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What's the difference between Great Britain and the United Kingdom? What's the best English music festival? And do English people really drink a lot of tea? Read about England and find out!

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Do the preparation task first. Then read the article and do the exercises to check your understanding.

Preparation

England is the biggest of the four countries in the United Kingdom. Together with Scotland and Wales, these three countries are the island of Great Britain. The English Channel is in the south between England and France. People travel to France by ferry across the English Channel or by train through the Channel Tunnel which goes under the sea.

Over 50 million people live in England and that’s around 80 per cent of the total UK population. It is a multicultural country where more than 250 languages are spoken in the capital city, London. The United Kingdom is a constitutional monarchy, which means that there is a queen or king but they don’t make the laws of the country. Laws and political decisions in England are made by the Parliament of the United Kingdom. The Houses of Parliament are in central London next to the River Thames and the most famous part is the clock tower, Big Ben. Other large cities in England are Birmingham, Manchester, Liverpool, Leeds and Bristol. Outside cities, England is a very green country and has many rural areas of natural beauty such as the Lake District, an area with lots of lakes in the north, and the New Forest, a big area of forest in the south of the country.

The official language of England is English, which is spoken today by millions of people all over the world. Many students go to England from other countries to study the language and learn about the culture. Although everyone speaks English, there are many different accents around the country. French was the official language in England between 1066 and 1362, which is why there are many French words and expressions in English such as ‘bon voyage’ for ‘have a good trip’ or ‘bouquet’ for ‘a bunch of flowers’.

English people love music. In the summer you can go to music festivals all over the country like those at Glastonbury, Leeds or Reading. Glastonbury is a five-day festival of music, dance, comedy, theatre and circus and around 175,000 people go. Many people stay at the festivals for a few days and camp in tents. People listen to all types of music, especially pop and rock. England has produced many international groups and singers like the Beatles, Amy Winehouse, Coldplay, Ed Sheeran and Adele.

The most popular sports in England are football, rugby and cricket and most towns have a sports ground where teams can play. English football teams like Manchester United, Chelsea and Liverpool are world-famous and English football players include David Beckham, Wayne Rooney and Harry Kane. Women’s football is also popular and teams play in leagues and competitions all over the country. Every year, the English rugby union team play in the Six Nations Championship against Wales, Scotland, Ireland, France and Italy. Cricket is a traditional sport played with a bat and ball which began in England and is now played all over the world. People like to watch all these sports on television, as well as other sports like horse racing, tennis, snooker (a type of billiards) and motor racing.

England is a very multicultural country and this has a big influence on the food people eat. Indian, Chinese and Italian cuisines are popular alternatives to traditional English food like fish and chips, roast beef or sausage and mash (mashed potatoes). Many English people drink several cups of tea every day, usually with milk. However, coffee and herbal teas are also popular.

The national flag of England is white with a red cross. It is called the St George’s Cross and Saint George is the patron saint of England. St George’s Day is on 23 April, but it’s not a public holiday. The rose is the national flower of England and the lion is the national animal. The lion is a symbol of many English sports teams.

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UK – United Kingdom

Rich in tradition, complex in culture and endlessly diverse… it’s partly down to its unique constitution that the UK is such an endlessly fascinating place to discover. 

Visit UK destinations

Whether you’re in the United Kingdom (UK) for the first time, or have lived here your whole life and are looking for new places to visit, UK travel is all about variety.

It’s about unearthing a mixture of iconic sights and hidden gems, ticking famous landmarks off your bucket-list one day and stumbling across a quirky local museum the next. 

It’s about taking the plunge into a vast wealth of activities, whether you’re an adrenaline-junkie, a die-hard hobbyist or simply fancy trying your hand at something new – from abseiling and mountain-biking to hiking and pony trekking, seal spotting, bird watching and more. 

And, of course, the UK’s diversity is mirrored in its landscape too. From its rugged coastline studded with gold sand beaches and secret coves, to rolling countryside dotted with patchwork fields and crops of ancient woodland, to vertiginous peaks set above glistening meres and heather-clad moors, via kitschy seaside resorts, pretty-as-a-postcard villages and handsome market towns, there’s no shortage of places to visit in the United Kingdom. 

Meanwhile, UK city breaks offer something to satisfy all wallet sizes and tastes, be it fascinating history and heritage, cutting-edge culture and museums, indulgent retail therapy or decadent dining and nightlife.

Places to visit

For many visitors to the UK, their first port of call is England – home of Shakespeare, Sherlock Holmes and ‘Pride and Prejudice’. 

There’s energetic and ambitious London, steeped in iconic landmarks, world-class museums and royal parks, whilst Cornwall’s balmy climate and surf-ready beaches promise a more chilled-out stay. 

Up north, Northumberland’s starry skies and vast, unspoiled landscape stretch endlessly before you. Manchester hums to the sound of its football chants and a stomping nightlife, whilst friendly Liverpool impresses with its Beatles heritage and jaw-dropping architecture. 

Places to visit in England (UK)

• Things to do

There are enough things to do in the UK to keep each day fun-packed, whatever your holiday style. 

Lovebirds in search of romantic breaks may look towards countryside and coast – strolling hand-in-hand along the beach, gazing up at star-studded skies or packing a picnic basket for a riverboat cruise. Prefer city breaks? You’ll find just as much romance amongst the bright lights, Michelin-star restaurants and dazzling entertainment venues of England’s vibrant cities. 

School holidays are a breeze thanks to any number of family-friendly activities. Kids can learn outside of the classroom whilst fossil hunting on the beach or discovering how the Tudors and Victorians lived at one of the UK’s evocative castles and stately homes. There’s plenty for youngsters with boundless energy as well, be it swinging through the forest on a treetop adventure or learning to kayak. 

As England’s weather gets warmer and a blanket of colour falls across the landscape, spring breaks are an ideal time for finding things to do in the great outdoors. Put the wind back in your sails with a sailing holiday, strap your walking boots on for a ramble along country paths or take your pick from amongst the UK’s spring festivals. 

Things to do in England

Planning your UK stay

The UK has a tremendous range of accommodation to choose from so it’s worth pinpointing your budget and the type of experience you’d like. 

As well as hotels and B&B’s, there are some quirky options too, ranging from farm stays to log cabins, canal boats to tipis. Or if you simply want something that won’t burn a hole in your pocket, then you can’t beat a youth hostel or campsite for value for money. 

B&B’s are a great choice for visitors craving that home-away-from-home feel, run by hosts who pride themselves on delivering a personal touch. You’ll find them scattered across the UK in all manners of guises, be it a cosy country cottage or elegant Georgian townhouse. 

Hotels enjoy equal variety for those willing to splash a little more cash. You may find yourself huddled beneath the sheets in a haunted castle, treating yourself to a spot of pampering from the comforts of an elegant Grade-listed mansion or gazing out onto a stunning cityscape from a contemporary boutique hotel set in a buzzing, central location. 

Whilst your accommodation will be happy to provide you with tourism information, you might want to check out the local tourist information centre (TIC) as well. 

Planning your stay in England

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Geography of United Kingdom Essay

Located in northern Europe, United Kingdom is made up of the islands of Great Britain (consisting of England, Scotland and Wales) and North Ireland (one-sixth of island of Ireland) plus many more small islands. “The total land mass of the UK is approximated to be 254,000 square kilometers.” (Hugh and Vince) Of all the islands England is the largest island with an area of 130,400 square kilometers covering more than half of UK’s total landmass. It has numerous large cities with five of the biggest cities found there. Scotland follows Britain with total area of 78,772 square kilometers made up of numerous islands such as Hebrides and Orkney, accounts for nearly one third of the total land. Wales covers 20,758 square kilometers while North Ireland covers 14,160 square kilometers being the smallest islands. North Atlantic Ocean and the North Sea enclose UK at the center and lies northwest of France.

The UK’s physical geography varies from one region to another. “England geography has a lowland terrain; North West has mountain terrain which includes the Cambrian Mountains found in Lake District and Limestone and Pennines hills in Peak District.” (Loeber) Scotland geography is characterized by the Highland Boundary Fault and a geological rock fracture. The geological rock ranges from Helens burgh to Stone haven while the fault line separates the highland to the North and lowland of south and east. Lowland areas are the home to most population and the home to Glasgow the capital city of Scotland. Although the topography of Wales is mountainous, North Wales is more mountainous than south and low lands of central Wales. The highest mountains, Snowdon is found in Snowdian. The geography of north Ireland is mostly hilly and comprise the Mourne Mountains (the highest peak) and Lough Neah which is the largest water body in UK at 388 square kilometers. The general geography of the UK is believed to have been formed climatic change especially glacial and tectonic movement forces both combined.

United Kingdom has a varied and diverse geology. There are broad variety of landscapes in all over the UK. The Gneisses rocks are the oldest rocks in UK and are mostly found in North West Scotland with few traces of the rock in other places. The north west highland and Grampian highland in Scotland are formed by mixture of rocks believed to be remains of folded sedimentary rocks. Central England is made up of volcanic islands. Wales and Lake District are covered with large amount of volcanic lava and ash known as Borrowdale Volcanic seen inform of Helvellyn and Scafell Pike mountains. Other land features found in UK includes: Snowdon in Wales and Scafell Pike in England. Mountains in Scotland are found in the highland and include the Ben Nevis the British Isles highest point. Mountain ranges and hills include; Cheviot hill and Cairngorms in Scotland, Presils hills and Black mountains in Wales while Dartmoor, Exrnoor and Chilterns are found in England.

