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How to Write a Law Essay: A Comprehensive Guide with Examples

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Let's put it this way: if you are studying law, you will agree that writing a law essay is no easy feat. Whether you’re dealing with case law, statutes, or legal principles, structuring your essay correctly and presenting your arguments effectively are key to achieving a high grade. This guide will walk you through the essentials of writing a law essay, including structure, introduction examples, and practical tips to help you produce a first-class essay.

A Law Essay Structure

What is the basic structure of a law essay? A well-structured essay not only presents your arguments clearly but also demonstrates your grasp of legal concepts. Here’s a typical structure for a law essay:

Introduction

Overview : Briefly introduce the topic and outline the key issues. Thesis Statement : Clearly state your main argument or position. Purpose : Indicate how the essay will address the issues and what the reader can expect.

Issue Identification : Clearly identify and explain the legal issues or questions. Legal Analysis : Discuss relevant case law, statutes, and legal principles. Argument Development : Develop your arguments logically, providing evidence and analysis to support your points. Counterarguments : Consider and address potential counterarguments or alternative viewpoints.

Summary : Recap the main points and arguments. Reinforcement : Restate your thesis in light of the evidence presented. Final Thoughts : Offer any final reflections or implications of your analysis.

Crafting an Effective Introduction

The introduction of a law essay sets the tone for the rest of your work. A strong introduction should provide a clear overview of the topic and establish the context for your argument. Here’s how you can structure it:

• Hook : Start with an engaging statement or question related to the topic. This could be a relevant quote, a brief anecdote, or a provocative question.
• Context : Provide background information to help the reader understand the relevance of the topic.
• Thesis Statement : Clearly outline your main argument or position. This should guide the direction of your essay.
• Roadmap : Briefly outline how you will address the issues and structure your argument.

Example of a Law Essay Introduction:

“The principle of judicial review is a cornerstone of the British legal system, ensuring that all public authorities act within their legal boundaries. This essay explores the scope and limits of judicial review, focusing on recent judicial decisions that have reshaped its application. By analysing key case law and statutory developments, this essay will argue that while judicial review remains a vital check on executive power, recent trends indicate a shift towards more restrained judicial intervention. The discussion will be organised into three main sections: an examination of the historical development of judicial review, an analysis of contemporary judicial approaches, and an evaluation of the implications for future judicial oversight.”

Writing the Body of the Essay

The body of your law essay is where you provide detailed analysis and develop your arguments. Follow these steps to ensure clarity and depth in your writing:

• Identify the Issues : Clearly define the legal issues or questions at hand. This section should set the foundation for your analysis.
• Provide Legal Analysis : Discuss relevant case law, statutes, and legal principles. Be sure to provide brief summaries of relevant cases, discuss any statutes or legislative provisions relevant to the topic and explain any key legal principles or doctrines that apply to the issues.
• Develop Your Arguments : Present your arguments logically, using evidence and analysis to support your points. Ensure that each paragraph transitions smoothly to the next, maintaining a clear and coherent flow.
• Address Counterarguments : Consider potential counterarguments or alternative viewpoints. Address these within your essay to demonstrate a comprehensive understanding of the topic.

Example of Argument Development

“In the landmark case of R (on the application of Miller) v. Secretary of State for Exiting the European Union (2017), the UK Supreme Court reaffirmed the principle that significant constitutional changes require parliamentary approval. The court’s decision highlighted the importance of maintaining parliamentary sovereignty in the face of executive decisions. However, recent judicial trends suggest a cautious approach towards intervening in political matters, reflecting a broader shift towards judicial restraint. This shift raises questions about the future scope of judicial review and its role in holding the executive accountable.”

Crafting a Strong Conclusion

Your conclusion should summarise the key points discussed and reinforce your thesis. Avoid introducing new information; instead, focus on synthesising your arguments and providing a final perspective. Keep in mind the following:

• Summarise Main Points : Briefly recap the key issues and arguments presented in the body.
• Restate Thesis : Reaffirm your thesis statement, demonstrating how it has been supported by your analysis.
• Final Thoughts : Offer any concluding reflections or implications. This could include suggestions for further research or practical implications of your findings.

