Example Essays

For online examples of academic assignment writing from a range of

university sources, try the following links:

 University of Plymouth (Writing for Assignments E-Library):

https://wrasse.plymouth.ac.uk/

 University of Sussex writing samples

http://www.sussex.ac.uk/skillshub/?id=282&p=nav

 University of Loughborough example essays

http://www.lboro.ac.uk/departments/phir/undergraduate/student-
work/

 University of Technology, Sydney – sample written assignments-

https://www.uts.edu.au/current-students/support/helps/self-help-
resources/sample-written-assignments

 Monash University assignment samples

https://www.monash.edu/rlo/assignment-samples

 Yale university model papers https://ctl.yale.edu/ModelPapers

Further sample essays with commentary or exercises can also be found on the
following pages.

1
Sample Essay

The following winning essay was submitted in 2009 by a UK higher education

student for an essay writing competition sponsored by the LearnHigher Centre of
Excellence in Teaching and Learning (CETL) network. The set title was ‘What is the
point of referencing?’.

There is a tutor commentary on the points made by the student to the left of the
essay.

As you read, consider what you have learned about formality, objectivity, and
cautious language. Can you find examples of these aspects of academic writing style
in the text?

What is the point of referencing?

The introduction to an
The reasons why accurate referencing is essential for academic
essay is very
important. Here the work are not immediately apparent, particularly for students new
student immediately
to higher education. This essay will, therefore, examine why
addresses the
question. referencing is an essential part of academic writing and in the
process address the question: ‘what is the point of referencing?’

There are three main reasons for referencing. Firstly, referencing

The student introduces helps student writers to construct, structure, support and
the main reasons for communicate arguments. Secondly, references link the writer’s
referencing.
work to the existing body of knowledge. Thirdly, only through
referencing can academic work gain credibility.

Summarises the This essay will discuss these three aspects of referencing in detail,
structure of the essay.
examine their validity, identify how referencing affects a writer’s
writing style, and show how referencing helps students to present
their own ideas and opinions in assignments.

Engages with the first Becker (1986) believes the construction of arguments is the most
of the reasons for
referencing:
important function of referencing systems. There are four

2
construction of dimensions to this. Firstly, drawing on existing literature,
arguments. The
academic writers can construct their own arguments - and
student draws on the
work of a published adopting a referencing system supports this process. Secondly, it
writer (Becker) in
helps to structure the existing information and arguments by
support of the four
points made. linking published authors to their respective works. Third,
referencing helps academic writers identify sources, gather
evidence, as well as show the relationships between existing
Note the systematic
way the ideas are knowledge. Finally, referencing also provide a framework to
presented: ‘Firstly…;
enable writers to structure their arguments effectively by
Secondly…; Thirdly…;
Finally’. assessing, comparing, contrasting or evaluating different sources.

The writing is
descriptive at this
point in the essay.

The word ‘However’, However, merely describing existing research, rather than
signals a change of
direction: the writing
producing their own contributions to the discussion, is inadequate
becomes more for most academic writers. It is important for every academic
analytical. It goes
writer to avoid this narrow-minded argumentation trap; academic
beyond the four points
described in the writing is not just about compiling existing arguments, but adding
previous paragraph to
new perspectives, finding new arguments, or new ways of
make a new
contribution to the combining existing knowledge.
discussion.
For example, Barrow and Mosley (2005) combined the fields
Human Resources and Brand Management to develop the
The student illustrates ‘Employer Brand’ concept.
the point made with a
practical example
(Barrow & Mosley).

Develops the points When the argument has been constructed, it needs academic
made in the previous
paragraph, and
support – and only references can provide this required support.
focuses on the We all know that academic works are not about stating opinions -
importance of
as that would be akin to journalistic comment - but arguments are
supporting arguments
in assignments with supported by evidence, and only arguments presented with
valid evidence.
sufficient and valid support are credible. Hence arguments are

3
 only as strong as the underlying evidence: arguments relying on
The word ‘Hence’ is a questionable sources are – well, questionable.
word that can be used
to present a particular
point of view.

