How to plan a university essay
The short answerStart with the marking criteria and the question, then read with a rough answer in mind. Write your main argument in one or two sentences. Plan one main paragraph for every 250 to 400 words, each with a source behind it, plus a paragraph on the strongest opposing view. Split your word count before you start writing.
Your first university essay can feel like a jump. The word count is longer, the reading list is longer, and the marker wants an argument, not a summary of what you've read. A plan is how you turn a pile of reading into an essay with a clear line through it.
How is a university essay different?
The basics are the same as at school: answer the question, back up your points, plan before you write. Three things change.
- Argument over description. Explaining what a theory says earns some marks. Weighing it up, comparing it with others and reaching your own judgement earns most of them.
- Reading behind every point. Each main paragraph needs sources, usually from your reading list or academic databases, and you need to say where every idea came from.
- Marking criteria. Most modules publish what each grade band looks for. They tell you what the marker values, so plan against them as well as the question.
How do you plan a university essay?
-
Read the brief and the marking criteria
Find the word limit, the deadline, the referencing style and what the top grade band asks for. Words like "critical", "evaluate" and "independent reading" tell you where the marks are.
-
Unpack the question
Underline the command word (discuss, evaluate, to what extent, compare), the topic and any limits. Note key terms you'll need to define. If the question could be read two ways, decide which reading you'll take and say so in your introduction.
-
Read with a rough answer in mind
Start with the core reading and one or two overview sources. Then write a rough answer, even if it changes later. Reading with an answer in mind helps you spot what's useful and skip what isn't.
-
Write your main argument
One or two sentences that answer the question. "It depends" is fine, as long as you say what it depends on. Every paragraph you plan next should support this.
-
Plan your main paragraphs
Each main paragraph makes one point. For each, note the point, the source or sources behind it, and why it matters for your argument. Order them so each one builds on the last.
-
Plan the other side
Pick the strongest opposing view, not the easiest one to knock down, and plan your response. Showing you've dealt with a serious objection is one of the clearest signs of critical thinking.
-
Split your word count and check against the criteria
Give each part a rough word budget (see the table below). Then hold the plan up against the marking criteria. If the top band asks for something your plan doesn't have, add it now.
How many paragraphs in a university essay?
As a rough guide, plan one main paragraph for every 250 to 400 words of the main body. The table below uses the split the Essay Planner suggests: 10% introduction, 70% main paragraphs, 10% for the other side and 10% conclusion.
| Word limit | Introduction | Main paragraphs | Other side | Conclusion |
|---|---|---|---|---|
| 1,500 | 150 | 1,050 (3 or 4 paragraphs) | 150 | 150 |
| 2,000 | 200 | 1,400 (4 or 5 paragraphs) | 200 | 200 |
| 2,500 | 250 | 1,750 (5 to 7 paragraphs) | 250 | 250 |
| 3,000 | 300 | 2,100 (5 to 8 paragraphs) | 300 | 300 |
Fewer, longer paragraphs that go into depth usually score better than lots of short ones that skim the surface. If two paragraphs make the same point, join them.
A university essay plan example
This plan is for a 1,500-word essay. The sources are real and listed at the end of this guide, so you can see how a source sits behind each point.
- Question
- To what extent is retrieval practice the most effective way for students to revise? (1,500 words)
- Main argument
- Retrieval practice is one of the best-supported revision methods, especially when it's spaced out, but its benefits may be smaller for complex material, so it's the strongest single method rather than the only one students need.
- Word split
-
150introduction1,0503 main paragraphs, about 350 each150the other side150conclusion
- Introduction
- Set the scene: most students revise by rereading and highlighting.
- Key term: retrieval practice means recalling information from memory, for example with self-testing or flashcards.
- Outline: long-term recall, evidence from reviews, spacing, then the challenge from complex material.
- Main paragraph 1: Testing yourself beats rereading for long-term recall
- Evidence: Roediger and Karpicke (2006). Students who practised recalling a passage remembered more of it a week later than students who reread it.