Example of a Law Essay Conclusion:

“In conclusion, while the principle of judicial review continues to serve as a crucial mechanism for ensuring accountability, recent developments indicate a more nuanced approach by the judiciary. The balance between maintaining judicial oversight and respecting the limits of judicial intervention is delicate. As demonstrated through recent case law and statutory changes, the evolving nature of judicial review reflects broader shifts in constitutional theory and practice. Future developments will likely continue to shape the scope and application of judicial review, underscoring the need for ongoing scholarly and judicial attention.”

Final Tips for Writing a Law Essay

• Use clear and precise language to convey your arguments. Avoid jargon and overly complex sentences.
• Ensure all claims and arguments are well-supported by legal evidence and analysis.
• Always edit and proofread your essay for clarity, coherence, and correctness. Ensure that your writing adheres to legal academic standards.

Read some complete law essay examples here.

Final Remarks

Writing a law essay involves understanding the structure, crafting an effective introduction, developing your arguments, and presenting a clear conclusion. By following the guidelines and examples provided, you can create a well-organised and compelling essay. Remember, the quality of your analysis and the clarity of your arguments are key to achieving a first-class result.

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How to Write Law Essays & Exams Paperback – 15 Mar. 2018

• ISBN-10 0198811152
• ISBN-13 978-0198811152
• Edition 5th
• Publisher OUP Oxford
• Publication date 15 Mar. 2018
• Language English
• Dimensions 15.8 x 1.48 x 23.1 cm
• Print length 296 pages
• See all details

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• Publisher ‏ : ‎ OUP Oxford; 5th edition (15 Mar. 2018)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 296 pages
• ISBN-10 ‏ : ‎ 0198811152
• ISBN-13 ‏ : ‎ 978-0198811152
• Dimensions ‏ : ‎ 15.8 x 1.48 x 23.1 cm
• 3,489 in Law (Books)
• 25,922 in Science & Nature Education (Books)

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How to Write a Law Essay

Last Updated: August 11, 2023

This article was co-authored by Clinton M. Sandvick, JD, PhD . Clinton M. Sandvick worked as a civil litigator in California for over 7 years. He received his JD from the University of Wisconsin-Madison in 1998 and his PhD in American History from the University of Oregon in 2013. This article has been viewed 242,021 times.

In a college legal studies course, and in some law school courses, you may be required to write a research paper addressing a legal topic. These essays can be tricky, because the law is constantly evolving. To secure a top grade, your essay must be well-researched and coherently argued. With proper planning and research, you can write a stellar legal essay. [Note: this article does not address how to write law school essay exams or bar exam questions, which require different techniques and strategies.]

Choosing an Essay Topic

• A narrow essay prompt might read, "Discuss the evolution and impact of the exclusionary rule of evidence in the United States." A broad prompt might read, "Discuss how a civil rights movement led to changes in federal and/or state law."
• If you are invited to choose your own topic, your professor may require you to submit a written proposal or outline to ensure that your chosen topic complies with the prompt. If you are not sure if your topic is within the parameters of the prompt, propose your topic to your professor after class or during his or her office hours.

• Hopefully, your course readings, lectures, and class discussions will have given you enough background knowledge to select a topic. If not, review your class notes and browse online for additional background information.
• It is not uncommon to change your topic after doing some research. You may end up narrowing the questions your essay will answer, or changing your topic completely.

• If you can, try to focus on an are of the law that affects you. For example, if your family is involved in agriculture, you may be interested in writing about water use regulations .

Researching Your Topic

• If you are prohibited from citing internet resources, you can still use online research to guide you to physical primary and secondary sources in your local library or bookstore.

• Look at footnotes, citations, and indexes in tertiary sources. These are great for finding books, articles, and legal cases that are relevant to your topic. Also take note of the names of authors, who may have written multiple works on your topic.

• Also find search engines for related fields, such as history or political science. Ask your librarian to recommend specialized search engines tailored to other disciplines that may have contributed to your topic.

• Never cut and paste from the web into your notes or essay. This often leads to inadvertent plagiarism because students forget what is a quotation and what is paraphrasing. When gathering sources, paraphrase or add quotation marks in your outline.
• Plagiarism is a serious offense. If you ultimately hope to be a lawyer, an accusation of plagiarism could prevent you from passing the character and fitness review.

Drafting the Essay

• An effective introduction takes the reader out of his world and into the world of your essay. [2] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source Explain why the subject is important and briefly summarizes the rest of your argument. After reading your introduction, your reader should know what you are going to discuss and in what order you will be discussing it.
• Be prepared to revise your introduction later. Summarizing your essay will be easier after you have written it, especially if you deviate from your outline.

