The document provides advice and guidelines for academic writing at the university level. It covers various topics such as the transition from high school writing, understanding essay topics, dealing with writer's block, planning and organizing essays, reading and researching, using sources, specific types of writing including literature reviews and lab reports, revising, and punctuation. The document is intended as a reference for students to improve their academic writing skills.

1. Written expression IV
Advice on Academic
Writing
Teacher: Saubidet Oyhambburu,
Stella Maris
Student: Ríos, Florencia Belen
May
2020
1

2. Index
2
• Some Asdvice on Academic Essay Writing
• Transition from High School to University
Writhing……………………………………….SLIDE 3 – 4
• Understanding Essay Topics: A checklist
• Writers’ Block………………………………..SLIDE 5
• Planning and Organizing
Organizing an Essay
• Techniques for integrating note- taking and
planning…………………………………………SLIDE 6
• Using thesis statements
• Introductions and conclusionS………SLIDE 7
• Paragraph……………………………………..SLIDE 8
• Reading and Researching……………..SLIDE 9
• Researching using the Internet…….SLIDE 10
• Previewing
• Skimming and Skanning…………………………………SLIDE 11
• Using Sources
• Standar Documentation Formats…………………..SLIDE 12
• Using Quotation………………………………………….....SLIDE 13
• Specific Types of Writing…………………...SLIDE 14 – 15- 16
• Revising…………………………………………………………..SLIDE 17
• Punctuation……………………………………………...SLIDE 18- 19
• Passive voice…………………………………………………..SLIDE 20
• English Language…………………………………………….SLIDE 21
• Acnowledgement………………………………………..….SLIDE 22

3. University of Toronto – Writing Courses
Some Asdvice on Academic Essay Writing Transition from High School to University
Writhing
• Essay should have ARGUMENT –
PROVING SOMETHING
• Create questions to seek --- HYPOTHESIS
• ORGANIZATION
• METHODS ON COMPOSING ---- Start
writing early/ Propose and
Organization/ REVISE EXTENSIVELY –
REVISE SENTENCES
High School
• Structure
Three points – five
paragraphs
• Paragraph
Topyc sentence that
echoes the thesis
statement
Ends with a conclussion
University
• Structure
No predetermined
number of points. As
many paragraphs as
needed.
• Paragraphs
More clear and more
coherent. The topic
sentence sums up the
thesis.
Ends when there is
enough evidence
provided to prove the
point.
3

4. High School
• Sentences
The thesis must be support by
three main points.
Thesis statement must be one
sentence length.
University
• Sentences
Not have to be supported
by any specific number of
points.
A sentence statement can
be two or three sentences
long or even longer.
• Introduction
Broad and general
statements.
• Introduction
Raise the topic or question
as soon as possible.
Statements are more
specific and concrete.
• Argument
Can be based on personal
experience.
• Argument
Supported by evidence
provided by resources.
• Presentation
Special credits for adding
visual effects.
• Presentation
Attention to ideas and
writing.
4

5. Understanding Essay Topics: A checklist
 Note key terms
Analyse
Compare
Evaluate
Argue
 Note concepts or menthods.
 Ask yourself questions.
 Formulate tentative thesis
statement.
Writers’ Block
Possible cause
• Understanding
the assignment
• Enogh research
• Too much
research
• Genere
Solution
• Ask about your
doubts and look
for key words
• Go to the library.
Go back and re-
read key passages.
• Norrow research
question. Think
about essential
points.
• Search
explanations and
examples. Seek
guidance.
5

6. Planning and Organizing
Organizing an Essay
Time to organize: Pre-writing stage
Ask yourself questions
Type? Genre?
The structure of an essay should
be not determined by the
structures of its resource material.
Outline:a general
description or plan
showing the essential
features of something but
not the detail, a line or set
of lines enclosing or
indicating the shape of an
object in a sketch or
diagram
Techniques for integrating note- taking and planning
Method 1
Index Cards
When researching write down
every idea, fact, question, or
paraphrase in separate index
card. Afer ordering them you will
obtain an outline.
Method 2
Computer
Collect your points
Method 3
The circle method.When you
have an idea write ir on paper
and draw a circle araund it.
Then conect it with another
concept. Mind map
6

