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Published on October 8, 2021 by Tegan George and Julia Merkus. Revised on July 23, 2023.

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Introduction to Academic Writing

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Introduction to Academic Writing

Subject: English

Age range: 11-14

Resource type: Lesson (complete)

Last updated

29 August 2021

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This editable PowerPoint lesson (17 slides in PPT format) covers the notion of academic argument, audience awareness, and the structure of a 5-paragraph essay (an introduction, three body paragraphs with well-developed topic sentences and key details that support the main idea, and a conclusion). It introduces the idea that English academic writing is direct in nature and should use formal language. Students will evaluate two model essays. They will also use a graphic organizer to brainstorm ideas for an essay of their own where they will have to argue an opinion.

The Zip Folder contains the PPT file, as well as the terms of use with a link to a copy of the resource in google drive.

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Introduction to Academic Writing

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24 Oral Presentations

Many academic courses require students to present information to their peers and teachers in a classroom setting. This is usually in the form of a short talk, often, but not always, accompanied by visual aids such as a power point. Students often become nervous at the idea of speaking in front of a group.

This chapter is divided under five headings to establish a quick reference guide for oral presentations.

A beginner, who may have little or no experience, should read each section in full.

For the intermediate learner, who has some experience with oral presentations, review the sections you feel you need work on.

The Purpose of an Oral Presentation

Generally, oral presentation is public speaking, either individually or as a group, the aim of which is to provide information, entertain, persuade the audience, or educate. In an academic setting, oral presentations are often assessable tasks with a marking criteria. Therefore, students are being evaluated on their capacity to speak and deliver relevant information within a set timeframe. An oral presentation differs from a speech in that it usually has visual aids and may involve audience interaction; ideas are both shown and explained . A speech, on the other hand, is a formal verbal discourse addressing an audience, without visual aids and audience participation.

Types of Oral Presentations

Individual presentation.

• Breathe and remember that everyone gets nervous when speaking in public. You are in control. You’ve got this!
• Know your content. The number one way to have a smooth presentation is to know what you want to say and how you want to say it. Write it down and rehearse it until you feel relaxed and confident and do not have to rely heavily on notes while speaking.
• Eliminate ‘umms’ and ‘ahhs’ from your oral presentation vocabulary. Speak slowly and clearly and pause when you need to. It is not a contest to see who can race through their presentation the fastest or fit the most content within the time limit. The average person speaks at a rate of 125 words per minute. Therefore, if you are required to speak for 10 minutes, you will need to write and practice 1250 words for speaking. Ensure you time yourself and get it right.
• Ensure you meet the requirements of the marking criteria, including non-verbal communication skills. Make good eye contact with the audience; watch your posture; don’t fidget.
• Know the language requirements. Check if you are permitted to use a more casual, conversational tone and first-person pronouns, or do you need to keep a more formal, academic tone?

Group Presentation

• All of the above applies, however you are working as part of a group. So how should you approach group work?
• Firstly, if you are not assigned to a group by your lecturer/tutor, choose people based on their availability and accessibility. If you cannot meet face-to-face you may schedule online meetings.
• Get to know each other. It’s easier to work with friends than strangers.
• Also consider everyone’s strengths and weaknesses. This will involve a discussion that will often lead to task or role allocations within the group, however, everyone should be carrying an equal level of the workload.
• Some group members may be more focused on getting the script written, with a different section for each team member to say. Others may be more experienced with the presentation software and skilled in editing and refining power point slides so they are appropriate for the presentation. Use one visual aid (one set of power point slides) for the whole group. Take turns presenting information and ideas.
• Be patient and tolerant with each other’s learning style and personality. Do not judge people in your group based on their personal appearance, sexual orientation, gender, age, or cultural background.
• Rehearse as a group, more than once. Keep rehearsing until you have seamless transitions between speakers. Ensure you thank the previous speaker and introduce the one following you. If you are rehearsing online, but have to present in-person, try to schedule some face-to-face time that will allow you to physically practice using the technology and classroom space of the campus.
• For further information on working as a group see:

