graduate level essay writing

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Writing an outstanding graduate school essay – insider tips from experts.

Are you ready to embark on the next stage of your academic journey? As you contemplate pursuing a graduate degree, it’s crucial to recognize the significance of your statement of purpose. This essential document serves as your opportunity to stand out among the highly competitive pool of applicants and persuade the admissions committee why you belong in their esteemed program.

While the thought of distilling your accomplishments, goals, and motivations into a single essay may seem intimidating, fear not! With a strategic approach, you can create a captivating statement of purpose that showcases your unique qualities and potential contributions to your chosen field.

One key strategy to master is storytelling. Rather than simply listing your achievements and aspirations, weave a narrative that engages the reader and conveys your passion. By sharing experiences that have shaped your academic trajectory and personal growth, you can craft a compelling narrative that demonstrates your commitment and drive.

How to Make Your Grad School Essay Stand Out

Ensuring that your grad school essay catches the attention of the admissions committee is crucial to increasing your chances of acceptance. To achieve this, it is important to focus on crafting a unique and compelling essay that showcases your individuality, strengths, and potential contributions to the academic community.

One strategy is to begin your essay with a captivating anecdote or personal story that relates to your field of study or demonstrates your passion and dedication. This approach can help to engage the reader from the very beginning and create a memorable impression.

Another way to make your grad school essay stand out is to showcase your research and academic accomplishments. Highlighting any relevant publications, research projects, or awards can demonstrate your commitment to your chosen field and establish your credibility as a prospective graduate student.

Furthermore, it is important to tailor your essay to the specific program or institution you are applying to. Researching the program and understanding its unique qualities and values can allow you to effectively demonstrate how your own goals and aspirations align with those of the program, making your essay more compelling and convincing.

Additionally, focusing on your future goals and aspirations can help to demonstrate your motivation and potential for success in graduate school. Clearly articulating how the program will help you achieve your career objectives can showcase your ambition and dedication, distinguishing you from other applicants.

In conclusion, crafting a grad school essay that stands out requires a combination of creativity, research, and self-reflection. By showcasing your unique qualities, academic achievements, and future goals, you can create a compelling essay that grabs the attention of the admissions committee and increases your chances of being accepted into your desired graduate program.

Why a compelling opening is crucial

Having an attention-grabbing introduction is essential when it comes to writing a standout essay for graduate school admissions. The beginning of your essay sets the tone for the entire piece, capturing the reader’s interest and making them want to keep reading. It is the first impression you make on the admissions committee, and it can make a significant impact on their decision-making process.

A compelling opening establishes your voice and demonstrates your ability to engage the reader. It showcases your writing skills and creativity, indicating that you possess the qualities necessary for success in graduate school. An impressive introduction helps you stand out from the competition and makes your essay memorable.

Moreover, a strong opening can also help to establish a connection with the reader. It can evoke emotions, create empathy, or raise thought-provoking questions that stimulate their interest. By capturing their attention from the beginning, you have a better chance of keeping them engaged throughout your essay.

Additionally, a well-crafted introduction should provide a glimpse into your motivation for pursuing a graduate degree. It should convey the reasons behind your choice and highlight your passion and commitment to the field. By communicating your genuine interest and dedication, you present yourself as a desirable candidate to the admissions committee.

In conclusion, a compelling opening is crucial for a successful grad school essay. It sets the tone, showcases your writing skills, and establishes a connection with the reader. By crafting an attention-grabbing introduction, you increase your chances of making a positive impression and standing out among other applicants. So, take the time to develop an engaging beginning that captures the reader’s interest and leaves a lasting impact.

Highlight your unique experiences and achievements

Shine a light on the aspects of your life that make you stand out from other applicants by highlighting your unique experiences and achievements. Show the admissions committee the qualities, skills, and talents that make you a compelling candidate for their graduate program.

When writing your grad school essay, consider the different experiences you have had that have shaped you as an individual. Maybe you have lived in different countries or have volunteered in a unique community service program. Highlight these experiences and explain how they have influenced your worldview and your desire to pursue advanced education.

Besides experiences, also focus on your achievements. Have you received any awards or recognition for your work? Have you published any research or articles? Have you completed any notable projects that demonstrate your skills and abilities? These achievements can help demonstrate your commitment and ability to succeed in graduate school.

It’s important to remember that while talking about your experiences and achievements, you should also tie them back to your goals and aspirations for graduate school. Show how these experiences have motivated you to pursue further education and how they have prepared you for the challenges and opportunities that lie ahead.

In conclusion, when writing your grad school essay, don’t shy away from showcasing your unique experiences and achievements. They can help differentiate you from other applicants and demonstrate your potential as a graduate student. Use specific examples and vivid language to paint a clear picture of who you are and what you have to offer to the graduate program you are applying to.

Showcase your passion and commitment for the subject

One of the most important aspects of writing an effective grad school essay is to showcase your genuine passion and unwavering commitment for the subject you are applying for. Admissions committees are not just looking for applicants who meet the academic requirements; they want to see individuals who are truly passionate about their chosen field of study.

When writing your essay, it is essential to convey your enthusiasm and dedication in a compelling way. You can achieve this by sharing personal anecdotes that illustrate how you discovered your passion for the subject and how it has shaped your academic and professional aspirations. By painting a vivid picture of your journey, you can help the admissions committee understand why you are the ideal candidate for their program.

Furthermore, it is vital to demonstrate your commitment to the subject by highlighting your relevant experiences and achievements. This could include internships, research projects, publications, or any other activities that demonstrate your active involvement within the field. Showcasing these accomplishments not only highlights your dedication but also provides tangible evidence of your abilities and potential for success in graduate school.

In addition to describing your experiences, it is essential to explain how these experiences have influenced your goals and aspirations. What specific lessons did you learn? How have these experiences shaped your understanding of the subject? By reflecting on these questions, you can provide deeper insights into your passion and commitment, showing the admissions committee that you have a thoughtful and informed understanding of your chosen field.

Finally, while it is crucial to showcase your passion and commitment, it is equally important to maintain a professional and concise writing style. Avoid excessive enthusiasm or exaggeration; instead, focus on presenting your genuine interest and dedication in a clear and concise manner. Strive to strike a balance between showcasing your passion and commitment while also demonstrating your ability to communicate effectively and professionally.

In conclusion, showcasing your passion and commitment for the subject is essential in writing an effective grad school essay. By sharing personal anecdotes, highlighting relevant experiences, explaining the lessons learned, and maintaining a professional tone, you can convince the admissions committee that you are not only passionate but also well-prepared to contribute to their program.

Emphasize your potential for future success

Highlighting your potential for future success is crucial when writing your graduate school essay. This section allows you to showcase your unique qualities, skills, and experiences that make you stand out as a candidate.

