2 2 standard academic writing

Academic writing refers to a style of expression that researchers use to define the intellectual boundaries of their disciplines and specific areas of expertise. Characteristics of academic writing include a formal tone, use of the third-person rather than first-person perspective usually , a clear focus on the research problem under investigation, and precise word choice. Like specialist languages adopted in other professions, such as, law or medicine, academic writing is designed to convey agreed meaning about complex ideas or concepts for a group of scholarly experts. Academic Writing.

Academic writing

The four main types of academic writing are descriptive, analytical, persuasive and critical. Each of these types of writing has specific language features and purposes. In many academic texts you will need to use more than one type. For example, in an empirical thesis:. The simplest type of academic writing is descriptive. Its purpose is to provide facts or information. An example would be a summary of an article or a report of the results of an experiment.

The kinds of instructions for a purely descriptive assignment include: 'identify', 'report', 'record', 'summarise' and 'define'.

Most academic writing is also analytical. Analytical writing includes descriptive writing, but also requires you to re-organise the facts and information you describe into categories, groups, parts, types or relationships. Sometimes, these categories or relationships are already part of the discipline, while in other cases you will create them specifically for your text.

The kinds of instructions for an analytical assignment include: 'analyse', 'compare', 'contrast', 'relate', and 'examine'. In most academic writing, you are required to go at least one step further than analytical writing, to persuasive writing. Persuasive writing has all the features of analytical writing that is, information plus re-organising the information , with the addition of your own point of view. Most essays are persuasive, and there is a persuasive element in at least the discussion and conclusion of a research article.

Points of view in academic writing can include an argument, recommendation, interpretation of findings or evaluation of the work of others. In persuasive writing, each claim you make needs to be supported by some evidence, for example a reference to research findings or published sources.

The kinds of instructions for a persuasive assignment include: 'argue', 'evaluate', 'discuss', and 'take a position'.

Critical writing is common for research, postgraduate and advanced undergraduate writing. It has all the features of persuasive writing, with the added feature of at least one other point of view. While persuasive writing requires you to have your own point of view on an issue or topic, critical writing requires you to consider at least two points of view, including your own. For example, you may explain a researcher's interpretation or argument and then evaluate the merits of the argument, or give your own alternative interpretation.

Examples of critical writing assignments include a critique of a journal article, or a literature review that identifies the strengths and weaknesses of existing research. The kinds of instructions for critical writing include: 'critique', 'debate', 'disagree' and 'evaluate'. Critical writing requires strong writing skills. You need to thoroughly understand the topic and the issues.

You need to develop an essay structure and paragraph structure that allows you to analyse different interpretations and develop your own argument, supported by evidence. This material was developed by the Learning Centre, who offer workshops, face-to-face consultations and resources to support your learning.

Find out more about how they can help you develop your communication, research and study skills. See our Writing skills handouts.

You should only use this form to send feedback about the content on this webpage — we will not respond to other enquiries made through this form. If you have an enquiry or need help with something else such as your enrolment, course etc you can contact the Student Centre. University home. Current students. Staff intranet. Type to search. All content. Academic writing Types of academic writing Planning your writing Structuring written work Grammar, spelling and vocabulary Editing and proofreading Evidence, plagiarism and referencing Resources and support.

Types of academic writing. For example, in an empirical thesis: you will use critical writing in the literature review to show where there is a gap or opportunity in the existing research the methods section will be mostly descriptive to summarise the methods used to collect and analyse information the results section will be mostly descriptive and analytical as you report on the data you collected the discussion section is more analytical, as you relate your findings back to your research questions, and also persuasive, as you propose your interpretations of the findings.

Descriptive The simplest type of academic writing is descriptive. To make your writing more analytical: spend plenty of time planning. Brainstorm the facts and ideas, and try different ways of grouping them, according to patterns, parts, similarities and differences.

You could use colour-coding, flow charts, tree diagrams or tables. For example, advantages and disadvantages. Persuasive In most academic writing, you are required to go at least one step further than analytical writing, to persuasive writing. To help reach your own point of view on the facts or ideas: read some other researchers' points of view on the topic.

Who do you feel is the most convincing? Where is the evidence strongest? What are the real-life implications of each one? Which ones are likely to be most useful or beneficial? Which ones have some problems? Do you agree with their point of view? To develop your argument: list the different reasons for your point of view think about the different types and sources of evidence which you can use to support your point of view consider different ways that your point of view is similar to, and different from, the points of view of other researchers look for various ways to break your point of view into parts.

For example, cost effectiveness, environmental sustainability, scope of real-world application. To present your argument, make sure: your text develops a coherent argument where all the individual claims work together to support your overall point of view your reasoning for each claim is clear to the reader your assumptions are valid you have evidence for every claim you make you use evidence that is convincing and directly relevant. Critical Critical writing is common for research, postgraduate and advanced undergraduate writing.

You need to: accurately summarise all or part of the work. This could include identifying the main interpretations, assumptions or methodology. Resources This material was developed by the Learning Centre, who offer workshops, face-to-face consultations and resources to support your learning. Related links Learning Centre. Learning Centre workshops. Research skills for HDR students. Reading and note taking. Critical thinking.

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2 The purpose of academic writing. Academic language. term papers or the thesis in order to meet the academic standards. 2. Why Academic Writing. Academic writing is, essentially, the writing you have to do for your Academic writing follows a standard organizational pattern.

The four main types of academic writing are descriptive, analytical, persuasive and critical. Each of these types of writing has specific language features and purposes. In many academic texts you will need to use more than one type. For example, in an empirical thesis:.

Academic writing or scholarly writing is nonfiction writing produced as part of academic work. Writing that reports on university research, writing produced by university students, and writing in which scholars analyze culture or propose new theories are all sometimes described as academic writing.

Academic writing is clear, concise, focussed, structured and backed up by evidence. It has a formal tone and style, but it is not complex and does not require the use of long sentences and complicated vocabulary.

Current students

In a post-secondary environment, academic expectations change from what you may have experienced in high school. The quantity of work you are expected to do is increased. When instructors expect you to read pages upon pages or study hours and hours for one particular course, managing your workload can be challenging. This chapter includes strategies for studying efficiently and managing your time. The quality of the work you do also changes.