The longest river in UK is river Severn that flows across Wales and England with approximate length of 354 kilometers. Thames is the second main river in England. River Tay and river Bann are the longest rivers in Scotland and North Ireland respectively; river Tywi is found in Wales. Lake Loch Morar is the deepest lake in UK with a depth of 300 meters. Other lakes in UK include Lake Wastwater the deepest in England, Loch Lomond in Scotland and Lake Vyrnwy and Lough Neagh in Wales and North Ireland. Apart from natural water bodies the UK has got numerous artificial waterways.

Initially much of the UK was covered by forest but with time man has deforested much of it. UK has numerous natural resources. “It has large arable land favorable for agricultural production.” (Webber) It also has large deposits of coal, natural gas and oil reserves. Other natural resources in UK comprise of limestone, rock salt iron ore, gold and silver to mention a few.

Works Cited

Hugh Mathew and Vince Gardiner, Changing geography of United Kingdom, London: P. Taylor & Frances. Inc, 1999.

Loeber, Rolf. The geography and Practice of English Colonization in Ireland from 1534-1609 . Athlone: Group for the Study of Irish Historic Settlement, 1991.

Peter Webber, The UK, London: Nelson Thornes, 1998.

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IvyPanda. (2021, October 24). Geography of United Kingdom. https://ivypanda.com/essays/geography-of-united-kingdom/

"Geography of United Kingdom." IvyPanda , 24 Oct. 2021, ivypanda.com/essays/geography-of-united-kingdom/.

IvyPanda . (2021) 'Geography of United Kingdom'. 24 October.

IvyPanda . 2021. "Geography of United Kingdom." October 24, 2021. https://ivypanda.com/essays/geography-of-united-kingdom/.

1. IvyPanda . "Geography of United Kingdom." October 24, 2021. https://ivypanda.com/essays/geography-of-united-kingdom/.

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IvyPanda . "Geography of United Kingdom." October 24, 2021. https://ivypanda.com/essays/geography-of-united-kingdom/.

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Essay on United Kingdom | UK Article , Paragraph , Notes

Essay on united kingdom | essay on england.

Essay on United Kingdom | Paragraph on United Kingdom | Article on United Kingdom | Speech on United Kingdom | United Kingdom | Great Britain  Essay | Essay on  United Kingdom | 

Locality of United Kingdom

United Kingdom , heart of Europe, consists of Great Britain and Northern Ireland, is one of the biggest countries, territories of the world.  The history of this great kingdom is very old beginning by about 30,000 years ago. It was ruled by many emperors and thus periodically converted into civilized nations. The emperors of United Kingdom also rules over many other countries thus making many colonies of Great Britain in several regions of the world, for example, North America and Sub-continent were also the colony of Great Britain. It is difficult to remember the deep history of United Kingdom because it is very old and complex. But overall, United Kingdom has enjoyed very good time in the history.

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History of United Kingdom

The government of United Kingdom consisted of a Queen and a Parliament with two houses like, the House of Lords and the House of Commons which are further divided in to bishops, hereditary peers, and popularly elected members. It is existed as a unified territory since 10 th century and now it is one of the super powers of the world.  United Kingdom is actually the combination of two large Islands: Great Britain and Ireland. England, Scotland and Wales are the countries which are the reason of United Kingdom. The queen and above mentioned Parliament is same while these countries are handled by separate governors.

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Culture of United Kingdom

The major religion in United Kingdom is Christianity while many other big religions are also followed in UK, like, Islam, Hinduism , Judaism, Buddhism etc. According to a survey in 2011, the population of United Kingdom is 62,698,362 and it is the 3 rd largest region of the world according to population.  The population census takes place in every ten years.

Educational Opportunities in United Kingdom

If we talk about United Kingdom then how can we forget about the Educational Opportunities in United Kingdom ? The educational and job opportunities are a big attraction for the people around the world. Therefore, many people from other regions of the world try to get citizenship of United Kingdom to secure their future. World’s famous and high ranked university, Oxford University is the heritage of United Kingdom. This is a very short introduction of United Kingdom but in reality, United Kingdom is a whole new world of innovations and discoveries.

Essay on UK, Short Paragraph on UK,Essay on United Kingdom  , Paragraph on United Kingdom  , Article on United Kingdom  , Speech on United Kingdom  ,  United Kingdom  ,  Great Britain  Essay . Essay on  United Kingdom , Essay On England  ,  Essay on United Kingdom

Geography of the United Kingdom

Learn information about the United Kingdom

• Country Information
• Physical Geography
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• M.A., Geography, California State University - East Bay
• B.A., English and Geography, California State University - Sacramento

The United Kingdom (UK) is an island nation located in Western Europe. Its land area is made up of the island of Great Britain, part of the island of Ireland and many smaller nearby islands. The UK has coastlines along the Atlantic Ocean , the North Sea, the English Channel, and the North Sea. The UK is one of the world's most developed nations and as such it has a global influence.

Formation of the United Kingdom

Much of the United Kingdom's history is known for the British Empire, its continuous worldwide trade and expansion that began as early as the end of the 14th century and the Industrial Revolution of the 18th and 19th centuries. This article, however, focuses on the formation of the United Kingdom.

The UK has a long history that consists of several different invasions, including a brief entry by the Romans in 55 B.C.E. In 1066 the UK area was part of the Norman Conquest , which aided in its cultural and political development.

In 1282 the UK took over the independent Kingdom of Wales under Edward I and in 1301, his son, Edward II, was made the Prince of Wales in an effort to appease the Welsh people according to the United States Department of State. The oldest son of the British monarch is still given this title today. In 1536 England and Wales became an official union. In 1603, England and Scotland also came under the same rule when James VI succeeded Elizabeth I , his cousin, to become James I of England. A little over 100 years later in 1707, England and Scotland became unified as Great Britain.

In the early 17th century Ireland became increasingly settled by people from Scotland and England and England sought control of the area (as it had for many centuries before). On January 1, 1801, a legislative union between Great Britain and Ireland took place and the region became known as the United Kingdom. However, throughout the 19th and 20th centuries, Ireland continuously fought for its independence. As a result in 1921, the Anglo-Irish Treaty established the Irish Free State (which later became an independent republic. Northern Ireland however, remained a part of the UK which is today made up of that region as well as England, Scotland, and Wales.

Government of the United Kingdom

Today the United Kingdom is considered a constitutional monarchy and a Commonwealth realm. Its official name is the United Kingdom of Great Britain and Northern Ireland ( Great Britain includes England, Scotland, and Wales). The executive branch of the UK's government consists of a Chief of State (Queen Elizabeth II) and a head of government (a position filled by the Prime Minister). The legislative branch is made up of a bicameral Parliament consisting of the House of Lords and the House of Commons, while the UK's judicial branch includes the Supreme Court of the UK, the Senior Courts of England and Wales, Northern Ireland's Court of Judicature and Scotland's Court of Session and High Court of the Justiciary.

Economics and Land Use in the United Kingdom

The United Kingdom has the third largest economy in Europe (behind Germany and France) and it is one of the world's largest financial centers. The majority of the UK's economy is within the service and industrial sectors and agriculture jobs represent less than 2% of the workforce. The main industries of the UK are machine tools, electric power equipment, automation equipment, railroad equipment, shipbuilding, aircraft, motor vehicles, electronics and communications equipment, metals, chemicals, coal, petroleum, paper products, food processing, textiles, and clothing. The agricultural products of the UK are cereals, oilseed, potatoes, vegetables cattle, sheep, poultry and fish.

Geography and Climate of the United Kingdom

The United Kingdom is located in Western Europe to the northwest of France and between the North Atlantic Ocean and the North Sea. Its capital and largest city is London , but other large cities are Glasgow, Birmingham, Liverpool, and Edinburgh. The UK has a total area of 94,058 square miles (243,610 sq km). Much of the topography of the UK consists of rugged, undeveloped hills and low mountains but there are flat and gently rolling plains in the eastern and southeastern areas of the country. The highest point in the UK is Ben Nevis at 4,406 feet (1,343 m) and it is located in the northern UK in Scotland.

The climate of the UK is considered temperate despite its latitude . Its climate is moderated by its maritime location and the Gulf Stream . However, the UK is known for being very cloudy and rainy throughout much of the year. The western parts of the country are wettest and also windy, while the eastern portions are drier and less windy. London, located in England in the south of the UK, has an average January low temperature of 36˚F (2.4˚C) and a July average temperature of 73˚F (23˚C).

Central Intelligence Agency. (6 April 2011). CIA - The World Factbook - United Kingdom . Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/uk.html

Infoplease.com. (n.d.). United Kingdom: History, Geography, Government, and Culture- Infoplease.com . Retrieved from: http://www.infoplease.com/ipa/A0108078.html

United States Department of State. (14 December 2010). United Kingdom . Retrieved from: http://www.state.gov/r/pa/ei/bgn/3846.htm

Wikipedia.com. (16 April 2011). United Kingdom - Wikipedia, the Free Encyclopedia . Retrieved from: http://en.wikipedia.org/wiki/United_kingdom

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5 great reasons to study in the UK

Education is one of life’s most important investments, and students who choose a UK degree will be well on their way to a confident, rewarding and exciting future.

