Katana VentraIP

Academic writing

Academic writing or scholarly writing refers primarily to nonfiction writing that is produced as part of academic work in accordance with the standards of a particular academic subject or discipline, including:

as well as undergraduate versions of all of these.[1]


Academic writing typically uses a more formal tone and follows specific conventions. Central to academic writing is its intertextuality, or an engagement with existing scholarly conversations through meticulous citing or referencing of other academic work, which underscores the writer's participation in the broader discourse community. However, the exact style, content, and organization of academic writing can vary depending on the specific genre and publication method. Despite this variation, all academic writing shares some common features,[2] including a commitment to intellectual integrity, the advancement of knowledge, and the rigorous application of disciplinary methodologies.

identify the novelty of their position

make a claim, or thesis

acknowledge prior work and situate their claim in a disciplinary context

offer warrants for one's view based on community-specific arguments and procedures

Scholarly , in many types and varieties

monograph

in an edited volume

Chapter

Book review

Conference paper

; usually short, between 1,500 and 6,000 words in length

Essay

; usually a short factual note explaining some part of a particular work; e.g. its terminology, dialect, allusions or coded references

Explication

or review essay; a summary and careful comparison of previous academic work published on a specific topic

Literature review

Research article

Research proposal

Site description and plan (e.g. in )

archeology

Technical report

Translation

article (e.g. History Today); usually presenting a digest of recent research

Journal

Emotions in higher-education academic writing[edit]

Participating in higher education writing can entail high stakes. For instance, one's GPA may be influenced by writing performance in a class and the consequent grade received, potentially stirring negative emotions such as confusion and anxiety. Research on emotions and writing indicates that there is a relationship between writing identity and displaying emotions within an academic atmosphere. Instructors cannot simply read off one's identity and determine how it should be formatted. The structure of higher education, particularly within universities, is in a state of continual evolution, shaping and developing student writing identities.[23] Nevertheless, this dynamic can lead to a positive contribution to one's academic writing identity in higher education.[24] Unfortunately, higher education does not value mistakes, which makes it difficult for students to discover an academic identity. This can lead to a lack of confidence when submitting assignments. A student must learn to be confident enough to adapt and refine previous writing styles to succeed.[25]


Academic writing can be seen as stressful, uninteresting, and difficult. When placed in the university setting, these emotions can contribute to student dropout. However, academic writing development can prevent fear and anxiety from developing if self-efficacy is high and anxiety is low.[26] External factors can also prevent enjoyment in academic writing including finding time and space to complete assignments. Studies have shown core members of a "community of practice" concerning writing reports are more of a positive experience than those who do not.[27] Overall emotions, lack of confidence, and prescriptive notions about what an academic writing identity should resemble can hinder a student's ability to succeed.

Introduction (Overview of relevant research and objective of current study)

Method (Assumptions, questions, procedures described in replicable or at least reproducible detail)

Results (Presentation of findings; often includes visual displays of quantitative data charts, plots)

A commonly recognized format for presenting original research in the social and applied sciences is known as IMRD, an initialism that refers to the usual ordering of subsections:


and


Standalone methods sections are atypical in presenting research in the humanities; other common formats in the applied and social sciences are IMRAD (which offers an "Analysis" section separate from the implications presented in the "Discussion" section) and IRDM (found in some engineering subdisciplines, which features Methods at the end of the document).


Other common sections in academic documents are:

C. Bazerman, J. Little, T. Chavkin, D. Fouquette, L. Bethel, and J. Garufis (2005). Writing across the curriculum. Parlor Press and WAC Clearinghouse. https://wac.colostate.edu/books/referenceguides/bazerman-wac/

C. Bazerman & D. Russell (1994). Landmark essays in writing across the curriculum.  Davis, CA: Hermagoras Press.

Tony, Becher; Paul, Trowler (1 October 2001). . McGraw-Hill Education (UK). ISBN 978-0-335-20627-8.