• State each argument of your essay as a statement that, if true, would support your thesis statement.
• Provide supporting information drawn from primary and secondary sources that support your argument. Remember to cite your sources.
• Provide your own original analysis, explaining to the reader that based on the primary and secondary sources you have presented, the reader should be persuaded by your argument.

Formatting Your Essay

Proofreading the Essay

• Open up a Word document. On the Quick Access Toolbar at the top, click on the down arrow. The words “Customize Quick Access Toolbar” will appear when you hover over the arrow for two seconds.
• Click on the arrow. Then click on “More Commands.”
• In the “Choose commands from” drop-down box, choose “All commands.”
• Scroll down to find “Speak.” Highlight this and then click “add.” Then click “okay.” Now the Speak function should appear on your Quick Access Toolbar.
• Highlight the text you want read back to you, and then click on the Speak icon. The text will be read back to you.

• Do not rely on a spell checker exclusively, as it will not catch typos like "statute" versus "statue."

Revising the Essay

• You can share the essay with someone outside of class, but a classmate more likely has the requisite knowledge to understand the subject matter of the essay.

Expert Q&A

You might also like.

• ↑ https://owl.english.purdue.edu/engagement/2/2/53/
• ↑ http://writingcenter.unc.edu/handouts/introductions/
• ↑ https://www.legalbluebook.com/
• ↑ https://support.office.com/en-ca/article/Using-the-Speak-text-to-speech-feature-459e7704-a76d-4fe2-ab48-189d6b83333c

About This Article

To write a law essay, start by writing a thesis statement on your chosen topic. Phrase your thesis statement as an argument, using words like “because” or “therefore” to state your point. Write an outline of the arguments you will use to support your thesis statement, then use that outline to build the body of your paper. Include any counter-arguments, but use your evidence to convince the reader why your point of view is valid, and the counter-arguments are not. Be sure to cite all of your sources in the format preferred by your professor. For tips from our reviewer on finding the best sources for your topic, keep reading! Did this summary help you? Yes No

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New St. Mary’s Law professor finds her passion in teaching

Home » Gold & Blue Magazine » New St. Mary’s Law professor finds her passion in teaching

Sharing writing expertise

by Catherine Deyarmond

After stints working in Big Law and having her own practice, Melissa Shultz, J.D. , St. Mary’s University Assistant Dean for Legal Writing and Professor of Law, found her true calling in the classroom.  

Although Shultz had a rude awakening moving to South Texas from Minnesota in the middle of the summer, she is enjoying the welcoming St. Mary’s Law community and teaching everything from Legal Research and Writing to Texas Family Law to her law students.    

Shultz shares how she arrived at St. Mary’s Law and her plans for redesigning its legal writing program.  

Q: Could you tell us about yourself?  

A: After graduating from The University of Texas in Austin, taking the Texas bar exam, and getting married all within a few months, I headed to Washington, D.C., to practice at King & Spalding. As a practitioner, I was a litigator, specializing in criminal and civil antitrust law. Then, after leaving Big Law, I opened my own law firm and ghostwrote for law firms across Texas. 

I became a law professor a bit later in life, believe it or not, by accident. But the first day I stepped into the classroom, I realized I had landed — albeit through a circuitous route — right where I was meant to be. From that first day in class, teaching has not felt like a job. Instead, it’s a privilege.  

In terms of my personal life, I am a mom of two teenage girls and two wildly energetic goldendoodles. I have never met a podcast or a ball of raw cookie dough I do not like! 

Q:  What’s it like being a new professor at St. Mary’s? 

A: Candidly, because I moved here mid-summer from Minnesota, being a new professor is summed up with three words: hot and humid. Joking aside, being new to the St. Mary’s community has been invigorating and welcoming.  

Q:  What are your plans for redesigning the legal writing program? 

A: I hope to recenter the legal writing curriculum on the skills students need to be successful in law school and practice: legal reading, writing, analysis, research and advocacy. Over time, we will then use the redesigned first-year curriculum as a springboard to develop a robust upper-level writing curriculum designed to ensure that St. Mary’s continues to produce top-notch, practice-ready lawyers.   

Q: What are your research areas?  

A: My scholarship focuses on legal writing, legal education, law school curricular reform and the NextGen bar exam.  

Q: What’s your favorite thing about San Antonio? 

