gACADEMIC WRITING:

Academic writing is clear, concise, focused, structured and backed up by evidence. Its purpose is
to aid the reader’s understanding.

It has a formal tone and style, but it is not complex and does not require the use of long sentences
and complicated vocabulary.

Each subject discipline will have certain writing conventions, vocabulary and types of discourse
that you will become familiar with over the course of your degree. However, there are some
general characteristics of academic writing that are relevant across all disciplines.
Characteristics of academic writing

Academic writing is:

Planned and focused: answers the question and demonstrates an understanding of the subject.

Structured: is coherent, written in a logical order, and brings together related points and
material.

Evidenced: demonstrates knowledge of the subject area, supports opinions and arguments with
evidence, and is referenced accurately.

Formal in tone and style: uses appropriate language and tenses, and is clear, concise and
balanced.
Define your purpose and reader

The first step to writing academically is to clearly define the purpose of the writing and the
audience.

Most formal academic writing at university is set by, and written for, an academic tutor or
assessor, and there should be clear criteria against which they will mark your work.

You will need to spend some time interpreting your question and deciding how to tackle your
assignment.

If you are writing for yourself – for example making notes to record or make sense of something
– then you can set your own criteria such as clarity, brevity, and relevance. See our Note making
pages for further help.

Once you have a clear idea of what is required for your assignment, you can start planning your
research and gathering evidence. See our Planning your assignment pages for advice on breaking
down the different steps in this process.
Structure your work

Once you have a plan for your writing, you can use this plan to create the structure of your
writing. Structured writing has a beginning, middle and an end, and uses focused paragraphs to
develop the argument.
Create the overall structure

Some academic writing, such as lab or business reports, will have a fairly rigid structure, with
headings and content for each section.

In other formats, writing usually follows the same overall structure: introduction, main body and
conclusion.

The introduction outlines the main direction the writing will take, and gives any necessary
background information and context.
In the main body each point is presented, explored and developed. These points must be set out
in a logical order, to make it easier for the reader to follow and understand.

The conclusion brings together the main points, and will highlight the key message or argument
you want the reader to take away. It may also identify any gaps or weaknesses in the arguments
or ideas presented, and recommend further research or investigation where appropriate.

Arrange your points in a logical order

When you start writing you should have a clear idea of what you want to say. Create a list of
your main points and think about what the reader needs to know and in what order they will need
to know it.

To select the main points you want to include, ask yourself whether each point you have
considered really contributes to answering the question. Is the point relevant to your overall
argument?

Select appropriate evidence that you will use to support each main point. Think carefully about
which evidence to use, you must evaluate that information as not everything you find will be of
high quality.
See our searching for information page for advice on how to find high quality, academic
information.

Grouping your points may help you create a logical order. These groups will broadly fit into an
overall pattern, such as for and against, thematic, chronological or by different schools of
thought or approach.

You can then put these groups into a sequence that the reader can follow and use to make sense
of the topic or argument. It may be helpful to talk through your argument with someone.

It may be helpful to arrange ideas initially in the form of a mind-map, which allows you to
develop key points with supporting information branching off.

Mind View software (available on most university computers) allows you to create an essay
structure where you can add in pictures, files and attachments – perfect for organizing evidence
to support your point.
Write in structured paragraphs

Use paragraphs to build and structure your argument, and separate each of your points into a
different paragraph.

Make your point clear in the first or second sentence of the paragraph to help the reader to follow
the line of reasoning.

The rest of the paragraph should explain the point in greater detail, and provide relevant evidence
and examples where necessary or useful. Your interpretation of this evidence will help to
substantiate your thinking and can lend weight to your argument.
At the end of the paragraph you should show how the point you have made is significant to the
overall argument or link to the next paragraph.