That’s why thousands of international students choose to study in the UK every year, and why our graduates are among the most employable in the world; progressing faster - and earning more - than peers educated elsewhere.

In fact, there are many great reasons why the UK is the best possible place to study. Here are just five of them.

1. The best possible education

Every single one of our students gets the support and space they need to be imaginative, ambitious, curious and successful - with a world-class, disciplined education that’s built on the most solid historical foundations.

Because we’re not just home to the English language, we’re also home to some of the world’s greatest universities and our institutions consistently top global rankings. That’s thanks to the UK’s unique style of teaching, which boosts students’ critical thinking skills and exposes them to new technologies, emerging theories and a fascinating range of opinions.

And as we have one of the most diverse subject offerings in the world, international students will benefit from an unparalleled standard of education, no matter what subject they choose to study.

2. The perfect start to a world-class career

Our graduates are among the most employable in the world, and it’s not unusual for students to receive job offers before they’ve even finished their studies.

We’re a global leader in business, medicine, research, law and so many other popular fields, but international employers respect more than just our prestigious qualifications. They also admire our graduates’ excellent command of English, and praise their creativity, solution-focused mindsets and first-rate leadership skills.

And as our universities have strong links with all kinds of industries - from science to the arts to management and more - international students will have the chance to gain real-life experience while they study, making lasting professional connections and gaining an unbeatable edge over the competition.

So whatever their chosen subject, students will gain a clear and distinct advantage by being here.

3. The chance to grow in a safe and supportive country

International students will feel really welcome in the UK and ready to get the very best from their time here. We’re proud to be a modern and progressive, multi-faith society where many languages are spoken and where people from all backgrounds are welcome. International cuisines and religious diets are fully catered for here, and every way of life is respected.

Our universities also provide comprehensive support which starts before students travel to the UK, looks after them upon arrival and continues throughout their entire degree. Universities’ own pastoral teams are always on hand to give help and advice on everything from housing, financial and visa issues to educational and emotional support. They’ll also be there to help with any language problems, and with written or spoken English.

Since the start of the Covid-19 outbreak, UK universities have maintained the highest quality of education, with teaching online and in person - adhering to government guidance that ensures the health and safety of everyone remains top priority. In addition, our universities have developed brand new services, including help with quarantine requirements, airport pickups and food deliveries as well as increased support around students’ wellbeing. So whatever the global health situation might look like in future, you can be confident that students will be well looked after in the UK.

You’ll be further reassured by our country’s low crime rates and trustworthy police force, as well as by our National Health Service. It’s one of the most advanced healthcare systems in the world, providing comprehensive treatment for both mental and physical conditions. And as an Immigration Health Surcharge is included in the student visa application, students will always be able to access affordable care and support, should they ever need to.

4. The beginning of new adventures and lifelong friendships

International students make new and lasting friendships in the UK - and they’ll get the chance to experience everything that our beautiful country has to offer. It’s why the UK is the perfect place for them to become the most confident and promising version of themselves.

Because our rich and historic culture has inspired some of the finest minds in human history (in fact, 38 per cent of Nobel Laureates and one in four world leaders have been shaped by their studies here) and we take great pride in the fact that our students get to develop a wide range of personal, academic and professional interests.

Unlike in other countries, university life in the UK isn’t confined to the classroom or lecture theatre. Regular field trips, visits and excursions will accelerate students’ learning by applying it to real world situations. And our extensive range of university societies, clubs and events mean they’ll get to practice traditions from home - and to explore brand new interests.

So wherever they study or visit in the UK - from the breathtaking scenery of the Welsh valleys, Yorkshire and the Scottish Highlands, to the dazzling nightlife of Glasgow, Cardiff and London - students will find something that really fires their imagination. And they’ll do all of this while making great friendships, with fellow students from all over the world.

5. An unbeatable opportunity to get ahead

International students can now gain even more of an advantage by studying in the UK, with our brand new Graduate Route.

Every international student who successfully completes an undergraduate or master’s degree at a UK university can benefit from two years’ work experience in our country. And for students who complete a PhD, that period extends to three years.

It means international students will have an amazing opportunity to gain professional experience, quickly upgrade their skills and abilities and to make important contacts and connections that will impress any employer, anywhere in the world.

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Home — Essay Samples — Geography & Travel — Europe — England

Essays on England

The importance of writing an essay on england.

Writing an essay on England is important for several reasons. Firstly, England has a rich history and a significant impact on the world, making it a fascinating topic to explore. By researching and writing about England, students can gain a deeper understanding of its culture, politics, and society.

Furthermore, writing an essay on England provides an opportunity for students to develop their critical thinking and analytical skills. They can analyze historical events, political movements, and cultural developments to form well-supported arguments and s.

Additionally, writing about England allows students to practice their writing skills, including structuring an essay, using evidence to support their points, and presenting their ideas clearly and coherently.

Writing Tips for an Essay on England

• Choose a specific topic: England has a vast and diverse history, so it's essential to narrow down your focus to a specific aspect of English culture, history, or society.
• Research thoroughly: Use reliable sources to gather information and evidence to support your arguments. This may include books, academic journals, historical documents, and reputable websites.
• Organize your thoughts: Create an outline to structure your essay and ensure that your arguments flow logically and coherently.
• Use critical analysis: When discussing historical events or cultural phenomena, critically evaluate the information and provide your interpretation and analysis.
• Cite your sources: Properly cite any sources you use in your essay to avoid plagiarism and give credit to the original authors.
• Revise and edit: After writing your essay, revise and edit it to ensure that it is well-written, coherent, and free of grammatical and spelling errors.

By writing an essay on England and following these tips, students can develop a deeper understanding of English history and culture, while also honing their writing and critical thinking skills.

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• Subject Guides

Academic writing: a practical guide

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Showing your understanding of a topic and the critical arguments that relate to it.

What are essays?

Most degree programmes include essays. They are the most common form of written assignment and so for most students, being good at essays is essential to gaining good marks, which lead to good grades, which lead to the degree classification desired. Essays are both a particular method of writing and a collection of sub-skills that students need to master during degree studies.

Find out more:

Essays: a Conceptual and Practical Guide [interactive tutorial]  |  Essays: a Conceptual and Practical Guide [Google Doc]

General essay writing

You have an essay to write... what next .

• Read the assessment brief carefully to find out what the essay is about, what you are required to do specifically. What instructions are you given (discuss, explain, explore)? What choices do you need to make?
• Work through the practical guide to essays above. This will help you to think about what an essay is and what is required of you.
• Look at the  assignment writing process . How will you produce your essay?
• Make a plan for when, where, and how you will research, think, draft, and write your essay.
• Execute your plan .
• Finish early. Leave a couple of spare days at the end to  edit and proofread . 
• Hand it in and move on to the next challenge!

Features of essay writing

Essays vary lots between disciplines and specific tasks, but they share several features that are important to bear in mind. 

• They are an argument towards a conclusion.  The conclusion can be for or against a position, or just a narrative conclusion. All your writing and argumentation should lead to this conclusion. 
• They have a reader.  It is essential that you show the logic of your argument and the information it is based on to your reader. 
• They are based on evidence . You must show this using both your referencing and also through interacting with the ideas and thinking found within the sources you use. 
• They have a structure.  You need to ensure your structure is logical and that it matches the expectations of your department. You should also ensure that the structure enables the reader to follow your argument easily. 
• They have a word limit.  1000 words means 'be concise and make decisions about exactly what is important to include' whereas 3500 words means 'write in more depth, and show the reader a more complex and broad range of critical understanding'. 
• They are part of a discipline/subject area, each of which has conventions . For example, Chemistry requires third person impersonal writing, whereas Women's Studies requires the voice (meaning experiential viewpoint) of the author in the writing. 

Types of essay

Each essay task is different and consequently the information below is not designed to be a substitute for checking the information for your specific essay task. It is essential that you check the assessment brief, module handbook and programme handbook, as well as attend any lectures, seminars and webinars devoted to the essay you are working on.  

Essays in each subject area belong to a faculty (science, social sciences, arts and Humanities). Essays within the same faculty tend to share some features of style, structure, language choice, and scholarly practices. Please click through to the section relevant to your faculty area and if you want to be curious, the other ones too! 

Arts & Humanities essays

Arts and Humanities is a faculty that includes a huge range of subject areas, from Music to Philosophy. Study in the arts and humanities typically focuses on products of the human mind, like music, artistic endeavour, philosophical ideas, and literary productions. This means that essays in the arts and humanities are typically exploring ideas, or interpreting the products of thinking (such as music, art, literature). 

There are a range of essay writing styles in arts and humanities, and each subject area has its own conventions and expectations, which are explained and built into modules within each degree programme. Typically, each essay explores an idea, using critical engagement with source material, to produce an argument.

