essay writing leeds university

Skills for Learning : Essay Writing

An essay is a piece of academic writing that answers a question or explores one specific topic. Essays are the most common form of assessment in universities. You will be expected to build an argument based on evidence gathered from information sources. Essays tend to have three main parts: the introduction, main body and conclusion.

We run interactive workshops to help you develop your essay writing skills. Find out more on the Skills for Learning Workshops page.

We have online academic skills modules within MyBeckett for all levels of university study. These modules will help your academic development and support your success at LBU. You can work through the modules at your own pace, revisiting them as required. Find out more from our FAQ What academic skills modules are available?

How to approach your essay

• Research your question
• Organise your ideas
• Choose your thesis statement
• Plan your paragraphs
• Write your first draft
• Edit your work
• The final proofread

Use the question you’ve been set to help you develop a plan for literature searching. For most topics, there will be many books and journal articles available. When searching Discover and subject databases , focus on keywords from the question. Download the Evidence Matrix Worksheet to help you.

• Evidence Matrix Worksheet

Look for instruction words and phrases. These provide clues as to what the question is asking you to do. The key words in the question might include ‘What?’, ‘When?’ or ‘Why?’, in addition to topic-specific terms. Download the Essay Planning Worksheet and Understanding Assignment Questions Worksheets to help you.

• Essay Planning Worksheet
• Understanding Assignment Questions Worksheet

After doing some research, you can begin to organise your ideas. Making an essay plan will help you to formulate an answer. You should plan before you start to write so that your answer is clear and logical. Try making a detailed list of your ideas using bullet points. Download the Essay Planning Worksheet for helpful methods to organise your thoughts.

You need to paraphrase and summarise information from published sources. Download the Paraphrasing and Summarising Information Worksheet to help you develop this skill.

• Paraphrasing and Summarising Information

Comparing information from different sources will help you include critical thinking in your essays. Download our Synthesising Sources in Writing Worksheet to help you with this. 

• Synthesising Sources in Writing Worksheet

An academic essay is usually an argument, where you give evidence to make a case. A thesis statement is a summary of your main argument. It is usually expressed in one sentence in the first paragraph of your essay. The purpose is to tell your reader how you are going to answer the question. An example thesis statement might be: ‘Coffee is more effective at improving energy levels than tea because it contains a greater amount of caffeine’.

Your essay should provide evidence to show that your thesis statement is valid. Keep referring to your thesis statement throughout and be sure to maintain one central argument. This approach will allow you to remain focused as you write.

The structure of your essay is very important. Each paragraph should contain one key idea, and each idea should link to the next. The order of the paragraphs should be logical. Think about grouping similar ideas together – you might structure chronologically or by theme.

Each paragraph should contribute to your overall argument. The PEAL model  (which stands for ‘Point, Evidence, Analysis, Link’) provides a basic structure for your paragraphs. With this approach, each paragraph is built around one clear point backed up with evidence. Before moving on to the next paragraph, you must explain the relevance of the point. Finally, link back to your main argument or forward to the next paragraph. PEAL is especially useful if you struggle to structure your academic writing. Download the PEAL Paragraph Structure Worksheet to help you develop this skill. 

• PEAL Paragraph Structure Worksheet

Use reporting verbs to explain and comment on your evidence. Download the Reporting Verbs Worksheet to help you with using these.

• Reporting Verbs Worksheet

Your first draft does not have to be perfect. In fact, it may look very different from the finished essay. The first draft is about having a go at answering the question. Certainly, you should not see your first attempt as the final piece. You will always gain more marks by editing your work before you submit your assignment. Try making notes in the margins of your first draft to remind you of what to add or change.

This is your opportunity to check your work thoroughly. Examine the content and structure of the essay. Have you answered the question and fulfilled the assignment brief? Is your answer structured logically? Are there problems with grammar and spelling? Leave yourself plenty of time before the deadline to edit your work. You may want to put the essay aside for a day or so. When you return to it, you’re more likely to notice issues that need resolving.

Check the structure of your work by making a reverse outline. Download the Reverse Outlines Worksheet to help you with this. 