Working as a group – my.UQ – University of Queensland

Writing Your Presentation

Approach the oral presentation task just as you would any other assignment. Review the available topics, do some background reading and research to ensure you can talk about the topic for the appropriate length of time and in an informed manner. Break the question down as demonstrated in Chapter 17 Breaking Down an Assignment. Where it differs from writing an essay is that the information in the written speech must align with the visual aid. Therefore, with each idea, concept or new information you write, think about how this might be visually displayed through minimal text and the occasional use of images. Proceed to write your ideas in full, but consider that not all information will end up on a power point slide. After all, it is you who are doing the presenting , not the power point. Your presentation skills are being evaluated; this may include a small percentage for the actual visual aid. This is also why it is important that EVERYONE has a turn at speaking during the presentation, as each person receives their own individual grade.

Using Visual Aids

A whole chapter could be written about the visual aids alone, therefore I will simply refer to the key points as noted by my.UQ

To keep your audience engaged and help them to remember what you have to say, you may want to use visual aids, such as slides.

When designing slides for your presentation, make sure:

• any text is brief, grammatically correct and easy to read. Use dot points and space between lines, plus large font size (18-20 point).
• Resist the temptation to use dark slides with a light-coloured font; it is hard on the eyes
• if images and graphs are used to support your main points, they should be non-intrusive on the written work

Images and Graphs

• Your audience will respond better to slides that deliver information quickly – images and graphs are a good way to do this. However, they are not always appropriate or necessary.

When choosing images, it’s important to find images that:

• support your presentation and aren’t just decorative
• are high quality, however, using large HD picture files can make the power point file too large overall for submission via Turnitin
• you have permission to use (Creative Commons license, royalty-free, own images, or purchased)
• suggested sites for free-to-use images: Openclipart – Clipping Culture ; Beautiful Free Images & Pictures | Unsplash ; Pxfuel – Royalty free stock photos free download ; When we share, everyone wins – Creative Commons

This is a general guide. The specific requirements for your course may be different. Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you’re unsure how to meet them.

Using Visual Aids Effectively

Too often, students make an impressive power point though do not understand how to use it effectively to enhance their presentation.

• Rehearse with the power point.
• Keep the slides synchronized with your presentation; change them at the appropriate time.
• Refer to the information on the slides. Point out details; comment on images; note facts such as data.
• Don’t let the power point just be something happening in the background while you speak.
• Write notes in your script to indicate when to change slides or which slide number the information applies to.
• Pace yourself so you are not spending a disproportionate amount of time on slides at the beginning of the presentation and racing through them at the end.
• Practice, practice, practice.

Nonverbal Communication

It is clear by the name that nonverbal communication are the ways that we communicate without speaking. Many people are already aware of this, however here are a few tips that relate specifically to oral presentations.

Being confident and looking confident are two different things. Fake it until you make it.

• Avoid slouching or leaning – standing up straight instantly gives you an air of confidence.
• Move! When you’re glued to one spot as a presenter, you’re not perceived as either confident or dynamic. Use the available space effectively, though do not exaggerate your natural movements so you look ridiculous.
• If you’re someone who “speaks with their hands”, resist the urge to constantly wave them around. They detract from your message. Occasional gestures are fine.
• Be animated, but don’t fidget. Ask someone to watch you rehearse and identify if you have any nervous, repetitive habits you may be unaware of, for example, constantly touching or ‘finger-combing’ your hair, rubbing your face.
• Avoid ‘voice fidgets’ also. If you needs to cough or clear your throat, do so once then take a drink of water.
• Avoid distractions. No phone turned on. Water available but off to one side.
• Keep your distance. Don’t hover over front-row audience members; this can be intimidating.
• Have a cheerful demeaner. You do not need to grin like a Cheshire cat throughout the presentation, yet your facial expression should be relaxed and welcoming.
• Maintain an engaging TONE in your voice. Sometimes it’s not what you’re saying that is putting your audience to sleep, it’s your monotonous tone. Vary your tone and pace.
• Don’t read your presentation – PRESENT it! Internalize your script so you can speak with confidence and only occasionally refer to your notes if needed.
• Lastly, make good eye contact with your audience members so they know you are talking with them, not at them. You’re having a conversation. Watch the link below for some great speaking tips, including eye contact.

