the main body of an essay

• Accessibility Tools
• Current Students
• The University
• Student Services
• Centre for Academic Success
• The Academic Skills Lab
• Academic Writing
• Essay Structure
• How to structure your essay
• Swansea University DSA Assessment Centre
• Student Support Services
• Digital Skills
• Dissertation skills
• Why read your writing?
• Signposting
• Writing persuasively
• Tricks for sentence writing
• Common errors in structure and argument
• Grammar and Punctuation
• Academic Integrity
• Presentation Skills
• Study Skills
• Our Publications
• TurnItIn QuickMark Tool
• Welsh Provision
• Peer Assisted Study Sessions
• Peer Writing Advisors
• Academic Integrity Ambassadors
• Maths and Stats Advisors
• Inclusive Student Support Services
• Reaching Wider

A typical assignment has an introduction, a main body and a conclusion. The purpose of the introduction is to signpost everything that a reader can expect from the assignment. The main body is where this will be delivered, and the conclusion provides a summary of the main points, perhaps guiding us to further reading or investigation. It might be useful to visualise the final draft of your assignment using the diagram below.

The main body is framed by an introduction that sets out your argument and a conclusion that recaps your argument and restates your thesis. The paragraphs in the main body each take a step forward in order to progress the argument.

For more in-depth information on structuring each section, click on the tabs below.

Writing an introduction can be the most difficult part of your assignment because it is where you lay out everything you will cover in what follows. The purpose of an introduction is to clearly tell the reader about the main themes and concepts in your assignment, as well as how you are going to approach them. Key to academic writing are clarity and predictability so the introduction should act as a signpost, or an essay map; after reading the introduction, the reader should understand what your essay will be about, what you are going to say, and what conclusion you will reach. The structure we suggest below will help you include and organise the key information.

The 'funnel' introduction has three distinct sections, moving from general to specific information, and guides the reader through your main argument:

General or Contextual Information:

This is where you give the background information that relates to your assignment question. You can concentrate on the broad themes that you will establish, perhaps by giving some key facts (statistics, for example) that will act as a 'hook' to interest the reader. This section is about contextualising the information you are going to discuss in the next part of your introduction.

Definitions and Key Concepts:

This part of your introduction will orientate your reader. You will need to introduce the key concepts that form the basis of your argument and let the reader know how these are related to the themes you introduce in the first part of the introduction. It might be useful to think about this section of the introduction as signalling to the reader what steps you will take to discuss those themes.

Thesis Statement:

This section will form the end of your introduction and will provide the detailed 'essay map' for your reader. You will make the main claim of your essay in the thesis statement (that is, what is the main conclusion you will reach), and you will outline the steps you are going to take to reach that conclusion (that is, what is the development of your main argument).

A common question about introductions is 'how long should they be?'. There is not a simple answer; it will depend on the length of your assignment. As a guide, lots of departments suggest that you should aim for an introduction of around 10% of your overall word count. Similarly, although the funnel structure is comprised of three parts, this does not mean that your introduction will be split into three paragraphs. How you organise it will depend on the flow of your ideas and the length of your assignment.

The paragraphs in the main body of your assignment act as building blocks for your argument. This means that their structure is crucial for enabling your reader to follow that argument.  Just as the overall structure of your assignment has a clear beginning, middle, and end, so does each paragraph. You will usually see this structure referred to as the 'topic sentence', the 'supporting sentences', and the 'summary sentence'.

Topic Sentences

The topic sentence (sometimes called the 'paragraph header') outlines what the reader can expect from the rest of the paragraph; that is, it introduces the argument you will be making and gives some indication of how you will make it. Another way to think about this is that the topic sentence tells the reader what the theme of the paragraph will be (the main idea that underpins the paragraph) and outlines the lens through which you are going to explore that theme (what you are going to say about your main idea).

It is useful for you to check that each of your topic sentences is linked in some way to the thesis statement contained in your introduction. Are you following the ideas you laid out in your thesis statement? By referring back to the thesis statement, you can make sure that your argument remains focused on answering the question (rather than drifting) and that you are covering the information you introduced at the beginning of the assignment. In some cases, the topic sentence may not introduce an argument. This occurs when the purpose of the paragraph is to provide background information or describe something. This is okay too, as long as the content of the paragraph is needed to support your thesis statement in some way.