• Reverse Outlines Worksheet

Top tips! Keep referring to the question to see if each paragraph contributes to your overall answer. Take a look at our editing and proofreading advice to help with the editing process.

The final read-through is when you check for spelling, typographical and formatting errors. It’s also wise to check your referencing (both in-text citations and the reference list) is consistent and accurate. Take time and care over this stage. Your tutor is sure to notice if you skip this important step.

Top tips! Don’t leave proofreading until the last minute! If you rush, you’ll miss obvious problems and your work will be less polished.

Find out more about proofreading .

If you haven't already done so, this is a good time to review any feedback you have received on previous work. Download the Feedback Action Plan Worksheet to help you with this.

• Feedback Action Plan Worksheet

Main features of an essay

Introduction

This tells the reader how you are going to answer the question. Give your reader a clear summary of what you are going to argue (your thesis statement) and what points you will make. Additionally, outline any methodologies or theoretical frameworks you will use. In short, show what you’re aiming to achieve with the essay. The main body of the essay will expand on these aims.

This is the analytical part of the essay, where you will demonstrate your knowledge. You should use critical thinking skills to form your own argument. Each paragraph should make a different point and contribute to answering the overall question. The paragraphs should be presented in a logical order. You must give evidence from your reading to back up your argument. This is the longest part of the essay and your opportunity to show what you know!

The conclusion is where you summarise how you have answered the essay question. Return to the key points established in the introduction. Explain how the main body of the essay has examined these points to create your argument. In many essays, the conclusion can also be used to put forward your own ideas for future research.

Artificial intelligence tools

Before using any generative artificial intelligence or paraphrasing tools in your assessments, you should check if this is permitted on your course.

If their use is permitted on your course, you must  acknowledge any use of generative artificial intelligence tools  such as ChatGPT or paraphrasing tools (e.g., Grammarly, Quillbot, etc.), even if you have only used them to generate ideas for your assignment or for proofreading.

• Essay X-ray tool

You might be unsure how to get started with writing your essay. Try using our interactive Essay X-ray tool for some ideas.

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Excellent essays

The Library's Academic Support Team, helps you take the fear out of writing essays:

Make a plan

Often, if you don’t know what to write, it’s because you need to spend more time thinking about it. The best way to do this is to use a planning strategy. There are many out there, from bullet points to mind maps and flow charts. Visit our Skills for Learning website for lots of planning tips and useful templates , and you can also get some ideas about how to structure different sections of your essay from the Essay X-Ray tool .

Understand the title

It’s wise to take some time to really think about what your essay title means. Try to identify the keywords so you know what you need to focus on. For example, if your question was ‘Examine the impact of global warming on the environment’, then you would highlight ‘Examine’, ‘impact’ ‘global warming’ and ‘environment’. You would need to cover all these areas to ensure you were answering the question.

Top tip! Attend a Skills for Learning Essay Writing workshop to learn more about how to interpret your question.

Consult your reading list

Every university essay will involve a certain amount of background research. Luckily, your lecturers will have made it easy to get started by providing you with a course reading list. Access yours via your modules in  MyBeckett .

Stop procrastinating

The thought of doing your essay is guaranteed to be worse than the process of actually getting on with it. Once you put pen to paper (or fingers to keyboard), you will feel better about the whole process.

But how will you know what to write? Let go of the notion that every word has to be meaningful. Just get used to the process of writing.

Top tip! Why not try freewriting? Spend five minutes writing non-stop. Write about anything – write down the first thing that comes into your head, even if it’s ‘I don’t know what to write’. This will help you overcome the fear of getting started.

Tackle Referencing

You’ll find a certain percentage of your marks for each assignment is allocated to referencing. It’s a good idea to conquer referencing to avoid losing unnecessary marks. Referencing is an academic convention which ensures you’re completing work in an honest manner. Quote Unquote provides examples of how to cite the different sources you’ll be likely to use within your assignments, as well as providing guidance on the ethical and appropriate use of generative artificial intelligence tools at university. Our Academic Integrity module also outlines what constitutes good academic practice at university.

Get some support

Writing your first essay can be scary, but you’re not alone. Use the support available to you from your module lecturers and the university more widely. If your lecturer has offered to discuss your assignment with you, take them up on the offer. If you have the chance to do a practice assignment (sometimes called a ‘formative assessment’), then take advantage of this as you will get useful feedback before your actual assignment deadline.

There is lots of additional support available to you from the Library, too. Why not consult your  Subject Guide on the Library website  and access the resources on  the Skills for Learning website ?

Top tip : If you have a specific issue related to academic skills that you want to discuss, you can book a 1-1 appointment. Use the ‘ Get Help ’ form to request an appointment with a member of Library staff.

Originally published October 2021; updated October 2023.

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Personal statement tips

The personal statement is an important part of your UCAS application.

It helps admissions staff at the University decide whether to make you an offer. Some courses have many more applicants than places and there may be many students with good grades applying for the same course as you. 

What is it?

Your personal statement is a short written piece about you. It gives evidence of your skills, knowledge and experience. It’s your chance to tell us why you want to study a particular course and why you would make a great student. Read about:

How to write a UCAS undergraduate personal statement (UCAS website)

Top tips for writing the perfect personal statement (The Complete University Guide)

Maximum length

47 lines or 4,000 characters maximum – whichever comes first.

What to include

Your personal statement is your chance to stand out from the crowd. It is unique and individual to you, but some things to include are:

• Enthusiasm and motivation – your passion for the course should be clear and relate to you and your experiences (eg projects, field trips or experiences at school that sparked your interest in your subject). 
• Understanding of the subject – you need to show you have some knowledge and understanding, even if you have not studied the subject at high school or college. If you have done some reading about the subject, outside of school, mention this.
• Academic prizes or scholarships – this will help you stand out and show evidence of your potential.
• Career aspirations – even if you do not have clear career plans yet, you can show you have thought about your future career and how your chosen degree could help you achieve this.
• Relevant work experience/voluntary activities – explain what skills you have gained from the experience, including skills that would be useful in your university studies. 
• Non-academic interests – your hobbies (such as sports, baking or reading) show your personality and can be a chance to demonstrate different skills.
• What you will contribute to the university community – we want to know what you can bring to Leeds, as well as what you want to get out of university life.

International and EU students

If you are a non-UK student, you should also mention:

• Why you want to study in the UK.
• Why you want to be an international student, rather than study in your own country.

What to avoid

• Plagiarism (copying) – all statements will be checked for plagiarism. Your statement must be your own work so do not use templates. If you have applied before, check your personal statement is completely up to date and relevant to your current application.
• Skills without examples – show how you have developed the skills you think you will need, don't just list them.
• Listing subject knowledge – explain how your knowledge has helped you build career aspirations, choose your degree, or prepare for coming to university.
• Repeating qualifications – don't repeat information covered elsewhere on the application. This uses up valuable space in your personal statement.
• Short personal statement – make the most of the space you have. A short statement suggests you lack of passion or commitment to the course you are applying for.

Our top tips

• Write your personal statement in MS Word (or similar) first, so you can check your spelling and grammar before you add it into your application.
• Get someone else, like your tutor, family or friends, to read your statement to check for any errors and make suggestions before you submit it. You may need a few drafts before you are happy with the final version.
• If English is not your first language, you could mention any opportunities you have had to use English (eg an English-speaking school or work with a company that uses English).
• Use plain, clear English. Be careful with humour, quotes or anything unusual. The admissions tutor might not have the same sense of humour as you!
• Don’t exaggerate. If you get an interview, you might be asked for more detail about what you have written.
• Check the faculty or school website of your chosen course for guidance on your personal statement - especially important if you are applying for a course in medicine or dentistry. For example, see Leeds University Business School's 8 ways to perfect your UK university application .
• Check UCAS application deadlines  to make sure you apply before the closing date. For courses in medicine and dentistry, this is earlier than many other courses.

Related links

“Academic language … is no one’s mother tongue” (Bourdieu and Passeron, 1994, p.8).

In this section, you will find tips and guidance on how to process complex ideas and develop your academic voice at Masters level. It also includes information on how to express your voice in an effective manner - one that is structured, concise and precise.

