leeds university essay format

Examples of paragraphs in academic writing

Each of the following paragraphs have notes that explain how they work and what you can learn from them. The examples are from published academic work from a wide variety of disciplines and you can read each item online using the reference provided.

Select a paragraph type to learn more.

Synthesising

Giving context or explanation, using sources as evidence, introductory paragraphs.

• Demonstrating your position

Concluding paragraphs

Discussing results, using a quotation to illustrate a point, paragraphs that link together, proposing a new idea or theory.

You can download all the information included within each section of this exercise by downloading the Microsoft Word document below.

Download paragraph examples (.docx)

Now that you have gone through all parts of the exercise, you can return to the main Library website by selecting the 'Back to Library' button below.

This section will provide an outline of the features of synthesising, that is, using multiple sources in broad agreement with one another .

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Supporting your points with multiple sources which broadly agree with one another, can give extra credibility and strength to your writing.

The first sentence uses two sources to support the opening statement. Using more than one source is a good way to show that the point you are making may have a solid basis in research, therefore adding strength to your point.

This technique is also used later in the paragraph, grouping together two or more sources which are broadly in agreement with one another and backing up the points being made.

Even though early treatments for ADHD are efficacious, few children typically receive specialty mental health care ( Danielson et al., 2018 ; Hoza et al., 2006 ). In the 2016 National Survey of Children's Health, more than six million children and teens had been diagnosed with ADHD, and of these, 5.4 million had current ADHD. About 23% of children with current ADHD diagnoses had not received any treatment ( Danielson et al., 2018 ). Yet, there are often delays in identification which lead to high societal costs ( Biederman & Faraone, 2006 ; Mahone & Denckla, 2017 ). The reason for these high costs is that children and adolescents with ADHD are at high risk of other issues such as accidents, injuries, and substance abuse ( Hurtig et al., 2016 ; Leibson et al., 2001 ; Molina & Pelham, 2014 ). Moreover, it is difficult to ascertain the reasons why children diagnosed with behavioral issues are unable to access timely treatment.

This section will provide an outline of giving context or explanation.

Whilst good academic writing needs to show critical analysis, using a variety of sources and demonstrating clear arguments, it is also important to add context and explanations where necessary.

This paragraph outlines the topic, setting the scene for a more thorough and detailed examination in the rest of the chapter.

The writer gives the subject matter context by summarising the current situation.

References to the work of other authors are used to bring in real examples which also help to build a general picture of the area.

The mobile nature of digital games ensures that the lines between in-school and out-of-school gameplay is blurred. Thus, it is important to explore the possibilities of these games to create new spaces for learning and engaging with mathematics. From a social learning perspective, research has been concerned with the ways in which the games industry has been influencing ‘interactive’ learning via computers (Scanlon et al. 2005); creating spaces for students to create their own digital games in order to teach concepts to peers (Li 2010); or the ways in which the games are arranged to motivate learners to engage with the games (Habgood and Ainsworth 2011) and engage with higher-order problem solving abilities (Sun et al. 2011). These and many other studies seem to support the possibilities of digital games to promote learning.

This section will provide an outline of using sources as evidence.

Reading academic texts not only gives you a deeper understanding of your subject area, but also exposes you to different viewpoints and evidence. When you write at university, you use your reading to support the claims or arguments that you make in your work. You could also present sources giving counter arguments to demonstrate alternative perspectives

The frequent use of citations for other sources in this example, shows that there is evidence for all of the claims being made. This gives credibility to the writing.

Citations can be used in the middle or at the end of your sentences and in some science, engineering or medical subjects they may be used at the end of a paragraph, which is not always the case in Arts and Humanities academic writing. Check with your department if you are unsure what is expected.

