Academic Writing Siap Cetak

ACADEMIC WRITING
Penyusun : Rr.Astri Indriana Octavita, M.Hum.

Winda Widyaningrum, M.Pd.
Muhammad Sulhan, M.Pd.
Penerbit : Unindra Press
Jilid : 17 x 24 cm, vi + 84 halaman
ISBN :
Redaksi : Jl. Nangka No. 58C Tanjung Barat (TB Simatupang),

Jagakarsa, Jakarta Selatan 12530 - Telp : 021-22854450
Homepage : www.unindra.ac.id
Email : unindrapress@gmail.com
Pemasaran : Koperasi Pegawai Unindra

Jl. Nangka No. 58C Tanjung Barat (TB Simatupang),
Jagakarsa, Jakarta Selatan 12530 - Telp : 021-22854450
Homepage : www.kopkarunindra.com
Email : kopkar.unindra@gmail.com
Copyright © 2020
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PREFACE
This book is written for Indraprasta University Students. Academic

writing is expository in nature, we purposely limited the topic based on
teaching plans used. This book consists of 9 chapters that contain material
accompanied by exercises to deepen the ability of students to understand the
topic in each chapter.
Chapter 1 about Writing Process. Essay writing enhances communication
skills by helping students learn how to transform their thoughts into well-
informed and crafted sentences. In this chapter deals with the introduction
of writing essay.
Chapter 2 about Outlining. An outline allows a writer to categorize the main
points, and to make sure that each paragraph can be fully developed.
Essentially, an outline helps prevent a writer from getting stuck when
performing the actual writing of the essay. In this chapter deals with the
essay outlining process.
Chapter 3 about Introduction and Conclusion. An effective introduction
explains the purpose and scope of the essay to the reader. The conclusion
should provide a clear answer to any question asked in the title, as well as
summarising the main points. In this chapter deals with both introductions
and conclusions are normally written after the main body.
Chapter 4 about Body Essay. The function of the essay‘s body is to fully
develop the argument outlined in the introduction. Each paragraph within
the body of the essay elaborates on one major point in development of the
overall argument. In this chapter deals with how to write the body of an
essay.
Chapter 5 about Process Essay. It is essential for students to understand
what an essay title is asking them to do. A plan can then be prepared, which
should ensure the question is answered fully, while preventing time being
wasted. In this chapter deals with alternative methods of essay planning.
Chapter 6 about Writing Article For Journal. Although essays are the most
common assignments in many academic disciplines, students of science is
often asked to write article for journal. In this chapter deals with the details
in writing article.
ACADEMIC WRITING iii

Chapter 7 about Cause/Effect Essays. Academic work frequently involves
demonstrating a link between a cause, such as a cold winter, and an effect,
such as an increase in illness. In this chapter explains two methods of
describing the link, with the focus either on the cause or on the effect.
Chapter 8 about Paraphrase and Summary. Effective paraphrasing is a key
academic skill needed to avoid the risk of plagiarism. In this chapter deals
with techniques for paraphrasing as part of the note-making and
summarising process.
Chapter 9 about Quotation and Plagiarism. Academic writing depends on
the research and ideas of others, it is essential to use a wide range of sources
for your writing, and to acknowledge these sources clearly in an acceptable
manner. In this chapter deals with introduces the techniques students need
to use.
The expected learning target is students have the ability to write articles for
journals.
With all due respect we would like to thanks to Mrs. Ira Miranti, M.
Hum as a Head of English Program of Indraprasta PGRI University who
have given the opportunity in finishing this book. Our appreciation also
goes to all Academic Writing lecturers and all students from semester 6 for
use this book.
Jakarta, Februari 2020
The Authors
iv ACADEMIC WRITING
Table
Table
of of
Content
Content
Chapter
Chapter
1 Writing
1 Writing
Essay
Essay
.........................................................................
.........................................................................
1 1
Chapter
Chapter
2 Outlining
2 Outlining
Essay Essay
.....................................................................
.....................................................................
14 14
Chapter
Chapter
3 Introduction
3 Introduction
and Conclusion
and Conclusion ................................................
................................................18 18
Chapter
Chapter
4 Body
4 Body
EssayEssay
............................................................................
............................................................................25 25
Chapter
Chapter
5 Process
5 Process
EssayEssay
.........................................................................
.........................................................................
29 29
Chapter
Chapter
6 Writing
6 Writing
Article
Article
For Journal...................................................
For Journal................................................... 41 41
Chapter
Chapter
7 Cause/Effect
7 Cause/Effect Essay..............................................................
Essay.............................................................. 57 57
Chapter
Chapter
8 Paraphrase
8 Paraphrase
and Summary.....................................................
and Summary..................................................... 69 69
Chapter
Chapter
9 Quotation
9 Quotation
and Plagiarism....................................................
and Plagiarism....................................................80 80
ACADEMIC WRITING v
vi ACADEMIC WRITING
Chapter
1
Academic writing refers to a style of expression that
researchers use to define the intellectual boundaries
of their disciplines and their specific areas of
expertise. Essay writing enhances communication
skills by helping students learn how to transform
WRITING their thoughts into well-informed and crafted
ESSAY sentences. This unit deals with the introduction of
writing essay.
1. Writing an Essay
An essay is a piece of writing several paragraphs long instead of just

