| "Do not write so that you can be understood; | | | | wording, state which you will explore in the essay |
| write so that you cannot be misunderstood." | | | | at this point. It is acceptable to include some |
| Epictetus | | | | facts in this opening paragraph to introduce the |
| | | | | subject to the reader, but it is important to keep |
| During my time at Oxford University Medical | | | | these broad at this point. |
| School I learned to write well-reasoned, engaging | | | | Each subsequent paragraph should be based on a |
| essays. In later years, while at Kings College | | | | related topic covered by the essay title. The |
| Medical School, I learned to teach students to | | | | open sentence of each paragraph should outline |
| write in a similar manner. The stamina | | | | what will be written in the paragraph, and the rest |
| engendered by the Oxford tutorial system meant | | | | of the paragraph should be devoted to evidence |
| that I was frequently writing five essays a week, | | | | to support that outline. This will include your own |
| meaning that clarity and good structure were | | | | analysis of evidence that you have read and |
| essential components to an essay to make sense | | | | quotations from source materials. Quotations |
| of the onslaught of information. Essay writing is | | | | should be in quotation marks, with the author's |
| still an essential skill for medical students to | | | | name and year of writing written in brackets at |
| acquire, in order to think through complex | | | | the end of the quote. The closing line of each |
| arguments that mirror the process of making | | | | paragraph should attempt to lead onto the |
| differential diagnoses when a practising doctor. | | | | beginning of the next paragraph, known as "the |
| Certain key approaches are essential for | | | | hook", and this should be considered when |
| whatever topic is being tackled. | | | | constructing your essay plan. |
| | | | | |
| Examine the question | | | | Conclusions |
| Take time to study the question that is being | | | | The final paragraph should be reserved for your |
| asked. Frequently, subtleties can be gleaned | | | | conclusions or conclusion, but avoid making this |
| from the phrasing of the question that may not | | | | too abruptly. It is useful to summarise the |
| be evident on first glance. The question could be | | | | arguments you have covered, and draw your |
| turned on its head, allowing for different | | | | essay to a close. I always endeavoured to add |
| arguments to be presented in the body of the | | | | to this traditional ending by highlighting areas of |
| essay. It is tempting to launch into an essay | | | | further research that are ongoing and may lead |
| that includes everything you know on the topic in | | | | to new revelations, presenting the conclusions to |
| the question, but this may miss the angle that the | | | | the essay while looking to the future. Or it may |
| person who set the essay is interested in, losing | | | | be appropriate to close with an interesting quote |
| valuable marks on relevancy. What does the | | | | that you have come across in your reading that is |
| question ask you to do? Is it to "compare", | | | | relevant in a broad sense to your essay or |
| "analyse" or "contrast" the subjects, for | | | | conclusion. |
| example? Remember to refer back to the | | | | |
| question when you are writing the body of the | | | | Read through the essay |
| essay to ensure you do not stray too far from | | | | This may seem unnecessary to say, but giving |
| the central core of the problem. | | | | your essay just one proofreading read through |
| | | | | can save you important marks for spelling and |
| Planning the essay | | | | grammar. However, reading through can also |
| Although it only takes five minutes, this is the | | | | highlight areas you have neglected in your |
| most crucial part of writing an essay. The essay | | | | arguments. Compare your initial essay plan to |
| plan is the battlefield on which the war of the | | | | your finished essay to check you have covered |
| essay is won or lost. On a fresh piece of paper, | | | | all the topics you originally thought of. Although |
| jot down all that you know on the topic area | | | | unnecessary for an exam essay, for a term-time |
| covered by the question. It can be helpful to | | | | essay it may be necessary to construct a |
| give each paragraph a heading. As you write, | | | | bibliography. |
| fresh information will occur to you, parallels will be | | | | |
| drawn and conclusions reached. Keep this essay | | | | Closing comments |
| plan close by as you write, and add to it during | | | | Finally, try to develop a style to your writing that |
| the process. | | | | is engaging to the reader. It is useful to read |
| | | | | certain authors to seek suggestions for this style, |
| Organise the essay | | | | ranging from Richard Dawkins to Matt Ridley. |
| The introductory paragraph of the essay is a | | | | Try to be concise and avoid the temptation to |
| chance to deconstruct the title, with an | | | | waffle without making a clear point. And lastly, |
| opportunity to explore what is really meant by | | | | avoid a purely journalistic style, but also be wary |
| the question, and explain how you will respond to | | | | of an overly scientific, bland approach. |
| it. If more than one option is possible from the | | | | |