The Australian Psychological Society (APS) reports that one in four Australians feel lonely and over half of the population feel that they lack valuable social connection 1 . Whether objective or perceived (i.e. loneliness), the consequences of prolonged social isolation are significant. Social isolation is linked to severe negative health implications including increased risk of heart disease 2 , cancer 3 and obesity 4 , culminating in reduced life expectancy 5,6 . Social isolation also comes with significant risk of mental health and neuropsychiatric disorders, including chronic anxiety and depression 7,8 . Alongside this complex aetiology, social isolation has been linked to the increased prevalence of substance use disorders across a range of drug types 7 , where social isolation both predicts drug abuse, and drug abuse occurs as a consequence of social isolation 9,10,11 . Unfortunately, when socially isolated individuals wish to moderate or quit drug-intake, quitting is more difficult and less successful 12,13 , limiting the likelihood of a long lasting recovery.

This section will provide an outline of introductory paragraphs.

Introductory paragraphs give the reader an understanding of what is coming up in the article.

This paragraph uses linguistic ‘signposts’ to help the reader to understand major developments in the history of Stonehenge.

The writer gives some background about Stonehenge and the way in which it changed and developed over time. If you knew nothing about the topic, this introduction gives key facts, information and context. If, however you are familiar with the subject, this paragraph is a neat overview, creating a gateway to the rest of the article.

The second paragraph begins with an introduction to the aims and objectives of the Stonehenge Riverside Project.

This provides useful signpost, in the last sentence, what is coming up next.

Stonehenge, a Late Neolithic–Early Bronze Age monument in Wiltshire, southern England, was constructed in five stages between around 3000 BC and 1500 BC (Darvill et al. 2012). The first stage consisted of a circular ditch enclosing pits thought to have held posts or standing stones, of which the best known are the 56 Aubrey Holes. These are now believed to have held a circle of small standing stones, specifically ‘bluestones’ from Wales (Parker Pearson et al. 2009: 31–33). In its second stage , Stonehenge took on the form in which it is recognisable today, with its ‘sarsen’ circle and horseshoe array of five sarsen ‘trilithons’ surrounding the rearranged bluestones.

Starting in 2003, the Stonehenge Riverside Project explored the theory that Stonehenge was built in stone for the ancestors, whereas timber circles and other wooden structures were made for the living (Parker Pearson & Ramilisonina 1998). Stonehenge has long been known to contain prehistoric burials (Hawley 1921). Most were undated, so a priority for the project was to establish whether, when and in what ways these dead were associated with the monument. Until excavation in 2008, most of the recovered human remains remained inaccessible for scientific research, having been reburied at Stonehenge in 1935 (Young 1935: 20–21).

Demonstrating your position (your voice)

This section will provide an outline of demonstrating your position, that's to say, your voice.

The way in which you express your thoughts in academic writing can vary depending on your subject area.

This writer makes statements that clearly demonstrate their opinion. They say for example that “Science fiction is a useful tool...”, “Gender, in turn, offers an interesting glimpse...”, “The process is a particularly rewarding version...”. The language chosen shows what the writer thinks about this topic.

In this second paragraph (from a different source) the writer makes clear their position about decreased nerve conduction velocity and why this matters: ‘appreciably decreased NCV can be an important indicator of nerve injury or disease’.

Science fiction is a useful tool for investigating habits of thought, including conceptions of gender. Gender, in turn, offers an interesting glimpse into some of the unacknowledged messages that permeate science fiction. Each reads the other in very interesting ways. Examining stories with a view to both their science-fictional qualities and their uses of gender generates new questions about both gender and genre. Then those questions can be addressed to those and other stories to yield further insights. The process is a particularly rewarding version of the hermeneutic circle-a decoding ring.

Impulses travel along nerves at a speed called the nerve conduction velocity (NCV). This velocity has been extensively measured in human peripheral nerves because of its utility in clinical medicine (Liveson & Ma, 1992; Oh, 1993). Appreciably decreased NCV can be an important indicator of nerve injury or disease (Liveson & Ma, 1992; Oh, 1993).

This section will provide an outline of concluding paragraphs.

Depending on the written work that you do, you may need one or several concluding paragraphs.

This is an example of a concise stand-alone conclusion paragraph.

This conclusion brings together the main arguments that were made in the main body of the work.

