Academic Writing for FYP Students (LCS)

1. Academic Writing for FYP Students (LCS) Seminar 3 Íde O’Sullivan, Lawrence Cleary Regional Writing Centre

2. Plan of seminars • Seminars: Weeks 5, 6, 7 • Wednesday, 13:00–14:00, C0072 • Drop-in/One-to-One Sessions: • Arts, Humanities and Social Sciences: Thursdays, Weeks 5-12, 14:00-17:00, GL2-014

3. Plan of seminars • Seminar 1(Week 5): • Getting started • Layout/presentation/structure • Referencing • Seminar 2 (Week 6): • Writing an effective abstract, introduction and conclusion • Developing and sustaining an argument • Seminar 3 (Week 7): • Academic writing style • Editing and proof reading

4. Academic Writing Style

5. Academic writing style • Academic writing is clear, concise and comprehensive • Clarity of expression • ‘Clear writing is direct, orderly, and precise’ (Ebest et al., 1997). • Logical method of development • Effective transition signals • Good signposting • Coherent • Consistent point of view • Conciseness (careful word choice)

6. Academic writing style • Clarity of expression • Avoid repetition of words • Avoid repetition of ideas • Delete redundant words • Be direct: avoid using too many words • Avoid ambiguity • Avoid unclear pronoun reference • Choose strong active verbs • Use parallel constructions

7. Academic writing style • What is wrong with the following? “In Florida, where the threat of hurricanes is an annual event, we learned that it is important (1) to become aware of the warning signs. (2) There are precautions to take, and (3) deciding when to take shelter is important.” (Purdue OWL 2006) • http://owl.english.purdue.edu/owl/

8. Academic writing style • Formality/register: • Academic writing uses a formal style • Avoid informal language especially colloquial expressions, idioms and slang. • Do not use contractions (don’t, can’t). • Avoid subjective language (“I heard it said…”) • Appropriate language • Use bias-free language. • Avoid language that privileges one race, colour, gender, persuasion, or religion over another.

9. Academic writing style • Voice: • Replace personal references, e.g. "I aim to" with passives, e.g "the aim of the project is". Use language that emphasises the subject, rather than the writer. • Vocabulary • Academic writing conventionally uses a more lexically dense, varied vocabulary. • Academic writing uses more subordination and passives than other genres.

10. Academic writing style • Tense • Do not mix verb tenses in compound predicates • Be consistent • Check for subject verb agreement • Use verbs to emphasise the subject, not the writer • Avoid • Repetition • Unfinished ideas

11. Academic writing style • Be sure that sentences express a complete idea. • Arrange ideas logically in paragraphs, logically dividing your ideas and presenting them linearly. • Grammar, spelling, capitalisation and punctuation should be according to conventions. • Do not use contractions. • Be explicit; use signals.

12. Academic writing style • Hedge. Distinguish between absolutes and probabilities. Absolutes are 100% certain. Probabilities are less than 100% certain. • Be responsible. Provide traceable evidence and justifications for any claims you make or any opinions you have formed as a result of your research.

13. Editing and Proof Reading

14. Editing and proofreading • What is editing? • Macro and micro edits • Types of edit • Becoming the editor • Traps – spelling, grammar, punctuation • Common errors • Tips for editing

15. What is editing? • Editing a document is revisiting it for publication • It is ‘sharpening a thought to a gemlike point and eliminating useless verbiage’ (Leedy, 2001: 54)

16. Types of edit • Policy edit • Integrity edit • Screening edit • Format edit • Mechanical style edit • Language edit • Substantive edit

17. Macro and micro edits • Macro Issues • content and organisation • logical sequence of ideas • audience adaptation • purpose • Micro Issues • grammar • style • format • Only edit one thing at a time

18. Revision • Revising the structure • Introduction • A clear logical structure • Your arguments / evidence • Conclusion • Revising the research methodology/design and methods • Revising the content • Accuracy • Style • Use of words

19. Revising the structure • Introduction • Have you stared what you are doing and why? • Have you outlined the structure? • Have you mapped the plan? • A clear logical structure • Did you lead the reader clearly through the essay/FYP? • Did you follow the map outlined in the introduction? • Did you give directions to the reader? (check coherence, topic sentences and transition signals) • Have you delivered on all your promises?

20. Revising the structure • Your arguments / evidence • Is each argument developed sufficiently? • Do you give enough evidence to support your argument? • Do you use the appropriate language to reflect the evidence? • Is the content of each paragraph relevant? • Does irrelevant information get in the way? • Conclusion

21. Revising the research methodology • Is the methodology appropriate? • Are the following clear and appropriate? • Sampling strategy • Data collection • Data analysis • Are the findings presented clearly? • Are the findings supported by sufficient data? • How important are the findings?

22. Revising the content • Accuracy • Facts: Is the content accurate? • Quotations: Is it clear which ideas are mine / those of others? • Are all sources and references acknowledged? • Is everything in the bibliography?

23. Revising the content • Style / use of words • Are there words, phrases, sentences or paragraphs that are unnecessary? • Will the reader get lost in long sentences? • Are there any obscure / ambiguous words? • Is the appropriate voice used? • Are there unnecessary modifiers? • Final read • Does it flow smoothly / read well? • Is it interesting? • Is the pace / rhythm appropriate? • Does it look neat and professional?

24. Copyediting / Proofreading • This is the careful editing of each line and each graphic to ensure that the material is expressed in simple, clear correct English • Checking errors in spelling, punctuation, grammar, format, sentence structure • Proofreading is not editing in the broader sense – it is an effort to achieve correctness in the elements mentioned above • Correctness is the most important criterion of excellence

25. Spelling • Make sure to set the language to BrE or AmE but stick to one (-ise/-ize) • Standard forms • Double letters • Don’t rely on spell check – it doesn’t catch everything - for foe - form from - quiet quite - practice practise - affect effect

26. Grammar • Sentence structure • Complete sentences • Agreement • Tense • Grammar check is not always correct - passive sentences - defining and non-defining clauses The woman who lives in apartment No. 34 has been arrested. Mrs. Jackson, who is very intelligent, lives on the corner.

27. Punctuation • Commas, semi-colons, full stops • Apostrophe • its Vs it’s • 1920s • Possessives • The dog’s bone • The dogs’ bone • The horses’ mouths • Seamus’ car • Capitalisation

28. Tips for editing • Set it aside for a few days and come back with a fresh eye • Get someone else to proofread it as well as you • Use the print preview button to check layout before you print • Always proofread on hardcopy • Hold paper below the line you are proofreading • Use the find button to make changes • Be consistent!! • Editing a reference list is separate

29. Editing a reference list • Check that in-text dates and page numbers match reference list • Only enter names in reference list that you have mentioned in your text – it’s not a bibliography • Make sure that if a name is mentioned in the document that is in included in the reference list • Do a separate edit of your reference list, checking everything matches, everything is included and it is consistent

30. Common errors • Consistency of layout • Spelling, punctuation and grammar • Syntax • Correct font and spacing • Word or letter substitution • Transposition of letters • Omission of a line or lines, which does not outwardly affect the meaning • Check finished work with original • Dates, proper names and place names, and figures • Complete labelling of diagrams, tables, graphs, etc