The student is still Referencing also enables writers to communicate their arguments
developing the issue
efficiently. The referencing framework allows them to produce a
about construction of
arguments, but moves holistic work with different perspectives, whilst still emphasising
on to an important
their own positions; quotations, for example, help the reader to
point about
referencing: that it differentiate the writer’s opinions from others. Again, if arguments
provides a framework
are badly referenced, readers might not be able to distinguish the
to distinguish the
student’s ideas from writers’ own opinions from their sources. Especially for academic
those of other writers.
beginners, referencing helps them to adapt to the precise and
accurate academic writing style required for degree level study.
Neville (2007, p. 10) emphasises this issue of writing style, and
identifies the quest to “find your own voice” as one of the main
reasons for referencing. In academic writing, this requires
developing an individual style that is neither convoluted nor
The student reinforces
and supports the point convivial in tone, but which is clear, open but measured, and is
made by citing the about identifying and using evidence selectively to build and
work of a published
author. support one’s own arguments.

The student uses a Immanuel Kant said “Science is organized knowledge.” This short
quote to give interest
quote brilliantly captures the point that the primary mission of
to the writing and as a
lead-in to the second science and other disciplines is not to promote individual
of the four reasons for
achievements, but to establish a connected, collective, and
referencing: about
linking to established recognised body of knowledge.
bodies of knowledge.

This is the most fundamental reason for referencing from a

theoretical point of view. Hence some authors identify this as the
Uses a quotation to principal reason for referencing: “The primary reason for citation
reinforce the main
point in this [...] is that it encourages and supports the collective construction
paragraph. of academic knowledge” (Walker & Taylor, 2006, pp.29-30).

4
Explains why linking The writer’s references are links to this network of knowledge.
into existing
knowledge is
Without these links an academic work would operate within an
important for academic vacuum, unrelated to existing academic knowledge. A
academic writers.
writer needs to show how his or her work relates to current
research and debates in their chosen subject area.

The student returns to Referencing not only connects a student writer’s work to existing
a point made earlier
(about separating out
research, but clearly distinguishes the writer’s own ideas from
own ideas from those established arguments –and failing to indicate that ideas are taken
of others) but links it
from the existing body of knowledge would be plagiarism. This is
this time with the issue
of plagiarism. one of the five principles of referencing identified by Walker and
Taylor (2006).

Cites and quotes from Neville also identifies the link to existing knowledge as one of the
a published source to main reasons for adopting a referencing style; he highlights
support the points
made in this “tracing the origin of ideas”, “spreading knowledge” and
paragraph. Note how “indicating appreciation” (2007, pp.9-10), which leads to the next
the student makes a
writing bridge from
point.
this paragraph to the
next.

The previous Referencing a work indicates that the writer finds the referenced
paragraph was largely
descriptive in nature.
material important: hence references create ‘academic clout’ in an
But the word assignment. In the global academic community a more-cited
‘however’ again
article will find more recognition. However, this practice is not
signals a change to
more analysis. The without its critics. Thody, for example, calls this the “sycophantic”
student brings in a
use of referencing - and it can certainly be used to “flatter your
criticism of referencing
made by two mentors” (2006, p.186). Thompson calls this “ritualized obedience
commentators, Thody
to the reigning authorities” (2003, p.27). So the important issue
(2006) and Thompson
(2003). here is not about selecting references for their expediency value,
but for their enduring quality. This brings us to the next point:
credibility.
Note the way the
student makes a

5
writing ‘bridge’ to the
next paragraph

Martin Joseph Routh said in 1878: “You will find it a very good
Uses a quotation as a practice always to verify your references, sir!” Correct referencing
way into the enables, therefore, the reader to check sources and verify
discussion about
credibility. conclusions. The issue of credibility is identified by commentators
as a key issue in referencing. Nygaard, for example, identifies
credibility as the main reason for referencing: “The goal of
referencing is to enhance [...] your credibility as an author” (2008,
p.177). Neville came to the same conclusion that “to be taken
Also uses quotes from seriously, [a writer] needs to make a transparent presentation of
published authors to
lend support to the valid evidence” (2007, p.10). Also the Academic Learning
points made. Support from Central Queensland University (2007) sees the
credibility of arguments as primary motive for correct referencing.
References allow the reader to trace the source of the writer’s
Note the way a point is arguments, consult the original independently and verify whether
introduced and then the writer’s usage of the sources is valid. Some readers, for
emphasised with a
practical illustration: example, interested in a point in question, might want to verify the
“Some readers, for writer’s interpretation of a referenced work. The quality of
example, …”
references is, therefore, extremely important for the credibility of
an academic work. Arguments are only as good as the underlying
The word ‘therefore’ references - untrustworthy and unreliable sources can even
introduces a summary
of the main point in invalidate an argument, while reliable and dependable sources
this paragraph. strengthen the writer’s argument.