7. Using thesis statements
Clear statement of your
position.
Summary statement
commes in the first
paragraph
Introductions and conclusions
Introductions
How capture reader’s
attention?
• Show seriousness of the
problem you address.
• Quote an expert.
• Mention misperception
your thesis will argue
against.
• Give background
information.
• Brief narrative that
exemplifies your
reasson for choosing
the topic.
• Explain key scientific
concepts
• Define unfamiliar terms.
Conclusions
• Warb readers of
consequences of not
attending the problem.
• Recommend a specific
course or action.Use an
expert opinion to lend
authority.
• Give a startling statistic,
fact or visual image.
• Ilustrate your
concluding with a
narrative drawn from
your life.
• Return to a quotation
giving further inside.
• Mention worthwhile
avenues for future
research
7

8. ParagraphIs a series of related
sentences developing
a central idea, called
TOPIC.
Unify a paragraph
• Espress the central idea in
a topic sentence.
• The thesis is the specific
main point in an essay,
the topic sentence is the
main point of a paragraph.
• Has a unifying function.
Developing of a paragraph
• Illustration: Supports a general
statement by meas of examples,
details, or relevant quotations.
• Definition paragraph : Defines
terms.
• Analysis or classification: Develops
a topic by distinguishing its
components parts.
• Comparison os contrast: Zeroes in
on a key similarity or difference
between two sources, positions or
ideas.
• Qualificaion: Acknowledges that
what you previously asserted is not
absolutely true.
• Proccess: Chronological sequence.
Topic sentence
• States the main
point of a
paragraph.
• Alerts readers to
the most
important.
• Provide a
scketch of the
essay’s
argument.
• Guide.
8

9. Reading and Researching
Critical writing
depends on critical
reading.
What is critical
reading?
To read critically is
to make judgements
about HOW a text is
argue.
Highly reflecive
skill
Tips
• Don’t read only
for information.
• Don’t read
lookin for ways
of thnking.
How do i read looking for ways of
thinking?
 Central claims or purpose.
 Context.
 Kinds or reasoning.
 Examine evidence.
 Evaluate
How tp get the most
out of reading?
• Textbooks
 Mark key passages.
 Use symbols
 Summarizing
• Primary Sources
 Make your own
questions and
responses
• Research Readings
 Scan the preface.
 Read the table of
content.
 Index
 Outline
 Look for thesis
statement.
Taking notes from research
reading
Principles
1) Knowing what
kind of ideas I need
to record.
2) Do not write down
too much.
3) Level my notes
intelligently.
9

10. Researching using the Internet Internet must be use
carefully and critically,
as anyone can upload
any iformation that is
not previuslly checked.
Tips
 Do not rely exclusively on net resources.
 Norrow your research topic before logging
on.
 Know your subject directories and serch .
 Keep a detail record of sites you visit and
the sites you use.
 Double- check the URLs you put in your
paper.
How to evaluate resources?
Check
o Authority
o Affilation
o Audience level
o Currency
o Context accuracy
10

11. Previewing
Check
• Title
• Subject matter
• Author
• Where was the text
published for the
first time?
• Audience
• Chapter titles
Skimming : You can get a
sense of its overal logical
progression.
Where to focus when you
have limited time for your
reading.
Scanning: Skimming with a
more toghtly focused
purpose. Skimmimg to
locate a particular fact or
figure. Where the text
mentions, a subject you are
researching.
Summarizing
AIMS
1) Identify the general idea.
2) Express these overarching ideas using precise 11

12. UsingSources
How not to plagiarize?
Document
Quotations,
paraphrases,
summaries
Using Quotation
marks.
Specific facts are as
evidence for your
argument
orinterpretation.
Standar Documentation Formats
Traditional Endnotes Or Footnotes
With Superscript Numbers (Humanities)
- They do not interrupt the flow of the
text.
- Second time reference can be shorter.
- Notes are intendet like paragraphs in
the essay.
- Include the date you read the page.
- Still using parenthesis.
MLA System: Parenthetical Author- Page
Reference (Humanities)
Author title of source, totle of container,
other contributions, version, number
publication date, location.
APA System: Parenthetical Author –
Date References (Social Sources)
Emphasize the author and date as
the most important source.
Initial of authors’ given names. No
quotation marks or angle brackets.
Minimal Capitalization of books and
articles. Italics for volume numbers
as journal titles.
Number Note System
Citation- Sequence system.
They give numbered notes
in the text of the text of the
paper that match a
numbered of sources at the
end –given in the sequence
the sources were
mentioned.
Electronic Sources
To refer sources such as
films, DVDs or Internet
documents
Author
Title
Date
Improvise some details.
12

