2. ACADEMIC WRITING
Challenges
Extended piece of writing:
• Depth and breadth
• Detail
• Evaluation and interpretation
• Independence
• Volume of information
• Duration
3. ACADEMIC WRITING
Expectations
Used to demonstrate your:
•Knowledge and understanding of a topic
•Analytical and evaluation skills
•Ability to apply theory and research findings to clinical
practice
•Ability to communicate all of the above
4. ACADEMIC WRITING
Academic writing
• Formal
• Structured
• Clear
• Unambiguous
• Logical
• Sound evidence and theory
5. ACADEMIC WRITING
Formal and Informal writing
• Informal writing:I think he‟s
a loser.
• Formal writing: Macbeth‟s
horrific choices cause him to
lose everything he holds
dear: children, wife, friends,
crown and king.
6. ACADEMIC WRITING
Passive voice overuse
Passive voice
The systems most favoured for investment were shown to be planning, design
and production. Many manual systems were reported as being current
investments across the sector. Only the largest firms, however, were interested
to any degree in integrated systems. Textile and clothing firms were seen to be
investing in automated production, design, planning and reporting technologies.
Active voice
In terms of current investments, manufacturers favoured planning, design and
production systems, with many firms showing a strong interest in manual
systems. According to the literature, only the largest firms however, showed any
degree of interest in integrated systems. Textile and clothing firms, in particular,
have invested in automated production, design, planning and reporting
technologies.
7. ACADEMIC WRITING
Structure your writing
• Make sure you write in complete
sentences
• Divide your writing up into paragraphs
• Use connecting words and phrases to
make your writing explicit and easy to
follow
• Check your grammar and spelling carefully
8. ACADEMIC WRITING
Academic writing - tips
• Avoid writing in the first person
• Be concise – avoid waffle
• Be precise
• Define technical terms and abbreviations
• Use paragraphs
• Avoid repetition
• References appropriately and consistently
9. ACADEMIC WRITING
A SANDWICH PARAGRAPH
Topic sentence
This is a period when education faces many
disturbing circumstances originating outside itself.
Support Budgets have been drastically cut throughout the
country affecting every type of education. Enrolments are
dropping rapidly, because the children of the post-World War II
"baby boom" have now completed their schooling, and we are
feeling the full effect of the falling birth rate.
Concluding sentence
So there are fewer opportunities for new teachers, and the
average age of teachers is increasing.
10. ACADEMIC WRITING
Structure 1st
Macrostructure Microstructure
INTRODUCTION The PARAGRAPH
Thesis statement
Topic sentence
Outline
(Summary/Background) Support
Support transition
BODY/CONTENT signals!
Support
CONCLUSION
Bibliography +
Concluding sentence
(optional)
11. ACADEMIC WRITING
Transition
Intervention and influence took three forms. Firstly,
techniques designed to maximise efficiency were introduced
into the home and scientific principles were applied to its
design. In addition, housework and parenting methods were
scrutinised and subject to unprecedented standards.
Secondly, all aspects of reproduction attracted increasing
intervention from government and the medical profession.
Thirdly, state, professional and philanthropic groups began to
usurp the parental role within the family through instruction
and policy. As a result , the development of 'modern' social
ideals brought regulation, intervention and ever-increasing
unrealistic standards.
Re-read the above without the green words
12. ACADEMIC WRITING
A question of little ,,,,,,
In this study, four paradigms were used in order to measure the
response of TOI to changes in cerebral oxygen delivery. Hypoxaemia and
hyperoxia were used to alter arterial oxygen content, and changes in
arterial CO 2 tension were used to alter cerebral blood flow. TOI
increased significantly in response to hyperoxia and hypercapnoea, and
significantly decreased in response to hypoxaemia and hyperventilation.
PET studies suggest that changes in CBV occurring during experimental
protocols of this type only occur in the arterial compartment[10] and will,
therefore, alter the AVR. Analysis of the combined datasets revealed that
changes in TOI are significantly affected by changes in SaO 2 , EtCO 2 ,
CBV and MBP.
Re-read the above without commas in red ,,,,,
13. ACADEMIC WRITING
George Orwell’s rules for good writing
Never use a metaphor, simile or other figure of speech which you are
used to seeing in print.
Never use a long word where a short one will do.
If it is possible to cut a word out, always cut it out.
Never use the passive where you can use the active.
