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Session outline
Genres
General characteristics of academic writing
Language features
Grammar
Proofreading
• Academic Skills Unit on LEO module: Academic Writing
• ACU Study Guide Chapters 6-8
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• What academic writing genres
might you find at ACU?
• Which of these are you familiar
with? Which are new to you?
Academic writing: common genres
Essay
Report
Case
study
Reflective
writing
Literature
review
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Writing genres: different purposes
Genre Main purpose of this genre
Essay Develop an argument or take a position
Report Present and analyse research (generally as a possible ‘solution’ to
a problem)
Case study Apply theory to real life disciplinary situations
Reflective writing Reinforce and extend your own learning by reflecting on practice
and experience
Literature review Understand the existing research about a topic and identify any
gaps of knowledge
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is based on
information, ideas
and evidence
from experts
requires formal,
discipline-specific
language
includes
referencing to
acknowledge
sources
Academic writing
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How is this writing academic?
Bullying, which can take the form of different types of behaviour, has serious
effects. Heeler (2017) defines bullying as “repeated physical or psychological
intimidation that is unprovoked and harmful” (p. 32) which can range from exclusion
and verbal taunts to aggressive physical contact. When bullying occurs in a school
setting, all parties to the incident are negatively affected: the victim, the bully and
onlookers (Heeler, 2017). Specifically, for the victim, the result can be a loss of self-
esteem and feelings of shame, fear and anxiety. Furthermore, Burns (2018)
suggests that with the specific example of ridicule, repeated bullying can lead to
depression and self-destructive behaviours in children. Therefore, it is important
that teachers are mindful of the potentially devastating consequences of bullying.
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Formal language
The professional person The profession
Nursing The nurse…
Nurses…
For nursing…
Education The early childhood teacher…
Early childhood teachers…
In early childhood teaching…
Midwifery The midwife…
Midwives…
For midwifery…
Business The marketing manager…
Marketing managers…
In marketing…
Occupational
Therapy
The occupational therapist…
Occupational therapists…
In occupational therapy…
Paramedicine The paramedic…
Paramedics…
For paramedicine…
Avoid first/second person: I think, in my opinion, we, our, you, your
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Informal vs. formal language
I agree with Smith and Jones
(2014) that communication is so
important to patient care.
Communication is essential to
patient care (Smith & Jones,
2014).
It’s really obvious that nurses
need good communication skills.
Effective communication skills
are essential for nurses.
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Formal language: Sentence level features
Complete, concise
sentences
Clear sentence
structure
Variety of types
and lengths
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Other language features
• Avoids generalisations
Specific
• Avoids emotional, exaggerated language
Objective
• Avoids slang and contractions
Formal vocabulary
• Avoids ambiguous, unnecessary language
Clear and concise
• Avoids bias in reference to such things as disability, gender, race or
ethnicity
Inclusive
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What is wrong with the language of these sentences?
1. Everyone knows that illegal drugs are bad for
society.
2. It’s heartless and inhumane for the government to
send refugees back to their countries!
3. I reckon the researcher’s claim is ridiculous
because it’s not scientific.
4. Smith’s great work, theories and studies are
invaluable contributions to the field.
5. Alcoholics create trouble for society financially,
medically and socially.
Check your knowledge
Generalisation
Casual / informal
Emotional language and
punctuation
Contraction
Slang
Ambiguous
Judgmental / biased
language
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Is this sentence academic?
All scientists believe in climate change.
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A more academic style…
All scientists believe in climate change.
Recent research suggests that climate change is a significant issue
(Brown & Jones, 2012; O’Brian, 2016).
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Informal expression Suggested rewrite
1. Everyone knows that
illegal drugs are bad for
society.
There is a widely-held belief that recreational drugs are
damaging to society.
Recreational drugs are often perceived as detrimental to
society.
2. It’s heartless and
inhumane for the
government to send
refugees back to their
countries!
The deportation of refugees is morally and ethically
questionable.
Returning refugees to their home countries is unethical
in respect to both human decency and human rights.
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Informal expression Suggested rewrite
3. I reckon the researcher’s
claim is ridiculous because
it’s not scientific.