Tip : The topic sentence may not be the first sentence in the paragraph if you include a linking sentence to your previous paragraph, but it should definitely be placed close to the start of the paragraph.

Supporting Sentences

The supporting sentences are where you put together your main argument. They develop the idea outlined in the topic sentence and contain your analysis of that idea. Your supporting sentences will usually contain your references to the literature in your discipline which you will use to build your own argument. You may also include facts and figures, counter arguments, and your judgements on how useful the literature is for your topic. The key to using supporting sentences to form a good paragraph lies in the 'Four Rs':

• Are the supporting sentences relevant ? Each of them should explore and develop the idea you have introduced in your topic sentence.
• Are they related ? Although you should not repeat the same idea throughout a paragraph, you do need to make sure that each of your supporting sentences is linked. This will help you provide multiple examples, counter arguments, and analysis of the theme of the paragraph. Think of each supporting sentence as a link in the chain of your argument.
• Are the supporting sentences in the right order ? You will need to make an active decision about the way you present the argument in the paragraph; for example, you might present your research chronologically, or perhaps you prefer to discuss the argument and then the counter argument (so grouping together the relevant pieces of information).
• And, of course, any ideas that are not your own need to be clearly referenced . Good referencing, according to the referencing style used by your department, is essential to academic integrity.

Summary Sentences

The summary sentence is important because it helps you tie together the arguments made in your supporting statements and comment on the point made in your topic sentence. This will be where you provide your reader with your judgement on the information contained in the paragraph. In that sense, the summary sentence is your conclusion for the particular point made in the paragraph – you will tell the reader why the point is important and perhaps give an indication of how it is linked to your overall thesis.

Tip : At the end of each paragraph, try asking yourself 'So What?': 'So what is the point of what I've said?'; 'so what is the conclusion I've reached based on the information included in the paragraph?'. This question will help you see whether you have been critical rather than simply descriptive.

The flow within and between paragraphs is important for a coherent structure. You can strengthen the flow by ensuring your argument proceeds logically and by using language that signals to the reader how your argument is progressing, and how you want them to interpret what you are saying:

Logical Order

Broadly following the structures outlined above will help you put together a logical paragraph structure. However, you also need to think about the flow of information in your assignment as a whole. Remember that each paragraph should make a point, discuss that point, and conclude the point before moving on to make a new point. This means that your assignment will be made up of chunks of information and it makes sense to organise those chunks in relation to each other.

Signalling Language

There are many words and phrases you can use to help your reader interpret information. If you focus on using effective transitions in your paragraphs, you will be able to better demonstrate your understanding of the relationship between the ideas you are discussing, and your writing will flow more easily. This is because your reader will be guided between points rather than having to make the links themselves. Below are some of the most common examples of transition words and phrases, though you can find many websites with further examples (university writing centres  such as this one are usually reliable sources, though remember to use your judgement):

Tip : There are other techniques you can use to improve the flow of both your argument and style. Cohesive devices like pronouns, word families, and recap words help the reader. In addition, structured reasoning can support your argument. You can find a range of courses which explore these devices in detail by going to the website for the Centre for Academic Success .

The conclusion should be easy to write because you do not have to discuss any new information (in fact, you should not introduce any new points in this part of your assignment). In reality, though, it can be a struggle to decide what to include in your conclusion. Using the framework in the diagram can help you effectively bring your argument to a close. This is an inverse structure of your introduction: in the conclusion you are moving from specific information to broader information.

In the 'Restate' section of a conclusion, it is a good idea to remind the reader of your thesis statement. You can paraphrase your thesis statement in order to remind the reader of the central claim of the assignment and how you set out to demonstrate this claim.

You can then broaden the discussion to provide a 'Recap' of your main argument. This does not mean repeating yourself; rather, you will give a brief synopsis of each part of your main argument, with a reminder of how it links to your main claim. This will help consolidate your argument in the reader's mind and confirm that you have answered your own thesis.

Finally, the 'Suggest' section can help you place your work within the wider scholarship of your discipline. You might, for example, make suggestions for further research based on gaps you have identified.