The skill of writing is required for various purposes. However, academic writing skill is of utmost importance as it enables the students to communicate their ideas well in an organized and structured manner.
Students are required to write various types of assignments during their academic span. Each type of assignment has its own set of specifications and pattern. The structure and style of each assignment type varies from the other depending upon the subject field and the requirement of the course instructor.
Common types of academic writing
The table below represents the most common types of written work produced by students.
Match the terms on the left to the definitions on the right
Table 2.1 – The most common types of written work produced by students
Style
One of the major difference between academic texts and more writer oriented texts is style: academic texts are formal. Formality is typically associated with vocabulary choice and contracted forms, but there are several other aspects that need to be considered. The following four tables present a contrastive summary (based on Tanko, 2005 b., p.66) of these aspects.
Table 2.2 – Differences between formal academic and informal styles in terms of aims
Formal Academic Style |
Informal Style |
- create a distance between writer and audience; - give objective tone to writing; - emphasis on the communicated message; - clear and precise communication. |
- emphasise proximity between writer and audience; - give subjective tone to writing; - emphasis on the writer and teacher. |
Table 2.3 – Differences between formal academic and informal styles in terms of vocabulary
Formal Academic Style |
Informal Style |
- neutral / formal alternative of lexical items; - precision is a key feature in selecting lexical items to avoid ambiguity (e.g., avoidance of approximations like quite a large part); - efficient use of words; - preference of single verbs (e.g., reach instead of go up to); - no run-on expressions «and so forth, etc»; - technical terms (field specific lexic); - no shortened word forms; - no slang; - no hesitation fillers. |
- colloquial vocabulary and expressions; - brevity (conciseness in expression) is not a requirement; - prefence of phrasal verb or prepositional verb (e.g., carry out instead of conduct, look into instead of investigate); - general, everyday vocabulary; - shortened word forms, slang allowed; - hesitation fillers allowed. |
Table 2.4 – Differences between formal academic and informal styles in terms of tone
Formal Academic Style |
Informal Style |
Impersonal (objective) tone realized with the use of: - passive structures when the agent is not known or important or when the focus is on the object or recipient of the action; - it sentences (It is often argued…); - last names; - impersonal pronouns; - impersonal phrases (it is hoped, is to be seen, it has been found); - avoidance of unclear editorial we to refer to a single author; - formal linking words and phrases ( moreover, nevertheless, in addition to…, contrary to …); - cautious language (hedges such as appears to, could, is likely to are used). |
Personal (subjective) tone realized with the use of: - active structures; - direct reference to/involvement of the reader; (e.g., Here`s some news for you..., Can you believe it?); - first names; - attitude words and phrases (anyway, luckily, right, let`s). |
Table 2.5 – Differences between formal academic and informal styles in terms of grammar
Formal Academic Style |
Informal Style |
- prepositions and relative pronouns used together (e.g., I received a rejection from an employer for a job for which I knew I was qualified.); - relative pronouns included (e.g., The woman whom he admired…); - co-ordinating linking words (e.g., and, or,but) used between clauses in a sentence; - imperative structures avoided (e.g., consider the case of); - use of formal negative forms (e.g., not any- no, not much – little, not many – few); - avoidance of direct questions; - even use of a variety of punctuation options (e.g., colon, semicolon) to support meaning; - variety of sentence structure and length. |
- separated prepositions and relative pronouns (e.g., I didn`t get the job/which/I applied for.); - relative pronouns left out ( e.g., The woman she admired…); - co-ordinating linking words (e.g., and, or, but) used at the beginning of sentences; - little variety in punctuation options. |
Task. Compare the following two paragraphs: although the ideas expressed in the paragraphs are the same, one presents them in a much more formal, academic way.
Example 1 |
Example 2 |
Capital is a complex notion. There are many definitions of the word itself, and capital as applied in accounting can be viewed conceptually from a number of standpoints; that is, there is legal capital, financial capital and physical capital. The application of financial and physical concepts of capital is not straightforward as there are various permutations of these concepts applied in the business environment….. |
Capital is a difficult thing to understand. We can explain it in different ways, and in accounting we can look at it from different angles. Accountants talk about legal capital, financial capital and physical capital. How we apply financial and physical concepts of capital isn't easy because people in business use it differently. . . |
Checklist of language to avoid in academic writing
Task. Which of the words in italics would be more suitable for an academic paper?
Task. Choose a verb from the list that reduces the informality of each sentence. Note that you may need to add tense to the verb from the list:
Task. Rewrite the following sentences to raise them to academic register. Some sentences have more than one non-academic language problem.
Task. Circle the topic of the sentence and underline the main idea about the topic.
Task. Write a topic sentence for five of these topics:
- the season I enjoy most of all;
- my favorite way to relax;
- doing sports;
- travelling abroad;
- drugs in sports;
- reasons for adopting children;
- playing a musical instrument;
- my most memorable trip;
- the future of computers;
- fast food;
- climate change.
Task. Write a topic sentence for each of the following paragraphs.
Task. Read the paragraph below. What topic is discussed? Underline the topic statement. What supporting points are made?
Since the invention of the internal combustion engine, cities have been shaped by the car and by their inhabitants` reliance on it. The assumption that everybody will own their own car and lead a highly mobile existence is reflected in the low-density layout of modern cities. Such cities were also planned with freeway systems, enabling people to drive great distances every day. However, this attitude takes no account of the elderly, the young, the poor and non-drivers.
Task. A paragraph may also contain a qualifying statement which introduces a different perspectives, and this may also be followed by supporting points. Qualifying statements are often introduced by concession links such as but, despite or however. Which is the qualifying statement in the paragraph above?
Task. Read the following sentences and complete the table below.
Topic statement |
|
Supporting point (s) |
|
Qualifying statement (s) |
|
Supporting point (s) |
Task. Supply a more academic word or phrase for the one in italics.
Task. Study paragraphs 1, 2, 3 and select the correct comment about the writing style:
- formal, straightforward, clearly written, correct academic style;
- informal, like spoken (colloquial) language, incorrect academic style;
- too formal, uses too many words, incorrect academic style.
Task. Write the following sentences in plain English.
Павлодар, 2023