The final sentence is a recommendation for future action, which can be a good way to emphasise your viewpoint.

Given the fragile health systems in most sub-Saharan African countries, new and re-emerging disease outbreaks such as the current COVID-19 epidemic can potentially paralyse health systems at the expense of primary healthcare requirements. The impact of the Ebola epidemic on the economy and healthcare structures is still felt five years later in those countries which were affected. Effective outbreak responses and preparedness during emergencies of such magnitude are challenging across African and other lower-middle-income countries. Such situations can partly only be mitigated by supporting existing regional and sub-Saharan African health structures.

This section will provide an outline of discussing results.

This paragraph effectively discusses the results of a research project. Paragraphs like this one are very common in science, engineering or medical subjects.

The first sentence contains the major finding of the research, which is then explored in more detail.

In the second sentence, the writer clearly states the need for more research as a major factor in the results obtained.

These results further indicate that not only liquid-bearing clouds 16 but also clouds composed exclusively of ice significantly increase radiative fluxes into the surface and decrease GrIS SMB. This underscores the need for continued research into the factors that govern the formation and maintenance of these distinct cloud regimes, and their evolution in a future warmer and wetter Arctic 36 . Evidence of the large spread in cloud cover and liquid/ice partitioning over the GrIS in current state-of-the-art climate models, in combination with our limited understanding of the interaction between clouds, circulation and climate 37 , suggests that improved cloud representations in climate models could significantly increase the fidelity of future projections of GrIS SMB and subsequent global sea level rise.

This section will provide an outline of using a quotation to illustrate a point.

Quotations are particularly useful where the phrasing of the original author’s point enhances your argument in a way that your own words could not. However, in science, engineering or medicine disciplines, quotations are very rarely used.

This paragraph incorporates a quotation from a book to illustrate and strengthen the main point (set out in the first sentence).

The quotation is introduced mid-paragraph and deepens our understanding of the argument by giving us insights into the feelings of the characters.

Rowling creates this intense tension between Harry’s substitute maternal and paternal figures to highlight just how connected Mrs. Weasley is to Harry Potter, and to illustrate how Harry’s situation has changed dramatically, though his journey is not nearly over. Harry is now part of several families: Hogwarts, the Weasley’s and soon the Order of Phoenix. He is cared for in a way he has never experienced before now, as is evident by Mrs. Weasley’s maternal wrath: “‘He’s not your son,” said Sirius quietly. “He’s as good as!” said Mrs. Weasley fiercely” (Rowling, 2004, p. 90) . Mrs. Weasley continues to clash with Sirius throughout OotP, believing he makes poor choices and doesn’t recognize that Harry would risk his own life for him. She can accept the peril Harry faces from Lord Voldemort, but she cannot tolerate that Sirius might carelessly expose Harry to danger.

This section will provide an outline of paragraphs that link together.

Paragraphs often (but not always) link together thematically, which means that one may continue an idea or argument from a previous paragraph.

The first sentence of the first paragraph sets out the topic under examination.

The first paragraph goes on to explore the topic in more depth, giving relevant examples and evidence as part of the discussion.

The second paragraph is intrinsically linked to the first. It acts as an extension, allowing the author to develop the point further by bringing in a new aspect of communication and analysing this in detail.

The men and women who saw or met the royal family in the war regularly confronted a perceptual gap between their own close-up sighting of them and official projections. A private with the 1st Battalion of the Welsh Regiment on the Western Front, who saw George V coming down from the line in 1916, remembered how surprised he was to find that the king was just a ‘little fellah with a beard’ – an observation that registered the difference between seeing the king nearby and how he was imagined in his public and ceremonial roles. 18 The early twentieth century witnessed a significant shift towards the democratization of public reputations in Britain and across the Anglophone world, involving the partial displacement of older notions of charisma by more commodified public personalities driven by the media. Soldiers and nurses who encountered the king and his family frequently registered a tension between traditional, prestigious images of royalty and those that were redolent with what journalists now defined as ‘human interest’ and even entertainment. 19 The article argues that one consequence of the intimate exposure of royalty during the war was that some who saw or met the king and his family perceived them more horizontally and less vertically, in ways that paralleled other forms of popular modernism. Adrian Gregory and Paul Fussell have emphasized that the war was fundamental in breaking social and cultural hierarchies, creating the conditions in which modernism would flourish. 20 One long-term effect of the loosening of traditional authority in the minds of some observers involved a partial desacralization of sovereignty, whereby royalty was brought closer to the lives of ordinary people in ways that intersected with developments in the popular media.

