A lesson for Uxbridge College students as part of an Introduction to University day at Brunel University on 14th November 2012.

1. +
Fundamentals of Academic Writing
Emily Danvers
Uxbridge College
Brunel University 14th November 2012

2. +
Objectives
1. Consider what it means to write ‘academically’
2. Discuss the stages of the writing process and
strategies for producing an impressive piece of
writing

3. Who considers themselves
to be a writer?

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Academic Writing: The Stages
Analysing the question
Finding relevant sources
Constructing an outline
Writing a first draft
Redrafting, editing and checking

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It’s a Journey
 From your first words, to your first book – writing
is developmental!
 Academic writing can feel like a new language
(but it is one you are all more than capable of
learning)
 The3 key things to focus on with all types are
writing are statement, structure and style

6. And the best way to become
a better writer is…

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READ MORE

8. What does it mean to write
‘academically’?

9. + What Makes Writing ‘Academic’?
Context
Responsibility Peer Review
Dialogue
Formality
Structure
Tone and Style
Authority

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Academic Writing is…
 More critical than descriptive
 Objective rather than subjective
 Formal rather than informal
 Neutral rather than emotive
 Highly structured, clear and concise

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But it Doesn’t Mean...

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The truth is…
‘The best style is the style you
don't notice.’
- Somerset Maugham
‘Easy reading is damn hard writing.’
- Nathaniel Hawthorne

13. STATEMENT
STYLE
STRUCTURE

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Statement (Your Response)
 Academic writing involves developing an
informed response to a topic:
1. We need to spend time considering what the
question wants from our response (planning)
2. We also need to develop our own ‘critical’
response based on our reading

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Informed Response
Dozens of books have been written over the years
about this subject by numerous authors...
OR
Jacobsen (1992) published the first comprehensive
study linking x to y, but her findings were later built
upon by Reichert (1999), Hamlin (2001) and Chang
(2004).

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Critical Response
Johnson (2003) discusses in detail various aspects
of indirect marketing, looking mostly at small to
medium companies.
OR
Though Schenkman (2003) emphasises that
indirect marketing needs to carefully consider the
changing customer, he does not refer back to the
earlier work of Butler (1998) and Peabody (1987),
both of whom could provide a useful perspective
about how such processes have been used in a
range of small and large companies.

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But Can I Use My Opinion?
Subjective Objective
Academic
‘Lay’ opinion
opinion
I believe that Michelin- While the impact of any recession is
starred restaurants are undeniable, the survey data
being badly hit by the demonstrates that consumers are still
recession. seeking luxury when dining out, but
at a better value. For this reason,
relatively inexpensive social media
marketing is a key factor for success
during difficult financial periods.

18. STATEMENT
STYLE
STRUCTURE

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Too Informal
 Don’t use contractions
 Avoid clichés like the plague
 Define acronyms
 Avoid that ridiculous emotive language
 Do not write exactly how you would talk – but do
let your ‘voice’ be heard

20. +
Too Formal
 Use the thesaurus (but use it wisely)
 Over complication can come from repetition which
can be solved by a clear structure or a lack of
understanding which can be solved by reading more
 Confident writers say less. Be concise:
 ‘at this moment in time’ (now)
 ‘consensus of opinion’ (consensus)
 ‘in the event that’ (if)

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It can often be said that in the majority of cases
western experts of company project teams need to
respond immediately and confidently to the values,
practices, ideas, cultures, methods and models of local
institutions.
OR
Western project managers need to respond to local
cultures and models.

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Consider the Reader
 Write forthe ear - Listen to your sentences
in your head as you write and do not write
anything that sounds false or
uncomfortable to say aloud.
 Write
for the eye – consider visual appeal
and white space

23. STATEMENT
STYLE
STRUCTURE

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Structure is Crucial
At the sentence level
At the paragraph level
At the ‘macro’ level

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What is a Sentence?
Who or what it’s about, and what he,
she, or it is doing.
Also known as…
The subject and the verb.

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Sentence Level Structure
Put the subject and verb early in the sentence, and
you have what is called active writing.
Consider:
For results to be achieved and progress to be made
with regards to taking control of situations and
diffusing conflicts it remains crucially important that
managers are confident in their own abilities.
Ask yourself: What is this sentence really about?

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Sentence-Level Structure
Managers must possess confidence in their
abilities in order to take control of situations and
diffuse conflict.

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Paragraph Structure
How long should a paragraph be? Why?
Unbalanced paragraphs Balanced paragraphs

29. + Paragraphs
S Statement
= Topic Sentence
E Evidence
= References
E Explanation
= Significance
One-sentence
paragraph
Think of paragraphs as containers for each separate
idea or point.

30. S In theoverindustry, which relies heavilyandreputation and
taste
tea
trend, the benefits of direct
on
organic
marketing far outweigh the more traditional elements of the
marketing mix. Direct marketing can provide a more
personal service (Fill, 2005), whilst organic marketing can
E provide a sense of community and allows contact and the
transferring of knowledge with customers (Ghambari, 2008).
In considering community in marketing strategy, Booms and
Bitner (1981) suggest an extended marketing mix including
people as a key element. This emphasises the impact of
E culture on the success of the tea industry, and in turn allows
for the inclusion of cultural practices in marketing strategy
development.

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Macro-Level Structure
Introduction ~ 10%
Body Paragraphs ~ 80%
Conclusion ~ 10%

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Macro-Level Structure
Context Introduction
Remember: Don’t just tell them what
Preview you’re going to say – tell them why they
should care.
Position
Argument
Review Conclusion
Remember: No new evidence, but do
Consequences push beyond the bounds of the essay.

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Conclusion
 Academic writers present critical, informed
opinions – READ MORE
 Academicwriting does not have to be
complicated but it does have to have AUTHORITY
 REMEMBER: Statement, Style and Structure

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Useful Online Resources
 Assignment Survival Kit
http://www.staffs.ac.uk/ask
 Academic Phrasebank
http://www.phrasebank.manchester.ac.uk/
 Academic Writing Videos
http://ask164.wix.com/askwritingseries#!home/mai
nPage
 Paragraphs Writing Guide
http://www.rlf.org.uk/fellowshipscheme/writing/you
thewriter/index.cfm