Below is a video of some great tips about public speaking from Amy Wolff at TEDx Portland [1]

• Wolff. A. [The Oregonion]. (2016, April 9). 5 public speaking tips from TEDxPortland speaker coach [Video]. YouTube. https://www.youtube.com/watch?v=JNOXZumCXNM&ab_channel=TheOregonian ↵

communication of thought by word

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Academic writing skills

Academic writing skills writing, referencing & using electronic resources care in the choice of one s words is the respect that the mind pays – powerpoint ppt presentation.

• Writing, referencing using electronic resources
• Care in the choice of ones words is the respect that the mind pays
• to the instrument of its own being
• What is academic writing
• Research reports Vs. Essays
• Referencing
• Electronic resources
• What is it all about?
• Research reports vs. essays!
• Academic writing is Formal
• No exaggeration (Not extremely important)
• Impersonal (no use of I am)
• Direct to the meaning
• No final judgment!! Always allow for arguing and accepting other opinions!!
• Focus on the issue, not the writer   Keeping your writing objective and impersonal can make it more convincing. 
• It will be argued that the benefits of sales promotion outweigh the disadvantages.
• I will argue in this essay that ...
• Avoid words with vague meanings
• The writer looks at the issue 
• The writer examines the issue. 
• The second option is more formal.
• Formal choices
• He states maintains argues
• Informal choices
• He says talks about
• This leaves the door open for further discussion and/or research. After all, its unlikely that youve reached the only possible conclusion! 
• 1. Television viewing causes reading problems in childhood.
• 2. Excessive television viewing may be a contributing cause of some cases of reading problems in childhood.  
• You are requested to read research reports and write essay
• Therefore it is important to understand both!!
• Any report should have the following sections
• Your essay should have the following sections
• The title page should contain information to enable your lecturer to identify exactly what the piece of work is. It should include
• Your group names and
• The title of the assignment
• The main text of the essay has three main parts
• An introduction
• A main body
• A conclusion
• The introduction consists of two parts
• It should include a few general statements about the subject to provide a background to your essay and to attract the reader's attention. It should try to explain why you are writing the essay. It may include a definition of terms in the context of the essay, etc.
• It should also include an indication of how the topic is going to be tackled in order to specifically address the question.
• It should introduce the central idea or the main purpose of the writing.
• The main body consists of one or more paragraphs of ideas and arguments, together with illustrations or examples.
• The paragraphs are linked in order to connect the ideas.
• The purpose of the essay must be made clear and the reader must be able to follow its development.
• Paragraphs are usually structured as
• Topic Sentence    
• This is the first sentence and it expresses The main idea.
• Supporting Sentences 
• details that expand your main idea.
• Concluding Sentence 
• a rounding off, possibly by summarizing what has been said or drawing a logical conclusion from it.
• Use linking words
• also, as well as, firstly, next, then, finally, so thus, as a result, because, therefore, for example, for instance, in contrast, on the other hand.
• The conclusion includes the writer's final points.
• It should recall the issues raised in the introduction and draw together the points made in the main body
• and explain the overall significance of the conclusions. ((What general points can be drawn from the essay as a whole?))
• It should clearly signal to the reader that the essay is finished and leave a clear impression that the purpose of the essay has been achieved.
• There should be a central question the essay is trying to answer!!!
• E.g. What are advertising appeals and how they are effective?
• Investigating the effect of using different color in advertising
• What are the different factors that could affect brand positioning?
• The effect of the self theory on consumption?
• Culture differences and the effect on ads/consumption/consumer preferencesetc.
• What is the answer to your question?
• What points do you need to make to support or give evidence to prove your answer?
• What is the best order to arrange these points? Are they relevant to the topic? These points become your paragraphs in the body of your essay. Remember you are arguing your point of view, showing you are aware of their views, but maintaining your stance (position).
• Topic Analyse the value and adaptability of the banana as an ingredient in a range of menus.
• Using note form, write your plan using headings for main points, and sub-headings under them (such as evidence and examples you are using to support each point). Use heading for main points and subheadingsexplanation?example?supporting evidence?concluding sentence idea?NB Next paragraph should connect to ideas in previous paragraph- it could refer back to it, or move on from an idea in it.
• Introduction wide range of uses -sweet/ savoury, raw/cooked, main/dessert/snack/beverages, low cost
• Body Points/Paragraphs1. desserts-origins, international uses, eg banana split, trifle2. beverages- smoothies, cocktails3. children's snack - TV shows promoting, eg banana man, bananas in pyjamas4. hot dishes - accompaniments- fried chicken, curry, main courses- fritters, flambe5. cost- available all seasons in Australia, low cost
• Conclusion - international use, abundance and versatility well demonstrated, good value very adaptable, worthwhile ingredient
• Writing is a very logical exercise, adding style to it will enhance clearness and power of convincing
• Phrases for transition
• Phrases for emphasis
• Phrases for counterpoint
• Consequently
• As a result
• According to
• For this reason
• Additionally
• For example
• In point of fact
• As a matter of fact
• On the other hand
• Nevertheless