• Focus on your achievements: Demonstrate your past accomplishments and how they have shaped your character and professional aspirations. Highlight any leadership roles, academic awards, research projects, or internships that have contributed to your growth and development.
• Showcase your passion: Share your genuine passion for your field of study and your drive to make a meaningful impact. Discuss specific experiences or events that have inspired you and how they have influenced your career goals.
• Highlight your skills: Identify the key skills and strengths that will enable you to succeed in your chosen field. Whether it’s critical thinking, problem-solving, communication, or teamwork, provide examples of how you have demonstrated these skills in the past.
• Outline your future goals: Clearly articulate your short-term and long-term goals and how attending graduate school will help you achieve them. Explain how your previous experiences and skills have prepared you for these goals and how the graduate program aligns with your future plans.
• Demonstrate your dedication: Show your commitment to your field of study by discussing any relevant extracurricular activities, volunteer work, or professional experiences. Highlight your ability to balance multiple responsibilities and how you have gone above and beyond to pursue your passion.

This section of your graduate school essay allows you to paint a picture of your potential for future success. By showcasing your achievements, passion, skills, goals, and dedication, you can convince the admissions committee that you are not only qualified for the program but also have the drive and potential to excel in your field.

The importance of proofreading and editing

Ensuring the accuracy and clarity of your writing is essential when it comes to presenting your ideas effectively in a graduate school essay. That’s why proofreading and editing play a crucial role in the writing process. They go beyond simply checking for spelling and grammar errors, and involve reviewing and revising your content to improve its overall quality.

Proofreading involves carefully reading through your essay to identify any errors or inconsistencies. This includes checking for spelling mistakes, grammatical errors, and punctuation errors. It also involves reviewing the structure and flow of your sentences and paragraphs to ensure they are clear and coherent.

Editing, on the other hand, focuses on making revisions to improve the content and style of your essay. This includes clarifying your ideas, removing any unnecessary or repetitive information, and rephrasing sentences for clarity and conciseness. Editing also involves checking the overall organization and structure of your essay to ensure it follows a logical and cohesive format.

The importance of proofreading and editing cannot be overstated. When you take the time to carefully review and revise your work, you can eliminate any errors or weaknesses that may weaken your argument or confuse your readers. By ensuring your writing is clear, concise, and well-structured, you can effectively convey your ideas and make a strong impression on the admissions committee.

Proofreading and editing also help you to improve your writing skills. By carefully reviewing your work and identifying areas for improvement, you can learn from your mistakes and grow as a writer. It allows you to develop a critical eye and attention to detail, which are valuable skills that can benefit you not only in your graduate studies but also in your future career.

In conclusion, proofreading and editing are essential steps in the writing process for a graduate school essay. They ensure the accuracy, clarity, and overall quality of your writing, allowing you to effectively convey your ideas to the admissions committee. Additionally, they help to improve your writing skills and develop important attention to detail. So take the time to thoroughly proofread and edit your essay to make it the best it can be.

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Graduate Writing Overview

Welcome to the Purdue OWL

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Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Here we present four vidcasts that offer a broad introductory overview of graduate writing. In this context, it is helpful to think about writing as a conversation , a process , a social endeavor , and a disciplinary undertaking . Stay tuned as we continue to publish these vidcasts!

Writing at the graduate level is quite different from writing at the undergraduate level. As emerging scholars, graduate writers will need to become well-versed in the scholarly conversations taking place in the journals and at the conferences within their field. Where undergraduate writers may find themselves primarily writing for their professor as audience and to show mastery of subject matter as a purpose, graduate writers’ audience will be their colleagues in the field, and their purpose will be to engage in conversation with and to disseminate new research to those colleagues. A graduate writer’s identity as scholar requires a concurrent identity as writer.

Materials in this section cover a range of topics relevant to graduate-level writing and to the process of becoming a scholarly writer within a particular field. Two sets of vidcasts fall in the category of Intensive Writing Experience (IWE). An IWE is a concentrated program aimed at a particular group of graduate students (e.g., those new to graduate writing or those writing theses and dissertations). These programs ask writers to learn about and engage with information about and strategies to apply to writing that they can then use in their own work. The Introduction to Graduate Writing vidcast series explores how writing is a conversation, a process, a social endeavor, and discipline specific. The IWE for Thesis and Dissertation writers offers material on how to set goals for and remain motivated during a long-term project. It covers topics relevant to drafting and revising documents, such as reverse outlining, sentence concision, and flow in scholarly writing.

In addition to the vidcasts, this section of the OWL houses a number of handouts specific to graduate writing on topics such as style or organization and on genres such as literature reviews and conference proposals. These materials offer explanations and samples of the particular topic or genre being covered in the handout.

How to write a graduate-level essay

Lead personal leadership challenge reflective paper, demn linking theory with practice.

• 2. Create a preliminary document plan
• 3. Draft your thesis statement
• 4a. Become familiar with the information landscape
• 4b. Select the appropriate search tool
• 4c. Develop effective searches
• 4d. Beyond keyword searching
• 4e. Find statistical information
• 4f. Evaluate the resources you find
• 4g. Read, absorb, and organize the information you find
• 5. Finalize your document plan
• 6. Double-check your research
• 7. Start writing the first draft
• 8. Overcome writer's block
• 9. Revise the draft
• 10. Edit the draft
• 11. Prepare the final version
• 12. Submit the assignment

Please note: The examples provided here are illustrations only and may not reflect the current course assignment. Students should not rely on this information to shape their assignments but should instead refer to the assignment description provided by their instructor(s).

1. Assignment description: LEAD: Personal leadship challenge (PLC) description .

2. Marked-up versions with verbs, keywords, and instructions indicated: LEAD: PLC description mark-up .

Condensed interpretation of the assignment:

• 1000-1500 words, excluding references 
• identify personal leadership challenge currently facing in workplace
• reflect on personal responsibility for challenge
• demonstrate openness to shifting challenge through own personal learning
• personal and immediate
• challenge that can be addressed internally without relying on further organizational support or action
• situation must be able to be improved through applying skills and knowledge gained in first term
• must be able to identify potential change in situation through application of change in behaviour, new knowledge, or interactions with others
• scope: problem must be small enough to address after first term but sufficiently interesting to keep interest for 11 weeks of term
• selecting and using appropriate research evidence from readings
• quote from organizational materials to contextualize challenge
• refer to guiding questions for content direction
• APA 6th edition formatting rules for citations and references
• Submit to drop box

Dr. Brigitte Harris, Director of the School of Leadership, approved this interpretation of the assignment.

Please note: The example provided here is only an illustration and may not reflect the current course assignment. Students should not rely on this information to shape their assignments but should instead refer to the assignment description provided by their instructor.

For the full assignment description, please click here: DEMN linking theory with practice .

To see the version with the verbs, keywords, and instructions indicated, click here: DEMN linking theory with practice mark-up .

• 6 page (1500 words) argumentative essay, not including title page or references
• Select real disaster and emergency management practice problem from own practice or intended area of practice
• Critically review peer-reviewed research to find 5 or 6 research articles that improve personal understanding of problem
• Describe the problem and situate it in own professional context
• Synthesize and critique literature findings
• Use literature as evidence to support arguments re: how to address problem/issue
• Provide analysis on how research evidence supports and informs practice = demonstrate critical thinking
• See suggested process in assignment
• APA format guidelines
• Introduction - no heading required
• Section/sub-section headings
• Show opposite side of argument when relevant
• Conclusion that summarizes points from paper and suggests implications for research/practice
• References (APA format)
• All pages are included in the page count and are therefore numbered; however, the title page doesn't show a number.