‘Finally’: the student Finally, the writer’s selection of sources also demonstrates
signals that the essay
whether the writer has evaluated all important arguments and has a
is reaching its
conclusion. thorough understanding of the subject. Only a credible work that
takes all important arguments into account will find acceptance in
the academic world.

The concluding So what is the point of referencing? This essay has presented
paragraph reminds the
reader of the essay
three main arguments why academic writers have to adopt a

6
 question and of the referencing system: Firstly, it helps to structure, support and
main points made in
communicate arguments. Secondly, it links the work to the
the essay.
existing body of knowledge, although it is also important for
We are left with a
sense that the student writers not merely to present the ideas of others, but to contribute
has answered the where possible with innovative ideas of their own. Thirdly, only
question.
referencing can give the argument credibility – and this is a
particularly significant element for success in the academic world.

(1200 words)

The student presents Example References:

all the sources cited in
BECKER, H. S., (1986). Writing for social scientists. Chicago:
the essay in the
University of Chicago Press.
author-date (Harvard)
style of referencing.
NEVILLE, C., (2007). The complete guide to referencing and
avoiding plagiarism. Maidenhead: McGraw-Hill

http://www.monash.edu.au/lls/llonline/writing/general/essay/analysing-citations/2.xml

Sample Harvard referencing style essay

A major change that has occurred in the Western family is an increased incidence in divorce.
Whereas in the past, divorce was a relatively rare occurrence, in recent times it has become
quite commonplace. This change is borne out clearly in census figures. For example thirty
years ago in Australia, only one marriage in ten ended in divorce; nowadays the figure is
more than one in three (Australian Bureau of Statistics, 1996: p.45). A consequence of this
change has been a substantial increase in the number of single parent families and the
attendant problems that this brings (Kilmartin, 1997).

An important issue for sociologists, and indeed for all of society, is why these changes in
marital patterns have occurred. This essay will seek to critically examine a number of
sociological explanations for the 'divorce phenomenon' and also consider the social policy

7
implications that each explanation carries with it. It will be argued that the best
explanations are to be found within a broad socio-economic framework.

One type of explanation for rising divorce has focused on changes in laws relating to
marriage. For example, Bilton, Bonnett and Jones (1987) argue that increased rates of
divorce do not necessarily indicate that families are now more unstable. It is possible, they
claim, that there has always been a degree of marital instability. They suggest that changes
in the law have been significant, because they have provided unhappily married couples
with 'access to a legal solution to pre-existent marital problems' (p.301). Bilton et al.
therefore believe that changes in divorce rates can be best explained in terms of changes in
the legal system. The problem with this type of explanation however, is that it does not
consider why these laws have changed in the first place. It could be argued that reforms to
family law, as well as the increased rate of divorce that has accompanied them, are the
product of more fundamental changes in society.

Another type of explanation is one that focuses precisely on these broad societal changes.
For example, Nicky Hart (cited in Haralambos, 1995) argues that increases in divorce and
marital breakdown are the result of economic changes that have affected the family. One
example of these changes is the raised material aspirations of families, which Hart suggests
has put pressure on both spouses to become wage earners. Women as a result have been
forced to become both homemakers and economic providers. According to Hart, the
contradiction of these two roles has lead to conflict and this is the main cause of marital
breakdown. It would appear that Hart's explanation cannot account for all cases of divorce -
for example, marital breakdown is liable to occur in families where only the husband is
working. Nevertheless, her approach, which is to relate changes in family relations to
broader social forces, would seem to be more probing than one that looks only at legislative
change.

The two explanations described above have very different implications for social policy,
especially in relation to how the problem of increasing marital instability might be dealt
with. Bilton et al. (1995) offer a legal explanation and hence would see the solutions also
being determined in this domain. If rises in divorce are thought to be the consequence of
liberal divorce laws, the obvious way to stem this rise is to make them less obtainable. This
approach, one imagines, would lead to a reduction in divorce statistics; however, it cannot
really be held up as a genuine solution to the problems of marital stress and breakdown in
society. Indeed it would seem to be a solution directed more at symptoms than addressing
fundamental causes. Furthermore, the experience of social workers, working in the area of
family welfare suggests that restricting a couple's access to divorce would in some cases
serve only to exacerbate existing marital problems (Johnson, 1981). In those cases where
violence is involved, the consequences could be tragic. Apart from all this, returning to more
restrictive divorce laws seems to be a solution little favoured by Australians. (Harrison,
1990).

