Anthimos Georgiou

• Lecturers have feedback on whether course learning outcomes are being achieved
• Students interact with course content and demonstrate their understanding
• Students develop research skills
• Students engage in independent learning
• Assessment and grading of students

• When writing, we need to consider the type of audience to which we are writing. The style of writing will differ from that written to a friend to that written for a lecturer.
• Academic writing uses formal, objective language.

Formal Language
 Public notices
 Police statements
 Job applications
 Legal documents
 Academic environment (e.g., reports, essays, debates)
 Spoken English
 Most emails
 Song lyrics
 Jokes
 Academic environment
( face-to-face and online conversations with course instructors)

Which of the following is using formal language?
1. Dear Mrs Bloggs, Johnny can’t go to the pictures with the class because we’re going to the beach. Joan Stevens.
2. In addition, over the last decade mining companies have continued to reduce their reliance on natural waterways by improving water recycling techniques.
3. Kids gone to W − back in an hr − H and co coming for t − hang out the washing − x Mum xo

 Essays
 Research Papers
 Research Reports
 Case Studies (essays/reports)
 Reflective Journals
 Literature Reviews
 Annotated Bibliographies

Informed Discussion
• An academic paper looks at all points of view from a broad range of scholarly sources.
• The writer needs to be objective in their views and write without bias.
• Research material needs to be from scholarly sources and evaluated to judge whether they are credible sources.

There is an expectation that academic writing
 uses formal language
 shows strong control over grammar
 is cohesive and flowing
 follows the correct referencing conventions .

More tips
 Use impersonal language, avoiding the use of personal pronouns such as I, you, we.
 Avoid clichés – roller coaster ride, spiralling out of control, at the end of the day
 Keep sentences to the point – avoid wordiness.



 STEP 1: Preparing and Pre-planning
◦
Analysing the question and establishing prior knowledge
 STEP 2: Research and Reading
◦
Search strategies and note-making – make it as visual as possible
 STEP 3: Drafting – the first draft
◦
Organising your ideas into a logical argument
◦
Editing and proofreading
◦
Checking referencing
 STEP 4 : Redrafting – the second and subsequent drafts
 STEP 5: Final draft

• There are four (4) key areas to consider when writing an academic paper.
1. Structure – Is it set out correctly?
2. Writing style – Is it formal and following the correct conventions?
3. Research – It must be based on scholarly research.
4. Informed discussion – Objective and looks at all points of view.

In all academic writing, there is a basic but crucial structure to follow:
 Introduction − outline of main points and writer’s overall position on the topic
 Body − logical development of each main point
 Conclusion − summary of main findings

Introduction (about
10% of word limit)
•Grab or motivator
•Map of main ideas
•Thesis statement or overall position of the author
Body paragraphs
(number will vary according to length of essay – about 250 –
300 words in length)
•Topic sentence – main idea + how it relates to the topic
•Prove it points
•Clincher – summarise main idea in relation to the question
Conclusion (about 10% of word limit)
•Map of main conclusions
•Clincher (final word)
•Restated thesis statement

• Can ‘make’ or ‘break’ an essay
• Usually you will come back and rewrite the introduction after you have written the body of the essay
• Using a graphic organiser can help…

Restate the question and place in context
This essay will discuss …
In this essay…
The purpose of this essay is to ...
Map of main points gleaned from research
On one hand:
1.
2.
3.
On the other hand:
1.
2.
3.
Overall position or thesis statement
On the whole/Overall/Thus it would appear/Therefore

Example of an introduction : the grab, the map, cohesive ties and the thesis statement
This essay will discuss some of effects that have occurred in association with computer use. On one hand, the introduction of computer technology has allowed businesses to store massive amounts of information and communicate by electronic mail, but unfortunately, there are some individuals that will misuse the system. Theft, which is the most common computer crime, and the creation of computer viruses are examples of this.
Viruses can clog communications, erase information and cost millions of dollars in lost productivity. Studies have shown that computers used in education can assist students in the areas of basic skills and stimulating cognitive processing , although some teachers have found it difficult to cope with this new technology . It has also been found that computer use by children can sometimes hinder their mental development as it encourages them to become more dependent on visual stimulation rather than the use of their own imaginations.
However, this same computer technology is assisting sick children to cope with the pain associated with the treatment of their illnesses . Health problems , however, have also been created or exacerbated by using the computer, such as repetitive strain injury, damage to vision and increased workplace stress. On the whole then , while it seems that the introduction of the computer has had both positive and negative impacts on society,
some individuals believe that the computer has been more of a curse than a blessing.

• Information should be logically presented.
• Each paragraph contains a main idea/issue.
• Each idea is supported by evidence/research.
• Single sentence paragraphs or page long paragraphs are not acceptable.
• Information from other sources MUST be referenced correctly.

