Like long-distance running, essay writing can be a lonely
business. Inspire and motivate students by having them
work in groups. Here are some possible activities:
i) Put students in groups of three. Provide an essay
title. Working together, the students must write the
essay. One could do the introduction and first key
point, one most of the main body, and the third the
remainder including the conclusion.
ii) Students work in pairs. They agree a central
argument for the essay. They then agree the main
points in favour of this argument. One student
writes the paragraphs explaining these. The other
student writes rebuttal paragraphs evaluating each
point.
iii) Students work in groups of three or four. They are
given an essay title and a large sheet of sugar
paper. They must produce a detailed plan on the
sugar paper which they will subsequently present
to the class. The audience quizzes the group on
their decisions.

Viewpoints
In a court case two different arguments will be proposed in the face of
a single set of evidence. Instances are frequent where both cases are
persuasive and plausible. It can take much careful reasoning to come
to a decision as to the verdict which ought to be given.
Students, eager to put forward their own viewpoints, sometimes miss
the nuances inherent in many topics. These activities seek to draw out
some of the gradations.
Activities
i) Give students a key piece of content (for example, a study, an
historical event, a philosophical argument). Follow this up with a
range of perspectives relevant to your subject. Ask students to
analyse the content from each position in turn. They can then
compare and contrast the results.
ii) Students work in pairs. They receive an essay title. Each must
sketch a plan which has a clear, coherent perspective. Students
swap plans and write each other’s essays.
iii) Place an essay title on the board. Hand out, at random, a series
of cards with different positions/perspectives written on each.
Students must sketch a brief plan of the essay they would write
from that perspective/position. They then stand up and find a
partner (with a different perspective/position). Fevered debate
should ensue, with the plan as a point of reference.

Cut and Paste
This activity helps students to think about essay
structure, logic and coherence.
i) Make copies of three essays. These should
represent a high middle and low mark (for
example, A, C, and E).
ii) Cut the essays up, using paragraph breaks as the
points of incision, and place the pieces in an
envelope (make sure you do not mix up pieces
from the different essays).
iii) Students get into groups. Each group receives an
envelope. They empty out the contents and try to
recreate the essay. Once they are done, they read
through and assess its quality.
iv) Repeat with the other two essays if time.
v) Develop a whole-class discussion drawing on the
experience.

Repetition
The single best way to improve ones writing is through
repetition. Practising again and again. Students may
not like this, but they will acknowledge the powerful
logic which underpins it. Here are some choice quotes
to help sugar the pill:
Practice is the best of all instructors (Publilius Syrus).
My secret is practice (David Beckham).
What we hope ever to do with ease we may learn first
to do with diligence (Samuel Johnson).
Diligence is the mother of good fortune, and
idleness, its opposite, never brought a man to the
goal of any of his best wishes (Miguel de Cervantes).
Begin – to begin is half the work, let half still remain;
again begin this, and thou wilt have finished (Marcus
Aurelius).
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Mind Maps
Many people use mind maps to plan essays. A
mind map has a central topic, out of which
stem key ideas. From these key ideas, further
branches develop, containing sub-points.
Mind maps help one to order information
visually. They are also useful for ticking off
information as it has been dealt with. In this
way they act as an aide memoir, as well as an
organisational tool.