Learning Skills
FAQs - Academic Writing
- Where do I find the APA Referencing Summary?
- How do I put together a References list?
- Can I use first person in academic writing?
- What is a thesis statement?
- Can I use point form in an academic essay?
- What is meant by linking words?
- How do I voice my opinion?
- Should I use headings in an essay?
- Do I really need to revise my draft writing?
- When is an appendix necessary?
- How many words can I be either over or under the set limit?
Where do I find the CSU guide: APA Referencing Summary ?
You can download the guide from our Learning Skills homepage:
http://www.csu.edu.au/division/studserv/learning
Use the left side menu and select 'How Do I’ Guides, then locate the Reference link... you will find the guide on this webpage. Check out the number of other referencing resources here too, by the way.
How do I put together a References list?
Download this pdf file for an example of a references list, accompanied by some brief explanations.
Can I use first person in academic writing ?
For formal writing, unless specifically told otherwise, it is genrally accepted that you are not to make first person references in an academic paper. Write using passive verbs to indcate a third person perspective.
| Instead of this: | Write this: |
|---|---|
| In my opinion... | It can be argued that… |
| I think... | There is the suggestion that… |
| I believe that... | It is believed that… |
| We conducted tests to show… | Tests have been conducted… |
However, you are still able to express your point of view by the choice of words you use. Can you see how this is done in the following two examples?
There is strong evidence to suggest that stress-induced diseases...
However, there are at least a few reasons why this should not be taken as...
What is a thesis statement?
You will be writing an argumentative type of essay, where you present a point of view (called your thesis statement) and argue for it. Your essay will have the usual three-part textual structure, and you will need to take into consideration any argumentative structure your lecturer may have supplied for you. Your thesis statement is given in the introduction to your essay.
Useful websites
http://www.csu.edu.au/division/studserv/learning/essay/intro.htm#thesis
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
http://members.tripod.com/~lklivingston/essay/thesis.html
Can I use point form in an academic essay?
The whole purpose of an academic essay is to persuade readers of an idea based on creditable support and sustained argument. This means you cannot simply list facts or points without showing their connections to each other and the essay topic.
A good academic essay will answer a question—or a few related questions. It will try to present or discuss something by argument and evidence. An essay will develop a thesis (point of view) by advancing a set of closely related points. It will therefore include relevant facts or examples, and have supporting evidence and information from academic texts or sources.
If your essay contains a series of dot points then it becomes descriptive rather than interpretative or analytical; there will no sense of discussion. Point form is fine for taking notes or even at the first draft stage, but academic writing involves putting your thoughts into logically constructed sentences and paragraphs. You will therefore need to use bulleted points with care, and only when necessary. Where it makes good writing sense to do so, it’s best to change your dot points into a sentence structure, possibly supporting these points with specific evidence or information.
Consider the following as an example:
In order to be seen as successful, a manager needs to be:
- an effective leader;
- a sympathetic listener; and
- a great communicator.
In academic writing, particularly where there is a need for a persuasive element, the above text would be better constructed, and therefore more forceful, as:
In order to be seen as successful, as Wallace (2006) claims, three things will always characterise a modern manager: good leadership; sympathetic listening; and great communication. Good leadership will be evidenced by …. and so the rest of the paragraph is developed.
What is meant by linking words?
Sentences can often lack the kind of information that helps your reader make sense of the 'story' you are trying to tell. Often the missing pieces are what you would probably call 'stating the obvious'. However, you are reading from your point of view. What we have to do, as writers, is create an effective piece of writing as it is read from the reader's point of view. This reader is removed from you, the writer, in time, place, and possibly understanding. Therefore, as writer, you have to create the links for them to follow your theme. It may often seem like repetition to you, like you’re writing what is obvious. But this is not the case for your readers, who do not carry the same amount of pre-knowledge in their heads.
How do I word my opinion if I can't use terms like ‘In my opinion’; ‘In my view’; ‘I would’ ?
Language is a powerful thing, and we need to know how to use it in powerful ways. Let's say that you have to write a paper in an Ag Science subject about effects of climate change in Australia. The opening sentences of a paragraph are provided below. Which of the two following pieces of text more effectively conveys your opinion as the writer?
Text 1
Central coast and inland regions of NSW have, in my view, been experiencing some of the driest years on record. The current drought conditions are likely to continue till at least the end of the year, judged on observations of many years lived in rural Australia. Although some good winter rainfall has been recorded....etc..
Absolutely nothing 'wrong' with these statements. They express my opinion and why I am qualified to give that opinion. You would probably not find many people to take exception to the ideas. Compare the above to the following:
Text 2
Central coast and inland regions of NSW have been experiencing some of the driest years on record. Rainfall figures released this month by the Bureau of Meteorology (2007b) clearly indicate that much of NSW has experienced the least amount of rainfall for any twelve-month period since records began. It is highly likely, according to another Bureau of Meteorology (2007a) report, that current drought conditions will continue till at least the end of the year. Although some good winter rainfall has been recorded....etc..
The writer's opinion is still contained within the second text. It is hidden but it is more powerfully 'present' than in the first piece of text. Can you 'spot' the language devices that make it more powerfully present?
- Also check out this piece of valuable advice at:
http://www.uq.edu.au/student-services/linkto/ugweb/faq05.html
Should I use headings in an essay?
If you are unsure about the use of headings within an essay it’s best asked of the individual lecturer by posting this question on the Subject Forum. Lecturers differ on their expectations and what they deem appropriate in an academic essay. Some encourage headings, others will forbid them outright.
In a paper of 1 500 words, the use of headings is probably not warranted. However, where you are permitted to use headings then:
- use headings to structure the content (establish a logical flow) and guide the reader (and you, as the writer, too!);
- the use of headings and sub-headings will probably help to organise themes and ideas;
- use headings that describe rather than simply label (ie., they are descriptive headings);
- do not use headings to provide information to the reader; the words are probably best taken from the topic sentence for the paragraph;
- a key test for headings is that, once you remove them, the essay still makes clear sense to the reader;
- sometimes it's suggested that a verb be included in the heading to make it meaningful.
Actually, a good writing technique is to use headings since this will help you, the writer, to sequence and organise main ideas or themes. Headings can act like the 'skeleton' of a piece of writing and they will enable you to see if you've structured your draft in a logical order. However, if the particular lecturer does not like them, then you simply remove them once you've finished your final draft. If you are used to drawing up a concept map (or even a linear outline) as your plan or map out the essay, then you'll automatically find that you have created key words or phrases for main and subordinate ideas that subsequently can be used to form your headings.
Do I really need to revise my draft writing?
Writing is never an easy task or automatic response; it’s an activity whereby we try to craft a text that says what we want it to say and sends a meaningful message to the reader. Writing is therefore rewriting and may even mean discarding. Writing is starting with the wrong words saying things you don't mean in order to eventually say things you do mean with the right words.
The revision of writing is part and parcel to the writing process. And it's often an overlooked aspect! Because of the amount of time, effort and thought we put into an essay draft, we tend to 'fall in love' with what we've written. We feel it's got to be perfect just the way it's come off the pen and consequently we are reluctant to do anything more than tweak surface-level aspects of a draft. However, making some major changes is not in itself a bad thing. Being willing to see things differently (in the essay) – to view, perhaps, a section in a new light – is an aspect of re-drafting that's altogether missed by time-pressed students. Revision means 're-vision'... re-seeing something. This aspect of revision is so vital in the writing process. Some 'authorities' on the subject suggest revision should be over 50% of the writing time!
Redrafting is not, however, re-writing in the sense that we toss out things and start from scratch. In the first draft we write for ourselves, as we try to make sense of the whole topic and say something sensible. The second (and subsequent) draft is where we write for the reader, and try to make sure we communicate to that person the message we intend.
When is an appendix necessary?
An appendix allows you to present relevant or detailed information that is not strictly necessary to the main body of the writing. It may contain extra matter that is tangentially related to items in the body of a paper but distracting to the reader if presented there. Examples of items you might have in an appendix include a summary of the raw data or details of the method behind the research; workings which accompany statistical findings; charts or tables that are not essential to but support the research; the questionnaire used in the research; and so on.
The appendix begins on a separate page and will be placed after the reference list. Your paper may have more than one appendix; usually each distinct item has its own appendix and each will begin on a separate page. If your paper only has one appendix, label it Appendix, followed by the title of the appendix on a new line, centred, with all major words capitalised. If there is more than one appendix, label them Appendix A, Appendix B, … in the order that each item appears in the paper. In the main text, you should refer to appendices by their labels.
When preparing your paper, evaluate the relevance of the information you may want to include in appendices. If it is central to the work, consider incorporating it as a paragraph or section. If it is too unrelated, consider omitting it altogether. Consider your audience by asking: Will it add to their experience and understanding of the main text? Will it serve as a useful reference while reading the paper?
Reference: Robert Perrin. (2007). Pocket guide to APA Style (2nd ed.). Boston, MA: Houghton Mifflin.
How many words can I be either over or under the set limit?
Usually assignments can be 10% over or under the set word limit. This certainly makes an allowance for the additional words used for in-text citations. The references list, any appendices, or abstract/executive summary are not usually counted as part of the word limit. Good practice is to check with your lecturer about what’s included in the word limit for a particular assignment. Also note that some lecturers are much stricter about word limit than others.