one or two paragraphs. It is written about one topic, just as a paragraph
is. However, the topic of an essay is too complex to discuss in one
paragraph. Therefore, you must divide the topic into several paragraphs,
one for each major point. Then you must tie all of the separate
paragraphs together by adding an introduction and a conclusion.
Writing an essay is no more difficult than writing a paragraph except
that an essay is longer. The principles of organization are the same for
both, so if you can write a good paragraph, you can write a good essay
also.
2. The planning process
Planning is necessary with all academic writing. In planning of process

essay should include these three steps:
1. Analyse the title wording and decide what is required.
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ACADEMIC WRITING 1
2. Brainstorm the topic to focus your ideas.
3. Prepare an outline using your preferred method.
Coursework essays usually have a required lenght, normally between

1,000 and 5,000 words. You must keep to this limit, although deviations of 5
per cent more or less are generally acceptable. However the planning stage
you need to consider what proportion of the essay to allocate to each part of
the question.
A basic guide, 20 per cent is usually sufficient for the introduction and
conclusion together (references are not included in the word count).
Therefore, in a 2,000 word essay the main body would have 1,600 words.
3. Brainstorming
Brainstorming is a way of gathering ideas about a topic. It is often

helpful to start thinking about a topic by writing down any ideas you have, in
any order. When you brainstorm, write down every idea that comes to you.
Don‘t worry now about whether the ideas are good or silly, useful or not.
You can decide that later. Right now, you are gathering as many as ideas as
you can.
2 ACADEMIC WRITING
4. Outline
An outline should have the writer to answer the question as

effectively as possible. Care at this stage will save wasted effort later. The
more detail you include in your outline, the easier the writing process will
be. Note that for coursework it is usually better to write the main body first,
then the introduction and finally the conclusion. Therefore you may prefer
to outline just the main body at this stage.
5. Three Main Parts Of Essay
An essay has three main parts:

1. An introductory paragraph
2. A body (at least one, but usually two or more paragraphs)
3. A conclusion paragraph
Essay part Purpose of the essay part

states the main point, or thesis,
1 The introduction generally in a single, strong statement.
The introduction may be single paragraph
or multiple paragraph.
supports (shows, explains, or proves) the
main point. It generally has at least three
support paragraphs, each containing
2 The body facts and details that develop the main
point. Each support paragraph has a
topic sentence that supports the thesis
statement.
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ACADEMIC WRITING 3
remind readers of the main point. It may
summarize and reinforce the support.
3 The conclusion Whether it is a single paragraph or more,
the conclusion should relate back to the
main point of essay.
Essay Structure
The introductory paragraph consists of two parts, a general

statements and the statement.
 General statements:
1. introduce the general topic of the essay.
2. capture the reader‘s interest.
 The thesis statement:
1. states the specific topic.
2. often list the subdivisions of the main topic or subtopics.
4
4 ACADEMIC WRITING
3. may indicate the pattern of organization of the essay.
4. Is usually the last sentence in the introductory paragraph.
The first sentence in an introductory paragraph should be a very