13. UsingQuotation
Consider quotating a
passage from one of
your sources if any of
the following conditions
holds:
 The language of the
passage is partticularly
elegant or poweful or
memorable.
 To confirm the
credibility of your
arguments by enlistinf
the support of an
authority on your topic.
 The passage is worthy of
further analysis.
 Want to argue with
someone else’s position
in considerable detail.
Paraphrasing the passage if
you wish to convey the
points in te passage at
roughly the saame level of
detail.
Summarizing the relevant
passage if you wish to
sketch only the most
essential points in the
passage
Argues –writes- points out-
concludes- comments- notes-
mainteins- suggests- insist
obserbes- counters- asserts
13

14. Specific Types of Writing
14
The Book Review or
Article Critique
• it comments
on and evaluates the work
in the light of specific
issues and theoretical
concerns in a course.
• puts together a set of such
commentaries to map out
the current range of
positions on a topic
Writing an Annotated
Bibliography
• gives an account of the
research that has been
done on a given topic.
• alphabetical list of
research sources
• What problem am I
investigating?
• What kind of material am I
looking for?
• Am I finding essential
studies on my topic?
The Literature Review
• is an account of what has
been published on a topic
by accredited scholars and
researchers.
• is a piece of discursive
prose, not a list describing
or summarizing one piece
of literature after another.
The Abstract
It gives a first impression of the
document that follows, letting
readers decide whether to
continue reading and showing
them what to look for if they
do.
The Comparative Essay
asks that you compare at least
two (possibly more) items.
These items will differ
depending on the assignment
Writing about History
First source : document that
was created at the time of the
event or subject you’ve chosen to
study or by people who were
observers of or participants in
that event or topic.
Writing about Literature
Avoid plot summary.
• Master the art of the
analytical thesis.
• Let the structure of your
argument determine the
structure of your paper.
• Opt for analysis instead of
evaluative judgments. Don’t
confuse the author with the
speaker. Integrate quotations
fully into your argument.

15. 15
Specific Types of Writing
Writing a Philosophy Essay
• understand such philosophical
questions and the concepts,
arguments, and theories that
philosophers use to address
them
• think critically about such
arguments and theories
• develop their own answers to
philosophical questions
Writing in the Sciences
should be written in a clear and concise
style, its paragraphs should be coherent,
and its ideas should be well organized.
Jargon
The word jargon generally refers to
language that is unrecognizable to most
people, either because it is deliberately
obscure and needlessly difficult, or
because it forms part of the technical
terminology common to a discipline. The
first type of jargon should be avoided
whatever discipline you are writing in.
Effective Admission Letters
 Be focussed
 Be coherent.
 Be interpretive.
 Be specific.
 Be personal.
Application Letters and Résumés
 Keep the reader’s interests in mind.
 Balance facts and claims.
 Write concisely
The Academic Proposal
An academic proposal is the first
step in producing a thesis or major
project.
Elements
• a rationale for the choice of
topic
• a review of existing published
work (“the literature”) that
relates to the topic.
• an outline of your intended
approach or methodology
The Lab Report
Typical Components
• Title Page
• Abstract
• Introduction
• Methods and
Materials (or
Equipment)
• Experimental
Procedure
• Results
• Discussion
• Conclusion
• References
• Appendices
• Further Reading

16. 16
Specific Types of Writing
Oral Presentations
• Become easier
with preparation and practice
• Choose your topic carefully.
• Define the scope of your
research.
• Organize your talk as you
would an essay.
• Try to make use of
supplementary media to
illustrate or illuminate aspects
of your talk.
• Leave time to rehearse your
presentation.
• Feel comfortable about the
way you look, and to be
relaxed and confident, during
your presentation
• Treat your presentation like a
well-planned performance.
• Handle questions with
confidence.
• take time to assess your
“performance.”
Writing for the Public
• Know your audience.
• Provide context, and be
concrete.
• Mind your language.
• Do research if necessary, but
don’t write a research paper.
• Be prepared to set aside many
of the conventions you’ve
learned about academic
essays.

