Write Essay Writing

Writing the perfect paper is a lot like a military operation. It takes discipline, foresight, research, strategy, and, if done right, ends in total victory. It follows then that the best advice for writing a paper -- be it a high school essay, a college research paper, or even an office memo at a Fortune 500 company -- would come from the tactics of a brilliant military commander.

I discovered these tactics myself as a student, reading in awe of the mastery of ancient military masters and put them to good use. I could then -- and still can, when necessary -- bust out a ten or even twenty page paper with a few days notice. I've developed a worry-free formula for your academic paper or essay (called the Spartan System) that has been so successful that it was printed out and taught as a curriculum by almost every English teacher I've had. Naturally, I was hesitant to teach my secrets to more than a few friends but after I left school and published the formula online in 2007, the formula went viral across the web. It's since been used in classrooms across the country by many satisfied strangers. I've gotten countless emails from adherents -- and these emails are always the same: your system got me an A. In my own life, I applied the tactics to my writing and knocked out a 70,000+ word book in 90 days... which I sold for a cool six-figures.

What Was My Secret?

In my reading of Greek history, I stumbled across an obscure military maneuver, one designed for troops penetrating deep in enemy lines. It seemed to be used by the greatest of generals from the Spartan Brasidas to the Athenian Xenophon (an actual student of Socrates). I thought, if this one trick can protect a ten thousand man march through country after country of hostile territory, it can probably work for a silly school paper.

Their tactic was this: to successfully march or retreat, the general brings his troops together in an outward facing square with their supplies and wounded in the middle and the strongest troops at the front and back. As they moved away from unfavorable ground, the men would defend their side, stepping out only slightly to meet their attackers and then retreating immediately back to the safety of the shape. And thus they were completely impenetrable, able to travel fluidly and slowly demoralize the attacking army. As Xenophon wrote, the idea was that having prepared hollow square in advance, so that "we should not have to plan [everything defense related] when the enemy is approaching but could immediately make use of those who have been specially detailed for the job."

My essay format works the same. Consider your introduction as the creator of the shape, and then the following paragraphs making up each side. They venture outwards when called to but never abandon the safety of the formation entirely. It is a process of constant realignment, maintaining the square at all cost. In terms of "writing" you need only to create a handful of original sentences for the entire essay: a thesis, a theme, a mini-thesis which begins each paragraph and a conclusionary sentence that says what it all means. Everything else is a variation of these four sentences in some way. Together they create the square, and the serves as the point of return -- much like Chuck Palahniuk concept of "chorus lines (see in books like Fight Club, where whenever the plot gets off track he immediately comes back to one -- "I am Jack's sense of rejection.") And so the reader always protected and the troops defend your point.

Forget your teacher's boring prompt. Forget "Commentary/Concrete Detail/Commentary/Concrete Detail" and all that nonsense. Let's do real work, real writing.

Here is the outline for a hypothetical five paragraph paper:

Introduction: (see a complete intro example here)

  1. Begin with a broad, conclusive hook. This will be the meta-theme of the paper. Example from a paper on The Great Gatsby: "When citizens exhibit a flagrant disregard of morality and law, societies quickly crumble."
  2. Thesis. This needs to specify and codify the hook in relation to the prompt/subject. Ex: "This atmosphere as shown in F. Scott Fitzgerald's The Great Gatsby -- with blatant corruption and illegal activity -- eventually seems to become all but incompatible with a meaningful incarnation of the American Dream."
  3. One sentence laying foundation for first body paragraph. (These are mini-theses for each point you will argue.)
  4. Sentence for second body paragraph.
  5. One sentence for third body paragraph.
  6. Restate the hook and thesis into a single transition sentence into the first paragraph. "The 1920′s as the epitome of excess and reactionism symbolized a sharp break in the American tradition; one that no one seemed to mind."

Notes/Advice: Some say the thesis should go at the bottom of the intro instead of the top, which I think is a huge mistake. The point of a paper is to make an assertion and then support it. You can't support it until you've made it.