general comment about the subject. Its purpose is to attract the reader's
attention and to give background information on the topic. Each
subsequent sentence should become more specific than the previous one
and finally lead into the thesis statement.
The thesis statement is the most important sentence in the
introduction. It states the specific topic and often lists the major
subtopics that will be discussed in the body of the essay. Furthermore, it
may indicate the method of organization such as chronological order or
order of importance.
The introductory paragraph of the model essay is a funnel
introduction. This introduction is so called because it is shaped like a funnel-
wide at the top and narrow at the bottom. It begins with one or two very
general sentences about the topic. Each subsequent sentence becomes
increasingly focused on the topic until the last sentence, which states very
specifically what the essay will be about.
Funnel introduction
The body consists of one or more paragraphs. Each paragraph

develops a subdivision of your topic, so the number of paragraphs in the
body will vary with the number of subdivisions or subtopics. The body is the
longest part of the essay and can contain as many paragraphs as necessary to
5
ACADEMIC WRITING 5
support the controlling ideas of your thesis statement. The paragraphs of the
body of the essay are like the main supporting points in a single paragraph.
Furthermore, you can organize the paragraphs in an essay just as you organize
the ideas in a paragraph, by chronological order, logical division of ideas,
comparison and contrast, etc.
The conclusion in an essay, like the concluding sentence in a

paragraph, is a summary or review of the main points discussed in the body.
It also offers the author the chance to give their final thoughts on the subject
matter.
The only additional element in an essay is the linking expressions

between the paragraphs of the body. These are just like transitions within a
paragraph. You see transitions within a paragraph to connect the ideas
between two sentences. Similarly, you use transitions between paragraph to
connect the ideas between them.
6. The Writing Process

In writing process, after prewriting (stage 1) and planning (stage 2), is
writing and revising several drafts until you have produced a final copy to
hand in. Remember that no piece of writing is ever perfect at the first time.
Each time you write a new draft, you need to refine and improve your
writing.
 Writing
The first step in this stage is to write a rough draft from your outline.
This is how to proceed:
1. Write down the topic sentence and underline it. Doing this will
remind you to focus on your paragraph.
2. Skip one or two lines per line of writing and leave margins of one
inch on both sides of the paper. These blank spaces will allow you
to add more details, information, examples, etc. in order for you to
fully develop your points. Also, you can add comments such as
―define______,‖ ―check spelling,‖ ―add an example,‖ and so on in
the margins for your attention later on.
6 ACADEMIC WRITING
3. Write your paragraph, following your outline as closely as possible.
Try writing steadily. Don‘t hesitate to add ideas that aren‘t in your
outline if you are certain they are relevant to the point.
4. Don‘t worry about grammar, punctuation, or spelling. This first
rough draft does not have to be ―perfect‖: in fact, it won‘t be
because your mian goal is to write down as much information as
you can, following the points in your outline.
 Revising
After you write the rough draft, the next step is to revise it.
Revising is taking another look at your ideas to make them clearer,
stronger, and more convincing. When revising, you are evaluating how
well you have made your point. When you revise, you change what you
have written in order to improve it. You check it over for content and
organization, including unity, coherence, and logic. You can change,
rearrange, add or delete, all for the goal of communicating your thoughts
more clearly, more effectively, and in more interesting way. During the
first revision, do not try to correct grammar, sentence structure, spelling,
or punctuation: this is proofreading, which you will do later. During the
first revision, be concerned mainly with content and organization.
 How to proceed:
1. Read over your paragraph carefully for a general overview. Focus
on the general aspects of the paper and make notes in the margins
so that you can rewrite parts that need to be improved.
2. Check to see that you have achieved your stated purpose.
3. Check for general logic and coherence. Your audience should be
able to follow your ideas easily and understand what you have
written.
4. Check to make sure that your paragraph has a topic sentence and it
has main focus.
5. Check for unity. Cross out any sentence that does not support the
topic sentence.
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ACADEMIC WRITING 7
6. Check to make sure that the topic sentence is develop with sufficient
supporting details. Be certain that each paragraph gives the reader
enough information to understand the main idea. If the main point
lacks sufficient information, make notes in the margin such as ―add
more details‖ or ―add an example‖. Make sure that you haven‘t used
general statements for support.
7. Check your use of transition signals.
8. Finally, does your paragraph have or need a concluding sentence? If
you wrote final comment, is it on the topic?
Revision is an essential part of the writing process. Your first effort is

called the rough draft. After revising it for content and organization,
write your second draft. Proofread your second draft for sentence
structure, grammar, mechanics, and vocabulary, and then write a final
copy to hand in.
 Tips for revising your writing:
1. Wait a few hours or a couple of days before starting to revise.