There is typically more reliance on the interpretation of ideas and evidence by the student than in the sciences and social sciences. For the student, the challenge is to understand and control the ideas in each essay, producing a coherent and logical argument that fulfils the essay brief. As with all essays, careful structure, word choices, and language use are essential to succeeding.

Department-specific advice for essays in Arts and Humanities 

Some departments provide web-based advice:

• English and Related Literature essay writing advice pages
• Philosophy essay writing advice pages
• Music Department 'House Style' guidance for essay writing
• Language and Linguistic Science style guide

If your department does not appear above, do ask your supervisor or other academic staff what specific guidance is available. 

Key Features of Arts and Humanities essays

• They are based on evidence . It is important that ideas used in essays are derived from credible and usable sources to root your essay in the scholarly materials of the subject that you are writing about. 
• There is usually a thesis statement.  This appears towards the end of your introductory paragraph, concisely outlining the purpose and the main argument of the essay. It is short (once sentence), concise, and precise. Though the essay may have multiple sub-arguments, all must tie into the thesis statement. This means it is important to know, state and stick to the primary focus set out in your thesis statement. 
• They require you to interpret evidence. It is unlikely that you will find a source that directly answers the essay question set. You will typically be required to interpret primary and secondary evidence. Primary evidence includes the manuscript of a novel, or a letter describing an historical event. Secondary evidence includes academic books and peer reviewed articles. 
• They require you to apply ideas. Many essays will ask you to apply an abstract idea to a scenario, or interpretation of something. For example, you could be asked to apply a Marxist ideology upon Emily Brontë's Wuthering Heights or Post-Colonialist theories upon Shakespeare's The Tempest.
• Essays vary greatly in terms of length, required depth of thinking and purpose.  You must carefully read the assessment brief and any supporting materials provided to you. It is also important to complete formative tasks that prepare you for an essay, as these will help you to become use to the requirements of the summative essay. 
• They must show criticality. When interpreting evidence, or applying ideas in your essay you must be aware that there is more than one possible understanding. Through exploring multiple sources and showing the limits and interconnectedness of ideas you show criticality. More information on criticality can be found on the Criticality page of this guide . 

Example extract of an arts and humanities essay

Essay Title: Liturgical expression and national identity during the reign of Æthelred the Unready

This essay is from English studies and shows typical features of an arts and humanities essay. It is examining two ideas, namely 'national identity' and 'liturgical expression' and applying them both to a period of history. The essay does this by analysing linguistic choices, using interpretation from the literature base to create an argument that addresses the essay title. 

It also has the feature of the student using sources of evidence to offer an interpretation that may disagree with some published sources. This use of evidence to create an argument that is novel to the student and requires interpretation of ideas is typical of arts and humanities writing. '"engla God", these liturgical verses themselves both signify and enact a ritualised unity with God.' is an example from the essay extract that shows the careful language choices used to create a concise and precise argument that clearly conveys complex thought to the reader from the author. 

One way of thinking about a good arts and humanities essay is that it is like you are producing a garment from threads. The overall piece has a shape that people can recognise and understand, and each word, like each stitch, builds the whole piece slowly, whilst some key threads, like core ideas in your argument, run through the whole to hold it all together. It is the threading together of the strands of argument that determines the quality of the final essay, just as the threading of strands in a garment determine the quality of the final piece. 

Good arts and humanities essay writing is...

• Based on evidence sources,
• built on the interpretation and application of ideas, evidence and theories,
• a clearly expressed, logical argument that addresses the essay question,
• carefully constructed to guide the reader in a logical path from the introduction to the conclusion,
• filled with carefully chosen language to precisely and accurately convey ideas and interpretations to the reader,
• built on rigorous, careful and close analysis of ideas,
• constructed using careful evaluation of the significance of each idea and concept used,
• readable, meaning it is clear and logical, using clearly understandable English,
• rewarded with high marks.

Common mistakes in arts and humanities essay writing

• Not answering the question posed. It is very easy to answer the question you wished had been asked, or drift away from the question during your writing. Keep checking back to the question to ensure you are still focussed and make a clear plan before writing.  
• Moving beyond the evidence. You are required to interpret ideas and evidence that exist, this requires some application and novelty, but should not be making up new ideas/knowledge to make your argument work; your writing must be rooted in evidence. 
• Using complex and long words where simpler word choices would convey meaning more clearly. Think of the reader. 
• Leaving the reader to draw their own conclusion s, or requiring the reader to make assumptions. They must be able to see your thinking clearly on the page. 
• Using lots of direct quotes . There are times when using quotes is important to detail lines from a novel for example, but you need to use them carefully and judiciously, so that most of your writing is based on your use of sources, for which you gain credit. 

Social Science essays

Social Sciences, as the name suggests, can be thought of as an attempt to use a 'scientific method' to investigate social phenomena. There is a recognition that applying the strict rules of the level of proof required in science subjects is not appropriate when studying complex social phenomena. But, there is an expectation of as much rigour as is possible to achieve in each investigation.

Consequently, there is a huge variation in the types of essays that can be found within the social sciences. An essay based on the carbon dating of human remains within Archaeology is clearly very different from an essay based on the application of an ethical framework in Human Resources Management. The former is likely to be much more like a science essay, whilst the latter may edge towards a Philosophy essay, which is part of arts and humanities. 

Key features of social science essays

• They are evidence-based.  It is crucial to use the evidence in a way that shows you understand how significant the evidence used is. 
• They require interpretation of evidence . By its nature, evidence in social sciences may be less definite than in sciences, and so interpretation is required.  When you interpret evidence, this too must be based on evidence, rather than personal opinion or personal observation. 
• They often require the application of abstract theories to real-world scenarios . The theories are 'clean and clear' and the real world is 'messy and unclear'; the skill of the student is to make plausible judgements. For example, 
• The level of detail and breadth of knowledge that must be displayed varies greatly, depending on the length of the essay. 1000 word essays need concise wording and for the student to limit the breadth of knowledge displayed in order to achieve the depth needed for a high mark. Conversely, 5000 word essays require both breadth and depth of knowledge.
• They should show criticality. This means you need to show uncertainty in the theories and ideas used, and how ideas and theories interact with others. You should present counter-facts and counter-arguments and use the information in the literature base to reach supported conclusions and judgements. 

Example extract of a social science essay

Essay Title: Who Gets What in Education and is that Fair?

Education in the western world has historically favoured men in the regard that women were essentially denied access to it for no other reason than their gender (Trueman,2016) and even though it would seem there is certainly “equality on paper” (Penny, 2010,p1.) when looking at statistics for achievement and gender, the reality is that the struggles facing anyone who does not identify as male require a little more effort to recognise. An excellent example of this can be found in the 2014 OECD report. In the UK women significantly outnumbered men in their application for university places- 376,860 women to 282,170 men (ICEF,2014)- but when observed closer men are applying for places at higher ranking universities and often studying in fields that will eventually allow them to earn better salaries. The same report praised women for the ability to combine their studies with family life and having higher aspirations than boys and therefore likely as being more determined to obtain degrees (ICEF, 2014), yet in reality women have very little choice about coping with the stressful burdens placed on them. The concepts of double burden and triple shift where women are expected to deal with housework and earning an income, or housework, raising children and earning an income (Einhorn, 1993) could in this case relate to the pressure for women to work hard at school to allow them to be able to provide for their families in future. Even women who do not necessarily have their own families or children to care for must face the double burden and triple shift phenomenon in the workplace, as women who work in the higher education sector almost always have the duty of a more pastoral and caring role of their students than male counterparts (Morley,1994).

Education is a social science subject. Some studies within it follow a scientific method of quantitative data collection, whilst others are more qualitative, and others still are more theoretical. In the case of this extract it is about gendered effects in university applications. This is an inevitably complex area to write about, intersecting as it does with social class, economic status, social norms, cultural history, political policy... To name but a few. 

The essay is clearly based on evidence, which in places in numerical and in places is derived from previously written papers, such as 'triple shift where women are expected to deal with housework and earning an income, or housework, raising children and earning an income (Einhorn, 1993)', where the concept of triple shift is derived from the named paper. It is this interleaving of numerical and concrete facts with theoretical ideas that have been created and/or observed that is a typical feature in social sciences. In this case, the author has clearly shown the reader where the information is from and has 'controlled' the ideas to form a narrative that is plausible and evidence-based. 

When compared to science writing, it can appear to be more wordy and this is largely due to the greater degree of interpretation that is required to use and synthesise complex ideas and concepts that have meanings that are more fluid and necessarily less precise than many scientific concepts. 

Good social science essay writing is...

• filled with clearly articulated thinking from the mind of the author,
• well structured to guide the reader through the argument or narrative being created,
• focussed on answering the question or addressing the task presented,
• filled with carefully chosen evaluative language to tell the reader what is more and less significant,
• readable - sounds simple, but is difficult to achieve whilst remaining precise,

Common mistakes in social science essay writing 

• Speculating beyond the limits of the evidence presented . It is important to limit your interpretation to that which is supported by existing evidence. This can be frustrating, but is essential.
• Using complex words where simpler ones will do. It is tempting to try to appear 'clever' by using 'big words', but in most cases, the simplest form of writing something is clearer. Your aim is to clearly communicate with the reader. 
• Giving your personal opinion - this is rarely asked for or required. 
• Not answering the question or fulfilling the task . This is possibly the most common error and largely comes from letting one's own ideas infect the essay writing process. 
• Not being critical. You need to show the limits of the ideas used, how they interact, counter-arguments and include evaluation and analysis of the ideas involved. If you find yourself being descriptive, ask why. 
• Using lots of direct quotes, particularly in first year writing . Quotes should be rare and used carefully because they are basically photocopying. Use your words to show you have understood the concepts involved. 