Dealing with complexity

As a Masters student, you will have to deal with a large amount of academic literature and many sources of information. It can be challenging to process a large volume of complex information and, at the same time, develop a coherent and cohesive argument of your own. You may feel like you need to read more before you can start writing. This is perfectly normal at Masters level, where the complexity of the issues you are exploring means that it is necessary to accept that there is often no one, clear, solution.

A useful way to combine thinking and writing about a topic, is by setting boundaries for your assignments. It is also important to determine what is achievable within your word limit. Your ability to measure this should improve as you become more familiar with your subject.

Students will often change their thoughts about a topic during the process of writing. This is perfectly common at Masters level. Factoring in enough time for such changes when planning for your assignment is key to avoid last-minute panic. Don’t forget, as well as your knowledge and understanding of the topic, you are being assessed on your ability to deal with complexity, and to accept ambiguity, when developing your arguments.

• Accept ambiguity - a topic may be approached from a number of different, but equally valid, perspectives by different authors
• Develop your own line of argument through research and reading on a topic
• Set boundaries for your assignments, taking into account timescales and word limits

Developing your voice

'Your voice' at Masters level is demonstrated by your ability to present a clear line of argument based on appropriate evidence. Your tutor will not instruct you to argue specific points, and there is no “correct” answer. In certain science and data-related disciplines, while there will be correct answers to certain equations, your tutor will often be interested in seeing how you arrived at your answers. You will be expected to read a wide range of material, both texts recommended by your tutors and texts which you have identified yourself, to develop an evidence-based perspective.

Your academic voice is established through your interpretation and creative application of sources in the construction of your arguments. These arguments may be based upon a combination of academic literature, data and laboratory or fieldwork findings. You will develop confidence in your academic voice as you research and read about a topic. At Masters level, it is common to devise your own assignment questions. This will generally involve identifying an area of investigation, agreeing it with your tutor, and then pursuing it independently.

Your academic voice will develop and become more refined as you progress through your Masters degree, culminating in your final project, when you will have the opportunity to undertake comprehensive academic research independently.

Video - Leeds academics discuss what they think 'your voice' means for a Masters student. View video using Microsoft Stream (link opens in a new window, available for University members only). Click to download a full transcript of this video.

• Accept ambiguity - a topic may be approached from a number of different, but equally valid, perspectives by different authors, and remember, there is no single 'correct' answer to a question
• Compare and contrast a wide range of sources when approaching a topic
• Note down questions that arise during your reading, and explore which of them could be developed into assignment questions, or even the topic of your research project

Structuring your argument

Given the intensity of the workload and the complexity of academic information, it is crucial that you plan and approach assignments in a structured way. Your line of argument needs to be based on targeted research and reading, and should have a clear and logical structure, so that the readers can follow its development easily. Remember, clarity in your planning and thinking process will likely translate into well-structured writing.

The key stages of planning and structuring an argument are:

• Break down your question into keywords/phrases and ensure that you research every key element
• Based on your initial research, plan an outline of how you will answer the question and develop your argument
• Read actively, make notes and cross-check between different sources to make connections
• After more in-depth research and reading, think of the different points that would support your argument and organise them into paragraphs
• Consider points that counter your argument and note how you would respond to them

Through the development of your argument, you will be expected to synthesise sources. Synthesis involves bringing together various viewpoints into a coherent and cohesive argument. In this way, you can demonstrate a high level of criticality and show that you have evaluated the information, rather than accepting it at face value. You may want to go back to the Thinking Critically section of this resource for more tips on how to evaluate and to show your critical engagement with the sources.

Video - Leeds academics discuss the importance of constructing a well-structured argument in academic writing at Masters level. View video using Microsoft Stream (link opens in a new window, available for University members only). Click to download a full transcript of this video.

• Ensure that you construct an argument based on relevant evidence, rather than merely demonstrating everything you know about a topic
• Signpost the development of your argument. Check the links between paragraphs are clear and logical
• Do not separate reading from writing. Make notes and build your paragraphs as you read
• Leave plenty time to draft and re-draft your work

It is common to become very interested in particular ideas during your Masters study and research. Sometimes, this can take up too much of your time, which may negatively impact on your workload balance. Be aware of this potential risk and find a balance between pursuing specific ideas and being realistic with what you can achieve at Masters level. Remember, there is always time after your Masters to pursue your areas of interest (perhaps through doctoral study here at Leeds)!

