Academic Writing and Language Use in Various Disciplines

Objectives

  • Differentiate language used in academic text from various disciplines.
  • Attain at least 85% proficiency in:
    • Defining academic writing.
    • Defining academic text and distinguishing it from non-academic text.
    • Differentiating language in academic text from various disciplines.
    • Identifying the purpose, language, audience, and style of academic text.
    • Writing a specific academic text with correct language usage.

"What I Know" Quiz

  • Point of View in Academic Paper: Third person.
  • Language Type in Academic Text: Formal.
  • Layman's Term: Words that are easy to understand.
  • Example of Non-Academic Text: Short Stories.
  • Element Dealing with Writer's Goal: Purpose.
  • Feature Requiring Absence of Personal Emotions: Objectivity.
  • Feature Requiring Careful Writing: Caution.
  • Determining Language in Academic Paper: Consider the audience.
  • "To Persuade" Meaning: To let the audience believe in the author.
  • Element Dealing with Text Organization: Style.
  • Reflecting Dignified Stance: Formality.
  • Feature Where Written Language Should Not Be Personal: Objectivity.
  • Writing Style Explaining a Concept: Expository.
  • Writing Style Convincing the Reader: Persuasive.
  • Description Type in Descriptive Writing: Vivid.

Let's Play! (Unscramble the words)

  • ACADEMIC WRITING
  • SUBJECT
  • NOTE
  • PURPOSE
  • LANGUAGE
  • AUDIENCE
  • POINT OF VIEW
  • STYLE
  • KNOWLEDGE
  • EXPLICIT

Key Terms

  • Academic Writing: Writing used in academia or school.
  • Subject: Topic of the text.
  • Tone: Writer's attitude towards the text, conveyed through word choice.
  • Purpose: Information the author wants to imply to the reader.
  • Language: Words used in academic text; requires formal language.
  • Audience: The reader of the text.
  • Point of View: How the writer presents information; academic text uses third person.
  • Style: How the author arranges their writing.
  • Knowledge: Author's information about the topic, discerned by the reader.
  • Explicit: Information should be precise and clear.

Academic Text/Writing

  • Definition: Text used in academia or school.
  • Process: Starts with a question, conceptualizes a problem, evaluates an opinion, and ends by answering a question, clarifying a problem, or arguing for a stand.
  • Specific Purposes:
    • To inform: Supplementing information about the topic.
    • To argue: Making the audience respond to the information.
    • To persuade: Having credibility to make the audience believe.
  • Language: Formal, avoiding colloquial or jargon words; uses layman's terms; avoids hifalutin words.
  • Note: Information should be backed by valid evidence.
  • Structure:
    • Introduction
    • Body
    • Conclusion

Four Features of Language

  • Formality: Reflects a dignified stance.
    • Avoid colloquial words and expressions.
    • Requires precision.
    • Achieved by:
      • Using expanded modal forms (cannot, do not).
      • Choosing one-word verbs (damage instead of mess up).
      • Using expanded terms (as soon as possible instead of ASAP).
      • Avoiding colloquial/idiomatic expressions (kind of like, a matter of fact, sort of).
  • Objectivity: Focus on the topic, not the writer.
    • Written language should be general and objective.
    • Achieved by:
      • Avoiding personal pronouns (you, I, my, we).
        • Poor example: You need to follow instructions.
        • Improved version: The researchers need to follow instructions.
      • Avoiding rhetorical questions.
        • Poor example: How can these problems be solved?
        • Improved version: Certain procedures must be discovered to solve problems.
      • Avoiding emotive language and biases.
        • Poor example: The police investigators were shocked to see the outcome of the tests.
        • Improved version: The police investigators did not expect the results.
  • Explicitness: Use signposts to guide readers.
    • Example: Use "however" to indicate a change in argument.
      • "It is apparent that the school institutions hope to provide quality education to the learners. However, having this COVID-19 pandemic requires a lot of effort to reach out students."
  • Caution: Requires care, as knowledge is built on proven theories.
    • Avoid sweeping generalizations.
    • Example:
      • Poor version: Government officials are corrupt.
      • Improved versions:
        • Some government officials may be corrupt.
        • Corruption is commonly linked to some key government officials.

Types of Writing Styles

  • Expository: Explains a concept or imparts information.
    • Focuses on facts supported by evidence.
    • Examples: textbooks, articles, recipes, news stories, business/technical/scientific writing.
  • Descriptive: Paints a picture through words.
    • Uses metaphor and literary devices.
    • Examples: fiction, memoirs, first-hand accounts, travel guides.
  • Persuasive: Convinces the audience of a position or belief.
    • Contains opinions, biases, and justifications.
    • Examples: cover letters, op-eds, reviews, letters of complaint/recommendation, advertisements.
  • Narrative: Conveys information by constructing a story.
    • Includes characters, conflict, and settings.
    • Examples: oral histories, novels, poetry, short stories, anecdotes.

Differentiating Language Used in Academic Text from Various Disciplines

  • Academic disciplines have their own focus.
    • Example: The term "virus" has different meanings for STEM and ICT students.
    • Example: The term "note" has different meanings in music and writing.
  • Learning the conventions of each discipline makes writing more relevant.

Disciplines and Appropriate Language (Matching Exercise):

  • law - orate, court
  • medicine - diagnose
  • film industry - producer
  • economics -
  • music - note
  • education - grade