Good academic writing, no matter the discipline, field, or genre, is characterized by: starting with good ideas. writers should first be concerned with their ideas and translating these ideas into readable prose for their intended audience. Your ideas are the most important element of your project, especially as it takes shape. But before you show your final drafts to other readers, you need to pay attention to style, grammar, and mechanics, both traditional and in your field. Nothing will make a reader stop reading more quickly than poor style and grammar, even if the ideas are profound. having a clear sense of audience, genre, and purpose. the most important aspect of becoming a good writer in your field or discipline is, as ken hyland has written, to be aware of your rhetorical choices. using a logical progression of ideas. order your paragraphs and evidence in a linear manner that makes sense through transitions, signal phrases, and verbs that tell the reader if you agree or disagree with the evidence you are providing.

Each paragraph, and your paper as a whole, should follow this format: a introduce the main idea that will be discussed, b provide the evidence used to prove your argument, and c outline the significance of the evidence you have provided. using sources judiciously. as you write the connections and evidence portions of your work, take time to make the following choices: a how much information to provide, b what kind of information to provide, and c how to sequence the information you provide. writing clearly and directly. write with a linear progression of ideas.

For example, a nominalization would be to write ldquo raise an obstacle rdquo rather than to use the verb ldquo to obstruct rdquo or the nominalization ldquo give assistance rdquo rather than ldquo to assist. Likewise, use strong verbs, such as ldquo to speed, rdquo rather than ldquo to drive quickly, rdquo in which the adverb modifies a weaker verb. writing specific and detail oriented prose. don rsquo t expect your reader to know what you know.

You need to hold your reader rsquo s hand so that he or she can follow your argument as it progresses. using a consistent tone and style. match the tone and style consistent with your discipline, field, or course. For example, in the sciences, passive voice is often used the chemicals were mixed , whereas in the humanities, active voice is used the assistant mixed the chemicals. writing with a compelling strong voice. you are either a member of the disciplinary tribe already, or you are asking to be accepted into the tribe. making sure your writing is mechanically competent: finally, by using the proper rules of citation expected in your field or discipline, a writer is able to establish a credible writerly ethos. Citation helps to define a specific context of knowledge or problem to which the current work is a contribution. Citation plays an important role in mediating the relationship between a writer rsquo s argument and his or her discourse community.

Essex, england: pearson education limited. article abstracts typically say little about what the researcher has discovered or what the key findings are, what they are arguing as a ‘bottom line’, or what key ‘take away points’ they want readers to remember. Here we present a simple how to guide to writing good abstracts. abstracts tend to be rather casually written, perhaps at the beginning of writing when authors don’t yet really know what they want to say, or perhaps as a rushed afterthought just before submission to a journal or a conference. Once an abstract exists, authors are also often reluctant to reappraise them, or to ask critically whether they give the best obtainable picture of the work done and the findings achieved. To counteract these problems the checklist below offers a structured set of suggestions for what an abstract should include, and what should be kept to a small presence. 1. how long is the abstract? generally it should be 200 words minimum, 350 maximum does it have paragraphs? no more than 2 jan. 22, 2016 inside higher ed' s 2016 survey of college and university chief academic officers queries provosts and other academic leaders on a wide range of topics. inside higher ed regularly surveys key higher ed professionals on a range of topics, in collaboration with gallup.

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The inside higher ed survey of provosts was made possible in part by advertising from ibm, academic partnerships, rafter and jenzabar. Because the article system is so complex and often idiosyncratic, it is especially difficult for non native english speakers to master. This handout explains three basic rules that are the foundation of the article system and two basic questions that will help you choose the correct article in your writing.

It provides examples of articles being used in context, and it ends with a section on special considerations for nouns in academic writing. As you use the handout, try to keep three things in mind: first, this handout will be most effective if you use it as a tool. Every time you read this handout, read it along side another piece of writing a journal article, a magazine, a web page, a novel, a text book, etc. Locate a few nouns in the reading, and use the handout to analyze the article usage. If you practice a little bit at a time, this kind of analysis can help you develop a natural sensitivity to this complex system. Second, using articles correctly is a skill that develops over time through lots of reading, writing, speaking and listening. Think about the rules in this handout, but also try to pay attention to how articles are being used in the language around you.

Simply paying attention can also help you develop a natural sensitivity to this complex system. Finally, although using the wrong article may distract a reader’s attention, it usually does not prevent the reader from understanding your meaning. This is a simple list, but understanding it and remembering it is crucial to using articles correctly. Every time a noun is mentioned, the writer is referring to:

all of them everywhere, one of many, or this one exactly rule 2.

Every kind of reference has a choice of articles:

all of them everywhere ø, a/an, the one of many. ø, a/an this one exactly ø, the ø no article rule 3. To choose the best article, ask yourself these questions:

what do i mean? do i mean all of them everywhere, one of many, or this one exactly? what kind of noun is it? is it countable or not? is it singular or plural? does it have any special rules? your answers to these questions will usually determine the correct article choice, and the following sections will show you how. To say something true of all the nouns in a particular group, like an entire species of animal.

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When you mean all of them everywhere, you have three article choices: ø, a/an, the. Ask yourself, what kind of noun is it?

non count nouns no article ø a.

note: we use this form the + singular most often in technical and scientific writing to generalize about classes of animals, body organs, plants, musical instruments, and complex inventions. here’s a simple test you can use to identify generic references while you’re reading. Example: a whale protects its young all whales everywhere protect their young. True generic reference a whale is grounded on the beach all whales everywhere are grounded on the beach.

Not true, so this is not a generic reference this a refers to one of many you’ll probably find generic references most often in the introduction and conclusion sections and at the beginning of a paragraph that introduces a new topic. We use it when the noun’s exact identity is unknown to one of the participants: the reader, the writer, or both. Sometimes it’s not possible for the reader or the writer to identify the noun exactly sometimes it’s not important. note: we use many different expressions for an indefinite quantity of plural or non count nouns. These situations include: