative, Restrictive, and Nonrestrictive Clauses
• Conjunctions

Varying Subject or Word Choice

One of the easiest ways to spot text that requires variety is by noting how each sentence opens. Writers can often overuse the same word, like an author’s name, or a subject, like pronouns to refer to an author, when beginning sentences. This lack of subject variety can be distracting to a reader. Review the following paragraph’s sentence variety:

My philosophy of education is derived from my personal experiences. I have been an educator for 4 years, and I have learned a lot from more experienced teachers in my district. I also work mainly with students from a low socioeconomic background; my background was quite different. I will discuss how all of these elements, along with scholarly texts, have impacted my educational philosophy.

Notice how the writer of this paragraph starts each sentence and clause with a personal pronoun. Although the writer does alternate between “I” and “my”, both pronouns refer to the same subject. This repetition of personal pronouns is most common when writing a Personal Development Plan (PDP) or other personal papers. To avoid this type of repetition, try adjusting the placement of prepositional phrases or dependent clauses so the subject does not open each sentence:

My philosophy of education is derived from my personal experiences. Having been an educator for 4 years, I have learned a lot from more experienced teachers in my district. I also work mainly with students from a low socioeconomic background that is quite different from mine. In this paper, I will discuss how all of these elements, along with scholarly texts, have impacted my educational philosophy.

Varying Sentence Length

Another way to spot needed sentence variety is through the length of each sentence. Repeating longer sentences can inundate a reader and overshadow arguments, while frequently relying on shorter sentences can make an argument feel rushed or stunted.

Overusing Long Sentences

The company reported that yearly profit growth, which had steadily increased by more than 7% since 1989, had stabilized in 2009 with a 0% comp, and in 2010, the year they launched the OWN project, actually decreased from the previous year by 2%. This announcement stunned Wall Street analysts, but with the overall decrease in similar company profit growth worldwide, as reported by Author (Year) in his article detailing the company’s history, the company’s announcement aligns with industry trends and future industry predictions.

Notice how this paragraph is comprised of just two sentences. While each clause does provide relevant information, the reader may have difficulty identifying the subject and purpose of the whole paragraph.

Overusing Short Sentences

In 2010, the company’s yearly profit growth decreased from the previous year by 2%. This was the year they launched the OWN project. The profit growth had steadily increased by more than 7% since 1989. (They stabilized in 2009.) This announcement stunned Wall Street analysts. However, it aligns with the decrease in similar company profit growth worldwide. It also supports future predictions for the industry (Author, Year).

Notice how this paragraph uses the same information as the previous one but breaks it into seven sentences. While the information is more digestible through these shorter sentences, the reader may not know what information is the most pertinent to the paragraph’s purpose.

Alternating Sentence Length

Alternating between lengths allows writers to use sentences strategically, emphasizing important points through short sentences and telling stories with longer ones:

The company reported that profit growth stabilized in 2009, though it had steadily increased by more than 7% since 1989. In 2010, the year they launched the OWN project, company profit growth decreased from the previous year. This announcement stunned Wall Street analysts. According to Author (Year), however, this decrease was an example of a trend across similar company profit growth worldwide; it also supports future predictions for the industry.

Varying Sentence Type

One of the trickiest patterns to spot is that of repetitive sentence type. Just like subject and length, overusing a sentence type can hinder a reader’s engagement with a text. There are four types of sentences: simple, compound, complex, and compound-complex. Each sentence is defined by the use of independent and dependent clauses, conjunctions, and subordinators.

• Simple sentences: A simple sentence is an independent clause with no conjunction or dependent clause.
• Compound sentences: A compound sentence is two independent clauses joined by a conjunction (e.g., and, but, or, for, nor, yet, so).
• Complex sentences: A complex sentence contains one independent clause and at least one dependent clause. The clauses in a complex sentence are combined with conjunctions and subordinators, terms that help the dependent clauses relate to the independent clause. Subordinators can refer to the subject (who, which), the sequence/time (since, while), or the causal elements (because, if) of the independent clause.
• Compound-complex sentences: A compound-complex sentence contains multiple independent clauses and at least one dependent clause. These sentences will contain both conjunctions and subordinators.

Understanding sentence type will help writers note areas that should be varied through the use of clauses, conjunctions, and subordinators.

In her article, Author (Year) noted that the participants did not see a change in symptoms after the treatment. Even during the treatment, Author observed no change in the statements from the participants regarding their symptoms. Based on these findings, I will not use this article for my final project. Because my project will rely on articles that note symptom improvement, Author’s work is not applicable.

Notice how the writer relies solely on complex sentences in this paragraph, even placing dependent clauses at the beginning of each sentence. Here is an example of merely adjusting the placement of these dependent clauses but not the sentence type:

In her article, Author (Year) noted that the participants did not see a change in symptoms after the treatment. Author observed, even during treatment, no change in the statements from the participants regarding their symptoms. I will not use this article for my final project based on these findings. Because my project will rely on articles that note symptom improvement, Author’s work is not applicable.

