EFFECTIVE ESSAY WRITING SKILLS
Module Title: Key Principles for Inclusion
Module Code: ED4068
Johannes Maronda
[email protected]
Tutor
Academic Tutoring Team
SESSION OBJECTIVES
By the end of this session you should be able to:
▪ Interpret the essay question and break it down to subjects, restrictions and instructions.
▪ Structure an appropriate introduction, paragraphs and a conclusion.
▪ Use appropriate and effective language to link ideas in your paragraphs.
PART 1
Explore inclusion in education in relation to SEND and use examples to show how
this can be successful.
(1500 Words)
PART 2
Explain intersectionality and demonstrate the relationship with SEND.
(1500 Words)
Due Date: 6th May 2021
ASSESSMENT
Definition of terms.
Explore – inquire into and discuss (investigate and/or examine in detail; sift the
arguments and debate; give reasons for and against; examine the implications).
Explain – make (an idea or situation) clear to someone by describing it in more
detail or revealing relevant facts.
Breaking down essay titles
Essay titles are usually composed of three components:
Subjects
these tell you what the essay is about
Restrictions
these narrow the subject down to specific contexts or
aspects e.g. area/time/context
Instructions
these tell you what to do
PART 1
Explore inclusion in education in relation to SEND and use examples to show how this can be successful.
PART 2
Explain intersectionality and demonstrate the relationship with SEND.
Subjects
▪ inclusion in education
▪ Intersectionality.
Restrictions
▪ SEND – Special educational needs and disability.
Instructions
▪ Explore – inquire into and discuss(investigate and/or examine in detail; sift the arguments and debate;
give reasons for and against; examine the implications)
• Explain – make (an idea or situation) clear to someone by describing it in more detail or revealing relevant facts.
Instructions
Instructions reveal how the subjects matter should be
dealt with and these could include words like: discuss,
| contrast, assess | , analyse, compare consider appraise, |
| account for, de | ine etc, |
AssignmentTutorOnline
| Instruction word | Meaning |
| Discuss | Investigate and/or examine in detail; sift the arguments and debate; give reasons for and against; examine the implications. |
| Analyse | Break down into the component parts and explain how they relate to each other. |
| Compare | Examine similarities and differences- and reach a conclusion which is preferable. |
| Criticise | Give your judgement about the merits or demerits of theories or opinions or about the truth or falsehood of facts; support your judgement by a discussion of evidence or reasoning involved. |
| Assess | Estimate the importance or value of; judge. |
| Appraise | Assess; evaluate; find the value of… |
| Contrast | Examine the differences between and provide explanations. |
Payne and Whittaker (2000).
Drafting your answer
The introduction
It should be succinct, precise and brief.
It should be not longer than one tenth of the essay (Cottrell, 2011).
In a 1500 word essay it should not be longer than 150 words.
State the main issues that will be dealt with in your essay.
Outline the main arguments.
Explain why they are important.
Identify the relevant perspectives to the essay and indicate the main differences in thinking.
Define key terms or those that can be interpreted differently, contentious or those that can lead
to different conclusions e.g. inclusive education, intersectionality.
If possible state your position with regards to the issues raised or school of thought or
perspective that you lean towards. What is your position with regards to inclusive education
for people special needs?
This position should be consistent with the conclusions you make at the end.
(Cottrell, 2011)
Possible Introduction
Explore inclusion in education in relation to SEND and use examples to show how this can
be successful.
Define the term inclusion.
What are the main perspectives on inclusion ?
What are the agreements and disagreements within these perspectives?
Which position do you support and why?
DfEE (1997) – refer to advancing ‘inclusive education’ as meaning increasing the proportion of
children with SEND in mainstream schools while maintaining special schools for those who
need them
C.S.I.E (1989) – a state of affairs in which all children are educated in mainstream classes with
only temporary withdrawal from this situation for purposes such as individual therapy.
Highlight the differences between inclusionists and proponents of SEND.
Essay Body -Writing a coherent paragraph
Use the PEEL framework.
P – Point
E- Evidence
E- Explanation and evaluation
L – Link
1. Start with a topic sentence.
This summarises the main idea of the paragraph or makes an assertion.
(The following sentences could support the topic sentences, give evidence to support an assertion{claim}
give examples illustration and sum up the main point.)
