Writing academic texts is not only about presenting facts or demonstrating your understanding of a subject. It is also about expressing yourself in a clear, logical, and convincing way. A key part of this is how you structure your text.

To make your writing easy to read, it needs to have well-thought-out paragraphing and a logical structure based on the topic and purpose. This overall structure is often referred to as the disposition of the text.

A well-structured text helps the reader to follow your reasoning, understand your arguments, and see how your conclusions are connected to the rest of the content.

Before you start writing, it is a good idea to plan your text. A simple outline can help you get an overview and organise your thoughts. Start by considering the purpose of your text and what sections are needed to answer your research question.

The overall structure of a text can vary depending on the subject area and academic field, as well as the length of the text.

The structure of longer academic texts - IMRaD

In longer academic texts, such as theses or research papers, it is common to use the IMRaD structure. IMRaD stands for Introduction (including aim), Method, Results, and Discussion (including conclusions). The division and content of these sections may vary depending on the discipline and academic tradition, and sometimes sections may be combined or have different subheadings. However, all of these elements are usually present in some form in a thesis or academic paper.

In the introduction, you present the topic, background, and aim of your study, along with any research questions or hypotheses. The structure of this section can vary depending on the academic field and the type of study conducted. For example, the introduction and background may be divided into separate sections, or the theoretical framework may be presented in its own section. If you are unsure how to structure your text, ask your teacher or supervisor for guidance.

Regardless of how the introduction, background, and purpose are divided, the background information is often presented using what is known as the funnel structure. You begin by introducing your topic in a broader context, providing general background information. You then gradually narrow the focus, moving toward the specific aim of your study. The information becomes increasingly specific and closely related to your research.

At the bottom of the funnel—just before stating the aim—you typically identify a knowledge gap. This involves giving the reader an overview of the current state of research in your field, leading to an observation of what is less well studied or where research findings are inconclusive. Based on this knowledge gap, it becomes logical to present the aim of your study.

In the method section, you describe how you collected and analysed your data, and explain why you chose that particular method for your study. The structure and content of this section can vary depending on the nature of the research.

For example, a thesis based on interviews with vulnerable individuals will likely include a detailed discussion of research ethics, while a thesis in literary studies may not contain a corresponding section.

In the results section, you present the findings of your study. This part of the thesis can also vary depending on the subject area and the academic traditions of different fields. In some disciplines, results are expected to be presented in a neutral manner, without interpretation or discussion. In others, the presentation of results, analysis, and discussion are closely intertwined. Therefore, make sure to read your instructions carefully, or consult your teacher or supervisor if you are unsure.

In a qualitative thesis, this is where you summarise the qualitative data you have collected—for example, a synthesis of what emerged from interviews with participants. In a quantitative thesis, data is often presented in tables or charts to make the results more accessible to the reader.

Regardless of the type of study, it is important to follow up quotes from participants or visual data (such as charts) with explanatory text that clearly signals to the reader what you want them to notice in the results. However, you should not repeat the information shown in the quotes or diagrams. Instead, draw the reader’s attention to patterns or trends in your compiled data.

In the discussion section, you interpret your results in relation to previous research and reflect on what the findings mean. If your study includes a theoretical framework, this is often where you apply it in your analysis. It is also common to discuss the strengths and limitations of your chosen method in this section.

At the very end of the discussion, you present your conclusions. These should clearly tie back to and fulfill the aim of your study. To create a strong sense of coherence, consider reusing key terms and concepts from your aim statement when formulating your conclusions.

The structure of short academic texts

In shorter academic texts (1–5 pages), the IMRaD structure is often merged and condensed into three main parts: an introduction, a main body, and a conclusion. In the introduction, you present the topic, the aim of the text, and any questions you plan to explore. The main body typically consists of your arguments, analyses, and examples, with each paragraph focusing on a central idea. In the conclusion, you summarise your key points and show how they are connected. Even in shorter texts, the basic structure and order of content remain the same.

In this type of text, you are often expected to argue for something—this could be an interpretation, a reflection, a conclusion, or a proposed solution to a problem. It is important to build your reasoning step by step. You might begin with background information that leads to a claim—for example, that group work helps develop important skills. You would then support this claim with facts or research, such as referencing a study showing that students learn more effectively when collaborating. You could also include a concrete example, like a study where students’ grades improved after participating in structured group exercises. Finally, you would draw a conclusion—for instance, that group work can be an effective pedagogical tool.

Planning a text

If you are unsure about which structure to use, always ask your teacher or thesis supervisor. Also, make sure to read any written instructions carefully—preferably more than once—so you do not miss anything and feel confident about how to structure your specific text.

When planning your text, it can be helpful to write down your main ideas as a list. Think about the most logical order for presenting them so that your reader can follow your reasoning. What needs to be explained first? What builds on earlier points? By thinking logically about the sequence, you create a text that is easy to follow.

Next, try drafting preliminary topic sentences that express the main idea or point of each paragraph you plan to include, based on your list.

You can read more about topic sentences on the page Paragraph Structure.