Academic Tribes And Territories: Intellectual Enquiry and the Culture of Disciplines

Booth, Wayne C.; Colomb, Gregory G.; Williams, Joseph M. (15 May 2009). (Third ed.). University of Chicago Press. ISBN 978-0-226-06264-8.

The Craft of Research

Borg, Erik (2003). 'Discourse Community', English Language Teaching (ELT) Journal, Vol. 57, Issue 4, pp. 398–400

Canagarajah, A. Suresh (2002). . University of Pittsburgh Press. ISBN 978-0-8229-7238-9.

A Geopolitics of Academic Writing

Coinam, David (2004). 'Concordancing Yourself: A Personal Exploration of Academic Writing', Language Awareness, Vol. 13, Issue 1, pp. 49–55

Phyllis, Creme; Mary, Lea (1 May 2008). . McGraw-Hill Education (UK). ISBN 978-0-335-22116-5.

Writing At University: A Guide For Students

Goodall, H. Lloyd, Jr. (2000). Writing Qualitative Inquiry: Self, Stories, and Academic Life (Walnut Creek, CA: Left Coast Press)

Johns, Ann M. (1997). Text, Role and Context: Developing Academic Literacies (Cambridge: Cambridge University Press)

King, Donald W., Carol Tenopir, Songphan Choemprayong, and Lei Wu (2009). 'Scholarly Journal Information Seeking and Reading Patterns of Faculty at Five U.S. Universities', Learned Publishing, Vol. 22, Issue 2, pp. 126–144

Kouritzin, Sandra G., Nathalie A. C Piquemal, and Renee Norman, eds (2009). Qualitative Research: Challenging the Orthodoxies in Standard Academic Discourse(s) (New York: Routledge)

Lincoln, Yvonna S, and Norman K Denzin (2003). Turning Points in Qualitative Research: Tying Knots in a Handkerchief (Walnut Creek, CA; Oxford: AltaMira Press)

Luey, Beth (2010). Handbook for Academic Authors, 5th edn (Cambridge: Cambridge University Press)

Murray, Rowena, and Sarah Moore (2006). The Handbook of Academic Writing: A Fresh Approach (Maidenhead: Open University Press)

Nash, Robert J. (2004). Liberating Scholarly Writing: The Power of Personal Narrative (New York; London: Teachers College Press)

Paltridge, Brian (2004). 'Academic Writing', Language Teaching, Vol. 37, Issue 2, pp. 87–105

Pelias, Ronald J. (1999). Writing Performance: Poeticizing the Researcher's Body (Carbondale, IL: Southern Illinois University Press)

Prior, Paul A. (1998). Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy (Mahwah, NJ; London: Lawrence Erlbaum)

Rhodes, Carl and Andrew D. Brown (2005). 'Writing Responsibly: Narrative Fiction and Organization Studies', The Organization: The Interdisciplinary Journal of Organizations and Society, Vol. 12, Issue 4, pp. 467–491

Richards, Janet C., and Sharon K. Miller (2005). Doing Academic Writing in Education: Connecting the Personal and the Professional (Mahwah, NJ: Lawrence Erlbaum)

Zamel, Vivian; Spack, Ruth (6 August 2012). . Routledge. ISBN 978-1-136-60891-9.

Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures

The University of Sydney. (2019). Academic Writing.

Baldo, Shannon. "Elves and Extremism: the use of Fantasy in the Radical Environmentalist Movement." Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric 7 (Spring 2010): 108–15. Print.

Greene, Stuart. "Argument as Conversation: The Role of Inquiry in Writing a Researched Argument." n. page. Print.

Kantz, Margaret. "Helping Students Use Textual Sources Persuasively." College English 52.1 (1990): 74–91. Print.

Porter, James. "Intertextuality and the Discourse Community."Rhetoric Review. 5.1 (1986): 34–47. Print.