Body #1

  1. Rewrite first body paragraph thesis.
  2. Support the mini-thesis with evidence and analysis.
  3. Restate body paragraph thesis in the context of thesis as a whole.


-Begin with your strongest piece of evidence

-Introduce quotes/points like this: Broad->Specific->Analysis/Conclusion

-Always integrate the quote, and try to incorporate analysis into the same sentence. As a general rule never use more than 5-7 of the author's words. Normally you can use even less: "It was Jay, who despite the corruption around him, looked forward to what was described as an 'orgastic future.'"

Body #2

  1. Rewrite second body paragraph thesis.
  2. Support mini-thesis.
  3. Restate body paragraph thesis in context of the paragraph above and thesis as whole.

Body #3

  1. Rewrite third body paragraph thesis.
  2. Support mini-thesis.
  3. Restate body paragraph thesis in context of the paragraph above and thesis as whole.


  1. Restate hook/meta-theme.
  2. Specify this with restatement of thesis once more.
  3. One sentence for each body paragraph, surmising its assertion.
  4. One sentence for each body paragraph, surmising its assertion.
  5. One sentence for each body paragraph, surmising its assertion.
  6. Rewrite hook and thesis into a conclusion sentence.
  7. Last sentence must transition to general statement about human nature. "The American Dream -- and any higher aspiration -- requires a society that both looks forward and onwards as well as holds itself to corrective standard."


That's it. Seriously. You can see why this frees you up as a writer; essentially, the format requires just six original sentences and the rest is nothing more but reiteration and support. It works for a paper of 300 words just as much as it does for one of 300 pages. It's self-generating, self-reinforcing and self-fulfilling. Could you ask for anything better?

Just like the tactics of the great generals, by laying out the square in advance with clear, orderly lines, you insulate yourself from the chaos of improvisation. You mark the boundaries now so later you don't have to. Each paragraph is given a singular purpose and its only duty is to fulfill it. No longer is the professor or teacher grading you in terms of the prompt, because you have redefined the dynamic on your terms. By marking the boundaries out early, excellence is achieved simply by filling them in with your sentences. You take the prompt and make it your own. You place the reader in the middle of the square, protected by all sides, and methodically move them forward, defending doubts and objections as they arise.

With the strongest thoughts at the introduction and at the conclusion, you make it so that the reader -- or the soldiers, as historian VD Hanson pointed out -- "might be led by the former and pushed by the latter." The thesis is buttressed at the top by your intro hook and at the end by your look forward. The middle is just details. The thesis is the entire paper-as it is, and always should have been. Once that is written, everything else falls quickly into place. The meta-theme, logically, is deduced from your primary theme just as your mini-themes are. All that is left to the writer is to simple decide a theme and record it to paper. And like Palahniuk, when we venture too far from it, remind the reader with a chorus line.

And if you object too much to rigid structure, consider the freedom this truly allows you (none of which is ever permitted in the horrible "Schaffer Method"). Once you've disregarded-or been able to reduce to the subconscious-the actual form of the paper, all that is left is the ideas. Isn't that what is truly important? Would you rather parrot back plot summary or take the theme not only to a new level, but an understandable one? If a professor can't respect that, what does their grade even mean? All I know is that this technique has allowed me both to remove any sort of stress from paper-writing, and even better, given me the opportunity to put to words concepts I'm grappling with.

So go now. Internalize this system and watch as it does all your work for you. See if you can beat the record: an 8 page paper in 3 hours... with a nice big A+ stamped on the front.

Follow Ryan Holiday on Twitter: www.twitter.com/ryanholiday

As the government begins its crackdown on essay mill websites, it’s easy to see just how much pressure students are under to get top grades for their coursework these days. But writing a high-scoring paper doesn’t need to be complicated. We spoke to experts to get some simple techniques that will raise your writing game.

Tim Squirrell is a PhD student at the University of Edinburgh, and is teaching for the first time this year. When he was asked to deliver sessions on the art of essay-writing, he decided to publish a comprehensive (and brilliant) blog on the topic, offering wisdom gleaned from turning out two or three essays a week for his own undergraduate degree.