The interpretation of this assignment was approved by Dr. Jean Slick, director of the School of Humanitarian Studies and faculty member for the MA in Disaster and Emergency Management program.

• << Previous: 1. Understand the assignment
• Next: 2. Create a preliminary document plan >>
• Last Updated: Feb 6, 2024 4:02 PM
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Building Graduate Level-Writing Skills

On this page, you'll find:

What Makes Graduate-Level Writing Unique?

How to join a scholarly conversation.

Keeping the Conversation Going

Glossary of Common Terms for Graduate Writers

Students enter graduate school with a range of different experiences and skills as writers. It’s normal to encounter assignments that are new to you, and you’re not alone—even if it seems like everyone knows what they’re doing, your peers are also figuring out how graduate-level writing works! This guide summarizes how graduate-level writing builds on the writing you may have done as an undergraduate, reviews strategies you can use in your writing, and provides a glossary of frequently used terms.   

  This guide offers general strategies, but part of being a graduate student also includes building discipline-specific expertise. You can build from the information found in this guide by talking to peers and advisors in your specific discipline and by reading scholarship on topics in your discipline that interest you.

As an undergraduate, you may have practiced creating your own arguments (for instance, perhaps you developed an interpretation of a literary work) or conducting research. You may have applied your research (or outside sources provided by your instructor) to another text, study, or event you were analyzing. Graduate-level writing is an opportunity for students to synthesize these skills by joining scholarly conversations.   

In this case, a conversation isn’t a verbal discussion (though scholars in your field certainly talk about their research and ideas in presentations, panels, and more). Rather, this kind of conversation refers to a body of writing on a particular topic or question. Scholars don’t work in isolation: their ideas are informed by and build on previous research. In a face-to-face conversation with a friend, you wouldn’t simply repeat what they said. In addition, you’d likely reference past conversations and shared experiences. Scholarly conversations work in the same way. If you’re a sociologist interested in studying how social media use influences teenagers’ friendship dynamics, for instance, you need to become an expert on what others have learned about this topic before contributing your own ideas. In other words, you’re putting your work in conversation with others’ work by responding to what they’ve already found, and often by expanding, complicating, or providing new ways of engaging with previous work/scholarship.   

The idea of contributing to a scholarly conversation can feel overwhelming at first. You may wonder, “How can I possibly come up with something new that hasn’t been said before?” A helpful strategy is the CaRS Model developed by scholar John Swales , which many scholars use when crafting introductions to their work (but you can also use it as a thought exercise when seeking a direction for your own project s ) . CaRS , which stands for “Create a Research Space,” has three “ move s ” (or steps) :  

• Move 1- Establish a Research Territory: Your research territory is the topic you will investigate . Although the word “topic” sounds quite general, be specific when defining your area of focus. For instance, a topic like “Spanish film over the last 50 year s” is too wide; you might narrow down that topic to “ Pedro Almodóvar’s films with female protagonists . ” E stablishing your research territory in writing means provid ing an overview of what’s already known about your topic ( in other words, summarizing accepted facts and relevant/recent research). D escrib ing what has already bee n proven or discussed by other scholars indicates why your topic matters and is worth exploring.   
• T h e gap you identify could be an aspect of your topic that scholars haven’t investigated before (“While previous studies have explored X , little is known about Y ”).   
• Another kind of gap could be a counterargument (“Although previous studies have found X , that perspective is limited because Y ”). Identifying why gaps exis t can also be a n interesting way of finding a niche.   
• Yet another kind of gap could be an area in someone else’s work that you plan to clarify or build on (“Smith’s exploration of X established Y , but further research is necessary in order to fully understand Z ,” “Smith’s theory regarding X can be applied to Y in order to Z ”) .    
• Move 3 – Occupy the Niche: Once you’ve defined the gap that your work will fill, you need to explain how you will fill it. Occupying your niche means describing your particular project and approach. What is your research question /goal ? How will you address it? Will your work result in a new theory or methodology , or perhaps a solution to a troubling issue or debate? In STEM fields , occupying your niche may also ne cessitate describ ing your methods, timeline, and hypothes is. In Humanities fields, part of occupying your niche is stating your thesis .   

To learn more , check out this resource about the CaRS Model ( which includes a sample introduction using all three moves).   

One final note:  The University of Vermont’s Graduate Writing Center provides this important reminder: “In occupying a gap, avoid wherever possible words like ‘neglected,’ ‘failed,’ or ‘ignored’ to critique other researchers in your field. (Those researchers may well be among your readers and, in the case of proposals, your referees !) Try framing your contribution in positive terms: ‘While X pioneered research in..., my work contributes to/supplements/responds/resolves...’” This framing can help you build on previous conversations and can be an additional way to show your familiarity with prior work.  

Keep ing the Conversation Going  

F ollowing the three moves of the CaRS Model will allow you to position your work in relationship to previous scholarship—but the conversation doesn’t end there. Think of your writing as an ongoing conversation about your topic , and actively participate in that conversation by responding to others’ work/research throughout the body of your text, not just in the introduction. Here are “moves” you can use in your writing to keep the conversation g o ing:  

• Identify where you’re coming from: The projects graduate students undertake are often rooted in their personal identities, stemming from a core experience, belief, or goal. If you think your background may influence the perspective you bring to your work, say so! The University of Vermont’s Graduate Writing Center encourages students to “Reflect on your method, on your socio-cultural standpoint, on the values/assumptions you might be bringing to the table, and on your language choices.” Explaining the specific choices you make (e.g., using one term instead of another), acknowledging the unconscious biases that may impact your thinking, and describing how the work of key sources may have influenced your approach helps your readers trust and contextualize your point of view. These kinds of moves are more accepted in some disciplines than others, so if you’re unsure, check with a trusted mentor.  
• Forward: Forwarding the work of others means agreeing with them as a way of connecting to or emphasizing your own idea(s). For instance, you might describe a key principle from another scholar’s research that underlies your work as a way of establishing the basis for your argument. Using their research as a starting point, you can show how your findings rely on previously established facts. According to the University of Vermont’s Graduate Writing Center, this move is effective because “you are pulling your audience along with you towards your idea because you’re all on the same side: ‘Yes, X, ... and XY too!’”  
• Borrow: One way of forwarding another scholar’s work is to borrow a specific term or theoretical framework that you can apply to your work (presumably a context to which the term or framework hasn’t previously been applied). After reviewing that scholar’s definition, you can explain how their ideas correspond to your particular area of focus (e.g., “Smith coined the term X to mean...In this study, we apply X to Y in order to...”).  
• Extend: Extending takes borrowing one step further: rather than applying another scholar’s term or theoretical framework as they defined it, redefine it and apply your version. In other words, you might develop, build on, or add to the term or framework; update it to be more current; change, adjust, or cut parts of it; etc. (e.g., “While Smith coined the term X to mean...I propose amending X to Y in this particular context because...”).  
• Illustrate: As an undergraduate writer, you likely had lots of practice using evidence to support your claims. “Illustrating” is another way of saying “give examples!” More specifically, you might illustrate ideas that are foundational to your work by tracing trends. If you notice that several scholars make the same point or have proven the same idea, you can provide multiple examples from different scholars’ work to illustrate that experts in your field agree on those issues. You might also include evidence from your own research to show how your work aligns with a particular trend or finding.   
• Counter: Countering another scholar’s work means politely disagreeing. You might disagree with someone’s entire argument, part(s) of their argument, or the ideas underlying their argument. Likewise, you might believe that their work is incomplete or only applies to certain situations or contexts. You might even agree with their overall conclusions but have an alternative (better) way of arriving at the same idea. As when identifying gaps in someone else’s research, it’s important to counter kindly—disagree, but don’t disregard! If you harshly reject another scholar’s work, you risk seeming less thoughtful (and credible).   