2. Read your draft aloud and listen to what you are saying.
3. Read critically and ask yourself questions, as if you were reading
through someone else‘s eyes.
4. Make notes about changes to make. For small things, like adding a
transition, you can make the change on the draft. For other things,
like adding or getting rid of an idea or reordering your ideas, make a
note in the margin.
5. Get help from tutor at the writing center or get feedback from a
friend.
If you finish reading your draft and have not found anything that
could be better, you are not reading carefully enough or are not asking
the right questions. Even the best writers do not get it right the first time.
Use the following checklist to help you make your writing better. As you
ask the questions, really think.
8 ACADEMIC WRITING
Above all, remember that writing is a continuous process of
discovery. Therefore as you are writing, you will think of new ideas that
may not be on your brainstorming list or in your outline. You can add
new ideas or delete original ones at any time in the writing process. Just
be sure that any new ideas are relevant.
 Checklist revising your writing
If I read just my topic sentence or thesis statement, what do I

think the paper is about? Does it make any impression on me?
What would I need to do to make it more interesting?
If I read each support point separately, do I find that each one

really relates to my main point? What more could I say about the
idea so that someone else will see it my way? Is any of what I have
written weak? If so, should I delete it?
What about the way the ideas are arranged? Should I change the
order to make more sense or have more effect on a reader?
What about the ending? Does it just droop and fade away? This is
my last chance to make my point: How could I make it better?
If knew nothing about the topic or disagreed with the position,

would what I have written be enough for me to understand or be
convinced?
9
ACADEMIC WRITING 9
7. Structure of writing an essay
Becoming an Academic Writer
Learning how to write an academic essay is

essential for students who are planning to attend
college. Most professors require critiques books
and films, research papers, and formal reports
Introductory related to the content of their courses. When I
first started college, I was excited about facing
these challenges and pursuing my major, media
and communications. I was determined to
improve my writing. To achieve this goal, I
focused on three points: the content of an essay,
correct grammar, and advanced level vocabulary.
As soon as I started to write for college, I
realized that college writing was different from the
writing I was used to doing. In high school, most
of my writing dealt with my personal experiences.
I wrote mainly about my family, childhood, and
friends. In contrast, college writing focused on a
variety of issues that I was unfamiliar with, such as
reacting to a piece of literature or writing about
the community. Therefore, the most important
The Body
thing for me was to understand the assigned topic
before attempting my first draft. Moreover, I
realized that I had to improve my understanding
of grammar in order to write for college.
Consequently, I made grammar my second
priority. I reviewed the basic grammatical
structures such as subjects and verbs, and checked
all my work for verb tense consistency and
punctuation.
10
10 ACADEMIC WRITING
Lastly, because I was accustomed to writing letters
and informal essays, I usually wrote the way I
spoke with my family and friends. I soon realized
that academic writing required a much more
sophisticated vocabulary. Thus, I bought a new
dictionary and thesaurus to help expand my
vocabulary.
Academic writing requires critical thinking
skills, an understanding of the topic, high level
vocabulary, and correct grammar. Having these
Conclusion
skills is empowering since it has made me a better
communicator and student. I have come a long
way since I started college, and I am proud of the
writing that I produce.
PRACTICE 1
1111ractice
STEP: Read the following introductory paragraphs, rewrite, beginning
with the most general statement first. Then add each sentence in the
correct order until the introduction becomes more specific. Write the
thesis statement last.
Paragraph 1
(1)If done properly, a handshake gives the impression of strength
and honesty, and if done improperly, it conveys weakness and dishonesty.
(2) In some cultures, people bow, and in others, they shake hands. (3) In
English-speaking countries, shaking hands is the custom. (4) A proper
handshake has four ingredients: pressure, pumps-movements up and down-,
eye contact, and verbal message. (5) The way people greet each other when
they meet for the first time varies from culture to culture. (6) How one
shakes hands sends an important message about one‘s character.
Paragraph 2
(1)Although scientists have experimented with different methods of pre-
diction, from observing animal behavior to measuring radio signals from quasars
11
ACADEMIC WRITING 11
-starlike objects in space-, no methodhas provensuccessful. (2) Earthquakes are
the most destructive natural disasters known to humans, in terms of the millions
of deaths and billions of dollars in property loss that they cause. (3) Despite these
heavy losses, scientists are still unable to predict earthquakes. (4) This paper will
review the history of the science of earthquake prediction, then discuss each of
the prediction methods in more detail, and finally present data indicating the
success-failure ratios of each method.
PRACTICE 2
21111ractice
In this introductory paragraph, identify the topic, the main idea, and the
thesis statement.
Before I travelled to the UK last year, I thought that British