Use signalling words when writing

Using signalling words will help the reader to understand the structure of your work and where
you might be taking your argument.
Use signalling words to:

• add more information eg furthermore, moreover, additionally

• compare two similar points eg similarly, in comparison
• show contrasting viewpoints eg however, in contrast, yet
• show effect or conclusion eg therefore, consequently, as a result
• emphasise eg significantly, particularly
• reflect sequence eg first, second, finally.
Words like these help make the structure of your writing more effective and can clarify the flow
and logic of your argument.

Here are some examples in practice:

“Using a laboratory method was beneficial as a causal relationship could be established between
cognitive load and generating attributes. However, this method creates an artificial setting which
reduces the study's ecological validity.”

In this example the use of the word however at the beginning of the second sentence indicates
that a contrasting point of view is about to be made. It also suggests that the writer may have
more sympathy with the second opinion.

“Firstly, the concepts and person centered care will be defined.... Next, communication will be
discussed... Finally, the relationship between loss and communication will be examined.” [Taken
from a Healthcare essay]

In this example the writer has used signalling words to demonstrate the sequence of their
argument by using Firstly, next, finally making the structure of the essay very clear.

“Employee satisfaction is justifiable to employees because it causes an improvement on their

well-being (Grandley, 2003). Moreover, employees that are in a good mood at work are less
likely to act because their true feelings are in accordance with the needed display of emotions
(Grandley, 2003).” [Taken from a Business School essay]

The use of the word moreover tells the reader that the next sentence will provide further evidence
or information to support the statement made in the first sentence. It also suggest that the writer
strongly agrees with the first statement.

Revise, edit and proofread your work

Most writing will require several drafts and revisions in order to improve the clarity and
structure. It is rare that a writer will make the very best decisions in the first draft. See our
editing and proofreading pages for more details.

How to incorporate evidence

Academic writing must be supported by evidence such as data, facts, quotations, arguments,
statistics, research, and theories.

This evidence will:

• add substance to your own ideas

• allow the reader to see what has informed your thinking and how your ideas fit in with, and
differ from, others' in your field
• demonstrate your understanding of the general concepts and theories on the topic
• show you have researched widely, and know about specialist/niche areas of interest.
There are several methods that you can use to incorporate other people's work into your own
written work. These are:

• paraphrasing
• summarizing
• synthesizing
• quoting.
You are likely to use a combination of these throughout your writing, depending on the purpose
that you are trying to achieve.

The main characteristics of the different methods you can use to incorporate others' work into
your own writing are shown in our comparison table (PDF).

Be aware that your writing should not just be a patchwork of other people's ideas made up of
quotes, paraphrases and summaries of other people's work.

You need to show how the information you found has helped you to develop your own
arguments, ideas and opinions. See Critical thinking pages for advice about writing critically.

Organizing your evidence can be an overwhelming task – especially when you need to manage
many different sources. As well as EndNote, you may find online tools such
as Citavi and Zotero particularly helpful to save data sources, highlight key quotes, and cite them
in your work.

How to paraphrase others’ work

Paraphrasing is using your own words to express someone else’s ideas. When paraphrasing,
make sure that you:

• identify a relevant theme or point, depending on your purpose

• write the point in your own words
• focus on the meaning of an idea or argument
• include a reference to the original author.
Common pitfalls include:

• describing an author's idea/argument but not explaining the significance to your own
argument, or the point that you are trying to make
• using too many of the original author's words, this includes using the same structure
• not distinguishing between the author's point and your own viewpoint
• providing too much detail.
For further advice and examples of paraphrasing, see this tutorial from RMIT university.

See more examples of successful and unsuccessful paraphrases.

How to summarize others’ work

Summarizing is providing a condensed version of someone else’s key points. When summarizing
other people’s work, make sure that you:

• identify the relevant points of the idea or argument, depending on your purpose
• write a shortened version, in your own words, to show your understanding
• include an in-text citation and reference to the original author.
Common pitfalls include:

• describing an author's idea/argument but not explaining the significance to your own
argument or point you are trying to make
• providing too much detail such as examples, anecdotes, unnecessary background information
rather than being selective and applying the information to the question you are trying to
answer.
For further advice and examples of summarizing, see this tutorial from RMIT university.