- Why it matters: the benefit shows up after a delay, which is what matters in an exam.
- Main paragraph 2: Large reviews rate it among the most useful methods
- Evidence: Dunlosky and others (2013) reviewed ten common techniques and rated practice testing as high utility, and rereading and highlighting as low utility.
- Why it matters: the finding holds across many studies, not one experiment.
- Main paragraph 3: Spacing it out makes it stronger
- Evidence: the same review rated distributed practice (spreading study over time) as high utility too.
- Why it matters: the best approach combines the two, testing yourself at intervals rather than cramming.
- The other side: it may work less well for complex material
- Opposing view: van Gog and Sweller (2015) argue the testing effect shrinks or disappears as material gets more complex.
- Response: Karpicke and Aue (2015) dispute this and argue it still works for complex material. The debate is open, which supports "strongest single method", not "the only method".
- Conclusion
- Retrieval practice is the strongest-supported single revision method, especially when spaced. Final thought: build self-testing into a revision timetable instead of saving it for the last week.
Notice how the other side uses a real academic debate. That's what lifts an essay from describing the evidence to weighing it up. When you write each main paragraph, the PEEL Paragraph Builder takes you through the point, evidence, explanation and link, with sentence starters for each.
Planning around your reading
At university, most of the planning happens while you read. A few habits save hours later:
- Record the full reference as you go. Author, year, title and page numbers. Hunting for a page number the night before the deadline is no fun.
- Note which point each source supports. A source with no job in your argument probably doesn't belong in the essay.
- Look for disagreement. When two authors disagree, you've found material for your other side, and a debate you can place yourself in.
- Check your referencing style early. Harvard, APA, OSCOLA and others all look different. Your module handbook or library guide will say which one to use.
With a free HLPER account, you can save your essay plan to an assessment and add a References list beside it. Each reference keeps a link, a title and a note on why it matters. It doesn't format references for you, so use your university's referencing guide for the final list. Pro members also get Study Coach, which suggests what to look for in your sources at Beginner, Developing or Expert level.
Planning Open University assignments
If you study with the Open University, your essays are usually tutor-marked assignments (TMAs). Each one comes with guidance notes that set out what's expected, and OU tutors advise reading them more than once. Plan against those notes as well as the question.
Watch the word limit closely. It reflects the marks for each part, and some modules allow an extra 10% while others don't. Check yours before you split your word count.
Questions students ask
Should I read first or plan first?
Both, in turns. Do enough reading to form a first answer, write a rough plan, then read with that plan in mind. Change the plan as your reading changes your view.
How long should I spend planning a university essay?
Longer than most people do. Spread over the reading, planning can take several sessions. A good plan makes the writing much quicker, because you already know what each paragraph is for.
How many sources do I need?
It depends on the module and the word limit. Your reading list and marking criteria are the best guide. Every main paragraph should have at least one source behind it, and the strongest essays include sources that disagree.
Do I need to include the other side?
For most university essays, yes, especially questions that ask you to discuss, evaluate or say to what extent. Responding to the strongest opposing view shows the critical thinking markers look for.
Can I change my argument after I've planned?
Yes. If your reading changes your view, update your main argument first, then check every paragraph and your conclusion still support it.
Sources
- Roediger, H. L. and Karpicke, J. D. (2006) Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science, 17(3).
- Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J. and Willingham, D. T. (2013) Improving students' learning with effective learning techniques. Psychological Science in the Public Interest, 14(1). Summary from the Association for Psychological Science.
- van Gog, T. and Sweller, J. (2015) Not new, but nearly forgotten: the testing effect decreases or even disappears as the complexity of learning materials increases. Educational Psychology Review, 27(2).
- Karpicke, J. D. and Aue, W. R. (2015) The testing effect is alive and well with complex materials. Educational Psychology Review, 27(2).
- The Open University (WELS) Top tips for your first TMA: advice from WELS tutors.