Science essays

Science essays are precise, logical and strictly evidence-based pieces of writing. They employ cautious language to accurately convey the level of certainty within the scientific understanding that is being discussed and are strictly objective. This means that the author has to make the effort to really understand the meaning and significance of the science being discussed.

In a science essay, your aim is to summarise and critically evaluate existing knowledge in the field. If you're doing your own research and data collection, that will be written up in a report  instead.

The skill of the student is to thread together the ideas and facts they have read in a logical order that addresses the task set. When judgements are made they must be justified against the strength and significance of the theories, findings, and ideas being used. Generally, the student should not be undertaking their own interpretation of the results and facts, but instead be using those of others to create a justifiable narrative. 

Example extract of a science essay

Essay title:  To what extent has Ungerleider and Mishkin’s notion of separate ‘what’ and ‘where’ pathways been vindicated by neuropsychological research?

Van Polanen & Davare (2015) showed that the dorsal stream and ventral streams are not strictly independent, but do interact with each other. Interactions between dorsal and ventral streams are important for controlling complex object-oriented hand movements, especially skilled grasp. Anatomical studies have reported the existence of direct connections between dorsal and ventral stream areas. These physiological interconnections appear to gradually more active as the precision demands of the grasp become higher. 

However, cognition is a dynamic process, and a flexible interactive system is required to coordinate and modulate activity across cortical networks to enable the adaptation of processing to meet variable task demands. The clear division of the dorsal and ventral processing streams is artificial, resulting from experimental situations, which do not reflect processing within the natural environment (Weiller et al., 2011). Most successful execution of visual behaviours require the complex collaboration and seamless integration of processing between the two systems.

Cloutman (2013) had stated that dorsal and ventral streams can be functionally connected in three regards: (1) the independent processing account – where they remain separate but terminate on the same brain area, (2) the feedback account – where feedback loops from locations downstream on one pathway is constantly providing input to the other and (3) the continuous cross-talk account – where information is transferred to and from the system constantly when processing. 

Indeed, the authors found that there were numerous anatomical cross-connections between the two pathways, most notably between inferior parietal and inferior temporal areas. For example, ventral regions TE and TEO have been found to have extensive connectivity with dorsal stream areas, demonstrating direct projections with areas including V3A, MT, MST, FST and LIP (Baizer et al., 1991; Disler et al., 1993).

The first obvious comment is that it is not going to win a prize for literary entertainment! The writing is what one might call 'dry'. This is because it is good scientific writing. It is clearly evidence-based, and is explaining complex interrelationships in a way that is clear, leaves little for the reader to assume and that uses carefully graded language to show the significance of each fact. 

The language choices are carefully aligned with the strength of the evidence that is used. For example, 'have been found to have extensive interconnectivity' is graded to convey that many connections have been detailed in the evidence presented. Similarly, 'Most successful execution of visual behaviours require the complex collaboration' is graded carefully to convey meaning to the reader, derived from the evidence used. The sample displays many examples of controlled word choices that leave the reader in no doubt regarding the meaning they are to take from reading the piece. This concise, controlled, evidence-based and carefully considered writing is typical of that found in the science essays. 

Good science essay writing is...

• evidence-based,
• cohesive due to language choices,
• well-structured to help the reader follow the ideas,
• carefully planned,
• filled with carefully chosen evaluative and analytical language,
• rewarded with high grades.

Common mistakes in science essay writing

• The most common mistake is a lack of accuracy in the language used to convey meaning. This can be due to inadequate reading or a lack of understanding of the subject matter, or alternatively, due to not giving sufficient care to word choice. 'Increased greatly' is different to 'increased', which is different again to 'increased significantly'; it is very important that you understand what you are writing about in enough detail that you can accurately convey an understanding of it accurately to the reader. 
• Trying to put 'you' into the essay. It is highly unlikely that you will be required to refer to your own viewpoints, opinions or lived experience within scientific essay writing. Science is impersonal, it deals in fact, and so you are a third person, impersonal author who is interpreting and curating facts and knowledge into an essay that makes sense to the reader. 
• Going beyond the facts. It is rare that you will be asked to speculate in a science essay. When you are, you will be asked to extrapolate from known understanding in the relevant literature. Stick to the facts and to their meaning and significance. 
• Not placing understanding in context . Each scientific idea sits within a bigger discipline and interacts with other ideas. When you write about ideas, you need to acknowledge this, unless you are specifically told to only focus on one idea. An example would be genomics of viral pathogens, which is currently a much discussed area of activity. This sits within public health, virology, and genomics disciplines, to name a few. Depending on how it is to be written about, you may need to acknowledge one or more of these larger areas. 

Using evidence in essays

Sources of evidence are at the heart of essay writing. You need sources that are both usable and credible, in the specific context of your essay.

A good starting point is often the materials used in the module your essay is attached to. You can then work outwards into the wider field of study as you develop your thinking, and seek to show critical analysis, critical evaluation and critical thought in your essay. 

Discover more about using evidence in your assignments:

Structuring an essay

Clear structure is a key element of an effective essay. This requires careful thought and you to make choices about the order the reader needs the information to be in. 

These resources contain advice and guides to help you structure your work:

You can use these templates to help develop the structure of your essay.

Go to File > Make a copy... to create your own version of the template that you can edit.

Structuring essay introductions

Play this tutorial in full screen

• Explain the different functions that can be fulfilled by an introduction.
• Provide examples of introductions from the Faculties of Social Sciences, Sciences, and Arts and Humanities.
• Evaluating your own introductions.
• Matching elements of an introduction to a description of their purpose.
• Highlighting where evidence is used to support elements of the introduction.
• Highlighting how introductions can make clear links to the essay question.

In this section, you will learn about the functions and key components of an essay introduction.

An introduction can fulfill the functions below. These often move from a broad overview of the topic in context to a narrow focus on the scope of the discussion, key terms and organisational structure.

Click on each function to reveal more.

• It can establish the overall topic and explain the relevance and significance of the essay question to that topic
• What is the topic?
• Why is the essay question worth exploring? Why is the essay worth reading?
• How is it relevant to wider / important / current debates in the field?
• It can briefly explain the background and context and define the scope of the discussion
• Is it helpful to mention some background, historical or broader factors to give the reader some context?
• Is the discussion set in a particular context (geographical; political; economic; social; historical; legal)?
• Does the essay question set a particular scope or are you going to narrow the scope of the discussion?
• It can highlight key concepts or ideas
• Are the key concepts or ideas contentious or open to interpretation?
• Will the key concepts need to be defined and explained?
• It can signpost the broad organisational structure of the essay
• Indicate what you will cover and a brief overview of the structure of your essay
• points made should be supported by evidence
• clear links should be made to the question

Note: Introductions may not cover all of these elements, and they may not be covered in this order.

Useful Link: See the University of Manchester’s Academic Phrasebank for useful key phrases to introduce work.

In this activity, you will review and evaluate introductions you have written, identifying areas for improvement.

Find some examples of introductions you have written for essays.

• Which of the features do they use?
• Are any elements missing?
• How might you improve them?

For the following tasks, you will be using an example introduction from one of the following three faculties. Select a faculty to use an introduction from a corresponding subject.

In this activity, you will look at examples of introductions, identifying key features and their purpose.

Here is an example question:

Sociology: Examine some of the factors that influence procrastination in individuals, exploring and evaluating their impact. Identify an area(s) for future research, justifying your choice.

And here is a sample introduction written for this question:

Procrastination is a complex concept which manifests itself in different types of behaviour yet is experienced by individuals universally. A useful definition of procrastination is ‘the voluntary delay of important, necessary, and intended action despite knowing there will be negative consequences for this delay’ (Ferrari and Tice, 2000, Sirois and Pychyl, 2013 cited in Sirois and Giguère, 2018). The influences on procrastination are multi-faceted, which makes their study incredibly challenging. Researchers are now producing a body of work dedicated to procrastination; including meta-analyses such as those by Varvaricheva (2010) and Smith (2015). Influences on procrastination can be considered in two categories, factors with external, environmental, sources and factors with internal sources due to individual differences. However, these external and environmental categories are not completely independent of one another and this essay will seek to explore the complexities of this interdependence. This essay will discuss how different factors influence individual procrastination, by first examining how gender, age and personality affect the procrastination trait under internal factors, before discussing the external factors; how task aversiveness, deadlines and the internet affect procrastination behavioural outcomes. This will be followed by a brief exploration of how the two interact. Finally there a number of gaps in the literature, which suggest avenues for future research.

Click on the Next arrow to match each section of this introduction with a description of its purpose.

Procrastination is a complex concept which manifests itself in different types of behaviour yet is experienced by individuals universally.