How to synthesize others’ work

Synthesizing involves combining different information and ideas to develop your own argument.
When synthesizing others’ work, make sure that you:

• Group sources into relevant categories, for example, authors with similar viewpoints or
research that reveals the same results
• Write about these in your own words. Do not discuss each author separately; you must
identify the overall points you want to make
• Include references to all the original authors.
Common pitfalls include:

• Not distinguishing clearly which viewpoint/s belong to which author/s

• Listing authors separately or one by one, thus not grouping relevant authors or points together
• Giving too much detail about different perspectives rather than being selective of the key
features relevant to your line of argument
• Describing the idea/argument but not explaining the significance to your own argument or
point you are trying to make.
For further advice and examples of synthesis, see this tutorial on synthesizing from RMIT
University.

View our advice about referencing.

How to quote from others’ work

Quoting is where you copy an author's text word for word, place quotation marks around the
words and add a citation at the end of the quote. When quoting others’ work, make sure that you:

• copy the quote exactly from the original, as the author has written it, taking care to include
quotation marks
• show where you have made any changes to the text (see citing quotations using
Harvard and citing quotations using Numeric for more guidance on this)
• include an in-text citation and reference to the original author.
Common pitfalls include:

• Using too many quotes throughout your work

• Incorporating a quote without explaining the significance to your own argument or point you
are trying to make.
Use clear and concise language

Academic writing is concise, clear, formal and active. It does not need to be complex or use long
sentences and obscure vocabulary.

Be concise

In formal academic writing it is important to be concise. This helps your reader to understand the
points you are making.

Here are some tips to help you:

• Only include one main idea per sentence.

• Keep your sentences to a reasonable length (generally not more than 25 words). Long
sentences can be difficult to follow and this may distract from your point.
• Avoid repetition.
Avoid using redundant words. For example:

• Use “because” instead of “due to the fact that”.

• Use “alternatives” instead of “alternative choices”.
• Use “fundamentals” and not “basic fundamentals”.
• Use “concisely” instead of “in as few words as possible”.
Reading your work aloud may help you to identify any repetition or redundant words.

Use formal language

In academic writing you are expected to use formal language.:

Avoid using colloquialisms or slang terms such as 'sort of' or 'basically'. Instead you could use
'somewhat' or 'fundamentally'.

Write words out in full rather than shortening them. For example, instead of writing “don't” or
“isn't” you would be expected to write “do not” or “is not”

The use of clichés is not appropriate in academic writing. These are phrases such as “at the end
of the day” or “in the nick of time.” Instead of this you might write finally or at the critical
moment.

Use a blend of active and passive verbs

Most verbs can be used in either an active or passive form. It is usually appropriate to use a
mixture of passive and active forms within academic writing. Always check with your
department to see what form of writing would be most appropriate for your subject area.

The active voice places the subject of the sentence in charge of the action.

For example: “The research assistant designed the survey.” Here the research assistant (the
subject) designed (the verb) the survey (the object).

It is usually more direct and easier to read than the passive voice.

However, sometimes you may want to emphasize what is happening rather than who is doing it.
To do this you can use the passive voice.

The passive voice places the subject at the end, or may leave it out completely.

For example: “The survey was designed by the research assistant.” Here the survey (the object)
was designed (the verb) by the research assistant (the subject).

The passive voice is more formal than the active voice. It is often used in academic writing as it
is seen as more impersonal and therefore more objective. However, it is not always easy to read
and it may add unnecessary words.

Convey your opinion

There is rarely one answer to a question or assignment. Research, ideas and arguments should
always be open to being challenged, so it is important that the language you use acknowledges
this. In your academic work, you should not present something as a fact that might not be.