Publicity was one significant factor shaping the views of men and women who encountered royalty; the practice of letter-writing and diary keeping was another. Letters and postcards sent by troops at the front to family and friends at home were forms of social and cultural communication shaped by the long history of epistolary writing and its specific uses as a resource in wartime. Wartime censorship, which was enforced by officers for British and dominion rank-and-file troops, influenced what could be written in letters about a sensitive issue like the monarchy, though standards of inspection were uneven and critical comments did get through. 21 Diaries and memoirs encouraged greater reflection, and this was where more expansive and often trenchant remarks about the royal family emerged. The oral histories drawn on here pivot between remembering early twentieth-century royalty through the prism of nostalgia, or remembering them as central figures in a hierarchical society where witnesses saw themselves as either resistant or subaltern subjects. These personal testimonies provide historians not simply with an archive of opinion about the monarchy, but with a window onto competing structures of belief and feeling, as they were shaped by what Penny Summerfield has called distinctive ‘conduits of expression’. 22 They constructed meanings about sovereignty, while simultaneously involving audiences in their own projections of selfhood, in the context of both the structures of their own lives and the impact of European warfare.

This section will provide an outline of proposing a new idea or theory.

Sometimes your writing will need to be persuasive, for example, when you propose a new idea, theory or way of looking at an issue, or you may be trying to show that another writer’s point or argument is strong or weak.

The opening sentence signals that three new strategies are going to be set out.

In the second sentence, the first of these strategies is introduced.

The final two sentences begin to unpack the first strategy. Further emphasis is given to persuade the reader by the tone and use of language such as “important”.

Three strategies for reinserting class into planning theory and practice can be proposed. The first strategy is the acknowledgement that capitalism is based on economic antagonisms. When identifying “needs” in planning theory or practice, it is important to ask, whose needs? In contrast to contemporary assumptions where “communities” are the subjects and where “consensus” is an ideal (as in the King’s Cross Development), we would argue that one should recognize and consider antagonisms like class.

Personal statement tips

The personal statement is an important part of your UCAS application.

It helps admissions staff at the University decide whether to make you an offer. Some courses have many more applicants than places and there may be many students with good grades applying for the same course as you. 

What is it?

Your personal statement is a short written piece about you. It gives evidence of your skills, knowledge and experience. It’s your chance to tell us why you want to study a particular course and why you would make a great student. Read about:

How to write a UCAS undergraduate personal statement (UCAS website)

Top tips for writing the perfect personal statement (The Complete University Guide)

Maximum length

47 lines or 4,000 characters maximum – whichever comes first.

What to include

Your personal statement is your chance to stand out from the crowd. It is unique and individual to you, but some things to include are:

• Enthusiasm and motivation – your passion for the course should be clear and relate to you and your experiences (eg projects, field trips or experiences at school that sparked your interest in your subject). 
• Understanding of the subject – you need to show you have some knowledge and understanding, even if you have not studied the subject at high school or college. If you have done some reading about the subject, outside of school, mention this.
• Academic prizes or scholarships – this will help you stand out and show evidence of your potential.
• Career aspirations – even if you do not have clear career plans yet, you can show you have thought about your future career and how your chosen degree could help you achieve this.
• Relevant work experience/voluntary activities – explain what skills you have gained from the experience, including skills that would be useful in your university studies. 
• Non-academic interests – your hobbies (such as sports, baking or reading) show your personality and can be a chance to demonstrate different skills.
• What you will contribute to the university community – we want to know what you can bring to Leeds, as well as what you want to get out of university life.

