IntroductionWhat changes in the language we use do we make when speaking in different situations? For example, what differences would there be in the language used when chatting with a close friend and the language chosen when taking part in a job interview? Changes in
Clearly, similar changes also take place when we write in different situations. For instance, the expectations of those reading our texts differ, depending on factors such as the purpose of the texts and the type of relationship we have with the anticipated reader. So, in our private lives, family members and friends receiving our text messages expect a style of language that is significantly different to the language we might use when writing, for example, to an important prospective client in a business context. Similarly, there are features which distinguish academic writing from other forms of writing. These features are in large part connected to the principle purpose of academic texts, which is to ‘analyse or produce knowledge.’ And on this page, we’re going to introduce some of these key features, which have been grouped together into five categories:
As will become clear, this grouping of the features is to some extent arbitrary, as there is quite a degree of overlap between the groups (e.g. formality and conventions). However, the hope is that breaking the characteristics down in this way will lead to a clearer understanding of the choices that need to be made to produce well-written academic texts. Use the short activities and explanations to take a closer look at what distinguishes academic writing from other uses of English. After the activities you’ll find here below some further online study resources and suggestions for further reading. 1. ComplexityAcademic texts are more complex both in terms of their subject matter and their language. The information, concepts and ideas conveyed are more involved and demanding than in everyday interactions. After researching a topic, critical thinking and planning are needed to achieve a specific purpose. The vocabulary used to convey the greater complexity is more sophisticated, as specialist vocabulary is required, and longer, more formal words are needed. The phrasing is more noun-based (e.g. nominalisation and extended nominal groups) and the syntax and grammar are often more complicated. This is because longer sentences with relative clauses, for example, are often needed and because the passive is required to achieve the more impersonal style that is conventionally expected in academic texts. 2. FormalityA more formal style is usually expected when writing academic texts. The features that contribute to this greater level of formality include:
Use this activity and the explanations to review some examples of each of these features. As the quiz activity shows, several features combine to determine the level of formality in a text. It is worth checking with your tutor what is expected, but it is still generally the case that in most institutes of higher education (i.e. universities), a high degree of formality is deemed necessary. So a clear understanding of how to achieve this formality is essential in making the right choices when choosing vocabulary, constructing sentences and checking grammar. Use these explanations to learn more about the features of formal, academic writing. Formal vocabulary
And the following should be avoided
Accurate use of vocabulary 'The companies merged.' rather than 'The companies got together.' Pitfalls to avoid include confusables (e.g. 'affect' and 'effect' or 'in case' and 'if') and false friends, that is, words that are similar in the target language but have a different meaning (e.g. the German word 'eventuell' and the English 'eventual' or the Italian word 'simpatico' and the English 'sympathetic'). Correct grammar When using English for academic purposes it is important to be accurate both in speaking and writing. It is, however, very difficult to produce language which is intelligent, appropriate and accurate at the same time. It is therefore important to break down the task into stages: an ideas stage and an accuracy stage. Accuracy in EAP In the 'accuracy stage', the text can be proofread to ensure that errors that may cause misunderstanding are removed and that the vocabulary and sentence structures chosen have made the text's meaning as clear as possible. Grammar for academic writing
"Choosing an active or a passive verb form is one grammatical feature we can manipulate as writers to allow us to move information around in a sentence to best achieve this flow." (Understanding academic grammar)
An explanation and examples of how these tenses are used in academic texts are available here: University of Hull Syntax
An explanation of these (and other) problem areas is available here: Sentence structure.
Objectivity in academic writing ... the main emphasis should be on the information that you want to give and the arguments you want to make, rather than you. ... Nobody really wants to know what you "think" or "believe". They want to know what you have studied and learned and how this has led you to your various conclusions. The thoughts and beliefs should be based on your lectures, reading, discussion and research and it is important to make this clear. UEfAP.com The danger with such statements is that they can inhibit students and cause them to play safe and produce work in which they uncritically reproduce what has been gleaned from their "lectures, reading, discussion and research" rather than develop an academic voice that enables them to express the kind of "thoughts and beliefs" that are generally rewarded with high grades when they are well-argued and well supported with evidence. Another, perhaps more helpful way of considering objectivity in writing in the context of universities is provided by this explanation of 'analytical writing': Analytical writing style is often called for at university level. It involves reviewing what you’ve read in light of other evidence. Analytical writing shows the thought processes you went through to arrive at a given conclusion and discusses the implications of this. Analytical writing usually follows a brief description and focuses on answering questions like: ‘why?’ ‘how?’ and ‘so what?’ University of Reading Whether framed in terms of 'objective' or 'analytical' writing, it is clear that this requirement contributes to the formality of academic texts. And so, an understanding of how to produce this style of writing is necessary.