Glossary of Common Terms for Graduate Writers  

This glossary provides brief descriptions of concepts, opportunities, and different types of writing you may encounter during your graduate study. If you’re having difficulty figuring out what an assignment is asking, you can consult ou r guide to Understanding an Assignment . Additionally, remember that you can bring writing related to any of the following terms (at any stage of the writing proce ss) to the Writing Center to get feedback from a consultant.   

• C heck out this resource for more information about writing abstracts (you’ll find an overview of different types of abstracts , tips about how to write abstracts in different disciplines, and models of well-written abstracts ) .     
• A dissertation grows out of original research conducted by a graduate student (typically a doctoral candidate) intended to fill a gap in their field or build on prior research in a way that hasn’t been done before.   
• A thesis (typically the capstone project within a master’s degree program) develops an argument based on previous research conducted by other scholars rather than contributing new research , though this can vary depending on the discipline and specific program requirements .  
• Whereas dissertation writers typically defend their research methodology and findings before a committee of evaluators (meaning they give an extensi ve presentation /discussion ) , a defense is less common for thes es.    
• Check out UMB’s Fellowships page to learn more about the types of fellowships available and the services UMB provides to applicants (which include helping compile your application, facilitating practice interviews, and more).   
• Check out UMB’s page on graduate research grants for more information about grants available to graduate students through the University (including those from the Institute for Asian American Studies and the Graduate Student Assembly) as well as external organizations.   
• Doctoral s tudents whose dissertation proposals have been formally approved by their committees (or who have received a letter of support from the dissertation committee chair confirming that their proposal will be approved) can apply for UMB’s Doctoral Dissertation Research Grant Program .   
• The National Science Foundation Graduate Research Fellowship Program (NSF GRFP) provides funding for master ’ s and doctoral student researchers in NSF-supported science, technology, engineering, and mathematics disciplines.  
• UMB’s Transdisciplinary Dissertation Proposal Development Program provides funding for students who are ready to develop dissertation proposals that draw on inter- or transdisciplinary theories, methods, or approaches.  
• If you’re pursuing a teaching career post-graduat ion , learn more about Fed eral TEACH Grants  
• Explore GoGrad’s list of grants available to graduate students .  
• UMB’s Healey Library has created this resource on literature reviews that includes instructions on how to find published examples of literature reviews that you can use as models for your own work.  
• This resource provides examples of prospectuses within different disciplines (Humanities, Social Sciences, and Sciences) .   According to Purdue’s Online Writing Lab, the rhetorical situation “refers to any set of circumstances that involves at least one person using some sort of communication to modify the perspective of at least one other person.” In other words, the rhetorical situation is the particular set of c ondition s surrounding a piece of writing . R hetorical situations have five elements: 1) The text (genre), 2) the author (person doing the communicating), 3) the audience (those receiving the communication), 4) the purpose of the communication ( why it’s being written), and 5) the setting (the context: time and place). As you read different types of writing, try to define the specific rhetorical situation of each piece. Developing your understanding of rhetorical situations will help you learn how to shape your own writing in a way that “meets your audience’s needs.”
• The text is a glossary providing definitions and links to additional resources .   
• T he author is a member of the Writing Center’s administrative team with a background in teaching and writing .  
• T he audience is graduate students seeking writing support or getting oriented to graduate-level writing .   
• T he purpose is to c hallenge the assumption that students begin graduate school with prior understanding of frequently referenced vocabulary and writing assignments . This guide aims to help students make sense of this “hidden curriculum ” and therefore increase equity and inclusion.   
• Finally, the setting is 2023 in Boston, MA in the United States. 
• Taking note of these circumstances allows readers to distinguish this piece of writing from, for instance, an article in The Guardian (a British newspaper) , which would have different “answers” to each of the five elements, as well as understand the reasoning behind the writer’s choices.   
• Check out this resource for more information on rhetorical situations .  

Writing at the Graduate Level

Personal statements.

2 Law School Personal Statements That Succeeded ( Ilana Kowarski , U.S. News & World Report) An article that discusses successful personal statements for law school.

10 tips for writing a grad school personal statement (Billie Streufert, USA Today) “While you cannot change your grade point average or entrance exam scores, you have complete control over the contents of your personal statement. There are many applicants and few spots, so work diligently to persuade readers that you fit their program given your qualifications, interests and professional goals. Use the tips below to prepare and refine your essay.”

Advice for Writing Personal Statements (George Mason University, The Writing Center) A list of rhetorical questions to ask yourself when preparing a personal statement.

Writing a Personal Statement (Binghamton University, Fleishman Center for Career and Professional Development) (PDF) Includes strategies for focusing your essay, prewriting questions, resources, and tips.

Writing the Personal Statement (Purdue OWL) “This handout provides information about writing personal statements for academic and other positions.” It includes rhetorical questions to ask yourself before you begin writing and helpful advice. The following sections are also excellent resources:

• Advice from Admissions Representatives Read about what admissions officers from different colleges say they’re looking for in an admissions essay or statement.
• Examples of Successful Statements Two personal statement examples that can serve as resources for writers composing their own personal statements.
• Personal Statement: Top 10 Rules and Pitfalls As the title suggests, this source lists some “dos” and “don’ts” for writing a personal statement.

Write Your Personal Statement (University of Illinois at Urbana-Champaign, The Career Center) Provides tips for writing personal statements.

Writing Your Medical School Personal Statement (The Princeton Review) A brief list of tips for writing a personal statement when you’re applying to medical school.

Writing Your Personal Statement (University of Delaware, Career Center) An overview of writing personal statements with general tips, a suggested process, self-reflective questions, and a list of “dos” and “don’ts.”

EXPECTATIONS AND GOALS OF GRADUATE-LEVEL WRITING

Introduction to Graduate Writing (Dr. Emily Heady, Liberty University Graduate Writing Center) “Some characteristics of good graduate-level writing remain consistent across disciplinary boundaries. This workbook is designed to give students practice in these areas, which include the following:

• Punctuation
• Logic and Organization
• Critical Thinking
• Diction and vocabulary
• Research Writing

In addition, this workbook will give students limited practice in discipline-specific skills such as citation.”

Do’s and Don’ts of Graduate Writing (Debra Davenport, Purdue University) A handy article listing expectations of graduate-level writing.

Graduate Student Writing Resources (Portland University, Writing Center) Here you’ll learn about the differences between undergraduate and graduate-level writing, research, language use, documentation, and integrating evidence.

Temple University Harrisburg Guide To Graduate Level Writing (Temple University; retrieved from Utica College Resources for Graduate Students) (PowerPoint Presentation Download) This PowerPoint presentation provides students with a way to approach writing a 10-12-page paper, from finding a topic to making final edits. It also includes information on making sentence-level revision, with emphases on the following topics: clarity, semantics, positive phrases, subordination, parallel structure, and paragraph construction. Finally, the presentation offers a brief overview of APA citations.