food was just fish and chips, roast beef, apple pie, rice pudding and
endless cups of tea. These foods are popular in Britain, but during my
travels, I discovered that there is so much more to eating in the UK.
People from all over the world have made their home in Britain, and
they have brought with them their own food. Even in small towns, you
can fins Chinese, Indian and Italian restaurants, amongst others. The
UK can be divided into different regions that each has its own
characteristic foods influenced by the culture of the people who live
there.
12
12 ACADEMIC WRITING
Chapter
2
An outline allows a writer to categorize the main
OUTLININGESSAY points, and to make sure that each paragraph can be
fully developed. Essentially, an outline helps prevent a
writer from getting stuck when performing the actual
writing of the essay.This unit deals with the essay
outlining process.
1. An Essay Outline
An essay outline is a list of the information you will put in your essay,
where you structurize it and organize the main points into paragraphs so it
would be easier for you to write an essay.There is a topic sentence, two
main supporting points, supporting details, and since this is stand-alone
paragraph, a concluding sentence.
Writing an outline can be a very useful way of organising your ideas and
seeing how they will work together.
 How to organize an outline:
1. begins with the essay‘s thesis statement.
2. show the organisation of the essay.
3. tells what ideas you will discuss and shows which ideas will come
first, second, and so on.
4. ends with the essay‘s conclusion.
 Writing an outline before you write an essay will help you:
1. To write before you actually begin writing.
2. To organize and clearly focused.
3. From forgetting any important points.
13 ACADEMIC WRITING 13
Learning to outline will improve your writing for three reasons. First of
all, it will help you organize your ideas. Specifically, an outline will ensure
that you won‘t include any irrelevant ideas, that you won‘t leave out any
important points, and that your supporting sentences will be in logical order.
Second, learning to outline will help you to write quickly. It may take some
practice at first, but once you become used to outline your ideas before you
start to write, you will be surprised at how fast you will actually be able to
write. Preparing an outline is 75 percent of the work. The actual writing
becomes easier because you don‘t have to worry about what you are going
to say; you already have a weel-organized plan to follow. Finally, your
grammar will improve because you will be able to concentrate on it, not on
your thoughts or organization. Improve organization, speed, and grammar
make learning to outline well worth the effort.
2. How to create an outline

First, you must go through the usual process of gathering ideas, editing
them, and deciding on a topic for your writing.To show how the ideas work
together, giving number of them. To avoid confusion, use several different
types of numbers and letters to show the organisation of the ideas. Use
Roman numerals (I, II, III, IV, V, VI, etc.) for your essay‘s main idea: your
introduction and thesis statement, your main body paragraphs, and your
conclusion.
I. Introduction
II. First main idea
III. Second main idea
IV. Conclusion
Next, fill in more information for the paragraphs in the main body by
using capital Roman letters (A, B, C, etc.). Use one letter for each
supporting idea in your main body paragraph. Complete this infromation
for each paragraph in the main body before going into more detail.
I. Introduction
II. First main idea
A. First supporting point
B. Second supporting point
...and so on.
Finally, use Arabic numerals (1, 2, 3, etc.) to give details for your
supproting points. Not every supporting point will have details, and some
points will have several. It is not important to have the same number of
details for every supporting point.
I. Introduction
II. First main idea
A. First supporting point
1. First detail
2. Second detail
B. Second supporting point
1. First detail
2. Second detail
...and so on.
3. Model of essay outline
Communication Problems
One problem that international students face in the United States is
communication with Americans.
A. International students have poor verbal skills.
1. lack vocabulary
2. have poor pronunciation
B. Americans are difficult to understand.
1. use incomplete sentences
2. talk to fast
3. use slang and idioms
Because of their own poor verbal skills and because of Americans‘ way of
speaking, international students have a hard time communicating when they
first arrive in The United States.
PRACTICE 1
221111ractice
Follow the three steps described above and develop outlines for one of the other
groups: classroom environment or Indonesian family life. Each outline should
contain a topic sentence, main supporting points, and supporting details.
PRACTICE 2
12221111ractic
e
Example:
In this outline, points A,B, and C are all nouns. This outline has parallel form.
The English language is constantly changing.

