(Source: for-university/academic-writing/)

 Uses clear formal language (no colloquial / slang words)  Includes evidence from other experts in the field (references)  Answers or debates a specific question or field (focused)  Has clear organisation and layout (logical structure).  Is grammatically correct.

Academic writing usually … Because Includes subject specific termsYou must prove to an expert (your tutor) that you understand what these words mean Is written in the third personThis removes bias and can allow the reader to see the evidence of the piece and not simply the author’s voice Adheres to specific rules (referencing)Referencing is evidence of the research you have undertaken to inform your assignment Seems formal and conservative (does not include slang or local dialect words) Academic writing may be read by scholars all over the world and a chatty conversational tone or slang words may not be understood by those outside of your geographical area

What is academic writing? (20 minutes)

 Use these headings to break down your assignment question into the following categories: ◦ Directive words - words which tell you to do something; Analyse, Discuss, Evaluate ◦ Topic area – the main topic areas or themes outlined by the question ◦ Limiting words – words which provide boundaries or constraints for your assignment  E.g. Critically discuss the effect that entry into the European Union has had on the sovereignty of the UK Parliament.

 Ensure that you understand what is required of you.  The directive words will give you an idea of how you need to approach your piece of writing.

AnalyseBreak the information into constituent parts; examine the relationship between the parts; question the information. Comment onIdentify and write about the main issues; give your reactions based on what you’ve read. CompareLook for the similarities and differences between two things; perhaps conclude which is preferable; implies evaluation. ContrastIdentify the differences between two items or arguments; perhaps give reasons why one is preferable. CriticiseGive your judgment on theories or opinions or facts and back this by discussing evidence or reasoning involved.

DefineGive the precise meaning. Examine the different possible or often used definitions. DescribeGive a detailed, full account of the topic. DiscussInvestigate or examine by argument; debate; give reason for and against; examine the implications of the topic. EvaluateAssess and give your judgment about the merit, importance or usefulness of something using evidence to support your argument. ExamineLook closely at something. ExplainMake clear why something happens; give reasons for. IdentifyPoint out and describe.

IllustrateExplain, clarify, make clear by the use of concrete examples. JustifyGive evidence which supports an argument or idea; show why a decision or conclusions were made. OutlineGive the main points/features/general principles; show the main structure and interrelations; omit details and examples. StateGive the main features briefly and clearly. SummariseDraw out the main points only; omit details and examples.

 Identify the topic areas of your assignment as outlined in the question.  Use the following resources to collect relevant information: Google Books Course related journals and articles Module handbook Lecture notes and handouts Reading list  Remember that you will need to consider the topic area with reference to the required approach as identified by the directive words

 Identify the limiting words and any other limiting factors as outlined by the assignment criteria.  This will help you to plan and structure your work, and to organise your time effectively.

Approaching the question (30 minutes)

 Structure refers to the order of ideas; the progression of your writing should feel smooth with similar points linked together.  Structuring your work is a key aspect of good academic writing ensuring that related sections are linked together and that the ideas and arguments progress in a logical and orderly manner.  Writing that is unstructured may link unrelated points, have an illogical or confused argument and lack a real focus.

 A good way to see if the piece is focused is to try and sum up the information covered in one ‘high concept’ line. This is a technique that Hollywood scriptwriters use and involves summarising a script in one sentence.  Sum up the key point or focus of your assignment in one sentence.

 Focusing your ideas before you begin  By outlining in note form what you want to cover, you may be more able to link areas and similar thoughts together and then organise a basic structure for the assignment.

 Assignment title: ‘How has the role of women in society changed?’ 1. Jot down all the key ideas to be covered in your piece of writing. ◦ Biology and sex, Gender roles, Feminism, Women’s Rights movement, Changing women’s roles in society, Socialisation of gender roles, Suffragette movement’, Women roles during world war 2

2. Link the ideas you have listed together. ◦ Feminism/ the women’s rights movement / suffragette movement. ◦ Biology and sex / Gender roles / Socialisation of gender roles. ◦ Changing roles in society / Women’s roles during World War 2.

3. Have the clusters of ideas which naturally lead on to one another. ◦ Biology and sex / Gender roles / Socialisation of gender roles (Basic overview). ◦ Feminism / the women’s rights movement / suffragette movement (Development 1) ◦ Changing roles in society / Women’s roles during World War 2 (Development 2).

 A paragraph is a unit of text within a longer piece of writing which discusses one key idea in relation to a given topic.  A paragraph should include ◦ A topic sentence, which introduces the main idea of the paragraph, followed by further sentences which analyse and develop the idea ◦ Examples, in the form of evidence or brief quotations which support and develop the idea or argument and these should be appropriately referenced according to the conventions of the discipline ◦ A link to the preceding paragraph in order to produce a fluent and coherent piece of writing. Finish the paragraph with a concluding sentence to sum up the implications or impact of your point within the wider context of the question ◦ Signposting words, which can be used throughout to create reference points which explicitly demonstrate how the question is being answered.

 Use signposting words and phrases to develop your writing: ◦ Introducing theory: … states, … argues, … proposes, … suggests, … points out, … believes, … observes ◦ Linking: because, however, but, since, also, as a result, so ◦ Concluding / summing up: In summary, To conclude, This demonstrates, This suggests, In conclusion, To summarise, Briefly

 Checklist ◦ Linking sentence ◦ Topic sentence ◦ Evidence with reference ◦ Development sentences ◦ Concluding sentence ◦ Signposting words ◦ Reference to the question

 The following paragraph brings together all of the elements listed to form a cohesive paragraph: ◦ [linking sentence] Although it could be [signposting word] argued that there is much evidence to support the upholding of gender stereotypes in radio, [topic sentence] the female DJ may give a voice to women which challenges the stereotypical view of the female as passive. [evidence with reference] Barnard (2000) suggests that “... the depiction of women in the commercials... reveals radio’s true perception of and attitude towards the female listener.” [development sentences] His suggestion here would be that daytime radio tends to reinforce gender stereotypes; however the decision to hire Zoe Ball to host the BBC Radio 1 Breakfast Show in 1997 reflects a decision to redress the balance. Ball’s image as being a hardened drinker and her controversial lifestyle have been cited as contributing to what became known in the late 1990s as the ‘ladette culture.’ [concluding sentence and reference to the question] This [signposting word] suggests then that gender representation on mainstream primetime radio may have a significant impact on British popular culture (Calcutt 2000).

Comment on a sample essay: “What is the point of referencing” (30 minutes)

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