Academic writing tips

When writing at Masters level, students often feel the need to use complicated language in order to come across as “more academic”. Doing so often dilutes the central argument. Effective academic writing should be clear and concise. Note, for example, the difference between the two extracts below:

“Due to the fact that access to internet resources is actually at the present time very easy to get hold of in many places, the vast majority of users seek to have those kinds of devices that are most easy to carry around with them wherever they go” (48 words).

“Now that internet access is available in most places, users often prefer to use portable devices” (16 words)

The second extract concisely presents the findings of the first, in a third of the word count. While conciseness increases the effectiveness of academic writing, it is also important to be precise. For example, although the sentence below is grammatically sound, it is academically poor:

“The policy has been discussed by many theorists over the years.”

There are three items in the above sentence that are not clear: which policy, who are the theorists under discussion, and since when.

Here is a better example:

“The Advance HE wellbeing agenda (2017) has been scrutinized by Allen (2017) and Furedi (2017).”

This sentence is concise, precise and well referenced. Demonstrating an effective academic voice at Masters level does not require the use of over-complicated sentences. Instead, shorter and simpler sentences can often convey better understanding.

• Use clear, precise and simple language whenever possible
• Avoid using vague expressions, for example, “Many thinkers discuss this”. Instead, be specific
• Choose appropriate reporting verbs, adjectives and hedging language to articulate your evaluation of sources
• Familiarise yourself with our advice on academic writing and attend relevant Skills@Library workshops to develop areas that you are unsure about, for example, essay structuring or academic language

Video - Leeds students share their experience of academic writing at Masters level and how they have developed their academic voice and confidence. View video using Microsoft Stream (link opens in a new window, available for University members only). Click to download a full transcript of this video.

Writing Content

Written content can supplement material covered in lectures, such as:

• PowerPoint slides or Word documents
• teaching handouts or activity plans
• lecture notes and summaries.

Consider writing narratives to connect these materials together so that students understand how they should interact with them.

Challenges of Writing Online Content

In most cases, students will need to read long and challenging texts to successfully engage with degree-level study. However, reading digital content is a very different experience from reading paper-based materials.

• Reading on-screen for long periods of time can cause eye strain.
• Distractions from email or social media can interrupt.
• Different devices may present material in unexpected ways.
• Reading online content encourages scanning and skimming.

This guidance gives tips for writing content either as a primary learning resource or as a narrative to link resources together into a coherent journey.

Tips for Writing Online Learning Content

Accessibility and inclusivity.

The University’s digital accessibility website and inclusive teaching website provide guidance and checklists on making your content more accessible. They apply to all digital content including Word, Excel, PowerPoint and PDF documents, and Minerva text.

Writing style

Your tone of voice is just as important when communicating digitally as it is in person. Digital content which communicates your enthusiasm for your specialism(s) can help inspire and engage your students.

Keep your tone light and conversational: conversation creates an informal connection with your reader, engaging them with what you have to say.

Use active over passive language: active language tends to be clearer and easier to read; passive language can result in longer sentences where the meaning is ambiguous.

Address your reader directly: using ‘you’ rather than ‘students’ will help you to connect with them.

Content layout and format

Consider the following tips for your content layout and format:

• Ensure the layout of your text is simple and uncluttered.
• Present the content in a logical and consistent order.
• Use headings and subheadings to break up a large amount of text.
• Split content into paragraphs and keep an eye on their length.
• Use bullet points to help the reader to follow the structure.
• Write shorter sentences as long sentences can be difficult to read online. Aim for a maximum sentence length of 25 words.

If you need to add emphasis to a piece of text, use  bold  or a different font colour (also in bold). Avoid using italics, block capitals and underlined text, which are all difficult to read online. For further guidance see the  University of Leeds Style Guide .

References and hyperlinks

Including links to resources in your content helps students to access them very quickly, enabling them to be effective learners. When citing sources and linking to reading use the  Leeds referencing styles .