A. Pronunciation B. Grammar C. Vocabulary
Indeed, English, like all living languages, is continually changing in

pronunciation, grammar, and especially vocabulary.
Rewrite each of these outlines to make the support part parallel in form.
1. San Francisco is famous for its tourist attractions.
a. Golden Gate Park is very famous.
b. Chinatown.
c. Fisherman‘s Wharf attracts hundreds of tourist.
d. Riding the cable cars.
2. Gold, a precious metal, is prized for two important characteristics.
a. It is beautiful.
b. Usefulness to science and industry.
Chapter
3
An effective introduction explains the
purpose and scope of the essay to the reader.
INTRODUCTION The conclusion should provide a clear
3
ANDCONCLUSION answer to any question asked in the title,
as well as summarising the main points.
This unit deals with both introductions and
conclusions are normally written after the
main body.
1. Introduction
Introductions are usually no more than about 10 per cent of the total
length of the assignment. Therefore in a 2.000 word essay the introduction
would be about 200 words. There is no standard pattern for an introduction,
since much depends on the type of research you are conducting and the
length of your work, but a common framework is:
1. Definition of key terms, if needed.
2. Relevant background information.
3. Review of work by other writers on the topic.
4. Purpose or aims of the essay.
5. Your methods and the results you found.
6. Any limitations you imposed.
7. The organisation of your work.
The most difficult part of writing is getting started. Getting started, or

writing an introductory paragraph, can be easy if you remember that an
introduction has four purposes:
1. It introduces the topic of the essay.
2. It gives a general background of the topic.
3. It often indicates the overall ―plan‖ of the essay.
4. It should arouse the reader‘s interest in the topic.
The introduction is often organised by giving the most general ideas first and
then leading to the most specific idea.
An introductory paragraph is the first paragraph in an essay. It contains two

parts.
1. General Statements: a few sentences about your subject that catch the
attention of your reader.
2. A Thesis Statement: the sentence that tells the main idea of whole essay. It
can be compared to a topic sentence, which gives the main idea of a
paragraph. It usually comes at or near the end of the introductory
paragraph..
 Example of introduction paragraph
Going to a new school can be exciting, but for an

internationalstudent, the years of education in a different
General country can bedifficult and tumultuous. When I first
statement arrived in the U.S. to attend auniversity, I was
overwhelmed and confused by everything new.
Fortunately, I met three very special friends who made a
Thesis positive impact on my life during those years and helped
statement me survive the trials of being a foreigner in a completely
different educational system.
 How to write a strong thesis statement:

1. A thesis statement gives the author‘s opinion or states an main point
about the topic. It should give an idea that can be discussed and
explained with supporting ideas.
Example:
The qualifications for getting into university in my city are unreasonable.
When studying a foreign language, there are several ways to improve your use of the
language.
2. A thesis statement should not be a sentence that only gives a fact about
the topic. It cann be discussed or argued about.
Example:
In the Northern Hemisphere, the summer months are warmer than the winter months.
3. A thesis statement should not state two sides of an argument equally.

Example:
There are advantages and disadvantages of test standardization.
This could be a topic sentence, but it is not a thesis statement. It gives
two sides of an argument without giving a clear opinion of support or
disagreement. It could be revised become clearly and gives the writer‘s
opinion about test, like this:
Although there are some disadvantages, test standardization has many advantages
because it have been giving accurate and reliable comparison in between subgroups.
2. Conclusion
The conclusion paragraph is the last paragraph in the essay. Itcompletes

the essay by summarizing or repeating the mostimportant ideas. The
conclusion can also include an opinion, aprediction, or a solution to a
problem. It has three purposes:
1. It signals the end of the essay. To do so, begin your conclusion with a
transition signal.
2. It reminds your reader of your main points, which you can do in one or
two ways: you may summarize your subtopics or paraphrase your thesis.
3. It leaves your reader with your final thoughts on the topic. This is your
opportunity to convey a strong, effective message that your reader will
remember.
 The importance of a conclusion:

1. Summarises the main points of the essay.
2. Restates the thesis (using different words).
3. Makes a final comment about the essay‘s main idea.
4. May emphasise an action that you would like the reader to take
Do not introduce new ideas in a conclusion. Because it‘s only
restates or gives further commentary on ideas discussed in the essay.
 The techniques to write a memorable conclusion:

