Grammar &
Academic Style
Learning Development Service
02890 972611
lds@qub.ac.uk
What will this session cover?
I.
Pre-writing and Planning
1.
2.
3.
4.
5.
II.
Analyse the question
Initial thoughts
Gather material
Read, make notes, formulate your argument
Plan
The Writing Process
6.
Write! Continue developing your argument
III. Proofreading and Reviewing
7.
Edit – both as you go along and once you’ve finished
“My aunt’s hairy knuckles are
magnificent indeed, but I have
no desire to stroke them.”
“I gnaw on old car tyres; it strengthens my jaw so I’ll
be better conditioned for bear combat.”
“I fought the bear and won. Also, I never kiss plague
rats on the mouth.”
I’ve got
1. Analyse the question
• To write a good essay you have to know what
question you are answering.
– This will help focus reading
– Will make clear how to structure the essay
– Will make it easier to write efficiently
• Put the question into your own words
• Highlight or underline main parts of the
question
• Seek clarification if needed.
Always write with a dictionary and thesaurus to hand!
Constructing Paragraphs…
• Every sentence must perform a particular role:
Hand-shaking is a greeting convention in many cultures.
People routinely shake hands at a first meeting. In some
cultures, the practice is to shake hands on parting also. This
can be symbolic of drawing business to a close. However, in
other cultures the greeting and farewell are supplemented by
a kissing gesture where two people touch cheek to cheek. In
France, there appears to be some protocol to this behaviour,
which is rarely understood by those from other cultures.
Salutations vary across the globe and traditions often differ
even within one country.
Introduce, refine, focus, develop, conclude
Signposting
•
•
•
•
•
Difference between your arguments and examples given
Links between sentences to do with same point
Links between paragraphs in same section of essay
How sections lead to a conclusion or answer
Conclusion
EXAMPLES
• This clearly demonstrates that …
• It has been argued that …
• On the other hand …
• However, this conflicts with …
18
Linking sentences and
paragraphs…
•
To add more ideas – again, furthermore, in addition, moreover
•
To compare or contrast ideas – alternatively, contrastingly, conversely, whereas
•
To prove something – evidently, for this reason, because, inevitably
•
To show exceptions – however, nevertheless, yet, in spite of
•
To repeat or refer back to something – as has been mentioned/noted…/As previously discussed
•
To show that you will include something later – this will be discussed in detail later
•
To emphasise something – definitely, obviously, inevitably, undeniably
•
To give an example – for instance, in this case, in particular, notably
•
To show the order of things – previously, following this, initially, subsequently, finally
•
To conclude – to summarise, in conclusion, consequently, as has been shown
Writing tips and
Conventions of Academic Writing
•
Keep the tenses consistent – do not wander from the present to the past
•
Use cautious language such as:
… may/might/would indicate that…
… could appear/suggest that…
•
Avoid sweeping generalisations
•
Write short small numbers out full in text, but longer numbers in figures
•
Do not directly address the reader with a question. Example: ‘Do social workers
reinforce institutionalised racism?’ – ‘The question arises whether social workers
reinforce institutionalised racism.’
•
Keep your writing formal. Avoid emotive language and slang.
•
Do not copy large chunks of text: either use them as appropriate in quotation form or
paraphrase, crediting the author by providing a reference. Don’t over-use quotations.
They should be used in support of your argument – not instead of writing.
7. Editing
• Remember to edit as you go along – often
you don’t even realise you are doing it.
• Make sure you follow the style and layout
specified by your school.
• Give yourself a break between writing and
editing – why it’s always good to set
yourself a deadline of at least 1 day early!
What is Proofreading?
• Careful reading – finetooth comb method
• Checking BOTH for things Microsoft Word
may or may not catch!
• Finally, ALWAYS read aloud once or
twice to catch errors you may have missed
What are you looking for?
• Spelling and grammar
• Subject-verb agreement
• Missing words?
What is Reviewing?
• Reviewing is different from proof-reading
• Rather than checking for spelling and
grammar, you’re reading through your
essay to ensure that the content is
relevant, correct and properly referenced
What are you looking for?
• Have you answered the question? Have you done it as
clearly as possible?
• Have you clearly introduced the topic and the main
points you will cover?
• Have you covered everything you said you would in
the introduction?
• Is it clear how your points are linked and have you
used transition sentences between main points?
• Have you evidenced your argument sufficiently?
• Have you ‘signposted’?
• Have you presented a clear and concise conclusion?
If the answer is ‘yes’ to all of these
questions, time to print, hand in and
celebrate 
Stuck?
Learning Development Service:
www.qub.ac.uk/lds
lds@qub.ac.uk
028 9097 2611
Web resources:
http://www.qub.ac.uk/directorates/sgc/lear
ning/