ACADEMIC STYLE

WORKSHOP INTRODUCTION TO ACADEMIC DISCOURSE

Prof. Lic. Gabriela A. Llaneza

 Academic Writing Style
 Check for TONE, make sure your statements are respectuful and informed (MODAL VERBS)
 E.g. “The results prove that the theory is correct”
 “The results suggest the consistency of the theory’

 “Users will access the information without delay’

 “Users may/ will be able to access the information without delay’
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 Go to the point, avoid wordiness and do not try to sound pompous.

‘It might be possible to consider a plethora of theories in order to support and strengthen
this experiment, however after careful and painstaking consideration we have decided to side
with the framework so masterfully presented by Flower (1992).
‘ Out of several relevant theoretical frameworks this study is based on the cognitive
theory proposed by Flower (1992).
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 Combine short and long sentences.
 The researchers analyzed different learner profiles. Those learners differed in both age and
genders. In some cases they differed in nationality. Some students were from Spanish
speaking countries.
 For this study the learners profiles were drawn considering demographic aspects, such as
age, gender and nationality, as well as linguistic variables as was the case of monolingual and
bilingual students.
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 Use transitional markers to clarify meaning in long sentences, in paragraphs and between
paragraphs.

 “Monolingual students learned content with; bilingual students took longer to acquire content”.

 “Monolingual students learned content with; whereas bilingual students took longer to acquire
content.”
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 Use punctuation to clarify meaning: GOOD PUNCTUATION IS A GREAT WAY TO AVOID
WORDINESS
 WHEN IN DOUBT, USE A COMMA!
 “The hypothesis proved valid in all the cases despite initial need for readjustment due to lack
of clarity.”
 The hypothesis proved valid in all the cases, despite initial need for readjustment, due to lack
of clarity.”
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 Avoid CONTRACTIONS, and NEGATIVE WORDS

 The author couldn’t find the reason for the students not being able to pronounce intelligibly.”

 The author was unable to account for the students’ inability to pronounce intelligibly.”
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 Remember to use affixation (FOR NOUNS, ADJECTIVES AND PROCESSES) it is an

excellent way to avoid wordiness
 not able to….UNABLE..

 not clear…. UNCLEAR

 the process of research…. RESEARCHING

 when people adjust……ADJUSTMENT


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 Use synomyms of action verbs too (reporting, changes, processes)
 Use on-line tools . https://www.thesaurus.com/browse/synonym


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 Or the function SYNONYMS in your word
processor
 Or use the Longman Activator
 Do not overuse synomyms, it can create confusion
about antecedents
 Always check the meanings to make sure the
synonym works in the particular context of your
text
 Check words have suitable connotations
 Check collocations (use the dictionary)
‘ asleep children may be motivated by games’
‘sleepy children may be motivated by games’
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 Check the use of verbal tenses, is it suitable?

 Present tenses usually refer to actions or theories that remanin valid

 Past tenses may be used for theories that were eventually reformulated
 Present Perfect may be used to describe processes

 Refer to your grammar book if you are unsure!

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 We usually sound more objective by using PASSIVE VOICE

 The researchers explored how teachers provided written feedback in six countries.

 The process of providing written feedback was explored in six countries.

 Editing: Avoid cliches
 at the end of the day
 back on track
 the fact of the matter
 few and far between
 a level playing field
 in this day and age
 to all intents and purposes
 when all's said and done
 in the final analysis
 come full circle
 par for the course
 think outside the box
 avoid [someone or something] 
like the plague
 Only time will tell
 In the nick of time
 Lost track of time
 Lasted an eternity
 Just a matter of time
 A waste of time
 Time flies
In a jiffy
 The time of my life
 At the speed of light
 …and so on and so forth
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 Avoid emotional language and simple (bad, good, best, worst, sad, happy) academic text are meant
to appeal to reason.

 The study was very good

 The study was quite relevant

 Use classifying adjectives to strengthen clarity (relevant, scientific, demographic, technical,

educational…)
 Remember to include specific nouns (avoid: things, people, somebody, problems) the more specific
the wording the clearer your point
 Be careful with qualifying adjective: academic writing is meant to prove by using evidence and facts,
not opinions
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 Avoid poetic diction unless you want to create and effect, or in the case of analogies used to
explain an abstract concept.

 “Clear as mirror the story depicts the tribulations of life.”

 “The story explores the challenges teenagers face in modern societies.”

 But: avoid vague quantifiers (many, some, none....they make your ideas sound uninformed and
childish)
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 Check the use of pronouns (neither too many nor too few) and avoid sexism

 “Warm-ups are the brief activities or exchanges a teacher introduces when he/she enters a
classroom, his/her choice may vary depending on students’ age and level.”
 “Warm-ups are the brief activities or exchanges teachers introduces when entering a
classroom, their choices may vary depending on student’s age and level.”
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 Adverbs can be your friends:

 Emphasize ideas
 Clarify and qualify statements
 Connect ideas and sentences

 The text was complex; the students took nearly an hour to complete the tasks”
 “Because the text was complex, the students took nearly an hour to complete the tasks”
 “Unfortunately the text was unnecessarily complex; therefore/ as a consequence the students
took nearly an hour to complete the tasks”
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 Avoid ending sentences with a preposition

 “The story is a suitable examples of challenges teenagers need to deal

with’
 Check for dependent prepositions
 “This textbook addresses gender in the same manner to as Speakout”

 Dictionaries give valuable information on the multiple meanings of

combinations of VERB+PREPOSITION
 NOUN+PREPOSITION
ADJECTIVE+PREPOSITION
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 Use articles when necessary, not just in case. In Spanish definite articles are
used in generalizations, but in English they refer to specific items that have
been mentioned before or will be immediately clarified
 Check spelling
 And just in case CHECK PUNCTUATION
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 Use articles when necessary, not just in case. In
Spanish definite articles are used in generalizations,
but in English they refer to specific items that have
been mentioned before or will be immediately clarified

 The textbooks may be chosen by the teacher or the school

board”
 What textbooks? What teacher? What school board?

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 Use articles when necessary, not just in case. In Spanish definite
articles are used in generalizations, but in English they refer to
specific items that have been mentioned before or will be
immediately clarified

 “ The novel we read last year was a Victorian classic”

 What novel?
 -The novel we read last year!!
And finally…..
Check SPELLING..

And just in case….

CHECK PUNCTUATION!
If you have worked so hard and the content was
relevant you are ready to pass!