8
Hart (cited in Haralambos, 1995), writing from a Marxist-feminist position, traces marital
conflict to changes in the capitalist economic system and their resultant effect on the roles
of men and women. It is difficult to know however, how such an analysis might be
translated into practical social policies. This is because the Hart program would appear to
require in the first place a radical restructuring of the economic system. Whilst this may be
desirable for some, it is not achievable in the present political climate. Hart is right however,
to suggest that much marital conflict can be linked in some way to the economic
circumstances of families. This is borne out in many statistical surveys which show
consistently that rates of divorce are higher among socially disadvantaged families
(McDonald, 1993). This situation suggests then that social policies need to be geared to
providing support and security for these types of families. It is little cause for optimism
however, that in recent years governments of all persuasions have shown an increasing
reluctance to fund social welfare programs of this kind.

It is difficult to offer a comprehensive explanation for the growing trend of marital

breakdown; and it is even more difficult to find solutions that might ameliorate the
problems created by it. Clearly though, as I have argued in this essay, the most useful
answers are to be found not within a narrow legal framework, but within a broader socio-
economic one.

Finally, it is worth pointing out that, whilst we may appear to be living in a time of increased
family instability, research suggests that historically, instability may have been the norm
rather than the exception. As Bell and Zajdow (1997) point out, in the past, single parent
and step-families were more common than is assumed - although the disruptive influence
then was not divorce, but the premature death of one or both parents. This situation
suggests that in studying the modern family, one needs to employ a historical perspective,
including the possibility of looking to the past in searching for ways of dealing with problems
in the present.

References

Australian Bureau of Statistics (1996). Divorces, Australia. Canberra: Australian Government

Printing Service.

Bell, R. and G. Zajdow (1997) Family and household. In R. Jureidini, S. Kenny and M. Poole
(eds). Sociology: Australian Connections. St Leonards. NSW: Allen and Unwin

Bilton, T., K. Bonnett and P. Jones (1987). Introductory Sociology, 2nd edition. London:
MacMillan.

Haralambos, M. (1995). Sociology: Themes and Perspectives, 3rd edition. London: Bell and
Hyman.

9
Harrison, M. (1995). Grounds for divorce. Family Matters. No 42 pp 34-35.

Johnson, V. (1981). The Last Resort: A Women's Refuge. Ringwood: Penguin.

Kilmartin, C. (1997). Children divorce and one-parent families. Family Matters. No. 48. (
Available On-line Opens in a new window)

McDonald, P. (1993). Family Trends and Structure in Australia. Australian Family Briefings
No 3. Melbourne: Australian Institute of Family Studies.

Exercise from: http://learninghub.une.edu.au/tlc/aso/aso-online/academic-

writing/sample-essay.php

Example Essay + Exercises

Question

Discuss why assignment essays are common assessment tasks in undergraduate tertiary
coursework, and evaluate the effectiveness of assignments as an avenue for learning. (Word
limit 500 words - 10% leeway) Please note that the APA referencing style is used in this
sample essay.

Introduction

Assignment essays are developed from set questions that give students a period of time to
research a topic and produce their answer with references to their sources of information.
While there are some disadvantages with using assignment essays as an assessment tool,
there are sound educational purposes underpinning this practice. This essay examines the
reasons why assignment essays are beneficial for student learning and considers some of
the problems with this method of assessment.

Body paragraph 1

Assignment essay tasks are set to assist students to develop mastery of their study subject.
Firstly, assignment tasks enhance understandings about subject matter. Yang and Baker
(2005) reason that "to master your learning materials and extend your understandings, you
need to write about the meanings you gain from your research" (p. 1). Secondly, research
(Jinx, 2004; Zapper, 2006) clearly demonstrates that students learn the writing conventions
of a subject area while they are researching, reading and writing in their discipline. This
activity helps them to "crack the code" of the discipline (Bloggs, 2003, p. 44). Thus, students
are learning subject matter and how to write in that disciplinary area by researching and
writing assignment essays.