Signposts the broad organisational structure of the essay

Narrows the topic and explains its relevance or significance to current debates

Defines the scope of the discussion

Establishes the topic and explains its broad significance

Defines key concepts

That's not the right answer

Have another go.

Yes, that's the right answer!

A useful definition of procrastination is ‘the voluntary delay of important, necessary, and intended action despite knowing there will be negative consequences for this delay’ (Ferrari and Tice, 2000, Sirois and Pychyl, 2013 cited in Sirois and Giguère, 2018).

The influences on procrastination are multi-faceted, which makes their study incredibly challenging. Researchers are now producing a body of work dedicated to procrastination; including meta-analyses such as those by Varvaricheva (2010) and Smith (2015).

Influences on procrastination can be considered in two categories, factors with external, environmental, sources and factors with internal sources due to individual differences. However, these external and environmental categories are not completely independent of one another and this essay will seek to explore the complexities of this interdependence.

This essay will discuss how different factors influence individual procrastination, by first examining how gender, age and personality affect the procrastination trait under internal factors, before discussing the external factors; how task aversiveness, deadlines and the internet affect procrastination behavioural outcomes. This will be followed by a brief exploration of how the two interact. Finally there a number of gaps in the literature, which suggest avenues for future research.

In this activity, you will identify how introductions make links to the question.

Here is the question again:

Click to highlight the places where the introduction below links closely to the question.

Have another go. You can remove the highlighting on sections by clicking on them again.

Those are the parts of the introduction that link closely to the question.

In this activity, you will consider how introductions make use of supporting evidence.

• Define key concepts
• Establish the topic and explain its relevance or significance

Click to highlight the places where the introduction below supports points with evidence .

Those are the parts of the introduction that use evidence to support points.

Congratulations! You've made it through the introduction!

Click on the icon at the bottom to restart the tutorial.

Nursing: Drawing on your own experiences and understanding gained from the module readings, discuss and evaluate the values, attributes and behaviours of a good nurse.

The Nursing and Midwifery Council’s (NMC) (2015) Code states that a nurse must always put the care of patients first, be open and honest, and be empathic towards patients and their families. Student nurses are expected to demonstrate an understanding of the need for these key skills even at the interview stage and then gain the experiences to develop certain fundamental attributes, values and behaviours in order to advance through the stages of nursing. This assignment will highlight a variety of values, attributes and behaviours a good nurse should have, focusing on courage in particular. Views of courage from political, professional, and social perspectives will be considered, alongside a comparison between the attribute courage and a student nurse’s abilities. This will be demonstrated using observations from practice, appropriate theorists such as Sellman (2011), Lachman (2010) and philosophers including Aristotle and Ross (2011).

The Nursing and Midwifery Council’s (NMC) (2015) Code states that a nurse must always put the care of patients first, be open and honest, and be empathic towards patients and their families.

Explains the context to the discussion, with reference to the workplace

Defines the scope of the discussion by narrowing it

Defines relevant key concepts or ideas

Student nurses are expected to demonstrate an understanding of the need for these key skills even at the interview stage and then gain the experiences to develop certain fundamental attributes, values and behaviours in order to advance through the stages of nursing.

This assignment will highlight a variety of values, attributes and behaviours a good nurse should have, focusing on courage in particular.

Views of courage from political, professional, and social perspectives will be considered, alongside a comparison between the attribute courage and a student nurse’s abilities. This will be demonstrated using observations from practice, appropriate theorists such as Sellman (2011), Lachman (2010) and philosophers including Aristotle and Ross (2011).

• Define relevant key concepts or ideas
• Signpost the broad organisational structure of the essay, making a clear link to the question

Archaeology: Explain some of the ways in which Star Carr has been re-interpreted since the initial discovery in the 1940s. Briefly evaluate how the results of recent excavations further dramatically affect our understanding of this site.

Star Carr has become the ‘best known’ Mesolithic site in Britain (Conneller, 2007, 3), in part because of its high levels of artefact preservation due to waterlogging, as the site was once on the Eastern edge of the ancient Lake Flixton, close to a small peninsula (Taylor, 2007). First excavated by Grahame Clark in 1949-51, there was a further invasive investigation in 1985 and 1989, again in 2006-8, and 2010. An impressive haul of artefacts have been excavated over the years, including bone and antler tools, barbed points, flint tools and microliths, and enigmatic red deer frontlets (Milner et al., 2016). Since Clark’s first published report in 1954 there have been numerous re-examinations of the subject, including by Clark himself in 1974. Resulting interpretations of the site have been much debated; it has been classified as ‘in situ settlement, a refuse dump, and the result of culturally prescribed acts of deposition’ (Taylor et al., 2017). This discussion will explore the ways in which the site has been variously re-interpreted during this time period, and consider how more recent study of the site has prompted new perspectives.

Star Carr has become the ‘best known’ Mesolithic site in Britain (Conneller, 2007, 3), in part because of its high levels of artefact preservation due to waterlogging, as the site was once on the Eastern edge of the ancient Lake Flixton, close to a small peninsula (Taylor, 2007).

Explains the background to the discussion and its significance

Establishes the topic

Explains the scope of the topic and highlights key interpretations

First excavated by Grahame Clark in 1949-51, there was a further invasive investigation in 1985 and 1989, again in 2006-8, and 2010. An impressive haul of artefacts have been excavated over the years, including bone and antler tools, barbed points, flint tools and microliths, and enigmatic red deer frontlets (Milner et al., 2016).

Since Clark’s first published report in 1954 there have been numerous re-examinations of the subject, including by Clark himself in 1974. Resulting interpretations of the site have been much debated; it has been classified as ‘in situ settlement, a refuse dump, and the result of culturally prescribed acts of deposition’ (Taylor et al., 2017).

This discussion will explore the ways in which the site has been variously re-interpreted during this time period, and consider how more recent study of the site has prompted new perspectives.

• Establish the topic, explains the background and significance
• Explains the significance of the topic
• Highlights key interpretations

Structuring essay conclusions

In this section you will consider the different functions a conclusion can fulfil, look at examples of conclusions, and identify key features and their purpose.

A conclusion can fulfil the functions below. These often move from a narrow focus on the outcomes of the discussion to a broad view of the topic's relevance to the wider context.

Summary of the main points in relation to the question

• This might involve restating the scope of the discussion and clarifying if there any limitations of your discussion or of the evidence provided
• This may include synthesising the key arguments and weighing up the evidence

Arrive at a judgement or conclusion

• Having weighed up the evidence, come to a judgement about the strength of the arguments

Restate the relevance or significance of the topic to the wider context

• Make it clear why your conclusions - which are based on your discussion through the essay - are important or significant in relation to wider/current debates in the field

Make recommendations or indicate the direction for further study, if applicable

• Recommendations may be for further research or for practice/policy
• What further research/investigation would be necessary to overcome the limitations above?
• What are the implications of your findings for policy/practice?

Note: Conclusions may not cover all of these elements, and they may not be covered in this order.

• Clear links should be made to the question
• Do not make new points in the conclusion

Useful Link: See the University of Manchester’s Academic Phrasebank for useful key phrases to conclude work.

In this activity, you will look at an example conclusion, identifying key features and their purpose.

In this task, you will be using an example conclusion from one of the following three faculties. Select a faculty to use a conclusion from a corresponding subject.

And here is a sample conclusion written for the question:

In conclusion procrastination is a complex psychological phenomenon that is influenced by a number of factors, both internal and external. However it has a hugely multifaceted nature and the factors that influence it are not truly independent of one another. Character traits and the environmental impact on behaviour are interrelated; for example similar procrastination outcomes may arise from a highly conscientious individual in a distracting environment and an individual low in conscientiousness in a non-distracting setting. This means that future studies need to be very considered in their approach to separating, or controlling for, these factors. These further studies are important and urgently needed as the impact of procrastination on society is far-reaching. For instance: individuals delay contributing to a pension, meaning that old age may bring poverty for many; couples put off entering into formal contracts with each other, potentially increasing disputes over child custody and inheritance; and indeed women delay starting a family and increasing age leads to decreased fertility, thus leading to higher societal costs of providing assisted fertilisation. Furthermore one could expand the scope to include the effects on children of being born to older parents (such as risks of inherited genetic defects). These are themselves wide fields of study and are mentioned merely to illustrate the importance of further research. Until the nature of influences on procrastination is fully understood, our development of approaches to reduce procrastination is likely to be hindered.

Click on the Next arrow to match each section of the conclusion with a description of its purpose.

In conclusion procrastination is a complex psychological phenomenon that is influenced by a number of factors, both internal and external.

Synthesises the key arguments and weighs up the evidence

Indicates limitations

Restates the scope of the discussion

Indicates the direction and significance for further study

Summary of the main point in relation to the question

However it has a hugely multifaceted nature and the factors that influence it are not truly independent of one another.

Character traits and the environmental impact on behaviour are interrelated; for example similar procrastination outcomes may arise from a highly conscientious individual in a distracting environment and an individual low in conscientiousness in a non-distracting setting.

