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Block 1 - Week 2 - Academic Writing Style

The document discusses different genres of academic writing including notes, reports, reflective statements, essays, and dissertations/theses. It provides guidelines for academic writing style such as using formal vocabulary and precise language. It also categorizes the key stages of the writing process as planning, writing, and editing.

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Johanna Bibart
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37 views19 pages

Block 1 - Week 2 - Academic Writing Style

The document discusses different genres of academic writing including notes, reports, reflective statements, essays, and dissertations/theses. It provides guidelines for academic writing style such as using formal vocabulary and precise language. It also categorizes the key stages of the writing process as planning, writing, and editing.

Uploaded by

Johanna Bibart
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Block 2 - Week 2

Academic Genres of Academic Writing

Skills Academic Writing Style


The Writing Process*

Development
academicsupport@globalbanking.ac.uk
Online Classroom Rules

Switch your camera on Enter your Full Name,


Log on in a quiet
& mute yourself Student ID, Group &
secluded area free of
unless advised Location in the chat
distraction
otherwise by the tutor box

Ask only relevant Do not interrupt the


Dress appropriately questions during lecturer or session
teaching time when you arrive late
Aims

• Differentiate the genres of academic writing


• Identify the characteristics of academic writing style
• Consider different approaches to the process of writing assignments
Genres of Academic Writing

Consider all the purposes of writing in an academic context.


How many different genres (types) can you think of?
How do they differ?
Genres of Academic Writing
Classify the types of academic writing 1-5 by their descriptions A - E

A) A written record of a student’s own learning process, often based on logs


1) Notes
or a journal.

B) The longest piece of writing normally done by a student (10,000 or more


2) Report
words) often for a higher degree, on a topic chosen by the student.

C) A written record of the main points of a text or lecture, for a student’s


3) Reflective statement
personal use.
D) Generally a descriptive account of an issue, or a project carried out by the
4) Essay
student. Often includes an evaluation and recommendations.
E) Usually a discussion or analysis of a specific topic chosen by the tutor,
5) Dissertation/thesis
around 1000-5000 words.
Genres of Academic Writing
ANSWERS

C) A written record of the main points of a text or lecture, for a student’s personal
1) Notes use.

D) Generally a descriptive account of an issue, or a project carried out by the student.


2) Report Often includes an evaluation and recommendations.

A) A written record of a student’s own learning process, often based on logs or a


3) Reflective statement journal.
E) Usually a discussion or analysis of a specific topic chosen by the tutor, around
4) Essay 1000-5000 words.
B) The longest piece of writing normally done by a student (10,000 or more words)
5) Dissertation/thesis often for a higher degree, on a topic chosen by the student.
Genres of Academic Writing

What are the genres of your written assignments this semester?


Academic Writing Style

What do you think of the style of this paragraph?


How many instances of informal style can you find?

How to make people work harder is a topic that lots of people have written about in
the last few years. There are lots of different theories etc. and I think some of them
are ok. When we think about this we should remember the old Chinese proverb, that
you can lead a horse to water but you can’t make it drink. So how do we increase
production? It’s quite a complex subject but I’ll just talk about a couple of ideas.

Bailey (2015: 138)


Academic Writing Style
ANSWERS
6. How many instances of informal style can you find?

How to make people work harder is a topic that lots of people have written
about in the last few years. There are lots of different theories etc. and I
think some of them are ok. When we think about this we should remember
the old Chinese proverb, that you can lead a horse to water but you can’t
make it drink. So how do we increase production? It’s quite a complex
subject but I’ll just talk about a couple of ideas. 20 ?
Bailey (2015: 138)
Academic Writing Style Guidelines (1)

1 Do not use idiomatic or colloquial vocabulary


e.g. ‘At the end of the day, the economy has grown significantly....’

2 Use vocabulary accurately. For example, there is a difference between rule and law or
money and currency. Avoid translating from your native language directly into English
without double checking in an English/English dictionary. Try to avoid experimenting
with new vocabulary in an assignment, unless you are sure of the correct usage.
Academic Writing Style Guidelines (2)
3 Be as precise as possible when dealing with facts and figures. Avoid phrases such as ‘about a
hundred years ago’.

4 Tentative language. Be careful about statements such as ‘Growth leads to inflationary pressures.’
(Does it always?) Instead consider using more cautious phrases such as ‘Growth may lead to
inflationary pressures’.

5 Avoid (or, use with caution) adverbs that show your personal attitude: ‘surprisingly’, ‘luckily’,
‘remarkably’
Academic Writing Style Guidelines (3)
6 Similarly, academic writing usually avoids use of extreme adjectives – ‘huge’, ‘gigantic’, ‘enormous’,
‘amazing’
7 Do not contract verb forms: ‘don’t’, ‘can’t’. Use the full form: ‘do not’, ‘cannot’
8 Avoid the following:
• ‘Like’ for introducing examples. Use ‘such as’ or ‘for instance’
• Words such as ‘thing’, ‘nothing’, ‘something’ – these sound vague
• ‘Lots of’. Use ‘a significant/considerable number of’
• ‘Little/big’. Use ‘small/large’
• ‘Get’ phrases such as ‘get better/worse’. Use ‘improve’ and ‘deteriorate’
• Repetition such as ‘more and more common’. Use ‘increasingly common’
Academic Writing Style Guidelines (4)
9 Avoid using two-word, phrasal verbs such as ‘go on’. There is almost always a one word
equivalent, e.g. ‘continue.’

10 Be concise: edit out unnecessary words


 
11 Avoid conjunctions at the start of sentences: ‘Or…/And…/But…/Yet…’

12 Do not use expressions such as ‘and so on’ and ‘etc’. This might appear lazy.

13 Avoid addressing the reader as ‘you’


You can see the results in table 1. X
The results can be seen in table 1. √
The Writing Process*

Categorise and order the key stages of the writing process as


planning, writing or editing.

C) understanding the
A) first draft B) researching
assignment

D) proofreading E) sentence outline F) error correction


G) Brainstorming H) Restructuring I) final draft
The Writing Process

1) __________________
2) ________________ Planning
3) __________________
4) __________________
Writing 5) __________________
6) ____________________
7) ________________
8) ________________ Editing
9) ________________
The Writing Process
ANSWERS
1) C) Understanding the assignment
2) G) Brainstorming Planning
3) B) Researching
4) E) Sentence Outline
Writing 5) A) First Draft
6) I) Final Draft
7) D) Proofreading
8) H) Restructuring Editing
9) F) Error correction
The Writing Process

The writing
process is not
linear, but
recursive:

Coffin et al., (2003, p. 34)


Lecture Review and Further Study

Can you remember the main differences between the genres of writing
you’ll need for your assignments?
How could you improve your approach to getting started on your
assignments?
Before our lecture next week, check you understand your first
assignment brief, so that we can discuss any questions you might have.
References
Bailey, S. (2015) Academic Writing.4th ed. Abingdon: Routledge

Coffin, C., Curry, M., Goodman, S., Hewings, A,. Lillis, T,. & Swann, J. (2003).
Teaching Academic Writing: A Toolkit for Higher Education. London: Routledge.

Pikrepo (2020). Photo of gray staircase. Available at:


https://www.pikrepo.com/fvgom/photo-of-gray-staircase [Accessed 13 Jan.
2020].

Robbins, S.P. & Coulter, M. (2018) Management. 14th ed. Harlow: Pearson Longman

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