10
Body paragraph 2

Using assignment essays for assessment supports student learning better than the
traditional examination system. It is considered that course-work assignment essays can
lessen the extreme stress experienced by some students over 'sudden-death' end of
semester examinations:

If we insist that all students write about everything they

have learned in their study courses at the same time and in
the same place (e.g. in examinations), we are not giving all
of our students equal opportunities. Some students are not
daunted by the exam experience while others suffer 'exam
nerves' and perform at the lowest level of their capabilities.
(Wonderland University, 2006, p. 4)

Additionally, Jones et al. (2004, pp. 36-37) propose that assignment essays can be used to
assess student learning mid-course and so provide them with helpful feedback before they
are subjected to the exam experience. Exams only provide students with a mark rather than
specific feedback on their progress. Therefore, setting assignment essays for a substantial
part of student assessment is a much fairer approach than one-off examination testing.

Body paragraph 3

As an assessment tool, assignment essays have some disadvantages for lecturers and
students. It has been found that assignment essays consume a great deal of staff time and
money to mark and student time to prepare (Sankey & Liger, 2005, p. 192). A consequence
of this is that feedback to students is frequently delayed, and this is much less useful to
students than rapid feedback (p. 294). It is partly because of these disadvantages of time
and expense that other assessments such as multiple-choice tests and short answer
questions have an enduring place in the tertiary learning environment.

Conclusion

To conclude, it seems that assignment essays continue to have a prominent role in tertiary
education as an assessment tool. This is mainly because they are very effective in
developing knowledge and writing skills for subject areas. Also, assignment essays can be
less stressful than examinations as they allow students to show their understanding of
content in less pressured circumstances. On the other hand, the time consuming nature of
writing and marking essays points to some disadvantages that also need to be considered.
The weight of evidence, however, supports the writing of assignment essays for student
assessment because this approach has such positive and proven effects for improved
student learning.

References

Bloggs, J. (2003). Linking teaching, learning and succeeding in higher

education. London: Bookworld.

11
Jinx, J.M. (2004). Student essay writing. Journal of Research in University
Education, 9(2), 114-125.

Jones, J., Smith, P.L., Brown, K., Zong J., Thompson, K. & Fung, P.A. (2004).
Helpline: Essays and the university student. Tokyo: Courtyard Printers.

Sankey, J.M. & Liger, T.U. (2003). Learning to write essays [CD-ROM].
Sydney: Wonderland University.

Taylor, G. (1989). The student's writing guide for the arts and
social sciences. Cambridge: Cambridge University Press.

Wonderland University (2006). Attributes of a university

graduate. Retrieved from doi:10.1098/063-112

Yang, S. & Baker, O.E. (2005). Essay writing and the tertiary student.
Melbourne: Diamond Press.

Exercise 1: What did you notice?

The following questions relate to the essay above.

1. The introduction paragraph

There is information in quotation marks.
There is an indented long quote in this paragraph.
The last sentence gives the answer to the essay question.
Information from the same person is used twice.
The second sentence is the thesis statement (i.e. position
the writer will take).

2. Body paragraph 1
There is information in quotation marks.
There is an indented long quote in this paragraph
The last sentence gives the answer to the essay question.
Information from the same person is used twice.
The second sentence is the thesis statement (i.e. position
the writer will take).

3.Body paragraph 2

12
 There is information in quotation marks.
There is an indented long quote in this paragraph.
The last sentence gives the answer to the essay question.
Information from the same person is used twice.
The second sentence is the thesis statement (i.e. position
the writer will take).

4. Body paragraph 3
There is information in quotation marks.
There is an indented long quote in this paragraph.
The last sentence gives the answer to the essay question.
Information from the same person is used twice.
The second sentence is the thesis statement (i.e. position
the writer will take).

5. The conclusion paragraph

There is information in quotation marks.
There is an indented long quote in this paragraph.
The last sentence gives the answer to the essay question.
Information from the same person is used twice.
The second sentence is the thesis statement (i.e. position
the writer will take).

6. The reference list

All of the references are in random order.
All of the reference items start with the title of the
information source.
If the author is a person, then their first name is used first.
There are no dates of publication in all of the references.
The references are in alphabetical order beginning with an
author's surname.

13