A: Hands down it is Pullman Market in the San Antonio Pearl District. If you have not been there, you need to go. I mean, go now. Great food, cool vibe, and if you time it right you might even catch some live music. After dinner, wander over to Lick Honest Ice Creams for some creatively flavored ice cream.  

Q:  What’s your best advice for current law students? 

A: Be kind to one another. Start planning for the bar exam — financially and time-wise —on Day One of law school. Remain curious and lifelong learners.  

Q: Is there anything else we haven’t talked about that you’d like to mention?

A: My major flex is that I can slalom ski on a canoe paddle. I am also terrified of riding horses. And, in the midst of moving across the country this summer, I published my second legal writing textbook, Legal Writing Made Simple . 

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

MLA Formatting and Style Guide

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The following overview should help you better understand how to cite sources using MLA  9 th edition, including how to format the Works Cited page and in-text citations.

Please use the example at the bottom of this page to cite the Purdue OWL in MLA. See also our MLA vidcast series on the Purdue OWL YouTube Channel .

Creating a Works Cited list using the ninth edition

MLA is a style of documentation that may be applied to many different types of writing. Since texts have become increasingly digital, and the same document may often be found in several different sources, following a set of rigid rules no longer suffices.

Thus, the current system is based on a few guiding principles, rather than an extensive list of specific rules. While the handbook still describes how to cite sources, it is organized according to the process of documentation, rather than by the sources themselves. This gives writers a flexible method that is near-universally applicable.

Once you are familiar with the method, you can use it to document any type of source, for any type of paper, in any field.

Here is an overview of the process:

When deciding how to cite your source, start by consulting the list of core elements. These are the general pieces of information that MLA suggests including in each Works Cited entry. In your citation, the elements should be listed in the following order:

• Title of source.
• Title of container,
• Other contributors,
• Publication date,

Each element should be followed by the corresponding punctuation mark shown above. Earlier editions of the handbook included the place of publication and required different punctuation (such as journal editions in parentheses and colons after issue numbers) depending on the type of source. In the current version, punctuation is simpler (only commas and periods separate the elements), and information about the source is kept to the basics.

Begin the entry with the author’s last name, followed by a comma and the rest of the name, as presented in the work. End this element with a period.

Bhabha, Homi K. The Location of Culture. Routledge, 1994.

Title of source

The title of the source should follow the author’s name. Depending upon the type of source, it should be listed in italics or quotation marks.

A book should be in italics:

Henley, Patricia. The Hummingbird House . MacMurray, 1999.

An individual webpage should be in quotation marks. The name of the parent website, which MLA treats as a "container," should follow in italics:

Lundman, Susan. "How to Make Vegetarian Chili." eHow, www.ehow.com/how_10727_make-vegetarian-chili.html.*

A periodical (journal, magazine, newspaper) article should be in quotation marks:

Bagchi, Alaknanda. "Conflicting Nationalisms: The Voice of the Subaltern in Mahasweta Devi's Bashai Tudu." Tulsa Studies in Women's Literature , vol. 15, no. 1, 1996, pp. 41-50.

A song or piece of music on an album should be in quotation marks. The name of the album should then follow in italics:

Beyoncé. "Pray You Catch Me." Lemonade, Parkwood Entertainment, 2016, www.beyonce.com/album/lemonade-visual-album/.

*The MLA handbook recommends including URLs when citing online sources. For more information, see the “Optional Elements” section below.

Title of container

The eighth edition of the MLA handbook introduced what are referred to as "containers," which are the larger wholes in which the source is located. For example, if you want to cite a poem that is listed in a collection of poems, the individual poem is the source, while the larger collection is the container. The title of the container is usually italicized and followed by a comma, since the information that follows next describes the container.

Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories, edited by Tobias Wolff, Vintage, 1994, pp. 306-07.

The container may also be a television series, which is made up of episodes.

“94 Meetings.” Parks and Recreation, created by Greg Daniels and Michael Schur, performance by Amy Poehler, season 2, episode 21, Deedle-Dee Productions and Universal Media Studios, 2010.

The container may also be a website, which contains articles, postings, and other works.

Wise, DeWanda. “Why TV Shows Make Me Feel Less Alone.”  NAMI,  31 May 2019,  www.nami.org/Blogs/NAMI-Blog/May-2019/How-TV-Shows-Make-Me-Feel-Less-Alone . Accessed 3 June 2019.