• Notwithstanding
• Nonetheless
• Writing logic style
• You should always concentrate on the objective
• Good writing skills needs a lot of READING and exercise
• Writing is important for, university assignments, exams (TOEFL), real life (writing convincing reports!!)
• What does referencing mean?
• Why should I include references in my work?
• How do I reference my work?
• When writing an academic piece of work you need to acknowledge any ideas, information or quotations which are the work of other people. This is known as referencing or citing.
• You should include references in order to
• acknowledge the work of others
• provide evidence of your own research
• illustrate a particular point
• support an argument or theory
• allow others to locate the resources you have used
• And most importantly
• avoid accusations of plagiarism
• Your references should be consistent and follow the same format. Various systems have been devised for citing references, but most Schools use the Harvard system
• References will be cited in your work in two places -
• 1) Where a source is referred to in the text (Citation)
• 2) In a list (the Bibliography/List of references) at the end of the assignment.
• Citing the author in the text
• Whenever a reference to a source is made, its author's surname and the year of publication are inserted in the text as in the following examples...
• Dogs were the first animals to be domesticated (Sheldrake, 1999).
• If the author's name occurs naturally in the sentence the year is given in brackets .gtgt
• Sheldrake (1999) asserts that dogs were the first animals to be domesticated.
• If you quote directly from a source you must insert the authors name, date of publication and the page number of the quotation.
• The domestication of dogs long predated the domestication of other animals. (Sheldrake, 1999, p.5).
• The page number should be given at the end of the quote, in separate brackets if necessary, as in the example below.
• Sheldrake (1999) asserts that the domestication of dogs long predated that of other animals. (p.15).
• If your source has two authors you should include both names in the text.
• Anderson and Poole (1998) note that a narrow line often separates plagiarism from good scholarship. (p.16).
• If there are three or more authors you should include the first named author and then add et al. in italics followed by a full stop. This is an abbreviation of et alia which means and others in Latin.
• In the United States revenue from computer games now exceeds that of movies (Kline et al., 2003).
• If you cite two or more works written in the same year by the same author, then you must differentiate between them in both the text and your List of references by listing them as a,b,c etc.
• Natural selection can cause rapid adaptive changes in insect populations (Ayala, 1965a) and various laboratory experiments have been conducted to assess this theory (Ayala, 1965b).
• When citing secondary sources (i.e. an author refers to a work you have not read) cite the secondary source, but include the name of the author and date of publication of the original source in the text. Only the secondary source should be listed in your references. You should only cite secondary sources if you are unable to read the original source yourself.
• Sheff (1993) notes that Nintendo invested heavily in advertising (cited in Kline et al.,2003, p.118).
• The List of references appears at the end of your work and gives the full details of everything that you have cited in the text in alphabetical order by the authors surname
• Printed books should be referenced using the following format and punctuation.
• Author/editors surname and initials.,
• (Year of publication).
• Title of book including subtitles. (in italics or underlined)
• Edition. (if applicable)
• Place of publication (followed by a colon)
• Name of publisher.
• Reference to a book with one author
• Sheldrake, R., (1999). Dogs that know when their owners are coming home and other unexplained powers of animals. London Arrow Books.
• Reference to a book with two authors
• Anderson, J. and Poole, M., (1998). Assignment and thesis writing. 3rd ed. Chichester John Wiley Sons.
• Print journals should be referenced using the following format and punctuation.
• Author's surname, initials., (or Newspaper title where there is no author,)
• Title of article.
• Name of journal. (in italics or underlined),
• Date of publication (if applicable e.g. 18 June)
• Volume number (in bold) (if applicable)
• (Part/issue number), (if applicable)
• Page numbers.
• Britton, A., (2006). How much and how often should we drink? British Medical Journal. 332 (7552), 1224-1225.
• Britton, A., (2006). How much and how often should we drink? British Medical Journal. Vol. 332, No. 7552, pp.1224-1225
• Britton, A., (2006). How much and how often should we drink? British Medical Journal. 332 (7552), 1224-1225. online Available fromhttp//bmj.bmjjournals.com/cgi/content/full/3 32/7552/1224 Accessed 2 June 2006.
• Websites, web pages and PDF documents downloaded from the Internet should be referenced using the following format and punctuation.
• Author/editors surname, initials., or name of owning organization e.g. University of London)
• Title. (in italics or underlined)
• Edition. (if applicable, e.g. update 2 or version 4.1)
• Place of publication (if known)
• Name of publisher. (if known)
• Available from ltURLgt
• Accessed (enter date you viewed the website).
• Holland, M., (2005). Citing references. online Poole Bournemouth University. Available from lthttp//www.bournemouth.ac.uk/academic_services/do cuments/Library/Citing_References.pdfgt Accessed 2 June 2006.
• University of Westminster, (2007). Harry Potter fans to cast spell over Westminster. online London University of Westminster. Available from lthttp//www.wmin.ac.uk/page-14428gt Accessed 24 July 2007.
• Writing and referencing are important skills that are critical to academic writing.
• Learning it is REALLY important and will ensure you will get a high grade in every written paper (assignments, homework, examsetc)
• EBESCO Ebrary
• How to find an article
• How to efficiently read an article
• Brief example on writing an essay.