– has a lead or topic sentence, which states the idea
– is followed by sentences to explain more about the idea
– has a final sentence that leads into the next paragraph.
Consider each paragraph as a mini-essay.

TOPIC SENTENCE Say it:
Introduce the main idea of the paragraph and say how it relates to the question
SUPPORTING EVIDENCE Prove it:
 provide evidence and support of how the main idea relates to the question.
 refer to your research
 use statistics, facts, arguments that develop a story about how your main idea relates to the question
CONCLUDE IT Clinch it:
Summarise briefly how your main evidence helps to develop your main idea

Say it:
Australians’ wasteful attitude towards natural ecosystems has been to the detriment of the native fauna.
Prove it:
 Supporting evidence 1 – land clearing – loss of native habitats – endangered species (CSIRO 2008)
 Supporting evidence 2
– stats on number of endangered or extinct species as a result of loss of habitat (Environment Australia 2010)
 Supporting evidence 3 – today problem of habitat fragmentation (Environmental
Protection Agency 2009)
Clinch it:
The implications to native fauna have been so catastrophic that there are many species that are now extinct.

Conclusion graphic organiser
Reworded thesis statement or overall position from introduction
(Sometimes restating the question will also be appropriate)
In conclusion, the extent to which…..
1.
2.
3.
Map of main evidence and conclusions from the body of your essay (gleaned from the concluding sentences of paragraphs)
On one hand:
1.
2.
3.
On the other hand:
Clincher
Overall then, it ….
On the whole
Thus…

When writing academically, the information paragraphs need to be in a sequential order so that the meaning is cohesive and easy for the reader to follow.

Cohesion is a ‘gluing together’ of ideas
 It is the transitional words and phrases and cohesive ties that
◦ link ideas in a text
◦ assist the transition from one sentence to the next so that the unity of the text is achieved.
 Transitional words
◦ signal words that help readers follow the direction of the writer’s thoughts.
 Cohesive ties
◦ achieve unity and organisation within the paragraph.
◦ help the reader to understand how the points raised in the paragraph relate to each other and to the topic sentence.
When cohesion is strong, the text is more readable and the meaning is easier for the audience to interpret.

Here are some common transitional words and phrases that can be used to cue your reader.
Time - Order first previously and then finally second next then after first of all subsequently before afterwards lastly following that when
Cause - Effect
Because as so that as a result owing to therefore thus due to since hence thereby for (because) for this reason in that case consequently
Contrast (but) Similarly (and) however like, likewise yet in the same way although/ though/ alternatively similar, similarly on the one hand / on the other hand in common meanwhile comparable contrary to / on the contrary at the same time/ all the same while/ whilst whereas neither

Example Conclusion for example in conclusion/to conclude for instance on the whole such as to sum up in this case to summarise in this situation in brief to demonstrate it can be seen that as an illustration thus; therefore to illustrate; hence consequently

Add to: Signal changing sides: furthermore/further however in addition alternatively moreover on the other hand similarly conversely what is more nevertheless equally important in contrast

It is essential that the main ideas identified throughout the paper stem from scholarly research.
All evidence used to support these ideas must be supported by referencing within the paragraphs.

Research involves:
• knowing how to use the library
• knowing how to read for meaning
• knowing how to take notes effectively
• knowing how to use notes to answer a specific question.

In all assignments, you are required to use in-text referencing and include a reference list.
The two main forms of referencing used are:
Harvard (author-date) based on:
Commonwealth of Australia 2002, Style manual for authors, editors and printers , 6th edn, rev. Snooks
& Co., John Wiley & Sons, Brisbane.

• Celebrate your achievements
• Learn from feedback
• De-stress and keep things in perspective
• Remember your goals!
• When in doubt: ask, ask, ask!

•
Essays originate in academic settings: they are rarely used anywhere else.
• Essays focus on analysing or evaluating theory, past research by other people, and ideas. They seldom present the findings of newly conducted research.
• Essays and reports have different structures – see Core Academic Skills Guide.
• Essays do not usually have sections; they flow as a continuous piece of writing.
• Essays do not usually include tables, charts or diagrams.
• Essays should not refer to the method used in arriving at conclusions.
• Essays are not usually reflective about the process of researching and writing the essay itself.
• Essays do not include recommendations, unless your lecturer says otherwise.

•
Reports often originate from outside the academic world: they are typical of writing required for the world of work.
• Reports often present data and findings that you have collected yourself, for example through a survey, experiment or case study, or by applying theory to your workplace.
• Essays and reports have different structures – see Core Academic Skills Guide.
• A report is divided into separate, headed (and sometimes numbered) sections and subsections.
• A report may contain tables, charts and diagrams.
• Reports usually include descriptions of the methods used
• The description in a report often includes comment on how the research could be improved and extended.
•
Reports often include recommendations for action.