This document discusses key aspects of academic writing such as structure, style, and referencing. It explains that academic writing focuses on theories and causes while following conventions of formal tone, grammar, and structure. Common structures include essays, with introductions, bodies, and conclusions, and reports with labeled sections. The document also outlines four main referencing styles - APA, MLA, Harvard and Chicago - and provides examples of how sources are cited in each.

2. In contrast to personal writing contexts, academic
writing is different because it deals with the
underlying theories and causes governing processes
and practices in everyday life, as well as exploring
alternative explanations for these events.
Academic writing follows a particular ‘tone’ and
adheres to traditional conventions of punctuation,
grammar, and spelling.

3. Some kind of structure is required, such as a
beginning, middle, and end. This simple structure
is typical of an essay format, as well as other
assignment writing tasks, which may not have a
clearly articulated structure.
1: ESSAYS
2: REPORTS

4.  In the case of an essay, the introductory paragraph informs the
reader about the nature of the topic, which is discussed and
evaluated in the middle of the essay, also referred to as the body.
 The introduction may also summarise very succinctly, in a sentence
or two, your position on the issue, which is then elaborated on at
length in the series of paragraphs that make up the essay's body.
 The final paragraph constitutes a conclusion in which you may
summarise the overall points made.
 The concluding paragraph is also a good point at which to move the
essay forward to touch on implications or future advancements
surrounding the issues addressed.

5. Another type of structure, common in university
assignments is that of a report, often organised around the
identification of problems or difficulties and corresponding
solutions.
Unlike most essays, a report is divided according to clearly
labeled sections, such as “Introduction”, “Discussion”,
“Conclusions”, and “Recommendations”.
Further, unlike an essay, reports allow for bulleted points
with respect to the conclusions and recommendations
sections.

6. A significant difference between academic writing and
other writing genres is based on the citation and
referencing of published authors.
Four types of Referencing style:
1: APA
2: MLA
3: Harvard
4: Chicago

7.  APA:
 (American Psychological Association) referencing, which is used in psychology,
education, some social sciences, as well as for business.
 MLA:
 (Modern Language Association) style is most commonly used to write papers and
cite sources within the liberal arts and humanities.
 Harvard:
 Harvard referencing system is the most common style of referencing used at
Staffordshire University and is the officially adopted standard for all students
except those studying modules in law or psychology.
 Chicago
 The Chicago Manual of Style presents two basic documentation systems: (1) notes
and bibliography and (2) author-date. Choosing between the two often depends on
subject matter and the nature of sources cited, as each system is favored by
different groups of scholars.

8.  Traditionally, academic topics have focused on abstract things, like
ideas and concepts, which cannot, necessarily, be given in a concrete
or physical form.
 Hence, while writing meeting minutes or covering letters of CVs
draw on physical, practical, and functional tasks, academic writing
is often more likely to focus on abstract processes and relationships.
Yet, despite the abstract, non-material structure of some academic
topics, you may be able to borrow concrete and physically oriented
words to explain these abstract ideas and the relationships between
them.

9.  Like all varieties of writing, academic writing has its own tone,
which dictates the choice of words and phrasing.
 Academic writing typically aims to be:
 Objective
 Concise
 Formal (e.g. avoiding slang, exclamation marks, contractions)
 The tone of academic writing can also vary significantly depending
on the subject-area and the academic discipline you are writing for.
 The readings, textbook, and study guide of your course show you
what tone is expected in the paper, so study their style carefully.

10.  Being objective suggests that you are concerned about facts and are
not influenced as much by personal feelings or biases.
 Be explicit in expressing your ideas.
 For example, “ten” instead of “several”; “70%” instead of “most of the
population”; “three years ago” or “in 2006” instead of “some time
ago”.
 Avoid intensifiers which can tend to exaggerate your writing.
 For example, “awfully”, “very”, “really”.
 Avoid the personal pronoun “I” but write more impersonally.
 For example, “It could be argued that…” instead of “I think…”.
Alternatively use citations to express your views, e.g. “Satherley
(2007) believes that…”

11.  It is important in academic writing to make your point in as few words as possible.
This is to show you understand the concepts you are discussing and not add extra
words to pad out your assignments. Lecturers often impose word limits on
assignments for this very reason.
 Make your points straight away
 “The first point relates to…”, “Secondly…”, “Finally…”
 Replace phrases with single words
 (Incorrect) “The group of science students sat their exams”
 (Correct)“the science students sat their exams”
 (Incorrect) “Smith (2006) also believed this to be true, but took into consideration
the fact that some managers also preferred to have long meetings that took all
day”
 (Correct) “Smith(2006) agreed, but considered the fact that some managers
preferred to have longer, all-day meetings.”

12.  Information for assignments can come from many different sources:
 Textbooks
 Other books
 Journal articles
 Websites
 The most useful sources are usually identified by your lecturer. They
are given in reading lists from lectures or study guides. These
sources have been hand-picked for the course, and so are likely to be
particularly relevant.
 They are usually ‘academic’, meaning that they come from a
recognised authority in the subject and have been vetted by other
authorities (peer-reviewed). Academic sources are generally reliable
and thorough, making them valuable for your research.

13.  MLA:
 Nostroni, Eric. "Collaborative Learning in a Networked Environment." Online
posting. 8 Sept. 1997. Electronic Forum. 9 Nov. 1997. eforum@cgu.edu
 APA:
 Keegan, J. (1999). Normandy: The invasion conceived, 1941-43. In Encyclopedia
Britannica [Online]. URL http://normandy.eb.com/normandy/week1/buildup.html
 Chicago:
 'Earthquakes'. 2010. The New Encyclopedia Britannica. Chicago: Encyclopedia
Britannica Inc.
 Harvard:
 Patterson, J. (2005). Maximum ride. New York: Little, Brown.