USING PRIMARY, SECONDARY AND TERTIARY SOURCES

How to Read a Primary Source (University of Iowa, College of Liberal Arts and Sciences: History) This source provides a series of critical thinking questions to help you analyze a primary source based on its purpose, argument, presuppositions, epistemology, and relationship to other texts.

Research Using Primary Sources (University of Maryland, University Libraries) Primary, secondary and tertiary sources are explained with definitions and examples. Included on this page you will also find a short video detailing specific criteria for evaluating sources.

A Source’s Role in Your Paper (Harvard College Writing Program) “When you begin to draft your paper, you will need to decide what role each of your sources will play in your argument. In other words, you will need to figure out what you’re going to do with the source in your paper. As you consider what role each source will play in your paper, you should begin by thinking about the role that source played in your research process.” This source offers “a list of questions to help you decide how you’re going to use each of your sources.”

What are Primary Sources? (Yale University) Primary Sources at Yale divides primary sources into the following categories, with detailed explanations and tools for finding sources within each category: Books and Pamphlets, Serials, Government Documents, Manuscript and Archival Material, Maps, Realia/Artifacts, Tablets, Visual Materials, Music, Sound Recordings, Oral History and Dissertations.

What Are You Supposed To Do With Sources? (Harvard College Writing Program) Identifying useful sources is an important part of the research process, but it is equally important to understand how to use these sources effectively in your paper. This source details how to consider your sources in the context of your central research question, discipline, and scope of your paper.

What is Primary Research and How Do I Get Started? (Purdue OWL) “Primary research involves collecting data about a given subject directly from the real world. This section includes information on what primary research is, how to get started, ethics involved with primary research and different types of research you can do. It includes details about interviews, surveys, observations, and analysis.”

IRB APPLICATIONS

Common Problems with IRB Applications (Montclair State University, IRB) The Montclair State University IRB has compiled a list of common issues with applications they review. Here is a list of these issues and a description of the measures you can take when completing your application to avoid them.

How do I improve my consent’s “readability”, or lower its “reading level”? (Montclair State University, IRB) (PDF) This document explains how to test your document’s readability according to the Flesch-Kincaid Grade Level and the steps you can take to improve its readability.

Identifying and Avoiding Bias in Research (Christopher J. Pannucci and Edwin G. Wilkins, National Center for Biotechnology Information) In the second section of this article, “Pre-trial bias,” you can learn about “the importance of clearly defining both risk and outcome, the necessity of standardized protocols for data collection, and the concepts of selection and channeling bias.” Clearly defining, acknowledging, and/or avoiding non-intentional bias in your research design will help you submit a well-planned and thorough IRB application.

Montclair State University: Institutional Review Board (Montclair State University, IRB) “The purpose of this website is to provide investigators and the research community at the University with the information and materials that are needed to obtain IRB approval of research that involves human participants.”

Readable Readability is a measure of how easy a piece of text is to read. It can include elements of complexity, familiarity, legibility and typography. Readability formulas usually look at factors like sentence length, syllable density and word familiarity as part of their calculations.

Tips to Reduce IRB Application Turnaround Time (The University of Mississippi) These tips from the University of Mississippi include some best practices for all researchers submitting IRB applications.

WRITING TERM PAPERS

Graduate School Papers and You (Tara Kuther, Thought Co.) Kuther explains the importance of recognizing short papers in graduate school as furthering scholarly exploration, creating opportunities for constructive feedback, improving writing skills, and preparing for a thesis or dissertation.

Writing Tips for PhD Students (John H. Cochrane, University of Chicago) (PDF) Cochrane offers tips for PhD students who are organizing, writing, and presenting seminar papers. Although he focuses mostly on business writing, much of his advice can be useful for all postgraduate writers.

WRITING YOUR THESIS, PROSPECTUS OR DISSERTATION

Abstracts (UNLV Writing Center) (PDF) This page defines what an abstract is providing samples.

How Theses Get Written: Some Cool Tips (Steve Easterbrook, University of Toronto) (PDF) These presentation slides offer tips for writing your thesis and insights into how your examiner/advisor might review or comment on your work.

How to Organize your Thesis (John W. Chinneck, Carleton University) This page highlights the importance of graduate research, offers a generic thesis structure, and provides some suggestions for writing your thesis.

Prospectus Writing (Yale Poorvu Center for Teaching and Learning) This site includes guidelines and links to prospectus examples from different disciplines.

Resources for Dissertators (University of Wisconsin – Madison, The Writing Center) “This page lists some useful books and websites for graduate students working on dissertations.”

Time Management Tips for Dissertation Writing (Elizabeth Gritter, UNC Chapel Hill; Retrieved from The Southern Association for Women Historians) (PDF) In this handout, Gritter presents time management strategies for people who are writing their dissertations.

Writing a Literature Review (Purdue Owl) “A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research (scholarship) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.”

Writing and Presenting Your Thesis or Dissertation (S. Joseph Levine, Michigan State University) “Instead of examining such aspects as identifying appropriate sample size, field testing the instrument and selecting appropriate statistical tests, this guide looks at many of the quasi-political aspects of the process. Such topics as how to select a supportive committee, making a compelling presentation of your research outcomes and strategies for actually getting the paper written are discussed.”

Writing the Thesis (Mark C. Griffin, San Francisco State University) (PDF) “This guide is designed to give you a procedural outline for working on your thesis. Every thesis project will have special considerations that are not covered here. You should consult with your committee early and frequently to resolve how to handle these special considerations.” The format and documentation of your project will vary based upon your school and discipline.

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APA Writing Guide: Formatting for Graduate Students

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Writing Center

The Liberty University Writing Center is available to provide writing coaching to students. Residential students should contact the  On-Campus Writing Center  for assistance. Online students should contact the  Online Writing Center  for assistance.

General Rules

Liberty University has determined that graduate students will use APA 7’s formatting guidelines for professional papers. To assist you, Liberty University's Writing Center provides a template paper and a  sample paper .

For professional papers, the following four sections are required: 

• Title Page with Running Head
• Abstract with Keywords
• Reference List

Here are a few things to keep in mind as you format your paper:

• Fonts  - LU recommends that papers be typed in 12-point Times New Roman or 11-point Calibri fonts.  
• Use only one space at the end of each sentence in the body of your paper.
• In general, APA papers should be double spaced throughout. A list of exceptions can be found here.
• To make sure that your paper is double spaced throughout,  select the text ,  right click , select ' Paragraph ,' and look under the section ' Line Spacing ' as shown below:

• Margins/Alignment  - Your paper should use 1-inch margins on standard-sized paper (8.5' X 11'). Make sure that you use  Align Left  (CTRL + L) on the paper, except for the title page.  
•   Indentation – The first sentence in each new paragraph in the body of the paper should be indented a half inch. The abstract, however, should not be indented. References use hanging indentation .  
• Headings:   Please note that all headings are in title case. Level 1 headings should be centered (and in bold), and Level 2 and 3 headings should be left-aligned (and in bold or bold italic, respectively). Level 4 and 5 headings are indented like regular paragraphs. An example of formatting headings in a paper is available here

Title Page: When setting up the professional title page, please note the following elements should be present on the page:

• There is no limit to the number of words in the title.
• Add an extra blank double-spaced line between the title and author’s name.
• Name of each author (centered)
• Name of department and institution/affiliation (centered)
• Place the author note in the bottom half of the title page. Center and bold the label “Author Note.” Align the paragraphs of the author note to the left. For an example, see the LU Writing Center template for graduate students here .
• Page number in top right corner of the header, starting with page 1 on the title page
• The running head is an abbreviated version of the title of your paper (or the full title if the title is already short).
• Type the running head in all-capital letters.
• Ensure the running head is no more than 50 characters, including spaces and punctuation.
• The running head appears in the same format on every page, including the first page.
• Do not use the label “Running head:” before the running head.
• Align the running head to the left margin of the page header, across from the right-aligned page number.