17. 17
Revising• preview your work on behalf of the eventual reader
Have you…
• fulfilled the intention of
the assignment.
• performed kind of thinking
• used concepts and methods
of reasoning
• given adequate evidence
Look at overall organization.
• introduction
• Is each section in the right place
• connections between the sections
• conclusion
Polish and edit your style
• Read passages aloud
• Be sure to use spell check.
• Don’t depend on a thesaurus.
• Don’t depend on a grammar
checker.
Note on Appearance:
• cover page
• Number your pages
• Double-space your text
• standard font
• Put the reference list
• Staple your pages
Hit Parade Of Errors In
Grammar, Punctuation,
and Style
1. Faulty Agreement
2. Sentence Fragments
3. Run-on [fused] Sentences
4. Overuse of Passive Voice
5. Faulty Parallelism
6. Vague Pronouns
7. Dangling Modifiers
8. Squinting or Misplaced
Modifiers
9. Mixed or Dead Metaphors
10. Faulty Word Choice [Faulty
Diction]
11. Wordiness
12. Comma Splices
13. Misuse of Comma, Semicolon,
and Colon
14. Incorrect Comparison
15. Double Constructions

18. 18
Punctuation
Commas
1) Commas after many introductory phrases are optional. When the introductory phrase is short,
you can often omit the comma; when the phrase is longer, a comma will help your reader recognize
where the main clause begins.
2) When joining two independent clauses (clauses that could stand alone as sentences) with a
coordinating conjunction (and, or, nor, but, yet, for, so), you normally place a comma before the
conjunction.
3) When joining mere phrases, you usually do not provide a comma.
4) Place commas between each element of a list of three or more parallel words, phrases, or
clauses.
5) Surround interrupting or parenthetical clauses or phrases with commas.

19. 19
Semicolons
The semicolon has two main
uses. The first is to combine
two closely related
independent clauses into one
sentence
The second one is to
separate list elements that
are long or complex. If, in
particular, those list elements
contain internal commas,
semicolons will help show just
where each element begins
and ends
Colons
Colons offer a way of
urging your reader
forward. The words
preceding the colon
create an expectation.
Dashes
Dashes serve some of the same functions as
commas and colons, but they assert
themselves more forcefully. Like commas,
dashes are used to set off interrupting clauses
or phrases, but a pair of dashes will tend to call
more attention to what lies in between.
Parentheses
Parentheses offer a third way of introducing
interrupting material. A pair of commas
supplies the standard, matter-of-fact way of
doing so. If dashes provide a more forceful
alternative to commas, parentheses offer a
tentative and modest one.

20. Passive voice
20
In an active sentence, the person
or thing responsible for the action
in the sentence comes first. In a
passive sentence, the person or
thing acted on comes first, and
the actor is added at the end,
introduced with the preposition
“by’’.
When do I use passive voice?
• In some sentences, passive voice can
be perfectly acceptable. You might use
it in the following cases:
• The actor is unknown
• The actor is irrelevant:
You want to be vague about who is
responsible
• You are talking about a general truth
You want to emphasize the person or
thing acted on.
• You are writing in a scientific genre
that traditionally relies on passive
voiceSome Tools and Rules to Improve Your Spelling
 Use a (good) dictionary.
 Be consistent about using British or American spellings in your
writing.
 Always check certain “troublesome” suffixes in your dictionary
 Create your own “difficult-to-spell” lists.
 Learn the standard pronunciations for frequently misspelled
words.
 Watch out for homophones, near-homophones, and other
easily confusable words.
 Use your computer spellchecker, but with caution
 Become familiar with English spelling rules.

21. English
Language
21
Using Articles
are special modifiers that appear
before nouns or noun phrases.
the and a
There are special modifiers
called determiners or markers
that may appear in front of a
noun phrase
Following a verb (gerund or infinitive)
Both gerunds and infinitives can replace a
noun as the object of a verb. Whether you use
a gerund or an infinitive depends on the main
verb in the sentence. Consult the lists below to
find out which form to use following which
verbs.
Verbs for Referring to Sources
You can indicate your attitude to the sources
you cite by choosing specific verbs to refer to
them. Don’t just keep repeating “Smith says.”
There is a wide choice of such verbs in English.
Use a dictionary to check that you have chosen
a verb with the nuance you intend.

22. 22
Acnowledgement
The information Included in
this slideshow has been
estracted from University’of
Toronto’s ‘’ADVICE ON
ACADEMIC WRITING’’
For more detailed information
Visit https://advice.writing.utoronto.ca/