In academic writing, you can use language to show how confident you are about an argument or
claim you are discussing. The common ways to do this are often referred to
as hedges or boosters. You can also use different reporting verbs to convey your feelings or
attitude towards a topic

Hedges
When writing, be careful of using words such as "definitely" or "proves". Ask yourself whether
your statement is a fact or whether there may be some doubt either now or in the future.

Some useful hedging words and phrases to use in your work are:

• “This suggests...”
• “It is possible that...”
• “A possible explanation...”
• “Usually...”
• “Sometimes...”
• “Somewhat...”
Read the following two sentences:

1. “Research proves that drinking a large volume of fizzy drinks containing sugar leads to the
development of type II diabetes.”
2. “Research suggests that high consumption of fizzy drinks containing sugar may contribute to
the development of type II diabetes.”
In sentence 1, the statement is presented as proven fact: that a high volume of sugary fizzy drinks
will definitely lead to type II diabetes. This leaves no room for doubt or criticism or the fact that
some people may drink large volumes of fizzy drinks and never develop type II diabetes.

In sentence 2, the writer has used 'hedging language' – 'suggests' and 'may contribute' – to show
that while there is evidence to link sugary drinks and type II diabetes, this may not be true for
every person and may be proven to be incorrect in the future.

Other examples of hedging phrases are:

In what appears to be the first formalized study on caregiver burden...

If students experience a positive, helpful attitude from the librarians they encounter, it may
help them to adopt a positive perception of academic librarians in general.

He claims that luck is a major factor in whether people are successful in all aspects of their lives.

Boosters

You might want to express a measure of certainty or conviction in your writing and this is when
“booster” language can help.

Some useful booster words and phrases to use in your work are:

• “Clearly” (only use if you are certain it is clear)

• “There is a strong correlation...”
• “Results indicate...”
Take the same sentence as used in the previous section:

1. “Research suggests that high consumption of fizzy drinks containing sugar may contribute to
the development of type II diabetes.”
2. “Research indicates a clear link between the high consumption of a large volume of fizzy
drinks containing sugar and the development of type II diabetes.”
In sentence 1, the writer has used the hedging language 'suggested' and 'may contribute', to show
that while there is evidence to link sugary drinks and type II diabetes this may not be true for
every person and may be proven to be incorrect in the future.

In sentence 2, the writer still uses language to allow for doubt and argument but it is clear that
this writer is more convinced by the research.
 The Manchester Academic Phrase bank provides many more examples that you can use in your
written work.

Reporting verbs

Reporting verbs can be grouped into the three main categories of strong, neutral and tentative:

• Strong verbs convey a degree of certainty about an issue.

• Neutral verbs do not indicate any value judgements on the part of the author. They are rather
descriptive in tone.
• Tentative verbs show that the writer tends to feel a certain way about an issue but is not
wholly sure.
Below are common examples of strong, neutral and tentative reporting verbs.

This table compares the three types of reporting verb: strong, neutral and tentative, by listing examples of each.

Strong Neutral Tentative

argue assume claim

assert demonstrate hypothesise
challenge describe imply
contend examine intimate
counter the view that illustrate moot
deny indicate posit the view that
emphasise mention postulate
maintain note propose
negate observe question the view that
theorize point out recommend
refute report speculate
reject reveal suggest
strongly believe that show
support the view that state
study

Choose the correct tense and voice

It is important to use the correct tense and voice in your written work. You will probably need to
use different tenses throughout depending upon the context.

Only use first person voice in reflective writing

Academic arguments are not usually presented in the first person (using I), but use more
objective language, logic and reasoning to persuade (rather than emotional or personal
perspectives).

This may not apply, however, if you are asked to write a reflective report based on your own
thoughts and experiences.

Use past tense to speak about your method

If you are writing about an experiment you carried out or a method you used, then use the past
tense. For example: "Our experiment showed wide variations in results where the variable was
altered even slightly."