International and EU students

If you are a non-UK student, you should also mention:

• Why you want to study in the UK.
• Why you want to be an international student, rather than study in your own country.

What to avoid

• Plagiarism (copying) – all statements will be checked for plagiarism. Your statement must be your own work so do not use templates. If you have applied before, check your personal statement is completely up to date and relevant to your current application.
• Skills without examples – show how you have developed the skills you think you will need, don't just list them.
• Listing subject knowledge – explain how your knowledge has helped you build career aspirations, choose your degree, or prepare for coming to university.
• Repeating qualifications – don't repeat information covered elsewhere on the application. This uses up valuable space in your personal statement.
• Short personal statement – make the most of the space you have. A short statement suggests you lack of passion or commitment to the course you are applying for.

Our top tips

• Write your personal statement in MS Word (or similar) first, so you can check your spelling and grammar before you add it into your application.
• Get someone else, like your tutor, family or friends, to read your statement to check for any errors and make suggestions before you submit it. You may need a few drafts before you are happy with the final version.
• If English is not your first language, you could mention any opportunities you have had to use English (eg an English-speaking school or work with a company that uses English).
• Use plain, clear English. Be careful with humour, quotes or anything unusual. The admissions tutor might not have the same sense of humour as you!
• Don’t exaggerate. If you get an interview, you might be asked for more detail about what you have written.
• Check the faculty or school website of your chosen course for guidance on your personal statement - especially important if you are applying for a course in medicine or dentistry. For example, see Leeds University Business School's 8 ways to perfect your UK university application .
• Check UCAS application deadlines  to make sure you apply before the closing date. For courses in medicine and dentistry, this is earlier than many other courses.

Related links

Skills for Learning : Essay Writing

An essay is a piece of academic writing that answers a question or explores one specific topic. Essays are the most common form of assessment in universities. You will be expected to build an argument based on evidence gathered from information sources. Essays tend to have three main parts: the introduction, main body and conclusion.

We have workshops available to help you develop your essay writing skills. Find out more on the Skills for Learning Workshops page.

We have online academic skills modules within MyBeckett for all levels of university study. These modules will help your academic development and support your success at LBU. You can work through the modules at your own pace, revisiting them as required. Find out more from our FAQ What academic skills modules are available?

How to approach your essay

• Research your question
• Organise your ideas
• Choose your thesis statement
• Plan your paragraphs
• Write your first draft
• Edit your work
• The final proofread

Use the question you’ve been set to help you develop a plan for literature searching. For most topics, there will be many books and journal articles available. When searching Discover and subject databases , focus on keywords from the question. Download the Evidence Matrix Worksheet to help you.

• Evidence Matrix Worksheet

Look for instruction words and phrases. These provide clues as to what the question is asking you to do. The key words in the question might include ‘What?’, ‘When?’ or ‘Why?’, in addition to topic-specific terms. Download the Essay Planning Worksheet and Understanding Assignment Questions Worksheets to help you.

• Essay Planning Worksheet
• Understanding Assignment Questions Worksheet

After doing some research, you can begin to organise your ideas. Making an essay plan will help you to formulate an answer. You should plan before you start to write so that your answer is clear and logical. Try making a detailed list of your ideas using bullet points. Download the Essay Planning Worksheet for helpful methods to organise your thoughts.

You need to paraphrase and summarise information from published sources. Download the Paraphrasing and Summarising Information Worksheet to help you develop this skill.

• Paraphrasing and Summarising Information

Comparing information from different sources will help you include critical thinking in your essays. Download our Synthesising Sources in Writing Worksheet to help you with this. 

• Synthesising Sources in Writing Worksheet

An academic essay is usually an argument, where you give evidence to make a case. A thesis statement is a summary of your main argument. It is usually expressed in one sentence in the first paragraph of your essay. The purpose is to tell your reader how you are going to answer the question. An example thesis statement might be: ‘Coffee is more effective at improving energy levels than tea because it contains a greater amount of caffeine’.

