Different academic disciplines require specific types of writing to communicate and present research findings effectively. The type of writing necessary varies depending on the field of study. For instance, in the field of science, researchers often rely on writing reports to document their laboratory experiments and findings. These reports provide a detailed account of the research process, methodology, data analysis, and conclusions drawn from the study. On the other hand, social sciences often utilize case studies as a means of exploring complex phenomena in real-life contexts. Case studies allow researchers to examine specific individuals, groups, or situations in depth, aiming to provide a comprehensive analysis of various factors at play. Understanding the specific types of academic writing required in different disciplines is crucial for researchers to effectively communicate their research and contribute to the scholarly conversation in their respective fields.
Different genres of academic writing
- Essays
- Research reports (experimental studies)
- MA dissertation and Ph.D. theses
- Summary (e.g. journal article)
- Literature review
- Research proposal
- Short answer tasks
- Case studies
Essay definition
- An evidence-based, persuasive argument in support of the writer’s claims.
- A short piece of writing (approximately 500-500 words)
Essay Structure
Structure shared across disciplines. Generally, it comprises a title and three core parts: introduction, body, and conclusion.
- Introduction: Background information on the topic and main claims
- Body: Supporting paragraph
- Conclusion: restates your answer, summary of main points, or general remarks
General Rules in Academic Writing (Essay)
Exceptions may exist to some of the following rules. However, if you follow the rules, you will be on the safe side.
1. Formality
Academic writing is a formal style of English.
Avoid contractions -> It wasn’t, didn’t, He’s, It’s (x)
Avoid Wh- questions -> What has been the focus of research in recent years? (x), the focus of research in recent years has been… (v)
Avoid exclamations -> This assumption is incorrect! (x)
Avoid beginning sentences with the conjunctions and, but, so, or -> The evidence is interesting. But it is not representative. And detail is lacking. (x); The evidence is interesting, but it is not representative, and detail is lacking (v)
Avoid listing constructions such as etc., and so on, and so forth -> Many factors were involved, such as hasty decision making, poor preparation, etc. (x); Many factors were involved, such as hasty decision making and poor preparation. (v)
Avoid informal vocabulary -> a lot of people (x); many people (v); The student got an A (x); The student received an A (v)
Avoid sentence fragments (incomplete sentences; common in newspaper for emphasis) -> Perhaps not the best approach (no verb) (x); This approach is perhaps less effective than the others discussed. (v)
Avoid using ‘you’ to refer to people in general -> To reduce pollution, you need to reduce the number of cars on the road (x)
Use the passive instead (with impersonal subject) -> To reduce pollution, the number of cars on the road must be reduced (v)
2. Basis in Evidence
Relevant evidence is required to support claims
Avoid claims without evidence -> Beginning language learners should focus on developing listening skills before speaking skills. (x)
Type of evidence (examples, facts, statistics, logical reasoning, analysis or finding from previous studies)
Scientific approach to advancing knowledge (evidence can be debated, allowing claims about the world to be proven correct or incorrect).
General avoid relying on opinions/institutions -> The theory Is interesting. (x); In my opinion/I feel that/My intuitions is…. (x)
Use evidence -> The theory has several problems: X, Y, and Z. For these reasons, it should be rejected. (v)
3. Objectivity
Academic writing is impersonal/objective in style
Information-focus, not writer/reader-focus
Generally, avoid using the first pronoun “I”
Use impersonal subjects, use the passive -> I find this view problematic (x); This view is problematic. (v)
Avoid addressing the reader directly. Do not use ‘you’.
Do not use direct commands -> Do not adopt this approach. (x); This approach should not be adopted (v).
4. Precision
More precision is required than in non-academic writing.
Avoid vagueness about facts. -> Surnames have been used in England for hundreds of years. (x); Surname have been used in England since the 11th century (v); Most participants…. (x); 56/100 participants …. (v).
Avoid vague use of citation -> Some/many studies claim that…. (x); Jones (1999), Smith (2000), and Roberts (2001) argue that…. (v)
Avoid vague vocabulary -> In his youth….. (x); As a teenager, as a young child (v).
5. Cautiousness
Strong Claims require more evidence -> Taxi drivers are always polite to customers (x)
Avoid over-generalization -> Regional English dialects are disappearing (x).
Very strong claims are often inaccurate because exceptions often exist. -> This is certainly not the case (x); This may not always be the case (v); The theory must be completely changed (x); The theory must be substantially changed (v).
Comments