Difference between revisions of "Writing academic English"
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| − | Writing '''academic English''' is very like [[writing well]]. | + | Writing '''academic English''' is very like [[writing well]] in any field. It involves readers and purposes. In '''academic English''', the readers (other academics) are largely highly educated specialists; the purposes include communicating new thoughts on specialised matters. This communication may be to an international audience who cannot pause to ask questions. For students in [[Higher Education]] who are learning the skills of academic writing, there is also the purpose of impressing their principal readers, who are teachers and markers. From these two basic considerations, some principles may be derived. |
| + | *'''Write as clearly as possible'''. Students sometimes find reading academic writing is hard, and feel that this is because academics write very complex prose. It often is complex; but that is because the content - the ideas being expressed - is complex. Good writers will always try to express their content as clearly as possible. | ||
| + | *'''Write according to the conventions of your subject'''. Because of the difficulty of the content, different fields have developed habits of thought and expression that help communication. One of your jobs as a student is to acquire these useful shortcuts to understanding. You should 'write like a book' - like the textbooks in your subject. One of the commonest shortcuts is the technical vocabulary of the subject, sometimes unfairly called '''jargon'''. Jargon is an excellent way to communicate with the right audience. It is an error to use it when you want to communicate with the general public. | ||
| + | *'''Say, as exactly as possible, what you mean'''. In informal talk, people often say "Oh, you know what I mean". This is because, in a conversation, a listener can always interrupt and ask for clarification; and most conversations anyway deal with topics of shared and developing ideas. In academic writing, this clarification is not possible. It is the writer's job to '''say''' what is meant, without ambiguity. | ||
| + | *'''Show how your writing is structured'''. Make it clear how each step in your argument follows the one before. If you are answering a question set for you, demonstrate how your answer is relevant to the question. (See [[signposting]] for some practical help.) | ||
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| + | There is a longer page of advice available in a leaflet on Structuring and writing essays produced by the Study Advice Service in the University of Hull: go to [[http://www2.hull.ac.uk/student/PDF/Essays3.pdf]]. | ||
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| + | See also [[Good writing]], [[Good academic writing]] and the longer leaflets on [[Academic writing]] and [[Structuring and writing essays]]. | ||
| + | [[category:correctness]][[category:good writing]][[category:style]][[category:usage]] [[category:Academic English]] | ||
Latest revision as of 01:16, 22 December 2010
Writing academic English is very like writing well in any field. It involves readers and purposes. In academic English, the readers (other academics) are largely highly educated specialists; the purposes include communicating new thoughts on specialised matters. This communication may be to an international audience who cannot pause to ask questions. For students in Higher Education who are learning the skills of academic writing, there is also the purpose of impressing their principal readers, who are teachers and markers. From these two basic considerations, some principles may be derived.
- Write as clearly as possible. Students sometimes find reading academic writing is hard, and feel that this is because academics write very complex prose. It often is complex; but that is because the content - the ideas being expressed - is complex. Good writers will always try to express their content as clearly as possible.
- Write according to the conventions of your subject. Because of the difficulty of the content, different fields have developed habits of thought and expression that help communication. One of your jobs as a student is to acquire these useful shortcuts to understanding. You should 'write like a book' - like the textbooks in your subject. One of the commonest shortcuts is the technical vocabulary of the subject, sometimes unfairly called jargon. Jargon is an excellent way to communicate with the right audience. It is an error to use it when you want to communicate with the general public.
- Say, as exactly as possible, what you mean. In informal talk, people often say "Oh, you know what I mean". This is because, in a conversation, a listener can always interrupt and ask for clarification; and most conversations anyway deal with topics of shared and developing ideas. In academic writing, this clarification is not possible. It is the writer's job to say what is meant, without ambiguity.
- Show how your writing is structured. Make it clear how each step in your argument follows the one before. If you are answering a question set for you, demonstrate how your answer is relevant to the question. (See signposting for some practical help.)
There is a longer page of advice available in a leaflet on Structuring and writing essays produced by the Study Advice Service in the University of Hull: go to [[1]].
See also Good writing, Good academic writing and the longer leaflets on Academic writing and Structuring and writing essays.