Abstract Page: The abstract page includes the abstract and related keywords.

The abstract is a brief but comprehensive summary of your paper. Here are guidelines for formatting the abstract:

• It should be the second page of a professional (graduate level) paper.
• The first line should say “Abstract” centered and in bold.
• The abstract should start one line below the section label.
• It should be a single paragraph and should not be indented.
• It should not exceed 250 words.

Keywords are used for indexing in databases and as search terms. Your keywords should capture the most important aspects of your paper in three to five words, phrases, or acronyms. Here are formatting guidelines:

• Label “ Keywords ” one line below the abstract, indented and in italics (not bolded).
• The keywords should be written on the same line as and one space after the label “ Keywords ”.
• The keywords should be lowercase (but capitalize proper nouns) and not italic or bold.
• Each keyword should be separated by a comma and a space and followed by a colon.
• There should be no ending punctuation.
• << Previous: Formatting for Undergraduates
• Next: In-text Citations >>
• Last Updated: Aug 29, 2023 11:29 AM
• URL: https://libguides.liberty.edu/APAguide

Guide To Writing Your Grad School Admission Essay

Updated: Jan 2, 2024, 5:46am

You’ve made a big life decision: applying to grad school . The transcripts are ordered, the letters of recommendation requested, and the interview is on the books. Now you just have to complete what might be the hardest part: write the perfect grad school admission essay. How do you get started? What should a grad school admission essay include? Follow our guide below to get started.

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What Is a Statement of Purpose for Grad School?

A grad school college essay , otherwise known as a statement of purpose, is a required part of the grad school admissions process that tells school officials who you are, your academic and professional interests, and how you might contribute to the program.

A statement of purpose should generally be between 500 and 1,000 words, but check with your individual program for length, font size and spacing preferences.

Why Does It Matter?

Most graduate schools require a statement of purpose as part of the application process because it allows them to learn more about you in a personal way and decide if you will be a good fit for the program.

Applicants should convey that they have a decent amount of experience in their desired field of study and will be successful in a graduate school program. If there’s anything lacking or missing in your GPA or transcripts, you can briefly address it in your statement of purpose and explain why it won’t be an issue. Schools also like to see that applicants are resilient and can overcome challenges, so bring up any personal anecdotes that pertain to that as well.

What Makes a Good Personal Statement?

A good personal statement should include information about your work and academic experience. It should be detailed but concise. Your statement also provides a chance for you to share a personal side of yourself with the admissions committee, explain why you’d be a good fit for the program and showcase how you could add value if accepted.

Shows You’re a Good Fit for the Program

Above all, your personal statement should demonstrate that your interests would fit in the program and that you would do well there. For example, if applying to a master of business administration program, you might want to talk about your undergraduate studies in business, internships with high-profile companies, past jobs you’ve held, or even future entrepreneurial ideas that you’re passionate about.

Demonstrates How Well You Handle a Challenge

Graduate school is no easy task, and admissions officers want to know that you’re up for the challenge. Talking about other times in your life when you’ve struggled but persevered through hard work and dedication can assure school officials that you’ll rise to the occasion at their program if given the chance.

Indicates How You Respond to Criticism

Receiving positive and negative feedback is important, especially in an environment of growth like grad school. Including experiences like rewriting a paper after getting a bad grade or stepping it up at a job after getting tips from a boss can show an admission committee that you’re able to hear hard things and learn from them.

Exhibits Open-Mindedness and a Desire to Learn

Convey that you’ve had previous academic success, while also admitting that you still have more learning and growing to do. Admissions departments often find these qualities appealing when assessing candidates.

How To Write a Strong Admission Essay

You’ve researched and brainstormed, but now it’s time to actually write the admissions essay. Make sure your personal statement is strong and stands out by understanding the prompt, outlining your essay, including a clear thesis statement, personalizing your essay and making it relevant to your desired program.

Understand the Prompt

Most schools will want to know about your academic and professional experiences as well as how you will add value to the program. However, every program and application is unique and your school might have a unique prompt or specific questions they want you to answer in your statement of purpose. Be sure to read the prompt carefully several times so you answer all of the questions it asks.

Outline Your Essay

Before you start writing, make a plan for your personal essay by creating an outline. Not only will this make the writing process easier and faster, but it will help you thoroughly address the prompt in a clear and cohesive way.

Include a Clear Thesis Statement

A thesis statement is the central idea or argument of your personal statement. Essentially, your thesis statement should preview the arguments for why you would be a good candidate for a particular program.

Personalize Your Essay

Applying to veterinary school? Be sure to include your lifelong love for animals or your time spent working in an animal shelter. Or perhaps you’re pursuing graduate studies in psychology. Experience with, say, a peer counseling program in high school or college, will help you stand out. The point is to make your essay so personal it only could have been written by you.

Make It Relevant

Admissions officials for a healthcare administration program will be perplexed if you talk about the time you set up a lemonade stand as a child. Similarly, a graduate engineering program probably isn’t too concerned about your recent dance recital. Make sure the information you include in your personal statement is relevant to the program and school you’re applying to.

Finalizing Your Grad School Admissions Essay

After writing your statement, it’s time to perfect and refine it before you attach it and click submit on your application.

Edit the Essay

Now it’s time to edit. Editing is different from proofreading as it focuses on structural changes and even content revisions. Read the prompt again. Make sure you’ve addressed all questions asked by your program. Then, look at the structure. Try reading it out loud. Does the information flow in a way that makes sense? Are there parts that should be moved up or down? Could sections be cut and new parts added?

Proofread for Grammar, Punctuation and Style

Run a spelling and grammar check in Microsoft Word or Google Docs. You can even use a program like Grammarly to make sure your personal statement is free of typos and errors and adheres to the formatting required by your application.

Get Feedback From Peers and Mentors

Fresh eyes will only improve your writing. Ask classmates and professors to read your personal essay and provide you with feedback. They might see something you missed or have ideas for ways to improve. Make sure you give any readers enough time to go over your personal statement before it’s due.

Revise as Needed

Writing is really all about editing and rewriting. No one gets it right on the first try and sometimes not even on the second try—don’t be afraid to revise your statement of purpose as needed before your grad school application deadline.