  Hyperlinks 

Ensure link text (the highlighted words that become the link) is descriptive enough so you can know where the link leads when it’s heard without the surrounding content. Using descriptive link text means someone reliant on a screen reader will have more confidence where a link will take them compared to ambiguous link text (e.g. ‘click here’). Visit the digital accessibility website for further guidance on accessible links .

Writing for Performance and Digital Media MA

Year of entry 2024, masters study and funding online event.

Join us online on Wednesday 17 April to receive expert advice on how to make your Masters a reality with funding. Book your place

Course overview

Develop your unique voice as a writer and storyteller in the context of the School of Performance and Cultural Industries’ outstanding research in the fields of contemporary performance practice, creative and adaptive writing, digital and intermedial art, audience studies and cultural engagement.

On this Masters course, you’ll think critically about narrative, storytelling and performance in contemporary culture, developing your creative writing skills and knowledge across a range of genres, forms and media. You’ll have opportunities to pursue areas of interest, including tailored pathways in writing for theatre, performance, screen and new media.

Our diverse but close-knit community of professional writers, creative practitioners and innovative researchers is dedicated to developing new and emerging talent. You’ll be encouraged to test the limits of style, form and genre, and to explore how your work connects with our increasingly complex world.

Additional highlights

Leeds has a thriving cultural scene, and the University has many connections to local arts organisations, allowing you to engage closely with the region’s theatres, museums, radio stations, film and television studios, and more. Our partnership with Leeds Playhouse offers a programme of specially created events and workshops every year, connecting you with one of the region’s most important centres for new writing.

Specialist facilities

Our School is based in stage@leeds , a purpose-built landmark building that sits at the heart of campus. As our student, you’ll have access to its two professional standard, publicly licensed theatres: the main space seats 180 and is equipped with the latest technologies, and the theatre studio provides a technically advanced performance research facility.

Take a tour of our School

Join current student, Eva, on a tour of our building and its specialist facilities to get a feel for life as a student in the School

stage@leeds hosts a range of work by students and visiting theatre companies all year round. Within the building you’ll also find rehearsal rooms, two black-box studios, costume construction and wardrobe stores, a design studio, a scenic workshop, computer aided design facilities, video-editing and sound recording. We also have a digital performance platform, stage@leeds digital , where you can access our work.

Course details

You’ll study compulsory modules designed to advance your practical skills as a writer and storyteller, while deepening your critical and theoretical understanding of writing for performance, screen and digital media.

You’ll also choose from a range of optional modules, giving you the ability to tailor your studies to suit your interests and career ambitions.

Depending on your optional module choices, you’ll have the chance to collaborate with your fellow students, work with local cultural organisations or focus on the development of your independent creative practice.

As you progress through your studies, you’ll apply what you’ve learned in an independent research project on a topic of your choice. This could be a major creative writing project with critical commentary, a performance or a written dissertation.

If you choose to study part-time, you’ll study over a longer period and take fewer modules in each year.

Course structure

The list shown below represents typical modules/components studied and may change from time to time. Read more in our terms and conditions.

For more information and a full list of typical modules available on this course, please read Writing for Performance and Digital Media MA Full Time in the course catalogue

Year 1 compulsory modules

Learning and teaching.

On the MA in Writing for Performance and Digital Media you will learn through a mix a seminars, practicals, lectures and workshops. This learning will be complemented by personal reading, research and directed creative writing tasks.

The programme places a firm emphasis on the agency and intellectual curiosity of the individual student. You will be encouraged to think about and articulate your identity and positionality as a writer and storyteller. You will reflect critically on your creative goals – connecting your practice and thinking to a variety of different perspectives on aesthetics, cultural value and audience engagement.

The programme does not prescribe rules for writing. Nor does it advocate one way of thinking about story, form or craft. Instead, it invites creative writers to develop a personal account of their practice and connect their assessed work directly to specific industry contexts, practices and intellectual traditions. We aim to establish an inclusive space for innovation, considering writing practice as an expanded field that respects and values aesthetics and practices from popular culture, experimental performance and more conventional dramatic storytelling.

On this course you’ll be taught by our expert academics, from lecturers through to professors. You may also be taught by industry professionals with years of experience, as well as trained postgraduate researchers, connecting you to some of the brightest minds on campus.

