Academic Writing introduction presentation

academic writing intro

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Academic WritingAcademic Writing

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Differences Between Academic
and Personal Writing
Adapted from Crème P & Lea M, Writing at University, Buckingham, OUP, 1997, p. 105
Personal Writing Academic Writing
Tells personal experience Comments, evaluates, analyses
Non-technical vocabulary Subject-specific vocabulary
‘I’ at the centre ‘I’ as observer and commentator
Information comes from the
writer’s experience
Information comes from sources
and references
Personal views and feelingsEvidence and arguments
Free form of writing Follow conventions for citations

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Types of Academic Writing
Essays
Laboratory reports
Research proposals
Personal statements
Presentations
Reflective journals

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Characteristics of academic writing
Clarity
Objective
•Impersonal, usually formal
Unity
•Focus on one topic only
Coherence
•Achieved by consistent use of
terms
Never use a long word where a short one will
suffice.
If it is possible to cut a word out, always cut it out.
George Orwell, “Politics of Language”
Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

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Formal vs. Informal Style
http://unilearning.uow.edu.au/main.html
A) A) The inequity in the distribution of wealth in The inequity in the distribution of wealth in
Australia is yet another indicator of Australia's Australia is yet another indicator of Australia's
lack of egalitarianism. In 1995, 20% of the lack of egalitarianism. In 1995, 20% of the
Australian population owned 72.2% of Australia's Australian population owned 72.2% of Australia's
wealth with the top 50% owning 92.1% (Raskall, wealth with the top 50% owning 92.1% (Raskall,
1998: 287). Such a significant skew in the 1998: 287). Such a significant skew in the
distribution of wealth indicates that, at least in distribution of wealth indicates that, at least in
terms of economics, there is an established class terms of economics, there is an established class
system in Australia. system in Australia.
McGregor (1988) argues that Australian McGregor (1988) argues that Australian
society can be categorized into three levels: the society can be categorized into three levels: the
Upper, Middle and Working classes.Upper, Middle and Working classes.
Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

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Formal vs. Informal Style
http://unilearning.uow.edu.au/main.html
B) B) Because only a few people have most of Because only a few people have most of
the money and power in Australia, I conclude the money and power in Australia, I conclude
that it is not an equal society. Society has an that it is not an equal society. Society has an
Upper, Middle and Lower class and I think Upper, Middle and Lower class and I think
that most people when they are born into one that most people when they are born into one
class, end up staying in that class for their class, end up staying in that class for their
whole lives. When all three classes are looked whole lives. When all three classes are looked
at more closely, other things such as the at more closely, other things such as the
differences between the sexes and people's differences between the sexes and people's
racial backgrounds also add to the unequal racial backgrounds also add to the unequal
nature of Australian society.nature of Australian society.
Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

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Clarity is more important than Clarity is more important than
“sounding academic”“sounding academic”
Which do you prefer?
A) Better evaluation of responses to
treatment modalities depends on the
standardization of an index allowing
accurate description of learning behavior
disorders.
Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

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Clarity is more important than Clarity is more important than
“sounding academic”“sounding academic”
orB) We could better evaluate how those
with learning disorders respond to
treatment if we could standardize an
index that accurately describes how they
behave.
Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

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Passive vs. Active Voice
Passive voice, when overused, is weak
•The actor of the verb is hidden, so is responsibility
•Usually requires a “to be” construction
•Find yourself asking “by whom or what”?
But it can be useful, if your topic doesn’t require a
specific acting agent
Poland was invaded in 1939, thus initiating the Second World War.
Insulin was first discovered in 1921 at the University of Toronto and is still the
only treatment available for diabetes.
Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

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ConciseConcise
Academic Writing
3 C Principles
ClearClear CorrectCorrect
Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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Useful formula

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Correct Verb Tense
 Generally accepted theories >> present tense
Specific research papers >> e.g. “describe, present” or “deal
with, investigate” >> past tense
 Author+ Reference number or date+ verb of report ( past
tense)+ that +Findings (Present tense)
Curie [1] showed that aluminum in seawater is regulated by a
thermodynamic balance.
Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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2a. Choosing between active & passive voice
The passive voice:
The actor is not really important but the process or
principle being described is of ultimate importance.
The active voice:
The actor is more important than the process or
principle being described.

Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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2b. The cases using Active Voice
A process description employs verbs that indicate a change
of state, such as expand, rise, cool, and form.
e.g. Most metals expand and contract with variations in
temperature.
Intransitive verbs:
stem from, originate (in), become
Research terms, such as “The study”, “The project”, “The
report”, “The paper” >> use the active voice.
e.g. The paper aims to investigate the effect of X on Y.
Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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3a. Effective Verbs
•Use “Formal + Precise” verbs
–Phrasal verbs often have one-word synonyms,
which are usually of Latin origin and are more
formal than their phrasal verb equivalent.
e.g. figure out --> determine
go up to --> reach
keep up --> maintain
Reference://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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3b. Effective Verbs
•Avoid “Verb + Noun” Collocation
>> use direct verbs
>> Workshop Ex: Task 3


e.g. Make an analysis --> analyze
Make a consideration --> consider
Perform a simulation -->Simulate
Have a discussion about --> discuss
Present a claim on --> claim
Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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4a. Skills to write clearly
•Avoid using unclear pronouns: it, this, that, it, this, that,
these, they.these, they.
>>use “ This/ these + nounThis/ these + noun” to join ideas
together.

e.g. According to a recent survey, 26% of all
American adults, down from 38% thirty years ago,
now smoke. This drop can be partly attributed to
the mounting evidence linking smoking and fatal
disease such as cancer.
Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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4b. Skills for writing concisely
Reduce the relative clause into a prepositional
phrase:
1. S+Be/V +(N1)+ which has +N2.
→ S+Be/V+(N1)+ with +N2.
Use a prepositional phrase to express the less
important idea:

e.g. A further experiment was conducted which had more accurate results.
>> A further experiment was conducted with more accurate results.
e.g. Labor cost is rising and manufacturers have to relocate
their factories to places where there is cheaper labor.
>> Due to rising labor cost, manufacturers have to… labor.
Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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4c. Skills for writing concisely
•Reduce the clause into participle phrase:

e.g. A current is sent through the material;
therefore, the electrons are polarized.
→ A current is sent through the material,
(thus) polarizing the electrons.
Prices rise; thus, the chance of hyperinflation
increases.
→Prices rise, thus increasing the chance of
hyperinflation.
>> Workshop Ex: Task 4
Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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4d. Dangling Modifiers should be avoided
•Have the same subject the same subject in two clauses:

e.g. 1. To calculate the temperature, the energy balance
equation should be used.
--> To calculate the temperature, we should use the
energy balance equation.
2. Based on the energy balance, we can calculate the
temperature.
Based on the energy balance, the temperature can be
calculated.
On the basis of the energy balance, we can calculate
the temperature.
Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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Concluding Remarks
3 C Principles
ConciseConcise ClearClear CorrectCorrect
Phrases >> single words (能用單字表示，就不要用片語， )
Clauses >> phrases (能用片語表示，就不要用子句， )
Vary sentence structures, but remember: simplicity brings
clarity (能用簡單句表示，就不要用複合句。 )
If it is possible to cut a word out, always cut it out. (盡量用最少的單字
表示一個句子。 )
>> Workshop Ex: Task 5
Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

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The Process of Writing
–Analyse the question
–Check your understanding of the topic through
reviewing the lecture notes or other information
–Brainstorm
–Collect more data
–Organise the details
–Plan – draft an outline
–Write out the first draft
–Rewrite it/ edit it

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3C3C ++ KISS KISS
“Keep It Simple and Short.”

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Any questions?
•If you want more help, don’t forget the
Independent Learning Centre has writing
workshops and online resources !