The researcher’s claim lacks scientific proof.
There is no scientific evidence to support the researcher’s claim.
4. Smith’s great work,
theories and studies are
invaluable contributions to
the field.
Smith’s research has significantly contributed to the field of
nursing.
Smith has produced ground-breaking studies in nursing.
5. Alcoholics create trouble
for society financially,
medically and socially.
Alcoholism can result in substantial financial, medical and social
problems.
Financial, medical and social difficulties are some of the negative
impacts of alcoholism.
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How certain are you about your
claims?
Can research findings:
• provide absolute proof?
• be verified for all
circumstances and
contexts?
Why use tentative language?
https://pixabay.com/en/head-circle-one-hundred-100-1250007/
Acdemic Skills Unit on LEO – Academic Writing: Using tentative language
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Why use cohesive (connective) language?
To link your ideas clearly and logically
Academic Skills Unit on LEO – Academic writing: Using cohesive (connective) language
Function Examples
Cause/effect as a result, consequently, therefore, so
Time/sequence then, firstly, the second, finally, additionally
Addition moreover, furthermore, in addition, also
Comparison/contrast on the other hand, similarly, alternatively
Example for example, such as, for instance
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Why use reporting verbs?
To refer to the research of others; to incorporate evidence in your
writing
Recent research suggests that climate change is a significant issue
(Brown & Jones, 2012; O’Brian, 2016).
Nolan and Smith (2015) dispute the claim that climate change is a
significant issue.
Can you think of any other reporting verbs?
Academic Skills Unit on LEO – Academic writing: Using reporting verbs
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Bullying, which can take the form of different types of
behaviour, has serious effects. Wheeler (2010, p. 32)
defines bullying as “repeated physical or psychological
intimidation that is unprovoked and harmful” which can
range from exclusion and verbal taunts to aggressive
physical contact. When bullying occurs in a school
setting, all parties to the incident are negatively affected:
the victim, the bully and onlookers (Wheeler, 2010).
Specifically, for the victim, the result can be a loss of
self-esteem and feelings of shame, fear and anxiety.
Furthermore, Brendtro (20011) suggests that with the
specific example of ridicule, repeated bullying may lead
to depression and self-destructive behaviours in
children. Therefore, it is important for teachers to be
mindful of the potentially devastating consequences of
bullying.
Writing in academic style
Discipline-specific or
formal language
Cohesive language
Tentative language
Reporting verbs
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Grammar
• Allot time for proofreading before submission
• Reflect on your most common grammar issues and check for these,
one at a time, in your writing
Academic Skills Unit on LEO - Focus on grammar
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Sentence fragments
Discourse analysis the study of how
texts are organised and structured.
While it is the responsibility of the
marketing manager to oversee the
marketing budget.
Rewrite
(Complete sentences)
Discourse analysis is the study of
how texts are organised and
structured.
While it is the responsibility of the
marketing manager to oversee the
marketing budget, overall financial
planning is undertaken by the chief
financial officer.
Proofreading your writing
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Run-on sentences
Patients must give informed
consent before any treatment is
carried out, it is the nurse’s
responsibility to confirm consent.
Rewrite
Patients must give informed consent before
any treatment is carried out, and it is the
nurse’s responsibility to confirm consent.
Patients must give informed consent before
any treatment is carried out. It is the nurse’s
responsibility to confirm consent.
Patients must give informed consent before
any treatment is carried out; it is the nurse’s
responsibility to confirm consent.
Proofreading your writing
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Inconsistent grammatical form
Nurses need to consider a
patient’s nutrition, exercise
routine and taking care of a
patient.
Rewrite
(Parallel construction)
Nurses need to consider a
patient’s nutrition, exercise
routine and care plan.
Proofreading your writing
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Take home messages
Each genre of
writing has its
own purpose and
structure
Incorporate
quality evidence
in your writing
Use formal,
discipline specific
language
Demonstrate your
and authors’
views via
reporting verbs
Show complexity
via tentative
language
Connect ideas
with cohesive
(connective)
language
Proofread your
writing to check
for grammar and
other errors
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Academic Skills Unit on LEO resources
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Editor's Notes
Slide 3: Academic writing: common genres
These are only some of the genres out there
Next slide summarises the main purpose of these 5 genre so don’t explain them here.
