What is Academic Writing？
.The Purpo of Academic Writing
●To report on a piece of rearch the writer has conducted ●To answer a question the writer has been given or chon ●To discuss a subject of common interest and give the writer’s view ●To synthesis rearch done by others on a topic |
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.Definition of Academic Writing
The forms of expository(说明的)and argumentative article ud by university students and rearchers to convey.
.Common Types of Academic Writing
notes report essay thesis/dis-rtation article/paper | ●to describe something a student has conducted,eg an experiment/a survey(1,000—2,000) ●to record reading or lectures ●long piece of writing on subject chon by student for final asssment in Master’s/PhD cour(30,000—70,000) ●writing published in academic journal(5,000—10,000) ●Rearch conducted either individually or in group on subject chon by students(1,000—3,000) ●piece of writing ud to asss courwork/subject chon by teacher(1,000—5,000) |
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.Features of Academic Writing
A.Tone of the expression。
a) The tone of the expression of the academic writing aims to be objective in its expression of ideas.
Personal | Objective |
In my opinion I believe that… To my perspective… | It has been argued that Some writers claim… There is little doubt that… |
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B.U of the words
The u of the language in academic writing requires more formal language,avoiding the u of slang and colloquial language.
Example:
in lectures and everyday spoken English | Academic writing |
the verb + preposition (Eg：speak up, give up, write down) | a single verb |
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●Informal:The social worker looked at the client’s history to find out which interventions had previously been implemented.
●Academic: The social worker examined the client’s history to establish which interventions had previously been implemented.
C.Viewpoint of the writer
The viewpoint of the writer requires to be supported by evidence，and the sources of all ideas and data must be acknowledged.
Example:
Bad on the investigation of The Economist,there were only a few dozen miles of railways in 1830,but by 1840 there were over 4,500 miles and over 23,500 by 1850.John(1963)argued the dramatic growth of railways was irrational becau few railways were more profitable to the investors.
To detect author bias, ask yourlf ...., |
●Does the author fail to give evidence for certain claims? ●Is the author reliable on some points and not others? ●Is the author[s scope of vision limited by his or her age, country, or politics? ●Is the author a qualified expert on this subject? ●Does the author’s biography indicate a special interest that would prejudice his or her judgment? |
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D.Exceptions and limitations of language.
There are a variety of expressions you can u to convey preci shades of meaning like qualifiers（修饰语）and quantifiers（数量词）.
Qualifiers | Quantifiers |
Generally,... In most cas,... As a general rule,... On average,... | The With the A |
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E.U of acronyms(首字母缩略词）and abbreviations（缩写词)
a) U of acronyms
Example:
The World Health Organization（WHO) is to call for strict controls on junk food .The WHO believes that obesity is now one of the world’s three greatest health threats.
b) U of abbreviations
Avoid abbreviations in academic writing |
Full form | Contraction |
do not | don't |
cannot | can't |
will not | won't |
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.Structure of the Academic Writing.
A. Structure
The Format of Long and Short Writing Tasks |
Short essays may include | Longer essays may include |
●Introduction ●body ●Conclusion | ●Introduction ●Main body Literature review Ca study Discussion ●Conclusion ●References ●Appendices |
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B.Introduction
The content of introduction |
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a | Definition of key terms, if needed. |
b | Relevant background information. |
c | Review of work by other writers on the topic. |
d | Purpo or aim of the paper. |
e | Your methods and results you found. |
f | Any limitations you impod. |
g | The organization of your work. |
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Example:
Evaluate the experience of e-learning for students in higher education. Learning is one o
f the most vital components of the contemporary knowledge-bad economy, with the development of computing power an technology the internet has become an esntial medium for knowledge transfer. Various rearchers( Webb and Kirstin, 2003) have evaluated e-learning in a healthcare and business context, but little attention so far has been paid to the reactions of students in higher education to this method of teaching. The purpo of this study was examine students’ experience of e-learning in a higher education context. A range of studies was first reviewed, and then a survey of 200 students was conducted to asss their experience of e-learning. Clearly a study of this type inevitably restricted by various constraints, notably the size of the students sample, and this was limited to students of Pharmacy and Agriculture. The paper is structured as follows. The first ction prents an analysis of the relevant rearch, focusing on the current limited knowledge regarding the student experience. The