In some cases, a container might be within a larger container. You might have read a book of short stories on Google Books , or watched a television series on Netflix . You might have found the electronic version of a journal on JSTOR. It is important to cite these containers within containers so that your readers can find the exact source that you used.

“94 Meetings.” Parks and Recreation , season 2, episode 21, NBC , 29 Apr. 2010. Netflix, www.netflix.com/watch/70152031?trackId=200256157&tctx=0%2C20%2C0974d361-27cd-44de-9c2a-2d9d868b9f64-12120962.

Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal , vol. 50, no. 1, 2007, pp. 173-96. ProQuest, doi:10.1017/S0018246X06005966. Accessed 27 May 2009.

Other contributors

In addition to the author, there may be other contributors to the source who should be credited, such as editors, illustrators, translators, etc. If their contributions are relevant to your research, or necessary to identify the source, include their names in your documentation.

Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason. Translated by Richard Howard , Vintage-Random House, 1988.

Woolf, Virginia. Jacob’s Room . Annotated and with an introduction by Vara Neverow, Harcourt, Inc., 2008.

If a source is listed as an edition or version of a work, include it in your citation.

The Bible . Authorized King James Version, Oxford UP, 1998.

Crowley, Sharon, and Debra Hawhee. Ancient Rhetorics for Contemporary Students. 3rd ed., Pearson, 2004.

If a source is part of a numbered sequence, such as a multi-volume book or journal with both volume and issue numbers, those numbers must be listed in your citation.

Dolby, Nadine. “Research in Youth Culture and Policy: Current Conditions and Future Directions.” Social Work and Society: The International Online-Only Journal, vol. 6, no. 2, 2008, www.socwork.net/sws/article/view/60/362. Accessed 20 May 2009.

Quintilian. Institutio Oratoria. Translated by H. E. Butler, vol. 2, Loeb-Harvard UP, 1980.

The publisher produces or distributes the source to the public. If there is more than one publisher, and they are all are relevant to your research, list them in your citation, separated by a forward slash (/).

Klee, Paul. Twittering Machine. 1922. Museum of Modern Art, New York. The Artchive, www.artchive.com/artchive/K/klee/twittering_machine.jpg.html. Accessed May 2006.

Women's Health: Problems of the Digestive System . American College of Obstetricians and Gynecologists, 2006.

Daniels, Greg and Michael Schur, creators. Parks and Recreation . Deedle-Dee Productions and Universal Media Studios, 2015.

Note : The publisher’s name need not be included in the following sources: periodicals, works published by their author or editor, websites whose titles are the same name as their publisher, websites that make works available but do not actually publish them (such as  YouTube ,  WordPress , or  JSTOR ).

Publication date

The same source may have been published on more than one date, such as an online version of an original source. For example, a television series might have aired on a broadcast network on one date, but released on  Netflix  on a different date. When the source has more than one date, it is sufficient to use the date that is most relevant to your writing. If you’re unsure about which date to use, go with the date of the source’s original publication.

In the following example, Mutant Enemy is the primary production company, and “Hush” was released in 1999. Below is a general citation for this television episode:

“Hush.” Buffy the Vampire Slayer , created by Joss Whedon, performance by Sarah Michelle Gellar, season 4, Mutant Enemy, 1999 .

However, if you are discussing, for example, the historical context in which the episode originally aired, you should cite the full date. Because you are specifying the date of airing, you would then use WB Television Network (rather than Mutant Enemy), because it was the network (rather than the production company) that aired the episode on the date you’re citing.

“Hush.” Buffy the Vampire Slayer, created by Joss Whedon, performance by Sarah Michelle Gellar, season 4, episode 10, WB Television Network, 14 Dec. 1999 .

You should be as specific as possible in identifying a work’s location.

An essay in a book or an article in a journal should include page numbers.

Adiche, Chimamanda Ngozi. “On Monday of Last Week.” The Thing around Your Neck, Alfred A. Knopf, 2009, pp. 74-94 .

The location of an online work should include a URL.  Remove any "http://" or "https://" tag from the beginning of the URL.

Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and Toxin Weapons Convention." Emerging Infectious Diseases , vol. 6, no. 6, 2000, pp. 595-600, wwwnc.cdc.gov/eid/article/6/6/00-0607_article. Accessed 8 Feb. 2009.

When citing a physical object that you experienced firsthand, identify the place of location.

Matisse, Henri. The Swimming Pool. 1952, Museum of Modern Art, New York .