This means that future studies need to be very considered in their approach to separating, or controlling for, these factors. These further studies are important and urgently needed as the impact of procrastination on society is far-reaching. For instance: individuals delay contributing to a pension, meaning that old age may bring poverty for many; couples put off entering into formal contracts with each other, potentially increasing disputes over child custody and inheritance; and indeed women delay starting a family and increasing age leads to decreased fertility, thus leading to higher societal costs of providing assisted fertilisation. Furthermore one could expand the scope to include the effects on children of being born to older parents (such as risks of inherited genetic defects). These are themselves wide fields of study and are mentioned merely to illustrate the importance of further research.

Until the nature of influences on procrastination is fully understood, our development of approaches to reduce procrastination is likely to be hindered.

Opportunities for nurses to display courage occur every day, although it is at the nurse’s discretion whether they act courageously or not. As discussed in this assignment, courage is likewise an important attribute for a good nurse to possess and could be the difference between good and bad practice. It is significantly important that nurses speak up about bad practice to minimize potential harm to patients. However nurses do not need to raise concerns in order to be courageous, as nurses must act courageously every day. Professional bodies such as the RCN and NMC recognise that courage is important by highlighting this attribute in the RCN principles. The guidelines for raising concerns unite the attribute courage with the RCN’s principles of nursing practice by improving nurses’ awareness of how to raise concerns. Lachman’s (2010) CODE is an accessible model that modern nurses could use as a strategy to help them when raising concerns. Although students find it difficult to challenge more senior nursing professionals, they could also benefit from learning the acronym to help them as they progress through their career. For nursing students, courage could be seen as a learning development of the ability to confront their fear of personal emotional consequences from participating in what they believe to be the right action. On the whole a range of values, attributes and behaviours are needed in order to be a good nurse, including being caring, honest, compassionate, reliable and professional. These qualities are all important, but courage is an attribute that is widely overlooked for nurses to possess but vitally fundamental.

Opportunities for nurses to display courage occur every day, although it is at the nurse’s discretion whether they act courageously or not. As discussed in this assignment, courage is likewise an important attribute for a good nurse to possess and could be the difference between good and bad practice. It is significantly important that nurses speak up about bad practice to minimize potential harm to patients. However nurses do not need to raise concerns in order to be courageous, as nurses must act courageously every day.

Arrives at an overall judgement or conclusion

Make recommendations for practice

Professional bodies such as the RCN and NMC recognise that courage is important by highlighting this attribute in the RCN principles. The guidelines for raising concerns unite the attribute courage with the RCN’s principles of nursing practice by improving nurses’ awareness of how to raise concerns. Lachman’s (2010) CODE is an accessible model that modern nurses could use as a strategy to help them when raising concerns.

Although students find it difficult to challenge more senior nursing professionals, they could also benefit from learning the acronym to help them as they progress through their career. For nursing students, courage could be seen as a learning development of the ability to confront their fear of personal emotional consequences from participating in what they believe to be the right action.

On the whole a range of values, attributes and behaviours are needed in order to be a good nurse, including being caring, honest, compassionate, reliable and professional. These qualities are all important, but courage is an attribute that is widely overlooked for nurses to possess but vitally fundamental.

Star Carr is one of the most fascinating and informative Mesolithic sites in the world. What was once considered to be the occasional winter settlement of a group of hunter-gatherer families, now appears to be a site of year-round settlement occupied over centuries. Since its initial discovery and excavation in the late 1940s and early 1950s, a great deal of further data has been collected, altering interpretations made by the primary excavators who pioneered analysis of the site. What once was considered a typical textbook Mesolithic hunting encampment is now theorized to be a site of ritual importance. The site has produced unique findings such as a multitude of barbed points, twenty one antlered headdresses and the earliest known example of a permanent living structure in Britain. These factors will combine to immortalise the site, even when its potential for further research is thoroughly decayed, which tragically could be very soon (Taylor et al. 2010).

Star Carr is one of the most fascinating and informative Mesolithic sites in the world.

Synthesise the main points

Limitations and implications for future research

Restate the significance of the topic to the wider context

What was once considered to be the occasional winter settlement of a group of hunter-gatherer families, now appears to be a site of year-round settlement occupied over centuries. Since its initial discovery and excavation in the late 1940s and early 1950s, a great deal of further data has been collected, altering interpretations made by the primary excavators who pioneered analysis of the site. What once was considered a typical textbook Mesolithic hunting encampment is now theorized to be a site of ritual importance. The site has produced unique findings such as a multitude of barbed points, twenty one antlered headdresses and the earliest known example of a permanent living structure in Britain.

These factors will combine to immortalise the site, even when its potential for further research is thoroughly decayed, which tragically could be very soon (Taylor et al. 2010).

Congratulations! You've made it through the conclusion!

Click on the icon below to restart the tutorial.

Other support for essay writing

Online resources.

The general writing pages of this site offer guidance that can be applied to all types of writing, including essays. Also check your department guidance and VLE sites for tailored resources.

Other useful resources for essay writing:

Appointments and workshops 

There is lots of support and advice for essay writing. This is likely to be in your department, and particularly from your academic supervisor and module tutors, but there is also central support, which you can access using the links below. 

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• Next: Reports >>
• Last Updated: Apr 3, 2024 4:02 PM
• URL: https://subjectguides.york.ac.uk/academic-writing

should the Death Penalty be Reinstated in the Uk?

This essay about the potential reinstatement of the death penalty in the United Kingdom explores the profound moral and practical implications involved. It discusses the arguments from both supporters, who see it as a deterrent and a means to deliver justice, and opponents, who criticize its irreversible consequences and the risk of perpetuating violence. The essay highlights the deep divisions and ethical dilemmas facing society as it considers whether to adopt such a severe measure in its criminal justice system.

How it works

In the intricate debates surrounding criminal justice, few topics provoke as much intensity and moral reflection as the idea of reintroducing the death penalty in the United Kingdom. This complex issue has been at the forefront of public discussion for years, sparking heated arguments that teeter on the brink of ethical considerations and practicality. Proponents of the death penalty argue that it serves as a deterrent to serious crimes, providing closure to victims’ families and maintaining justice. On the other hand, critics view it as an unforgivable human error, riddled with the risks of executing innocent people and continuing cycles of violence.

As the UK contemplates bringing back this divisive form of punishment, it navigates through the dense forest of moral uncertainty and societal obligations.

Supporters of the death penalty often present deterrence as a key argument, suggesting that the fear of the ultimate punishment can prevent serious crimes. However, the data on whether the death penalty effectively deters crime is ambiguous and mixed. While some studies claim it has a strong deterrent effect, others argue it is ineffective, pointing out the issues of inequality and social injustice that undermine its supposed benefits. This discrepancy casts doubt on whether capital punishment can truly safeguard public safety.

Retributive justice is another cornerstone of the argument for the death penalty. Many see it as essential for achieving justice—equating it to a necessary response to balance the harm caused by violent crimes. Following horrific crimes, there is often a public outcry for harsh punishment. Yet, this raises complex ethical questions: Can inflicting pain really heal the pain of loss? Does seeking vengeance actually bring peace, or does it simply fuel a never-ending cycle of violence, leaving lasting scars?

On a practical level, the death penalty faces significant challenges. The process is fraught with risks, including wrongful convictions and the horrors of botched executions, which underscore the human capacity for error and the finality of death sentences. In a system where innocence must be presumed, reintroducing the death penalty in the UK poses serious concerns about the value of life and the extent of governmental power. As the potential for capital punishment reemerges, it forces society to reckon with its role in this grave process.

The debate over reinstating the death penalty in the UK represents a deep moral and existential dilemma, reflecting the essence of the nation at a pivotal moment. As both sides of the argument present their views, the decision about the death penalty remains uncertain, caught between demands for justice and appeals for compassion. In this ongoing public debate, where emotions run high and fundamental values are tested, the true measure of a society’s humanity may be found not in the harshness of its penalties, but in its capacity for compassion and understanding. This critical examination of our shared values will help steer us toward a future that prioritizes justice, is softened by mercy, and enlightened by an unwavering respect for human dignity.

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• Carers and disability benefits

Disability Benefits system to be overhauled as consultation launched on Personal Independence Payment

Government to reform disability benefits system to ensure they’re targeted at those most in need.

• Consultation to be published today on proposals to move away from fixed cash benefit system towards tailored support
• Comes as over 2.6 million people of working age now receiving  PIP  with monthly new claims almost doubling since 2019

Plans to make the disability benefits system fit for the future and overhaul the “one size fits all” approach are set to be published today (Monday 29 April), following the Prime Minister’s speech which set out the government’s wide-ranging ambitions for welfare reform.   

The Modernising Support Green Paper will explore how our welfare system could be redesigned to ensure people with disabilities and long-term health conditions get the support they need to achieve the best outcomes, with an approach that focuses support on those with the greatest needs and extra costs.

The UK’s health landscape has changed since Personal Independence Payment ( PIP ) was introduced in 2013 with the intention that it would be a more sustainable benefit that would support disabled people to live independently by helping with the extra costs they face. 

However, the caseload and costs are now spiralling. There are now 2.6 million people of working age claiming  PIP  and  DLA  – with 33,000 new awards for  PIP  each month which is more than double the rate before the pandemic. This is expected to cost the taxpayer £28 billion a year by 2028/29 – a 110% increase in spending since 2019.