The programme uses a variety of approaches to assessment. Modes of assessment will depend on the options you choose; however, all students will be assessed through creative writing practice and critical writing (essay or exegesis).

The potential forms your assessed creative writing practice might take are flexible and will depend on the skills you want to develop and the industry contexts in which you hope to work. Examples include: scripts, performance scores, digital artefacts (like games and podcasts) or other forms of intermedial performance. We aim to be as inclusive as possible in accommodating the creative and intellectual goals of each student’s practice.

Students on the programme all need to complete an individual research project. These projects can take the form of a traditional dissertation; however, the majority of students choose to explore their creative writing practice as a means of critical inquiry, drawing on the School of Performance and Cultural Industries sector leading expertise in practice research.

Entry requirements

A bachelor undergraduate degree with a 2:1 (hons) or higher.

Applications from a wide range of subject areas are considered, including:

• Creative Writing
• Performance
• ​​​​​​​Film
• ​​​​​​​English

Any social sciences or humanities degree subject is suitable for entry providing there is evidence of commitment to creative writing for live and mediated performance. This is assessed in relation to a portfolio of your creative practice.

Applicants without a degree may also be considered, if they can demonstrate significant relevant industry experience.

International

Our admissions team are experienced in considering a wide range of international qualifications. If you wish to discuss whether your qualifications will meet the necessary entry criteria, contact the School’s admissions team.

You can also check the accepted qualifications for your country or region .

English language requirements

IELTS 6.5 overall, with no less than 6.0 in any component. For other English qualifications, read English language equivalent qualifications .

Improve your English

International students who do not meet the English language requirements for this programme may be able to study our postgraduate pre-sessional English course, to help improve your English language level.

This pre-sessional course is designed with a progression route to your degree programme and you’ll learn academic English in the context of your subject area. To find out more, read Language for Arts and Humanities (6 weeks) and Language for Social Science and Arts: Arts and Humanities (10 weeks) .

We also offer online pre-sessionals alongside our on-campus pre-sessionals.  Find out more about our six week online pre-sessional .

You can also study pre-sessionals for longer periods – read about our postgraduate pre-sessional English courses .

How to apply

Please see our How to Apply page for information about application deadlines.

The ‘Apply’ link at the top of this page takes you to information on applying for taught programmes and to the University's online application system.

If you're unsure about the application process, contact the admissions team for help.

Documents and information you’ll need

A portfolio of 2,000-3,000 words of creative writing. Please include examples of writing for theatre, performance or screen. If your creative practice is better demonstrated through live performance or other kinds of digital artefact (games/podcasts/video), you can also send hyperlinks to digital content or video documentation (no longer than 15 minutes).

A copy of your degree certificate and transcripts, or partial transcripts if you're still studying (please submit an official English translation if necessary)

Evidence of your English language qualifications, if English is not your first language

A personal statement in response to the questions asked in the supporting statement section of the application form. Please respond to the questions in the application form.

A full up-to-date CV.

We’ll contact you when we receive your application. Wherever possible, we call candidates for interview – for international students this can be a telephone interview.

The Faculty of Arts, Humanities and Cultures receives very large numbers of high-quality applications and regrets that it cannot make offers to all of its applicants. Some particularly popular schools may have to reject many that hold the necessary academic qualifications.

Read about visas, immigration and other information in International students . We recommend that international students apply as early as possible to ensure that they have time to apply for their visa.

Admissions policy

University of Leeds Taught Admissions Policy 2024

This course is taught by

School of Performance and Cultural Industries

Postgraduate Admissions

Email: [email protected] Telephone:

UK: £11,500 (Total)

International: £24,500 (Total)

Read more about paying fees and charges .

For fees information for international taught postgraduate students, read Masters fees .

Part-time fees Fees for part-time courses are normally calculated based on the number of credits you study in a year compared to the equivalent full-time course. For example, if you study half the course credits in a year, you will pay half the full-time course fees for that year.

Additional cost information

There may be additional costs related to your course or programme of study, or related to being a student at the University of Leeds. Read more on our living costs and budgeting page .