Optional elements

The ninth edition is designed to be as streamlined as possible. The author should include any information that helps readers easily identify the source, without including unnecessary information that may be distracting. The following is a list of optional elements that can be included in a documented source at the writer’s discretion.

Date of original publication:

If a source has been published on more than one date, the writer may want to include both dates if it will provide the reader with necessary or helpful information.

Erdrich, Louise. Love Medicine. 1984. Perennial-Harper, 1993.

City of publication:

The seventh edition handbook required the city in which a publisher is located, but the eighth edition states that this is only necessary in particular instances, such as in a work published before 1900. Since pre-1900 works were usually associated with the city in which they were published, your documentation may substitute the city name for the publisher’s name.

Thoreau, Henry David. Excursions . Boston, 1863.

Date of access:

When you cite an online source, the MLA Handbook recommends including a date of access on which you accessed the material, since an online work may change or move at any time.

Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make Websites, 16 Aug. 2002, alistapart.com/article/writeliving. Accessed 4 May 2009.

As mentioned above, while the MLA handbook recommends including URLs when you cite online sources, you should always check with your instructor or editor and include URLs at their discretion.

A DOI, or digital object identifier, is a series of digits and letters that leads to the location of an online source. Articles in journals are often assigned DOIs to ensure that the source is locatable, even if the URL changes. If your source is listed with a DOI, use that instead of a URL.

Alonso, Alvaro, and Julio A. Camargo. "Toxicity of Nitrite to Three Species of Freshwater Invertebrates." Environmental Toxicology , vol. 21, no. 1, 3 Feb. 2006, pp. 90-94. Wiley Online Library, doi: 10.1002/tox.20155.

Creating in-text citations using the previous (eighth) edition

Although the MLA handbook is currently in its ninth edition, some information about citing in the text using the older (eighth) edition is being retained. The in-text citation is a brief reference within your text that indicates the source you consulted. It should properly attribute any ideas, paraphrases, or direct quotations to your source, and should direct readers to the entry in the Works Cited list. For the most part, an in-text citation is the  author’s name and the page number (or just the page number, if the author is named in the sentence) in parentheses :

When creating in-text citations for media that has a runtime, such as a movie or podcast, include the range of hours, minutes and seconds you plan to reference. For example: (00:02:15-00:02:35).

Again, your goal is to attribute your source and provide a reference without interrupting your text. Your readers should be able to follow the flow of your argument without becoming distracted by extra information.

How to Cite the Purdue OWL in MLA

Entire Website

The Purdue OWL . Purdue U Writing Lab, 2019.

Individual Resources

Contributors' names. "Title of Resource." The Purdue OWL , Purdue U Writing Lab, Last edited date.

The new OWL no longer lists most pages' authors or publication dates. Thus, in most cases, citations will begin with the title of the resource, rather than the developer's name.

"MLA Formatting and Style Guide." The Purdue OWL, Purdue U Writing Lab. Accessed 18 Jun. 2018.