This is in part fuelled by the rise in people receiving  PIP  for mental health conditions such as mixed anxiety and depressive disorders, with monthly awards doubling from 2,200 to 5,300 a month since 2019. 

Since 2015, the proportion of the caseload receiving the highest rate of PIPhas increased from 25% to 36%. And many more people being awarded PIPnow have mental health conditions than when it was first introduced.  

In line with the wider reforms to ensure the welfare system is fair and compassionate, the Modernising Support Green Paper proposals centre on targeting and improving the support for those who need it most.

These ideas include removing the  PIP  assessment altogether for people with certain long term health conditions or disabilities, including those with terminal illnesses to reduce bureaucracy and make life easier for those most in need of support.

By more accurately targeting support, we will ensure the large scale of government expenditure on  PIP  translates into better outcomes for disabled people and those with health conditions. 

Prime Minister Rishi Sunak said:

It’s clear that our disability benefits system isn’t working in the way it was intended, and we’re determined to reform it to ensure it’s sustainable for the future, so we can continue delivering support to those who genuinely need it most.

Today’s Green Paper marks the next chapter of our welfare reforms and is part of our plan to make the benefits system fairer to the taxpayer, better targeted to individual needs and harder to exploit by those who are trying to game the system.

We’re inviting views from across society to ensure everyone has a chance to make their voices heard and shape our welfare reforms.

Work and Pensions Secretary Mel Stride said:   

We’re making the biggest welfare reforms in a generation – protecting those most in need while supporting thousands into work as we modernise our benefit system to reflect the changing health landscape.

A decade on from the introduction of  PIP , this Green Paper opens the next chapter of reform, enhancing the support for people with health conditions and disabilities while ensuring the system is fair to the taxpayer.

The Green Paper sets out proposals across three key priorities to fundamentally reform the system:

Making changes to the eligibility criteria for  PIP , so it is fairer and better targeted

Through previous consultations, we have been told that the criteria currently used in assessments do not always fully reflect how a disability or health condition impacts on a person’s daily life. The criteria have changed over time and no longer capture these different impacts as originally intended.

We will consider whether the current thresholds for entitlement correctly reflect the need for ongoing financial support. This includes considering if current descriptors - such as the need for aids and appliances - are good indicators of extra costs.

We will also look at changing the qualifying period for  PIP  in order to ensure the impact that people’s conditions will have on them over time is fully understood and consider whether we should change the test used to determine if a condition is likely to continue long-term.

Reforming the  PIP  assessment so that it is more closely linked to a person’s condition and exploring removing assessment entirely for those most in need.

PIP  is over a decade old and a lot has changed since the assessment was developed. We know some people continue to find  PIP  assessments difficult and repetitive, and view the assessment as too subjective.

We will consider whether some people could receive  PIP  without needing an assessment by basing entitlement on specific health conditions or disabilities supported by medical evidence.

This includes looking at whether evidence of a formal diagnosis by a medical expert should be a requirement to be assessed as eligible for  PIP . This will make it easier and quicker for people with severe or terminal conditions to get the vital support they need.

We will explore alternative approaches to ensure people are given the right help to fulfil their potential and live independently. The UK has used a fixed cash transfer system since the 1970s but there are a number of international systems that look at the specific extra costs people have and provide more tailored support instead.

For example, in New Zealand, the amount of Disability Allowance is based on a person’s extra costs which are verified by a health practitioner. Norway’s Basic Benefit requires people to provide a letter from a GP outlining the nature of their condition and the associated extra costs. 

We are considering options including one-off grants to better help people with significant costs such as home adaptations or expensive equipment, as well as giving vouchers to contribute towards specific costs, or reimbursing claimants who provide receipts for purchases of aids, appliances or services.

This reflects the fact that some claimants will have significant extra costs related to their disability, and others will have minimal or specific costs.

While these alternative models help people with the extra costs of their disability or health condition, we know other forms of support including health care, social services care provision and respite are also important to help people to realise their full potential and live independently.

We are also considering whether some people receiving  PIP  who have lower, or no extra costs, may have better outcomes from improved access to treatment and support than from a cash payment.

Andy Cook, Chief Executive of the Centre for Social Justice, said:

Our landmark Two Nations report laid bare the lasting impact of the pandemic on our nation’s most vulnerable communities.

With the welfare system now grappling with the combined challenges of economic inactivity, school absence and mental health, this consultation provides a meaningful opportunity to shape the future of Britain’s welfare state.

We owe it to those most struggling to make sure the benefit system provides the best support to those who need it. And with costs skyrocketing, it is time to bring the welfare system into the post-lockdown age.

The Green Paper is the latest of the government’s welfare reforms to ensure disabled people and people with long-term health conditions can live full and independent lives. It builds on last year’s Health and Disability White Paper and the £2.5 billion Back to Work Plan which will break down barriers to work for over one million people.  

The Government is also delivering the largest expansion in mental health services in a generation, with almost £5 billion of extra funding over the past five years, and a near doubling of mental health training places.

Our reforms to the Work Capability Assessment are expected to reduce the number of people put onto the highest tier of incapacity benefits by 424,000, people who will now receive personalised support to prepare for work, while our Chance to Work Guarantee will mean people can try work without fear of losing their benefits. 

Further Information

• The consultation can be found here: Modernising support for independent living: the health and disability green paper - GOV.UK (www.gov.uk)
• This consultation will be open for 12 weeks and we are inviting views from across society to ensure everyone has a chance to shape the modernisation of the welfare system. The findings of the consultation, which closes on Tuesday 23 July, will inform future reforms.
• The UK Government is committed to improving the lives of disabled people and people with long-term health conditions in all parts of the UK.
• In Wales, Personal Independence Payment ( PIP ) is the responsibility of the UK Government.
• In Northern Ireland,  PIP  is transferred and is the responsibility of the Department for Communities.
• In Scotland, Adult Disability Payment ( ADP ) has replaced  PIP  and is the responsibility of the Scottish Government. The transfer of existing Scottish  PIP  claimants from  DWP  to Social Security Scotland started in summer 2022 and will continue until 2025.
• We will continue to work with the Devolved Administrations to consider the implications of the proposals in this Green Paper in Scotland, Wales and Northern Ireland.

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Daniel Radcliffe makes rare comment on JK Rowling fall-out

Radcliffe, who played harry potter in the films, previously wrote an essay in support of trans rights in 2020, article bookmarked.

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Daniel Radcliffe has addressed his fall-out with Harry Potter author JK Rowling for the first time since 2020, saying it “makes me really sad”.

Rowling, who first f aced a backlash from several key cast members when she shared controversial remarks about the trans community in 2020, has seen her relationship with stars deteriorate amid increasingly toxic debate.

Radcliffe starred as the titular hero in all eight Potter films, based on her bestselling novels, from 2001 to 2011.

In a new interview with The Atlantic published Tuesday (30 April) – the same day Radcliffe was nominated for a Tony Award – the 34-year-old actor revealed he hasn’t spoken to Rowling, 58, in years.

“It makes me really sad, ultimately,” he said, “because I do look at the person that I met, the times that we met, and the books that she wrote, and the world that she created, and all of that is to me so deeply empathic.”

“Jo, obviously Harry Potter would not have happened without her, so nothing in my life would have probably happened the way it is without that person,” he added. “But that doesn’t mean that you owe the things you truly believe to someone else for your entire life.”

The author was met with backlash in 2020 after calling out an article’s use of the phrase “people who menstruate” , writing: “I’m sure there used to be a word for those people. Someone help me out. Wumben? Wimpund? Woomud?”

Around that time, Radcliffe wrote an essay for The Trevor Project as a way of showing support for the trans community and apologised “for the pain” Rowling’s comments have caused the Harry Potter fandom.

“Transgender women are women,” he wrote for the suicide prevention charity for young LGBT+ people.

“Any statement to the contrary erases the identity and dignity of transgender people and goes against all advice given by professional health care associations who have far more expertise on this subject matter than either Jo or I.”

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Meanwhile, Emma Watson, who portrayed Hermione Granger, wrote : “I want my trans followers to know that I and so many other people around the world see you, respect you and love you for who you are,” and appeared to make a dig at Rowling at the Baftas in 2022.

Rupert Grint (Ron Weasley) also gave his support to the trans community, asserting: “I firmly stand with the trans community and echo the sentiments expressed by many of my peers. Trans women are women. Trans men are men.”

Rowling has since continued to double down on her anti-trans sentiments.

Earlier this month, following the release of the Cass report , Rowling told Radcliffe and Watson to “save their apologies” for “traumatised detransitioners”.

Making suggestions for improvements, the report claims there is “remarkably weak evidence” for giving children and young people gender-affirming care such as puberty blockers.

Rowling responded by saying this report should be evidence enough for those in favour of gender-affirming care to reconsider their stance.

A Twitter user – who went by the name “FarRightHooligan” – told the author they were waiting for Radcliffe and Watson to give the author “a very public apology”.

The author replied: “Not safe, I’m afraid. Celebs who cosied up to a movement intent on eroding women’s hard-won rights and who used their platforms to cheer on the transitioning of minors can save their apologies for traumatised detransitioners and vulnerable women reliant on single sex spaces.”

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