Scholarships and financial support

If you have the talent and drive, we want you to be able to study with us, whatever your financial circumstances. There may be help for students in the form of loans and non-repayable grants from the University and from the government.  Find out more at Masters funding overview .

You may also be eligible to apply for a scholarship to help support your studies.

Career opportunities

Many students will want to pursue a career as a creative practitioner, working as a writer for stage, screen or new media. Although this is a fiercely competitive field, this degree is designed to help you realise your ambitions by helping you to connect your creative and intellectual concerns to specific industry contexts and practices. You will be encouraged to explore writing across a range of different forms and media, developing skills that can be applied across both traditional and new media.

The course has established a powerful record for developing successful writers and creative leaders, from playwrights, television writers and dramaturgs, to performers, broadcasters and journalists.

Alternatively, you could use your additional experience and qualification to progress in your current career or pursue a related path within the creative arts. Many of the course’s alumni have gone on to work in education, arts administration, script editing, literary management, advertising, publishing, marketing, public relations and many other areas.

There is a wide variety of careers and employability support available across the University to help you with your career.

Graduates from similar courses have continued with their research and progressed to PhD study .

Reach your potential

Hear more about the School and Faculty support you can access from our employability lead, Professor Karen Burland.

Careers support

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more about Careers support .

Related courses

Applied theatre and intervention ma, audiences, engagement, participation ma, culture, creativity and entrepreneurship ma, global performance and cultural industries ma, performance design ma, alumni profile: zodwa nyoni.

I graduated with developed ideas, treatments, and completed work in theatre, film, fiction, television, and radio, which I could use when approaching commissioners or literary associates. Zodwa Nyoni, Playwright and poet

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Support and guidance on the process of writing a dissertation or thesis.

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Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principle tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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Winners of the 2024 Writing Contests

The winners of the 2024 Writing Contests have now been named.

Thank you to all who submitted work! All entries were read by at least two judges with entrants names removed, to ensure a fair process. The awards ceremony will be held on Friday, April 26, at 1 p.m. , in the Greenberg Center.  Please see the list of winners below:

Melvin Goldstein Awards for Papers on Film/Art Using Interdisciplinary Approaches

First Place: Warren Parton Second Place: MaKenna Sweeney Third Place (tie): Christopher Hinson, Kendall Grenolds

Joseph Doyle Prize for Best Critical Essay Written in an Introductory Class

First Place (tie): Indiana Pellegrino, Diana Isaacs Second Place: Emma Walsh Honorable Mention: Camille Henri

Phyllis B. Abrahms Awards in Drama

First Place: MaKenna Sweeney Second Place: Kendall Grenolds Third Place: Brendan C. McGee

Phyllis B. Abrahms Awards in Poetry

First Place: Alexa Schwartz Second Place: Shelby Barrett-Whitmore Third Place: Kendall Grenolds Honorable Mentions: MaKenna Sweeney, Sophie Lee

Phyllis B. Abrahms Awards in Fiction

First Place: Kyle Mieczkowski Second Place: Kaitlyn Hirtle Third Place: Sequoia Hornsby Honorable Mention: Isabella Ruiz

Phyllis B. Abrams Awards in the Personal Essay

First Place (tie): Shelby Barrett-Whitmore, Alexa Schwartz Second Place: Gianna Balsamo

Joseph Doyle Prize for Critical Essays on American Literature

First Place: Indiana Pellegrino          Second Place: Joshua Weiner

Melvin Goldstein Awards for Papers on Literature Using Interdisciplinary Approaches

First Place: Alyssa Archambault Honorable Mentions: Warren Parton, Joshua Weiner

Phyllis B. Abrahms Awards for Critical Essays on Literature Other than American Literature

First Place: Roz Green Second Place (tie): Warren Parton, Albert Vargas

Minerva Nieditz Awards for Metaphysical Poetry

First Place: Nell Shore Sirotin Second Place: Nawilda Vasquez Third Place: Isabella Ruiz

Joseph Doyle Prize for Best Personal Essay Written in an Introductory Class

First Place: Sequoia Hornsby Second Place: Diana Isaacs

Congratulations to all of those who will receive awards!

This year, winners will receive:

Questions? Please email Ben Grossberg at [email protected] .