While this change in the placement of dependent clauses does avoid a repetitive rhythm to the paragraph, try combining sentences or using conjunctions to create compound or compound-complex sentences to vary sentence type:

In her article, Author (Year) noted that the participants did not see a change in symptoms after the treatment. Author observed, even during treatment, no change in the statements from the participants regarding their symptoms, and based on these findings, I will not use this article for my final project. Because my project will rely on articles that note symptom improvement, Author’s work is not applicable.

Making these slight adjustments to sentence type helps the reader engage with the narrative rather than focus on the structure of the text. Adjusting your sentence type during a final revision is a great way to create effective prose for any scholarly document.

Varying Sentence Structure Video Playlist

Note that these videos were created while APA 6 was the style guide edition in use. There may be some examples of writing that have not been updated to APA 7 guidelines.

• Engaging Writing: Overview of Tools for Engaging Readers (video transcript)
• Engaging Writing: Tool 1—Syntax (video transcript)
• Engaging Writing: Tool 2—Sentence Structure (video transcript)
• Engaging Writing: Tool 3—Punctuation (video transcript)
• Structuring Sentences: Simple Sentences (video transcript)
• Structuring Sentences: Compound Sentences (video transcript)
• Structuring Sentences: Complex Sentences (video transcript)
• Structuring Sentences: Combining Sentences (video transcript)

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A clear, arguable thesis will tell your readers where you are going to end up, but it can also help you figure out how to get them there. Put your thesis at the top of a blank page and then make a list of the points you will need to make to argue that thesis effectively.

For example, consider this example from the thesis handout : While Sandel argues persuasively that our instinct to “remake”(54) ourselves into something ever more perfect is a problem, his belief that we can always draw a line between what is medically necessary and what makes us simply “better than well”(51) is less convincing.

To argue this thesis, the author needs to do the following:

• Show what is persuasive about Sandel’s claims about the problems with striving for perfection.
• Show what is not convincing about Sandel’s claim that we can clearly distinguish between medically necessary enhancements and other enhancements.

Once you have broken down your thesis into main claims, you can then think about what sub-claims you will need to make in order to support each of those main claims. That step might look like this:

• Evidence that Sandel provides to support this claim
• Discussion of why this evidence is convincing even in light of potential counterarguments
• Discussion of cases when medically necessary enhancement and non-medical enhancement cannot be easily distinguished
• Analysis of what those cases mean for Sandel’s argument
• Consideration of counterarguments (what Sandel might say in response to this section of your argument)

Each argument you will make in an essay will be different, but this strategy will often be a useful first step in figuring out the path of your argument.  

Strategy #2: Use subheadings, even if you remove them later  

Scientific papers generally include standard subheadings to delineate different sections of the paper, including “introduction,” “methods,” and “discussion.” Even when you are not required to use subheadings, it can be helpful to put them into an early draft to help you see what you’ve written and to begin to think about how your ideas fit together. You can do this by typing subheadings above the sections of your draft.

If you’re having trouble figuring out how your ideas fit together, try beginning with informal subheadings like these:

• Introduction  
• Explain the author’s main point  
• Show why this main point doesn’t hold up when we consider this other example  
• Explain the implications of what I’ve shown for our understanding of the author  
• Show how that changes our understanding of the topic

For longer papers, you may decide to include subheadings to guide your reader through your argument. In those cases, you would need to revise your informal subheadings to be more useful for your readers. For example, if you have initially written in something like “explain the author’s main point,” your final subheading might be something like “Sandel’s main argument” or “Sandel’s opposition to genetic enhancement.” In other cases, once you have the key pieces of your argument in place, you will be able to remove the subheadings.  

Strategy #3: Create a reverse outline from your draft  

While you may have learned to outline a paper before writing a draft, this step is often difficult because our ideas develop as we write. In some cases, it can be more helpful to write a draft in which you get all of your ideas out and then do a “reverse outline” of what you’ve already written. This doesn’t have to be formal; you can just make a list of the point in each paragraph of your draft and then ask these questions:

• Are those points in an order that makes sense to you?  
• Are there gaps in your argument?  
• Do the topic sentences of the paragraphs clearly state these main points?  
• Do you have more than one paragraph that focuses on the same point? If so, do you need both paragraphs?  
• Do you have some paragraphs that include too many points? If so, would it make more sense to split them up?  
• Do you make points near the end of the draft that would be more effective earlier in your paper?  
• Are there points missing from this draft?  
• picture_as_pdf Tips for Organizing Your Essay

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

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.

An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

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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• False cause fallacy
• Sunk cost fallacy

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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.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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