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5 Tips for Writing a Successful Graduate-Level Paper

Writing is a challenge even for the best of writers, and for many graduate students it is their most daunting task. However, writing is a powerful tool in the learning process because it requires us to explore ideas, to think critically, and to apply what we have learned in new and meaningful ways.

Tip # 1: “Be proactive” and “Begin with the end in mind”

These concepts from Stephen Covey’s (1989) Seven Habits of Highly effective People are applicable to the writing process. Good writing begins with good thinking. Before you can begin to write, you have to understand the assignment, the instructor’s expectations, and the topic you plan to write about. Begin the project on the day it is assigned; break it down into its various components, and come up with a plan for how and when to complete each part.

“Be Proactive”

• Understand the assignment. Get clarification from the instructor about process and expectations. Be sure you understand the requirements and follow directions.
• Identify audience and purpose. Is the assignment formal or informal? Who will be reading the assignment? What is its purpose? Are you writing to inform, to explain a process, or to present an argument?
• Plan ahead. Do not wait until just before the due date to begin writing.
• Remember that writing is a recursive process and as you find information, you may find you have more questions; or different questions; or you may find you have gone in one direction only to find you have to backtrack to take a different position.
• Have the tools you need – an APA Style Manual, access to library databases; word processing.

“Begin with the end in mind”

• Think about the topic; let ideas ruminate in your head; think when you shower, walk, or drive, when you are lying in bed trying to fall asleep. Dream about the topic! Talk to others about your ideas or thoughts on the subject.
• Begin with a research question – what do you want to know, what do you need to know?
• Draw up a schedule for when you will work on each part of the writing process. Remember, you may have to adjust your plan as you go along.
• Get information – research. Question what you read. Annotate and take notes. Talk to others about what you read.
• Evaluate sources and keep an open mind. Look for sources on both sides of an issue. Do not dismiss an article just because you disagree with its premise.

Tip # 2 Organize and Draft

• Once you have analyzed and thought about the information, formulate a plan to present the ideas. Then begin writing.
• Write a thesis. Make a claim. Understand that you may have to adjust or change it as you write.
• Organize: group related information. Create an outline or graphic organizer to see how ideas relate to one another.
• Decide on order– will you present the most important ideas first or will you save them for last and build up to them?
• Write a rough draft.
• Clear your mind. Put the draft away for a day.

Tip # 3 Revise, revise, revise

This step is one of the most important in the writing process, and the most difficult because you have to be willing to make big changes or to let material and ideas you have become attached to, go; you may have to cut sentences and paragraphs you have worked so hard to construct; or you may have to eliminate quotes you love but that really do not support your claim. Approach this part of the process with a clear and critical mind. Ask yourself some basic questions: Have I proven my claim? Have I presented enough evidence in support of that claim? Is there anything here that does not directly relate to my claim?

Look at the big picture.

• Have you proven your claim with logic and solid evidence? Do you need to add more specific examples or evidence? If you are writing an argument, have you included an opposing view and rebuttal?
• Look for sentences and ideas that do not support the claim and delete them.
• Begin each paragraph with a topic sentence that relates to the thesis and which tells the reader what the paragraph will be about.
• Does the introduction provide enough background information about the topic? Does it explain the problem or provide context for the claim?
• Does the conclusion offer a new perspective or insight on the topic? Does it offer an expanded thought and does it reiterate the key points of your argument without being repetitive?

Look at the smaller details

• Have you included transition words, phrases, or sentences to link ideas and paragraphs?
• Are the sentences clearly worded? If you have to read them more than once, they will probably be unclear to your reader.
• Check for sentence fragments, comma splices, and run-ons.
• Check sentences for conciseness. Eliminate unnecessary words, jargon, biased language or repetitive sentences.
• Check for sentence variety; use a good mix of simple, compound, and complex sentences.
• Check verbs – use active voice; substitute strong action verbs for weaker verbs.

Tip # 4 Use your resources

It is always helpful to get another perspective on something you have written. A fresh set of eyes can see things you may not be able to see because you are so close the material. You know what you want to say and what you are thinking, and you know what the research says on your topic, but the reader does not. Your writing has to be crystal clear, so it helps to have someone else read your work.

• Have a friend or spouse read the paper to check for any unclear sentences or ideas.
• Send your paper to the writing tutors at Smarthinking to get feedback.
• Consult with librarians for help with research or APA formatting.

Tip 5 # Edit and proofread

As a final step, always edit the paper for grammar, punctuation, and mechanics; then proofread for missing or wrong words or misplaced commas. Check to see that you have met the requirements of the assignment. Check word count/page length; correct type and number of sources; in-text citations; references, cover page or other format requirements.

Check for some of these common errors:

• Subject-verb agreement
• Tense shifts
• Incorrect pronoun use
• Mixed constructions or dangling modifiers

Punctuation

• Colons and semi-colons
• Quotation marks
• Capitalization

Some final hints

• Read the paper out loud to catch those mistakes your mind corrects automatically.
• Try reading the paper backwards line by line to catch odd or incorrect words.
• Take a break when revising and editing – step away – clear your mind; rest your eyes.

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• How to write an essay introduction | 4 steps & examples

How to Write an Essay Introduction | 4 Steps & Examples

Published on February 4, 2019 by Shona McCombes . Revised on July 23, 2023.

A good introduction paragraph is an essential part of any academic essay . It sets up your argument and tells the reader what to expect.

The main goals of an introduction are to:

• Catch your reader’s attention.
• Give background on your topic.
• Present your thesis statement —the central point of your essay.

This introduction example is taken from our interactive essay example on the history of Braille.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

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Table of contents

Step 1: hook your reader, step 2: give background information, step 3: present your thesis statement, step 4: map your essay’s structure, step 5: check and revise, more examples of essay introductions, other interesting articles, frequently asked questions about the essay introduction.

Your first sentence sets the tone for the whole essay, so spend some time on writing an effective hook.

Avoid long, dense sentences—start with something clear, concise and catchy that will spark your reader’s curiosity.

The hook should lead the reader into your essay, giving a sense of the topic you’re writing about and why it’s interesting. Avoid overly broad claims or plain statements of fact.

Examples: Writing a good hook

Take a look at these examples of weak hooks and learn how to improve them.

• Braille was an extremely important invention.
• The invention of Braille was a major turning point in the history of disability.

The first sentence is a dry fact; the second sentence is more interesting, making a bold claim about exactly  why the topic is important.

• The internet is defined as “a global computer network providing a variety of information and communication facilities.”
• The spread of the internet has had a world-changing effect, not least on the world of education.

Avoid using a dictionary definition as your hook, especially if it’s an obvious term that everyone knows. The improved example here is still broad, but it gives us a much clearer sense of what the essay will be about.

• Mary Shelley’s  Frankenstein is a famous book from the nineteenth century.
• Mary Shelley’s Frankenstein is often read as a crude cautionary tale about the dangers of scientific advancement.

Instead of just stating a fact that the reader already knows, the improved hook here tells us about the mainstream interpretation of the book, implying that this essay will offer a different interpretation.

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Next, give your reader the context they need to understand your topic and argument. Depending on the subject of your essay, this might include:

• Historical, geographical, or social context
• An outline of the debate you’re addressing
• A summary of relevant theories or research about the topic
• Definitions of key terms

The information here should be broad but clearly focused and relevant to your argument. Don’t give too much detail—you can mention points that you will return to later, but save your evidence and interpretation for the main body of the essay.

