Academic writing styles

Workshop objectives Discuss the general aspects of academic writing and the structure of an argument Consider the accessibility and readability of academic writing Develop a text analysis strategy for theses in their discipline in order to influence their own writing

‛To be a successful writer I know of only two methods; read a lot and write a lot’ Stephen King

What makes academic writing good? Content - original, sound research, timely, valuable, justifiable, replicable Selection - (WHAT is included, and in how much detail.) Focused, in sufficient detail that someone else could replicate Organisation - logical, following a conventional pattern for article or thesis Presentation - appropriate writing style, choices of words and phrases. Grammar, punctuation, spelling. Visually: does it look good on the page? Typography, layout, clear diagrams

Structure of an argument Data So, Qualifier Claim/conclusion , Since Since Unless Warrant On account of Rebuttal From Toulmin, S. (1958, updated 2003) ‛The Uses of Argument’, Cambridge, Cambridge University Press. Backing

Data Michelle was born in Northern Ireland Michelle is a British subject So, presumably , Since Unless A person born in NI will be a British subject Both her parents were born in Eire, or she has become an Irish citizen On account of The following statutes and legal provisions… Data Michelle was born in Northern Ireland Question to be discussed - Is Michelle Irish?

Accessibility and readability Research* suggests that influential papers are often more readable, eg Watson and Crick’s DNA structure paper Word can assess readability Spelling and grammar options Fog factor assessment Rule of thumb: shorter words and shorter sentences *Hartley J. (2004), On writing scientific articles in English. ‛Science Foundation in China’, 11(2):53-6.

Discipline variations These are usually centred around: Author’s voice – first person or not Structure – eg IMRaD structure in science Appropriate language – phraseology, choice of words

Thesis extract ‛The research is based on interviews conducted with respondents within the Nottingham area, mostly carried out in their own homes. Nottingham is a perfect location to conduct research of this kind…’ Extract from introductory chapter* What stands out? What influence does that have on your view of this thesis? *Thanks to the original author for agreeing to this usage. Copyright remains with the original author.

Understanding disciplinarity It is part of your development as a researcher to: Analyse and understand the variations Be aware of the flexibility Balance them with your preferred style Tip: start drafting work in an informal style to test your ideas and thoughts. Make it more formal as you redraft.

Read a lot! How many books/articles/theses have you read? How many of them impressed you in the way they were written? What were your objectives for reading them?

Analysing style In groups develop a template for analysing texts in your disciplines Consider: Macro level – whole piece Mid level – large sections Micro level – paragraphs Highlight key issues – any specific issues?

What are you unclear of? Prioritise the items in the analysis list that you aren’t clear of Focus your analysis of the different genres you have to produce on these: - Thesis - Journal article - The different building blocks of each

Your writing development Use the same analysis on your writing - On which features does it need development? - On which features is it already good enough? Ways to develop - Write a lot and get feedback - Writers’ groups - One-to-one consultations (study support)

Wrap up Analyse texts as you read them - Your template - For readability Analyse your writing - Same template Focus your efforts and others’ feedback on weaker areas

Final thought Professor Jonathan Wolff suggests that academic writing is confined by conventions to be dull! ‛A detective novel written by a good philosophy student would begin: ‛In this novel I shall show that the butler did it.’ The rest will be just filling in the details’* *See http://education.guardian.co.uk/higher/comment/story/0,,2161629,00.html