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Academic Writing Skills

Sep 24, 2014

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Academic Writing Skills. RPW 305 Research Paper Writing. RPW 305- RESEARCH PAPER WRITING. COURSE OBJECTIVES Students will develop their reading and writing skills needed for academic settings , advance their competence and confidence in using the English language form and function.

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Academic Writing Skills RPW 305 Research Paper Writing

RPW 305- RESEARCH PAPER WRITING • COURSE OBJECTIVES • Students will develop their reading and writing skills needed for academic settings, • advance their competence and confidence in using the English language form and function. • summarize given short and long texts. • paraphrase sentences and paragraphs. • evaluate sources for relevance to their research topics. • apply research methods, • apply referencing rules (APA style documentation) • Write a documented expository essay.

RPW 305 – Course Requirements • 2 hours per week / 1 credit • 6 hours of absence at most • PORTFOLIO!!! • Library Research

RPW 305 - Grading * MIDTERM: 25% * PORTFOLIO: 45% * FINAL : 25% * TEACHER ASSESSMENT & ORAL PERFORMANCE IN CLASS: 10%

RPW 305 - PORTFOLIO • TASK 1: Making an outline for a research paper (expository essay) (5 pts) • TASK 2: Non-documented expository essay (400-500 words) (10 pts) • TASK 3: Referencing, summarizing, and paraphrasing library and online database sources (at least 4 sources) (10 pts) • TASK 4: Documented expository essay (a revised and integrated version of task 2 and 3) (600-800 words) (20 pts) ATTENTION: Do not leave gathering your sources to the last minute, choose your topic and hand in your sources in the 3rd week.