How much space you need for background depends on your topic and the scope of your essay. In our Braille example, we take a few sentences to introduce the topic and sketch the social context that the essay will address:

Now it’s time to narrow your focus and show exactly what you want to say about the topic. This is your thesis statement —a sentence or two that sums up your overall argument.

This is the most important part of your introduction. A  good thesis isn’t just a statement of fact, but a claim that requires evidence and explanation.

The goal is to clearly convey your own position in a debate or your central point about a topic.

Particularly in longer essays, it’s helpful to end the introduction by signposting what will be covered in each part. Keep it concise and give your reader a clear sense of the direction your argument will take.

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As you research and write, your argument might change focus or direction as you learn more.

For this reason, it’s often a good idea to wait until later in the writing process before you write the introduction paragraph—it can even be the very last thing you write.

When you’ve finished writing the essay body and conclusion , you should return to the introduction and check that it matches the content of the essay.

It’s especially important to make sure your thesis statement accurately represents what you do in the essay. If your argument has gone in a different direction than planned, tweak your thesis statement to match what you actually say.

To polish your writing, you can use something like a paraphrasing tool .

You can use the checklist below to make sure your introduction does everything it’s supposed to.

Checklist: Essay introduction

My first sentence is engaging and relevant.

I have introduced the topic with necessary background information.

I have defined any important terms.

My thesis statement clearly presents my main point or argument.

Everything in the introduction is relevant to the main body of the essay.

You have a strong introduction - now make sure the rest of your essay is just as good.

• Argumentative
• Literary analysis

This introduction to an argumentative essay sets up the debate about the internet and education, and then clearly states the position the essay will argue for.

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.

This introduction to a short expository essay leads into the topic (the invention of the printing press) and states the main point the essay will explain (the effect of this invention on European society).

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

This introduction to a literary analysis essay , about Mary Shelley’s Frankenstein , starts by describing a simplistic popular view of the story, and then states how the author will give a more complex analysis of the text’s literary devices.

Mary Shelley’s Frankenstein is often read as a crude cautionary tale. Arguably the first science fiction novel, its plot can be read as a warning about the dangers of scientific advancement unrestrained by ethical considerations. In this reading, and in popular culture representations of the character as a “mad scientist”, Victor Frankenstein represents the callous, arrogant ambition of modern science. However, far from providing a stable image of the character, Shelley uses shifting narrative perspectives to gradually transform our impression of Frankenstein, portraying him in an increasingly negative light as the novel goes on. While he initially appears to be a naive but sympathetic idealist, after the creature’s narrative Frankenstein begins to resemble—even in his own telling—the thoughtlessly cruel figure the creature represents him as.

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!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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Your essay introduction should include three main things, in this order:

• An opening hook to catch the reader’s attention.
• Relevant background information that the reader needs to know.
• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

The “hook” is the first sentence of your essay introduction . It should lead the reader into your essay, giving a sense of why it’s interesting.

To write a good hook, avoid overly broad statements or long, dense sentences. Try to start with something clear, concise and catchy that will spark your reader’s curiosity.

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

The structure of the body is flexible, but you should always spend some time thinking about how you can organize your essay to best serve your ideas.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, July 23). How to Write an Essay Introduction | 4 Steps & Examples. Scribbr. Retrieved September 6, 2024, from https://www.scribbr.com/academic-essay/introduction/

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Scholarly Writing: Scholarly Writing

Introduction.

Scholarly writing is also known as academic writing. It is the genre of writing used in all academic fields. Scholarly writing is not better than journalism, fiction, or poetry; it is just a different category. Because most of us are not used to scholarly writing, it can feel unfamiliar and intimidating, but it is a skill that can be learned by immersing yourself in scholarly literature. During your studies at Walden, you will be reading, discussing, and producing scholarly writing in everything from discussion posts to dissertations. For Walden students, there are plenty of opportunities to practice this skill in a writing intensive environment.

The resources in the Grammar & Composition tab provide important foundations for scholarly writing, so please refer to those pages as well for help on scholarly writing. Similarly, scholarly writing can differ depending on style guide. Our resources follow the general guidelines of the APA manual, and you can find more APA help in the APA Style tab.

Read on to learn about a few characteristics of scholarly writing!

HIDE GUIDE LEVEL BREADCRUMB

Writing at the Graduate Level

Writing at the graduate level can appear to be confusing and intimidating. It can be difficult to determine exactly what the scholarly voice is and how to transition to graduate-level writing. There are some elements of writing to consider when writing to a scholarly audience: word choice, tone, and effective use of evidence . If you understand and employ scholarly voice rules, you will master writing at the doctoral level.

Before you write something, ask yourself the following: 

• Is this objective?
• Am I speaking as a social scientist? Am I using the literature to support my assertions?
• Could this be offensive to someone?
• Could this limit my readership?

Employing these rules when writing will help ensure that you are speaking as a social scientist. Your writing will be clear and concise, and this approach will allow your content to shine through.

Specialized Vocabulary

Scholarly authors assume that their audience is familiar with fundamental ideas and terms in their field, and they do not typically define them for the reader. Thus, the wording in scholarly writing is specialized, requiring previous knowledge on the part of the reader. You might not be able to pick up a scholarly journal in another field and easily understand its contents (although you should be able to follow the writing itself).

Take for example, the terms "EMRs" and "end-stage renal disease" in the medical field or the keywords scaffolding and differentiation in teaching. Perhaps readers outside of these fields may not be familiar with these terms. However, a reader of an article that contains these terms should still be able to understand the general flow of the writing itself.

Original Thought

Scholarly writing communicates original thought, whether through primary research or synthesis, that presents a unique perspective on previous research. In a scholarly work, the author is expected to have insights on the issue at hand, but those insights must be grounded in research, critical reading , and analysis rather than personal experience or opinion. Take a look at some examples below:

Needs Improvement: I think that childhood obesity needs to be prevented because it is bad and it causes health problems.

Better: I believe that childhood obesity must be prevented because it is linked to health problems and deaths in adults (McMillan, 2010).

Good: Georges (2002) explained that there "has never been a disease so devastating and yet so preventable as obesity" (p. 35). In fact, the number of deaths that can be linked to obesity are astounding. According to McMillan (2010), there is a direct correlation between childhood obesity and heart attacks later in their adult lives, and the American Heart Association's 2010 statistic sheet shows similar statistics: 49% of all heart attacks are preventable (AHA, 2010). Because of this correlation, childhood obesity is an issue that must be addressed and prevented to ensure the health of both children and adults.

Notice that the first example gives a personal opinion but cites no sources or research. The second example gives a bit of research but still emphasizes the personal opinion. The third example, however, still gives the writer's opinion (that childhood obesity must be addressed), but it does so by synthesizing the information from multiple sources to help persuade the reader.

Careful Citation

Scholarly writing includes careful citation of sources and the presence of a bibliography or reference list. The writing is informed by and shows engagement with the larger body of literature on the topic at hand, and all assertions are supported by relevant sources.

Crash Course in Scholarly Writing Video

Note that this video was 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.

• Crash Course in Scholarly Writing (video transcript)

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