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Speaker 1: Hello everyone, thank you for joining me again and welcome to any new viewers. This is To The Point English with Ben, I'm Ben, and in this video I'm going to give you five tips that will really help to level up your writing skills. Now whether you're preparing for the Cambridge English exams, the B2, C1 Advanced or C2 Proficiency, or maybe another exam like IELTS, or maybe you're not preparing for any exam, this video will be useful because writing has become a little bit of a lost art in modern society because people don't really practice writing as much as they used to perhaps. People are chatting all day, typing and texting, but not really sitting down and writing a complete composition. And I notice that a lot of my students really struggle with this part of the Cambridge English exams. And the biggest problem they have really is that their compositions are a little bit too basic, a little bit too simple. The examiners are looking for complex sentences. And these five tips that I'm going to give you today will help you to do just that. And it's not as complicated as you may think. The first tip is really quite simple but very important. As I said, a lot of my students tend to form quite basic sentences in their writings. It could be a paragraph with five, six, or even seven short basic sentences. And what you need to be able to do is to link those sentences by forming compound sentences. So that's my first tip. Use more compound sentences. A compound sentence is simply a sentence with two or more subjects. So basically it's two independent clauses which you link together or you connect with a linking word of some kind. And you can use one of these seven linking words. So and, but, so, yet, nor, or, and for. So a very simple example. The first text discusses issues of technology in modern society. It doesn't mention social media. Okay, so those are two simple basic sentences. Very simply you can link them by using but. The first text discusses the issue of technology in modern society but it doesn't mention social media. You think that's too simple, well maybe substitute but for yet. So yet it doesn't mention social media. Yet in this context is a synonym of but. If you think the sentence is too basic with but, use yet. But sometimes it's okay to use words like and, but, because, so, for, or. These are words that we use. They're very common and they're common because they're very useful. So that's my first tip. Try to use more compound sentences. Tip number two today is to use more relative clauses in your sentences. Now they could be defining or non-defining clauses or both in different sentences of course. The examiners in the Cambridge English exams are looking for a range, a wide range of grammatical structures. So this is a very simple way of forming more complex sentences and using another grammatical structure. So with relative clauses you'd use one of these words. Who, whose, that, which, where and when. Those are your options. Now as I said they could be defining relative clauses or non-defining relative clauses. Now don't worry too much about the terminology and the grammar. When you see the examples I'm sure you'll understand better and you'll see that it's not so complicated and quite simple to add to your essays or your reports or your articles to make it more advanced and more sophisticated. So an example of a non-defining relative clause is climate change which has been an issue for many decades will continue to be a problem. So here we have climate change will continue to be a problem. That's a sentence on its own but if you put a non-defining relative clause in the middle between the commas then you're adding extra non-essential information. It's not defining the subject. It's just extra information. So climate change which has been an issue for many decades will continue to be a problem. A quick look at a defining relative clause. The issue which concerns most people nowadays is climate change. So here the clause, the relative clause is not between commas because it's a defining relative clause. It's defining issue. So which issue is it because there are many issues but you need to define which issue with the clause. So in this case the issue which most people are worried about, that particular issue is climate change. So it's essential information. It's necessary for the sentence to make sense. So let's look at number three now. Inversion. Now inversion is a grammar area that we don't really use that much in spoken English. Especially not colloquial day-to-day English. But it's very useful for your writings especially more formal writing tasks. I made a video on inversion a few months ago which I'll share in the description and I'll go into the detail of the grammar and the structure. But for this video I'll just give you an example sentence. So the normal sentence would be we can reduce our carbon footprint by taking public transport and eating less meat. You'll have noticed that I use a lot of examples about the climate change and the environment because it's very common in the exams. But yeah we can reduce our carbon footprint by taking public transport and eating less meat. So that's just a normal sentence but with the inversion structure it would be not only can we reduce our carbon footprint by taking public transport but also by eating less meat. So not only can we. So remember with inversion the verb and the subject change places they invert. Again check out my video for much more detailed explanation than that but you can use one example of inversion in your essay for example you will get more points because it's what examiners are looking for a range of grammatical structures. And the fourth tip is to use more cleft sentences. Now cleft sentences are also examples of complex sentences so they contain more than one clause and the idea of a cleft sentence is to change the order of the information in the sentence to add emphasis or to focus on one particular piece of information in the sentence over another. So again similar to inversion but a slightly different structure and with different clauses. So again the best way to explain it with an example. So the normal sentence would be more investment needs to be made in education. But as a cleft sentence you could say it is education that needs more investment. Okay so it is an education that needs more investment. So you're starting with it is education it's an extra clause and although it contains the same information it's expressed in a different way. So again the examiners are looking for that type of thing something which can demonstrate to them that you understand and can use these more complex grammatical structures and form complex sentences. Again this is not the video to go into detail about all the grammar but just be aware that using a cleft sentence can really get you some extra marks in your writing. And my final tip, tip number five is to use the passive voice. Now that may seem quite simple quite a simple tip but I've noticed with my students they don't use the passive voice enough. It's a very simple technique to make a text more formal. Your essay for example, the report, the proposal, some articles depending on the target reader. Remember you should always keep in mind the target reader when you're writing your compositions. So an example scientists believe that the earth is getting warmer. So scientists believe that the earth is getting warmer that's a normal active sentence but if you change it to passive it is believed that the earth is getting warmer. In this case it's not really necessary to specify that it's scientists who believe this. You imagine if you're writing an essay or a report or whatever that you know it's an expert so scientists are probably the ones that believe this. So you don't need to mention the agent, the people who believe this, you just say it is believed that's a much more appropriate structure for a formal writing composition. You should know how to construct the passive voice it's just about thinking about it and while you're writing or in the planning stages of writing just thinking about how you're going to include it in your essay or whatever composition you're writing. One bonus tip for you today I've mentioned this before in other videos but you really should be using a wide range of cohesive devices or linkers or connectors whatever you want to call them but cohesive devices are very important to help with the flow of the composition, the writing composition. So they could be very basic ones as I said like and, but, because, so or they could be more advanced, sophisticated like furthermore, moreover, nevertheless because you need to think about how it flows, how the reader is going to read it. I correct dozens and dozens of these compositions of my students every month and some just are nice to read, they're pleasant to read because they flow in a natural way and some I have to force myself to get through them because it's stopping and starting and these cohesive devices are not used effectively or maybe not used at all. And you can use these cohesive devices to link sentences, to link ideas, to present ideas, to contrast ideas and if you use them effectively it really will improve your compositions. Okay those are my tips for today I hope they help you start practicing them the more you practice the more you will understand how to use this grammar and these techniques and over time they'll just become natural to include them in your compositions. Okay thank you for joining me and I'll see you very soon for another video. Take care. Bye. Bye.