RPW 305 - COURSE BOOK Academic English Survival Skills II Gülcü, M., Gülen, G, Şeşen, E., & Tokdemir, G. (2011). Academic English: Survival Skills II (4th ed.), Ankara: Black Swan. + ENG 305 Study Pack (available at the photocopy room) *Both materials need to be brought to the class each week.

PORTFOLIO ASSESSMENT POLICY 1) You are required to submit at least 2 drafts for a task. 2) Both the first and final draft will be evaluated separately, and the total score of the two drafts will be divided by two. For example: 1st draft: 4 (out of 5 points) Final draft: 5 (out of 5 points) Your score for the task: 9/2= 4,5 pts CANKAYA UNIVERSITY - OFFICE OF BASIC AND ELECTIVE COURSES- ENGLISH UNIT

PORTFOLIO ASSESSMENT POLICY 3) The first drafts need to be written in class. If you fail to be in the class on the assigned portfolio day without an official written excuse(e.g. a health report), you will lose the half of the points assigned to the task as well and you have to write your first draft in the next writing lesson. 4) If you fail to be in the class without an official written excuse again in the next writing lesson, your score for that task will be 0. CANKAYA UNIVERSITY - OFFICE OF BASIC AND ELECTIVE COURSES- ENGLISH UNIT

PORTFOLIO ASSESSMENT POLICY 5) If you have an official written excuse for not being in the classroom in the “portfolio day”, you write your first draft in the classroom in the next writing lesson. You will be able to continue the process without losing points. CANKAYA UNIVERSITY - OFFICE OF BASIC AND ELECTIVE COURSES- ENGLISH UNIT

PORTFOLIO ASSESSMENT POLICY 6) You have to type your final drafts on a computer with the online document called “Student Assignment Sheet” on top of each. Your final draft has to be double spaced and typed in Times New Roman 12 point characters. CANKAYA UNIVERSITY - OFFICE OF BASIC AND ELECTIVE COURSES- ENGLISH UNIT

PORTFOLIO ASSESSMENT POLICY 7) When you finish the final draft for a particular portfolio task, you need to submit it to your course instructor with the first draft of the task attached. Otherwise, you will lose the half of the points you’ve got for the first draft and your final draft will not be marked. CANKAYA UNIVERSITY - OFFICE OF BASIC AND ELECTIVE COURSES- ENGLISH UNIT

PORTFOLIO ASSESSMENT POLICY 8) Late submission is possible only within 7 days but you should know that half of the points assigned that task is extracted from your grade. CANKAYA UNIVERSITY - OFFICE OF BASIC AND ELECTIVE COURSES- ENGLISH UNIT

RESEARCH Sources can only be obtained from printed library materials or online databases. Online databases can be accessed from Çankaya University Library’s website: http://library.cankaya.edu.tr/onlinevtabani.html CANKAYA UNIVERSITY - OFFICE OF BASIC AND ELECTIVE COURSES- ENGLISH UNIT

TURNITIN MEMBERSHIP - All students need to get a turnitin membership to upload their final tasks (TASK 4) Go to www.turnitin.com And get a student account. It’s easy when you follow the instructions! 

RESEARCH TOPICS • Engineering Departments and MCS • Contributions of 3 Great Mathematicians to Modern Mathematics (3 or more) • Sustainable (Renewable) Energy Sources • How Technology Fosters Education • Advances in Communication Technology

PSIR and ECON • US Influence on Third World Countries • Ways to control Inflation • Globalization and Economy • The Dangers-Restrictions / Benefits EU Would Bring Along

MAN – IE –INTT • International Economical Unions of which Turkey is a member • Restrictions on International Trade • Competition

Specialist Topics for IE • Production Planning and Control Techniques for Performance Improvement • Benefits of Total Quality Management • Major Roles of Industrial Engineers in Production Process

Specialist Topics for INAR • Design Concepts • Basic Principles of Interior Design • The Influence of Ottoman Architecture on Turkish Architecture (Some masterpieces) • Criteria for Designing Small Spaces • Examples of Green Architecture / Benefits of Green Architecture

CHECK OUR WEBSITE REGULARLY! rpw305.cankaya.edu.tr You can find all course related materials and announcements from ppt presentations to syllabus on this website. BECOME A REGULAR VISITOR

LETS START WITH THE COURSE... (AESS II, p. 311) CHARACTERISTICS of FORMAL WRITING

Whether you’re a student, teacher, or businessperson, academic writing skills are necessary in today’s world. Essays, reports, presentations and research papers are just some examples of documents written in the academic style.

