It can be a way of making a lot of progress quite quickly. In these early stages of your thinking you may not be sure which of your ideas you want to follow up and which you will be discarding.
However, even in those essays that appear to be highly creative, unscientific, or personal, an argument of some kind is being made.
It is the argument, and how you decide to present and back up your argument, that will influence your decision on how to structure your essay.
It is worth attending to all of the suggestions and comments you receive, and trying to act on them.
Common criticism given to students is that their essay: These elements will be used to give a broad overall structure to this Study Guide.
The most important starting point is to listen carefully to what the essay title is telling you.
You need to read every single word of it, and to squeeze out as much guidance you can from the title.
You can use the writing process to help you think through, clarify and develop your early ideas about how you might respond to the title that has been set: ‘you may not know what you think until you have written it down’ (Creme & Lea, 1997 p115).
As with teaching, it is often not until you try to communicate an argument and its evidence that you find where the gaps are in your knowledge or argument.
If left unplanned, the reading stage can swallow up huge amounts of time.
Fortunately, there is scope for developing efficiency in several ways: While a certain level of efficiency is desirable, it is also important to remain flexible enough to identify relevant and interesting ideas that you had not anticipated.