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In accordance with the Charter of Students’ Rights, and subject to its stated conditions, students have the right to consult any assessment task, including oral assessment tasks that are recorded, for which a grade has been received and the right to discuss the submission with the Examiner. Students should refer to the Policy on Assessment of Student Learning (PASL) for details.

Rereads of examinations involves an impartial review by a qualified third party. Reviewers assess the appropriateness of the original grade based, for example, on the application of the grading key to the student’s work. If a third-party reviewer deems the original grade to be inappropriate, the grade will be revised up or down accordingly. The reviewer’s grade overrides the original grade.

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Two forms of formal re-evaluation of graded work are possible: reassessments of term work (midterm exams, quizzes, assignments, etc.) and rereads of final exams.

In both cases the first step is to discuss your grades with your instructor, for explanation and possible adjustment. If a satisfactory conclusion cannot be reached, a formal re-evaluation by a qualified and impartial evaluator can be requested.

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Reassessments and Rereads : Faculties of Arts and Science (including B.A. & Sc.)

There are two recognized types of impartial reviews: reassessments and rereads:

• reassessment of coursework completed during the term (term papers, mid-terms, assignments, quizzes, etc.)
• reread of a final exam

In both cases, rather than recorrect the work and then grade it as they would have done themselves, reviewers assess

the appropriateness of the original grade based, for example, on the application of the grading key to the student's work. If a grade is deemed unfair, it is changed, whether the new grade is higher or lower than the original, i.e., the reviewer's grade takes precedence over the original grade.

Reassessment of Coursework

These reassessments are administered and conducted solely by the units involved according to procedures specified by the units and made available to staff and students. Requests for such reassessments must be made within 10 working days after the graded material(s) has been made available for students to view. Reassessments should normally be completed within 20 working days of the request.

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Exam reread fees apply; refer to the Student Accounts website  for fee amounts and information.

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Students from outside the Faculties of Arts or Science who are taking a course administered by the Faculty of Arts or Science must submit final exam reread requests directly to the Student Affairs Office of their Faculty for approval.

Reassessments and rereads in courses not in the Faculties of Arts and Science are subject to the deadlines, rules, and regulations of their relevant faculties.

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Rereads: Faculty of Engineering

You can request a formal reread of a final examination once you have discussed it with your instructor. You must complete a Reassessment of a Grade and Reread webform  and submit it to the Student Affairs Office, Engineering Student Centre . 

The following regulations apply:

• Grades may be either raised or lowered as the result of a reread.
• A fee for each reread will be assessed directly to your McGill account if the result remains the same or is lowered. If the grade is raised, there is no charge. Consult the Student Accounts website for the fee at mcgill.ca/student-accounts/tuition-fees/non-tuition-charges/other.

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Reassessments and Rereads: Faculty of Law

For information on the Faculty of Law's grade review regulations (rereads of failed examinations, rereads of failing assignments, and review of final evaluations) refer to: mcgill.ca/law-studies/courses .

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How to Write Law Essays & Exams 2nd Edition, Kindle Edition

• ISBN-13 978-0199287550
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• Publisher Oxford University Press
• Publication date August 27, 2003
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• ASIN ‏ : ‎ B002C74MKI
• Publisher ‏ : ‎ Oxford University Press; 2nd edition (August 27, 2003)
• Publication date ‏ : ‎ August 27, 2003
• Language ‏ : ‎ English
• File size ‏ : ‎ 3415 KB
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