Slide 4: Writing genres: different purposes
Explain to the students that the purpose of the writing varies with the genre. Mention that there are also differences in the structure of writing (don’t go into the specifics) among the genre.
Slide 5: Academic writing…
Before showing slide content, elicit students’ knowledge of academic writing.
Note referencing is not a major focus of this session.
Slide 6: How is this writing academic?
Have students talk in pairs to identify the academic aspects of this paragraph, which may include:
Discipline-specific language
Formal language
cohesive devices
tentative language
The following slides will discuss each of these aspects in more details.
All these aspects should thus come together in a well written text to effectively communicate with the reader.
It is the writer’s responsibility to communicate their content clearly and not to expect the reader to puzzle through or “know” what the writer means.
Slide 7: Formal language
Check with your lecturers to determine how to refer to your professional role.
While typically an objective tone is required in academic writing, if you are asked to give a more personal response to experiences, readings, situations, events or new information as in reflective writing then the use of the first person may be appropriate.
Slide 8: Informal vs. formal language
Show the examples and ask students what words are informal (in spoken style).
I, so (for emphasis), contractions, really obvious
Click and show the formal examples one at a time. Tell students the difference between basic and higher level vocabulary:
Important / essential
Good / effective
Slide 9: Formal language – sentence level features
Sometimes dot points, numbered lists, and tables will be appropriate, but not always. Be sure to check with your lecturer if in doubt.
Clarity more important than complexity. Follow SVO structure
Variety of sentence structures and vocabulary adds interest
Slide 10: Other language features
Show this slide and then ask students to think of some examples
Generalisations: all, everyone, everybody, always, never
Broad statements: Nurses are the only ones who understand patients.
Emotive, exaggerated language: very, exceedingly, highly, obviously, use of exclamation mark
Unnecessary, ambiguous language: With respect to information contained in the article…; Is representative of…; they…(who?)
Bias: Referring to the illness or disability, rather than the person; gendered pronouns for professions (referring to a barrister as ‘he’ when gender hasn’t been identified);
Slide 11: Check your knowledge
Ask students to rewrite the first sentence using a more formal tone
Check student responses for consensus
After presenter has checked student responses to the first sentence, show them some other examples of inappropriate writing for academic purposes
Slide 14: Is this sentence academic?
Elicit students’ ideas but don’t go into explanations here. Next slide will cover the point.
Slide 15: A more academic style
Tell students that the next sentences should have evidence to back up this claim.
Explain that generalisations such as “all scientists” cannot be validated.
Moreover, when reporting findings a citation is necessary.
Point out the use of tentative language “suggests”.
Slides 12 & 13: Check your knowledge
It is not necessary to go through all examples with the students.
Note: For #4, explain to students that “to the field” is ambiguous because it begs the question “what field?”. So a context is necessary, such as “nursing” or other.
Slides 12 & 13: Check your knowledge
It is not necessary to go through all examples with the students.
Note: For #4, explain to students that “to the field” is ambiguous because it begs the question “what field?”. So a context is necessary, such as “nursing” or other.
Slide 18: Why use reporting verbs?
Other reporting verbs that can be substituted in place of “suggest”: disputes, demonstrates, states, argues
Slide 19: Writing in academic style
Here discipline specific and formal language, referential language and cohesive language as well as tentative language is highlighted.
All these aspects come together in a well written text and are used to effectively communicate with the reader.
It is the writer’s responsibility to communicate their content clearly and not to expect the reader to puzzle through or “know” what the writer means.
Slides 21, 22, 23: Proofreading your writing
Elicit student answers before showing the answers
There are other ways to fix these sentences
Explain the use of semi-colon in the third sentence on slide 22
Slides 21, 22, 23: Proofreading your writing
Elicit student answers before showing the answers
There are other ways to fix these sentences
Explain the use of semi-colon in the third sentence on slide 22
Slides 21, 22, 23: Proofreading your writing
Elicit student answers before showing the answers
There are other ways to fix these sentences
Explain the use of semi-colon in the third sentence on slide 22