2. The next sentence could be a supportive sentence that gives further information and/or evidence to
support the above idea.
3. The following sentence could give further explanation by discussing strengths and weaknesses of
viewpoints. Explore alternative viewpoints.
4. Sentence 5 could critically evaluate your evidence.
6. Sentence 6 – Concludes by taking a position.
Body of the essay
“The body of the essay provides opportunity to build up explanations and arguments with ideas,
opinions and facts.” (Payne and Whittaker, 2000)
Key points should be supported by examples and evidence from your reading.
Explore alternative viewpoints and evaluate their contribution to your argument.
Present your points and ideas in a logical order and make linkages between those points/ideas.
Each paragraph should deal with a central issue and include evidence to support it.
Each paragraph should be connected to the preceding and following paragraph, this can be done
using connectives and linking words.
Some Keys theorists to Consider:
The Warnock Report (2005) – highlighted the need for a re-think of inclusion.
Analyse the key arguments of this report and follow these with considering contributions
from the following writers.
Kauffman and Hullahan (1995) – are highly critical of the theory of full inclusion.
O’Brien (2001) – advocates for the adoption of responsible inclusion.
Cigman (2007) – calls for moderate inclusion, a continuum of placement options – special
schools, classes for children with SEND in mainstream schools, and placements in
mainstream schools.
Terzi (2010) – special school based on the same site as mainstream schools.
Farrell (2010) – the rationale for inclusive education is seriously flawed and there is lack of
evidence to support its effectiveness.
Paragraph Writing
1. A clear topic sentence – At the start of each paragraph that introduces the one main idea that this
paragraph will focus upon?
2. Evidence – At least 3-4 citations from reputable and relevant sources? If not, add some more! Also, are you
using a mixture of different authors throughout the paragraph?
3. Further evaluation – 2-3 Evaluative phrases/sentences (strengths, weaknesses, advantages,
disadvantages, benefits, limitations, implications, problems) on the arguments and/or evidence that you
have chosen to include.
4. A concluding sentence – links each paragraph to the next one (e.g. how this the idea in this paragraph
similar or different to the next one).
CONCLUSION
Refer back to the title.
Demonstrate to the reader how the discussion has answered a question and arrived at a point of view.
Summarise the main arguments.
Your conclusion should be consistent with the arguments you presented in the essay.
The conclusion and introduction should agree and not contradict each other.
Don’t include new material in the conclusion and avoid quotations.
Language
Linking words and phrases.
| Linking word | Indicating |
| Then, as said before, | The next step |
| For instance, for example, in this case | Illustration |
| Nevertheless, on the contrary, yet, however | Contrast |
| Also, in addition, similarly, | Extension |
| Thus, as a result, therefore, consequently | Conclusion |
More Linking Phrases
Adding information
Furthermore, moreover, besides, also, too, in addition, another
Changing Direction
On the other hand, in contrast, in spite of this, although, even though, whereas, but
Narrowing Down
More specifically, In particular
Giving examples
For example, for instance
Listing information
Firstly, secondly, thirdly…
Conclusions/implying causation
Accordingly, therefore, so, as a result, as a consequence, in short, indeed, in conclusion, in summary
Checklist to review your draft.
| Item | Yes/No |
| Is the essay balanced? | |
| Is the emphasis correct? | |
| Do some sections need expanding or contracting? | |
| Are quotations, examples and other material used in a way that strengthens the arguments presented? |
|
| Does the essay flow? | |
| Are there any unsupported personal views and opinions |
Elements of a Good Essay
A Good Essay
Shows understanding of
relevant ideas, theories
and concepts.
Adapted from Payne and Whittaker,
2000.
Focuses on the topic
Shows evidence of wide
reading/research of the topic
Demonstrates a critical and
evaluative approach
Demonstrates thorough
preparation and planning
Gives supporting evidence for
the arguments presented.
Answers the question.
Makes clear, coherent and
convincing arguments or analysis
Cites sources correctly in a conventional format (Harvard
or APA)
MyFeedback
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Further Guidance
Academic Phrasebank – Phrases for Critical Arguments
http://www.phrasebank.manchester.ac.uk/being-critical/
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Every Day from Monday to Friday – 10:00am-11:00 am
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