What is academic writing? In brief, academic writing is 'structured research' written by 'scholars' for other scholars (with all university writers being 'scholars' in this context). Academic writing is; *factual, *objective, and most importantly, *FORMAL.

What are the characteristics of formal writing and informal writing? Formal English is used mainly in - academic writing, and - business communications Whereas informal English is -casual, and -appropriate when communicating with friends and family.

Characteristics of Formal Writing

Characteristics of Formal Writing Formal Writing is ACCURATE: -Precise evidence is presented. -Facts are distinguished from opinions and feelings. -Sources are carefully used and acknowledged. -Sentences are clear and constructed carefully. -Punctuation marks are accurately used.

Characteristics of Formal Writing Structure and vocabulary are formal; -Full forms are used (What have, cannot...) -More formal, abstract words with Latin or Greek origins are often preferred.

Yet informal writing is... OFTEN IMPRECISE; -A personal viewpoint is expressed. -Statements are not necessarily accurate. -Facts and opinions are not necessarily distinct. -Sources are used rarely and carelessly. -Sentences are shorter, and not so carefully constructed. -Dramatic punctuation marks (?, !, ...) are common.

Characteristics of Formal Writing Formal writing is TENTATIVE; -There are few definite statements. -Quick conclusions are avoided.

Yet in informal writing; Structure and vocabulary are informal; -Short forms and contractions (I’ve, he’s, can’t...) are often used. -Shorter, less formal language is preferred (e.g. phrasal verbs, compound words, idioms, slang and colloquial language).

However, informal writing is ASSERTIVE; -There are often definite statements and generalizations. -Conclusions may be drawn from insufficient evidence.

Formal Writing vs. Informal Writing

The First Draft (Study Pack p. 3-4) • The Short Research Paper In an academic context, students are required to write essays including references to other sources to support their thesis statements and main ideas.

The First Draft (Study Pack p. 3-4) To support their ideas, they need to research what authorities have to say about their topics and include relevant support from outside sources by - summarizing, - quoting, - or paraphrasing it.

The First Draft (Study Pack p. 3-4) • However, you should always keep in mind that no one else’s words are as important as yours!!! • As a writer, you use summaries, quotes, or paraphrases from others only to strenghten your own points.

Your instructor wants to see that you have researched authorities’ ideas and findings, and that you have integrated those with your own writing well.

Doing Research(Study Pack p. 1-2) • CONCRETE SUPPORT What is concrete support? • It is information from outside sources, such as • Books, • Articles • and Websites that you insert into your essay to add weight to your arguments and make them more convincing.

Doing Research(Study Pack p. 1-2) Guidelines for Choosing a Piece of Concrete Support • Carefully consider the source; use well known newspapers and magazines – you can also use online versions of the well known ones.

For Websites: Be extra critical and skeptical about the credibility of documents on the Web. Ask yourself these questions: • What is the source? If you cannot find it, do not use the site. • If you can find the source, is it trustworthy? i. University publications are usually trustwothy. ii. Government documents may or may not be. iii. Blogs, which are often free, written discussions of various topics, are not always reliable. Make sure the author is an expert in the field before using his or her opinions.

2. In general, do not use information that is older than five years. 3. Choose a passage that directly supports your point. 4. Do not take a passage out of context. 5. Do not use more than two pieces of concrete support in one paragraph. Most of the paragragh should be your own words. 6. Do not choose a passage that is too technical or field specific for your reader to understand (Above all, you need to understand it well in the firt place).

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