English Writing & Presentation Skills

The Title of Your Paper

Student’s Name

Malmö University

AK206E: English Writing & Presentation Skills for University

Mr. Adam

Due Date


This paper explores … (a topic but not a problem). The problematic issue discussed in this paper is that / regards … (state the problem here) . As such, this paper asks … (research question goes here). While some scholars argue that …. , certain scholars argue that … . Using a/the … perspective/theory and the concept of … , this topic is explored first through analysis …, the …, and the … . The paper than oulines the … . Finally, the paper discusses. Consequently, this essay aims to show that (thesis statement goes here: an independent sentence clause).


Firstly, … .

Therefore, / Secondly, / Consequently, etc. … .

Moreover, / Thirdly, / Additionally, etc. …. .

Furthermore, / Fourthly, etc. ….

As a result, Consequently, Moreover, Additionally, Furthermore, etc., ….

Lastly, … .

However, / In contrast, / On the other hand, while it is true the majority of scholars agree that … (your main argument), several of other scholars argue that (the opposing or alternative argument)..

On the other hand, / However, scholars that criticize the … (position of this paper) fail to acknowledge the legitimacy of the concept … (your argument and topic).


In summary, the problematic issue this paper examined was… . Therefore, this paper argued that… (restate your thesis statement). For example, to support the claim, the essay discusses, among other important aspects, the… , the … and the… .

Word Count: 1,500 +/- 10% (1,350 to 1,650)

(Just an example of how Works Cited Below)

Bo-yuen Ngai, P. (2007). Bilingual Education in Rural Schools with Native and Non-Native Students: Indigenous-Language Programme Elements for an Inclusive Model. International Journal of Bilingual Education and Bilingualism, 10(6), pp. 723-751. https://doi.org/10.2167/beb326.0

Chew, K. and Tennell, C. (2022). Sustaining and revitalizing Indigenous languages in Oklahoma public schools: educational sovereignty in language policy and planning. Current Issues in Language Planning, pp. 1-21. https://doi.org/10.1080/14664208.2022.2037289

Jacob, M., Sabzalian, L., Johnson, S., Jansen, J. and Morse, G. (2019). “We Need to Make Action NOW, to Help Keep the Language Alive”: Navigating Tensions of Engaging Indigenous Educational Values in University Education. American Journal of Community Psychology, 64(1-2), pp. 126-136. https://doi.org/10.1002/ajcp.12374

McCarty, T. (2021). The holistic benefits of education for Indigenous language revitalisation and reclamation (ELR2), Journal of Multilingual and Multicultural Development, 42(10), pp. 927-940. https://doi.org/10.1080/01434632.2020.1827647

Skewes, M. and Blume, A. (2019). Understanding the link between racial trauma and substance use among American Indians. American Psychologist, 74(1), pp. 88-100. https://doi.org/10.1037/amp0000331

Sudbeck, K. (2015). Educational language planning and policy in Nebraska: An historical overview. The Nebraska Educator, 2(1), pp. 70–99. Accessed 2 June 2022 at: https://digitalcommons.unl.edu/nebeducator/25/