There are some more examples of how to achieve an objective style here: UEfAP.com. Expressing opinions not influenced by personal feelings or opinions; considering only facts Oxford Learners Dictionaries This suggests that, in academic texts, expressing opinions, especially strongly stated opinions, may be regarded as problematic. The extent to which opinions are expected (or not) and how they should be expressed are areas that students need to discuss with their university tutors. However, it is also the case that students who do more than simply describe situations or repeat what has been written about their chosen topic are awarded higher grades: As a student, it is not enough to simply describe a situation or recall the facts, you need to take a stance or position yourself in relation to the situation or the facts. This is particularly important in assessment when you have to answer a question. Of course, you need to know and reproduce the information, but you also need to use the information to give an answer to the question, to give YOUR answer to the question. Working with different voices To meet the expectations of your academic audience, it is necessary to develop a position (or stance) and to make it clear, not through 'subjective' language, but through the selection and arrangement of information and arguments gathered from research and through the careful use of language. Here are some factors to consider:
Student writers need to learn to emphasize what’s most important, to express evaluation, and comment critically on ideas. They also need to develop their use of tentative language, sometimes known as hedging, to express their degree of certainty – or uncertainty – in their message. Tentative language can include adverbs (partly, approximately, apparently), modal verbs (could, may, might, can), semi-auxiliary verbs (seem, appear), and prepositional phrases (in most cases, in general). Understanding academic grammar
3. ConventionsConventions are ways of “doing something … that …[are]… considered usual and correct” (Cambridge dictionary). Use the short quiz and the notes that follow to review some of the conventions of academic writing. Use these notes to learn more about the conventions of academic writing. Coventions of academic writing
Two important conventions that relate more to content than form are
See the following
4. ConcisionThe aim of concise writing is to use the fewest words possible without losing meaning or complexity. However, as this statement makes clear, the impact of a text should also be kept in mind: Concise writing does not always have the fewest words, but it always uses the strongest ones. Writers often fill sentences with weak or unnecessary words that can be deleted or replaced. Words and phrases should be deliberately chosen for the work they are doing. Like bad employees, words that don’t accomplish enough should be fired. When only the most effective words remain, writing will be far more concise and readable. Purdue OWL Use the short quiz and the notes that follow to review some of the key elements in producing concise academic writing. Use these notes to learn more about writing concisely. Concise writing Checking the wording of sentences is one way of writing concisely:
Checking the wording of sentences certainly makes writing more concise, as the examples above illustrate. However, concise writing goes beyond the sentence level to encompass paragraphing and the organisation and structure of texts as a whole: Every paragraph in your essay must have a purpose. When revising, critically examine each paragraph and ask yourself whether it is necessary to your overall thesis. You may decide to cut some paragraphs. This process could be painful, especially if you have done a lot of research you’d like to include or need more words to meet a page limit, but it will strengthen your paper. University of North Carolina As the quote suggests, the decisions that need to be made in the final editing stage can be difficult but they are necessary not only to keep to word limits but also to ensure that texts are as clear and concise as possible. Further reading 5. ClarityThe focus in the preceding sections has been on the formality, complexity, adherence to conventions and concision that is expected in academic texts. However, we shouldn’t lose sight of the primary aim of good writing, which is to be clearly understood, as this cautionary note reminds us: Do not be tempted to use complex language or expressions that are not your own, just to make your writing appear “academic” … Your reader needs to understand the information or ideas that you are conveying. University of Reading As we have seen, choosing vocabulary carefully, avoiding errors and constructing clear, concise sentences go a long way towards achieving the clarity essential to effective writing. However, other elements in the writing process need to be borne in mind to achieve this clarity: In good academic writing, the ideas are unified, contributing to a clear overall picture. This is true of both the whole text and each paragraph. RMIT University The focus here shifts from choices concerning individual words, phrases and sentences to the decisions that need to be made about the organisation of paragraphs and texts as a whole. In other words, careful thought needs to be given to Cohesion, the term commonly used to describe the mechanisms which help to make a text clear, logical, unified and reader-friendly. Academic Writing in English Paragraph structure P: Sentence introducing the point with any necessary detail. E: Illustration of point using evidence: research example, case study, figures, etc. A: Critical analysis of point L: Concluding sentence summing up the point and linking to the question or your argument. University of Reading It may not always be possible or desirable to keep rigidly to this format, but bearing it in mind certainly helps in producing clearer, more readily understandable texts, especially when complex ideas, situations or information are being conveyed. *Sometimes also known as PEEL. Paragraph flow Further online study resources
Further readingFor those who prefer printed materials and would like to work on their academic writing skills, these books provide excellent support. Julie Moore’s – Oxford Academic Vocabulary Practice – includes activities to improve writing skills in key areas such as, for example, evaluating ideas and explaining concepts and shows how words from the Academic Word List are used in academic writing. Click on the images to view these coursebooks on Amazon. |