“There is a knack to it,” he says. “It took me until my second or third year at Cambridge to work it out. No one tells you how to put together an argument and push yourself from a 60 to a 70, but once you to get grips with how you’re meant to construct them, it’s simple.”

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Poke holes

The goal of writing any essay is to show that you can think critically about the material at hand (whatever it may be). This means going beyond regurgitating what you’ve read; if you’re just repeating other people’s arguments, you’re never going to trouble the upper end of the marking scale.

“You need to be using your higher cognitive abilities,” says Bryan Greetham, author of the bestselling How to Write Better Essays. “You’re not just showing understanding and recall, but analysing and synthesising ideas from different sources, then critically evaluating them. That’s where the marks lie.”

But what does critical evaluation actually look like? According to Squirrell, it’s simple: you need to “poke holes” in the texts you’re exploring and work out the ways in which “the authors aren’t perfect”.

“That can be an intimidating idea,” he says. “You’re reading something that someone has probably spent their career studying, so how can you, as an undergraduate, critique it?

“The answer is that you’re not going to discover some gaping flaw in Foucault’s History of Sexuality Volume 3, but you are going to be able to say: ‘There are issues with these certain accounts, here is how you might resolve those’. That’s the difference between a 60-something essay and a 70-something essay.”

Critique your own arguments

Once you’ve cast a critical eye over the texts, you should turn it back on your own arguments. This may feel like going against the grain of what you’ve learned about writing academic essays, but it’s the key to drawing out developed points.

“We’re taught at an early age to present both sides of the argument,” Squirrell continues. “Then you get to university and you’re told to present one side of the argument and sustain it throughout the piece. But that’s not quite it: you need to figure out what the strongest objections to your own argument would be. Write them and try to respond to them, so you become aware of flaws in your reasoning. Every argument has its limits and if you can try and explore those, the markers will often reward that.”

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Fine, use Wikipedia then

The use of Wikipedia for research is a controversial topic among academics, with many advising their students to stay away from the site altogether.

“I genuinely disagree,” says Squirrell. “Those on the other side say that you can’t know who has written it, what they had in mind, what their biases are. But if you’re just trying to get a handle on a subject, or you want to find a scattering of secondary sources, it can be quite useful. I would only recommend it as either a primer or a last resort, but it does have its place.”

Focus your reading

Reading lists can be a hindrance as well as a help. They should be your first port of call for guidance, but they aren’t to-do lists. A book may be listed, but that doesn’t mean you need to absorb the whole thing.

Squirrell advises reading the introduction and conclusion and a relevant chapter but no more. “Otherwise you won’t actually get anything out of it because you’re trying to plough your way through a 300-page monograph,” he says.

You also need to store the information you’re gathering in a helpful, systematic way. Bryan Greetham recommends a digital update of his old-school “project box” approach.

“I have a box to catch all of those small things – a figure, a quotation, something interesting someone says – I’ll write them down and put them in the box so I don’t lose them. Then when I come to write, I have all of my material.”

There are a plenty of online offerings to help with this, such as the project management app Scrivener and referencing tool Zotero, and, for the procrastinators, there are productivity programmes like Self Control, which allow users to block certain websites from their computers for a set period.

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Look beyond the reading list

“This is comparatively easy to do,” says Squirrell. “Look at the citations used in the text, put them in Google Scholar, read the abstracts and decide whether they’re worth reading. Then you can look on Google Scholar at other papers that have cited the work you’re writing about – some of those will be useful. But quality matters more than quantity.”

And finally, the introduction

The old trick of dealing with your introduction last is common knowledge, but it seems few have really mastered the art of writing an effective opener.

“Introductions are the easiest things in the world to get right and nobody does it properly,” Squirrel says. “It should be ‘Here is the argument I am going to make, I am going to substantiate this with three or four strands of argumentation, drawing upon these theorists, who say these things, and I will conclude with some thoughts on this area and how it might clarify our understanding of this phenomenon.’ You should be able to encapsulate it in 100 words or so. That’s literally it.”

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