Never use a foreign phrase, a scientific word or a jargon word if you can
think of an everyday English equivalent.
Break any of these rules sooner than say anything outright barbarous.
George Orwell: „Politics and the English Language‟, London. 1946.
14. ACADEMIC WRITING
Referencing
• Acknowledgement of your sources is a
vital and integral part of the academic
process.
• Check with course tutors what the
preferred method is “Harvard Method”
• Referencing and research
15. ACADEMIC WRITING
Academic writing – example
Diabetes affects all ages and about 2.35 million people have the disease in this country. We
know that people with diabetes have more oral health problems.
In this project I aimed to carry out a literature review to see whether there is a link between
treating periodontal disease and blood sugar control in diabetes.
16. ACADEMIC WRITING
Academic writing – example
Diabetes affects people of all ages and it is estimated that 2.35 million people
in the UK have this disease (Department of Health, 2009).
There is growing evidence that people with diabetes who do not have good
control over their blood sugar levels are at greater risk of some oral health
problems (Tsai et al., 2002).
The aim of this project is to investigate the relationship between periodontal
therapy and glycaemic control in people with diabetes.
17. ACADEMIC WRITING
Writing up – early stages
•Timetable your writing
•Decide on a structure early on
•Know how and when to reference
–Approved method (be consistent)
–Credible and contemporary sources
–Substantiate claims
• Keep references organized separately (e.g. EndNote)
18. ACADEMIC WRITING
Timetable your writing
Time Management Tools
http://my.taskwise.com/
22. ACADEMIC WRITING
Writing up – as you go along
• Use sections/sub-sections to organise
content (guide in handbooks)
• Know which information goes in each section
• Use tables and figures to present information
(N.B. graphs are figures)
• Regularly revisit your aims, objectives and
research question
23. ACADEMIC WRITING
Writing up – as you go along
•Avoid distractions
•Recognise procrastination and barriers to writing
•Do not necessarily need to write in the order that the section
appears in the final report
• Save different versions and backup often
• Write in an academic style
24. ACADEMIC WRITING
Writing up – towards the end
•Leave enough time to interpret the findings and write the
discussion
•Conclusions should be based on the evidence you present
•Critique your own work
• Use Appendices for material which is too detailed for the main
sections
25. ACADEMIC WRITING
Results and discussion
• Describe and explain the characteristics and
findings of the included studies (tables &
text)
• Synthesis of results (qualitative or
quantitative)
• Place the results in context
– Consider any flaws in the evidence (quality of
studies, any heterogeneity etc.)
– The impact of any biases
26. ACADEMIC WRITING
Writing up - final checks
• Proof read (spelling, grammar, clarity etc.). Use a spell cheque with
caution
• Consistency of styles and formatting
• Tables and figures
• Page numbers and other formatting
• Word count
• “Front matter”
27. ACADEMIC WRITING
Proof reading
If English is not your first language, ask an
English native person to proof read projects
•Ensure you give him plenty of time for this.
28. ACADEMIC WRITING
Finally…
• Know the requirements and plan your time –
writing up will take longer than you think!
• Keep in touch with your supervisor
• Regularly revisit your aims, objectives and
research question
• Leave time to proof read
• Refer to the marking criteria in the handbooks
whilst writing and before you submit
29. ACADEMIC WRITING
Essential texts:
• Essential texts:
• Writing Academic English, by A. Oshima and A. Hague,
Longman, 1999.
• Academic Writing for Graduate Students: Essential
Tasks and Skills (Michigan Series in English for
Academic & Professional Purposes), by John Swales
and Christine B. Feak, University of Michigan Press,
2004
30. Copyright notice
Feel free to use this PowerPoint presentation for your personal,
educational and business.
Do
•Make a copy for backups on your harddrive or local network.
•Use the presentation for your presentations and projects.
•Print hand outs or other promotional items.
Don‘t
•Make it available on a website, portal or social network website for download.
(Incl. groups, file sharing networks, Slideshare etc.)
•Edit or modify the downloaded presentation and claim / pass off as your own work.
All copyright and intellectual property rights, without limitation, are retained by Dr. Iyad Abou Rabii. By
downloading and using this presentation, you agree to this statement.
Please feel free to contact me, if you do have any questions about usage.
Dr Iyad Abou Rabii
dr.abourabii@gmail.com