Your essay should provide evidence to show that your thesis statement is valid. Keep referring to your thesis statement throughout and be sure to maintain one central argument. This approach will allow you to remain focused as you write.

The structure of your essay is very important. Each paragraph should contain one key idea, and each idea should link to the next. The order of the paragraphs should be logical. Think about grouping similar ideas together – you might structure chronologically or by theme.

Each paragraph should contribute to your overall argument. The PEAL model  (which stands for ‘Point, Evidence, Analysis, Link’) provides a basic structure for your paragraphs. With this approach, each paragraph is built around one clear point backed up with evidence. Before moving on to the next paragraph, you must explain the relevance of the point. Finally, link back to your main argument or forward to the next paragraph. PEAL is especially useful if you struggle to structure your academic writing. Download the PEAL Paragraph Structure Worksheet to help you develop this skill. 

• PEAL Paragraph Structure Worksheet

Use reporting verbs to explain and comment on your evidence. Download the Reporting Verbs Worksheet to help you with using these.

• Reporting Verbs Worksheet

Your first draft does not have to be perfect. In fact, it may look very different from the finished essay. The first draft is about having a go at answering the question. Certainly, you should not see your first attempt as the final piece. You will always gain more marks by editing your work before you submit your assignment. Try making notes in the margins of your first draft to remind you of what to add or change.

This is your opportunity to check your work thoroughly. Examine the content and structure of the essay. Have you answered the question and fulfilled the assignment brief? Is your answer structured logically? Are there problems with grammar and spelling? Leave yourself plenty of time before the deadline to edit your work. You may want to put the essay aside for a day or so. When you return to it, you’re more likely to notice issues that need resolving.

Check the structure of your work by making a reverse outline. Download the Reverse Outlines Worksheet to help you with this. 

• Reverse Outlines Worksheet

Top tips! Keep referring to the question to see if each paragraph contributes to your overall answer. Take a look at our editing and proofreading advice to help with the editing process.

The final read-through is when you check for spelling, typographical and formatting errors. It’s also wise to check your referencing (both in-text citations and the reference list) is consistent and accurate. Take time and care over this stage. Your tutor is sure to notice if you skip this important step.

Top tips! Don’t leave proofreading until the last minute! If you rush, you’ll miss obvious problems and your work will be less polished.

Find out more about proofreading .

If you haven't already done so, this is a good time to review any feedback you have received on previous work. Download the Feedback Action Plan Worksheet to help you with this.

• Feedback Action Plan Worksheet

Main features of an essay

Introduction

This tells the reader how you are going to answer the question. Give your reader a clear summary of what you are going to argue (your thesis statement) and what points you will make. Additionally, outline any methodologies or theoretical frameworks you will use. In short, show what you’re aiming to achieve with the essay. The main body of the essay will expand on these aims.

This is the analytical part of the essay, where you will demonstrate your knowledge. You should use critical thinking skills to form your own argument. Each paragraph should make a different point and contribute to answering the overall question. The paragraphs should be presented in a logical order. You must give evidence from your reading to back up your argument. This is the longest part of the essay and your opportunity to show what you know!

The conclusion is where you summarise how you have answered the essay question. Return to the key points established in the introduction. Explain how the main body of the essay has examined these points to create your argument. In many essays, the conclusion can also be used to put forward your own ideas for future research.

Artificial intelligence tools

Before using any generative artificial intelligence or paraphrasing tools in your assessments, you should check if this is permitted on your course.

If their use is permitted on your course, you must  acknowledge any use of generative artificial intelligence tools  such as ChatGPT or paraphrasing tools (e.g., Grammarly, Quillbot, etc.), even if you have only used them to generate ideas for your assignment or for proofreading.

Tools for improving your essay writing skills

• Workshop Recordings
• Essay X-ray tool

Essay Writing:

Writing Academically:

Advanced Academic Writing:

Our interactive  Essay X-ray tool  can also help you begin to formulate sentences that demonstrate critical thinking. 

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Skills for Learning home

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• International Students' Academic Introduction
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