Use present tense to conclude or discuss established knowledge

If you are writing about established knowledge, then use the present tense. For example:
"Diabetes is a condition where the amount of glucose in the blood is too high because the body
cannot use it properly." (Diabetes UK, 2015)

When you are reporting on the findings or research of others then you should use the present
tense. For example, you might write: "Smith's research from 2012 finds that regular exercise may
contribute to good cardiovascular health."

When you are writing about your conclusions or what you have found then use the present tense.
For example: "In this case there is not a large difference between the two diameter values (from
Feret's diameter and calculated equation), which again is probably due to the fact that the average
circularity ratio is on the high end of the scale, 0.88, and therefore infers near circular pores."

If you are writing about figures that you have presented in a table or chart, then use the present
tense. For example: "These figures show that the number of birds visiting the hide increase every
year in May..."

Build your argument

The most important voice to get across in your writing is your own; it is how you can show the
reader (usually your tutor) what you are thinking, what your views are and how you have
engaged critically with the topic being discussed. You can do this by building an effective and
persuasive argument for your reader.

Make an argument

Your argument is how you express your viewpoint and answer the question you have been set,
using evidence.

Your argument can help you plan the structure of your work and guide you to find the evidence
you need to support it.

Make sure that your argument runs throughout your writing and that everything you include is
relevant to it. Try to sum up your argument in a few words before you start writing and keep
checking that it remains the focus as you research and write your work.

Structure your argument

Guide your reader through your argument in a logical way. Think about what questions your
reader might have. If you can answer these questions through your argument, it will seem more
convincing.

Present both sides of the debate, along with your thoughts, linking together the different
elements.

You can then work towards a conclusion by weighing the evidence and showing how certain
ideas are accepted and others are rejected. Your conclusion should make clear where you stand.

Develop your argument

Develop your argument by considering the evidence and drawing your own conclusion.

If you are considering a range of opinions, try to group them together under different headings.

Look at the strengths and weaknesses of the different sets of evidence and present these clearly
and in a critical way. This will help to show you understand what you have read.
Take the evidence into account in developing your own argument and make clear what your
viewpoint is. Perhaps your argument has strengths and weaknesses as well – it is fine to
acknowledge these.

Include your own voice in your writing

Your voice will emerge through your discussion, interpretation, and evaluation of the sources.

Here are some ways you can establish your voice in your writing:

1. Make your unattributed (not referenced) assertion at the start of paragraphs followed by
evidence, findings, arguments from your sources.
Example:

“To date there is no well-established tool to measure divided attention in children. Current
methods used to assess divided attention usually involve a variation of the CPT with an
additional task included e.g. counting or listening to auditory stimuli (Salthouse, 2003).”

2. Explicitly tell your reader what the connections are between sources.
Example:

“Smith (2009), however takes a different approach...”

3. Explicitly tell your reader what the connections are between those sources and your main
assertion.
Example:

“Netzer's argument challenges the term 'renaissance', as it displays repeatedly the use of classical
imagery during the medieval period, therefore illustrating that canonising a chronological period
can be disadvantageous as characteristics of the term.”

4. Use language to show your strong agreement/disagreement/cautious agreement with sources.

Example:

“Smith's (2009) findings show a clear...A serious weakness with this argument is...The research
suggests...”

5. Include “so what” summary sentences (evaluative sentences) at the end of paragraphs.
Example:

“This shows that it is detrimental to strictly categorise chronological periods with artistic genres,
as many art historians suggest different movements were taking place in separate geographical
locations at the same time.”

Using different verbs in your writing will show your understanding of the sources, for example:

• “Stevenson (2015) explains that...”

• “Stevenson (2015) argues...”
• “Stevenson (2015) describes how...”
You can also use verbs to show your agreement or disagreement with other author's arguments.
For example:

• “Stevenson (2015) correctly identifies...”

• “Stevenson (2015) fails to consider...”
• “Stevenson (2015) reveals... “