1. Make a prediction
2. Suggest results or consequences
3. Suggest a solution, make a recommendation, or call for action
4. Quote an authority on the topic.
Example of conclusion paragraph
―The significance of the kindness that these three people

Summary of
main idea showed me andthe impact that it has made on my life during
my experience as aninternational student at State University
cannot beunderestimated.
I willnever forget their friendship and will remember their
Promise or examples of kindness tome whenever I encounter other
resolution
foreigners in my own country.
PRACTICE 1
What is normally found in an essay introduction? Choose from the list

below:
STATEMENT Y/N
1 A definition of any unfamiliar terms in the title.
2 Your opinion on the subject of the essay.
3 Mention of the some sources you have read on the topic.
4 A provocative idea or question to interest the reader.
5 Your aim or purpose in writing.
6 The method you adopt to answer the question (or outline).
7 Some brief background to the topic.
8 Any limitations you set yourself.
Read these thesis statements below. Write √ (strong),

F (fact only-weak), or N (no clear opinion-weak).
PRACTICE 2
12221111ractice
To be successful student, good study habits are more
a
important than intelligence.
b India became an independent country in 1947.
c Classical music concerts are very popular in my country.

Some people prefer digital cameras, while others like traditional
d
cameras.
While travelling, staying in a hotel offers more comfort, but
e
sleeping in a tent is less expensive.
Using public transport would be one of the best ways to solve
f
the traffic and pollution problems in cities around the world.
PRACTICE 3
12221111ractic
e
Reread the conclusion of “Becoming an Academic Writer.”
Then answer the questions.
Academic writing requires critical thinking skills, an

understanding of the topic, high level vocabulary, and
correct grammar. Having these skills is empowering since it
has made me a better communicator and student. I have
come a long way since I started college, and I am proud of
the writing that I produce.
1. How many sentences appear in the conclusion?__________
2. Underline the sentence in the conclusion that restates the thesis in the
introduction.
3. The conclusion ends with:

a. some advice
b. a prediction
c. a warning
d. an insight
PRACTICE 4
12221111ractic
e
Match each of these introduction thesis statement with its rewritten
version for a conclusion
A .... Learning to play a musical 1 The World Wide Web gives access
instrument is very to a huge amount of knowledge,
beneficial for children. but users shouldn‘t believe
everything they read there.
B .... Travelling abroad is a 2 Despite the challenges, being an

valuable learning entrepreneur can offer more
experience. benefits than other types of
employment.
C .... More house should be 3 When children are exposed to

adapted to use solar music and are taught to play
energy because it is clean instruments such as the piano or
and renewable. violin, there are many positive
effects.
D .... The World Wide Web 4 The sun gives a constant, free
can be very useful for supply of clean energy, which
research, but it also more homes should take advantage
contains a lot of incorrect of.
information.
E .... Creating and owning a 5 People can learn many things by

business offers more travelling to other countries.
advantages than working
as an employee in a
company.
Chapter
4
The function of the essay’s body is to fully develop the
BODY ESSAY argument outlined in the introduction. Each paragraph
within the body of the essay elaborates on one major
3
point in development of the overall argument. This unit
deals with how to write the body of an essay
1. Definition
The supporting sentences in paragraph, in an essay it is called the body

paragraph. They are the place to develop your topic and prove your points.
You should organize body paragraphs according to some sort of pattern,
such as chronological order or comparison/contrast. Sometimes, depending
on your topic, you will need to use a combination of patterns.
The body consists of one or more paragraphs following theintroduction.
Each paragraph supports the main idea ofyour essay by breaking it down into
smaller ideas or sub-topics. Each body paragraph consists of a topic
sentenceand several supporting sentences. A conclusion sentencedraws the
paragraph together. In the body of the essay, all the preparation up to this
point comes to fruition. The topic you have choosen must now be explained,
described, or argued. Each main idea that you wrote down in your outline will
become one of the body essay.
 Three keys to organizing a logical division essay:

1. Divide your topic into subtopics, and then discuss each subtopic in a
separate paragraph.
2. Write a thesis statement that indicates logical division.
3. Use transitions between paragraphs to guide your reader from one
subtopic to the next.
 How to write the body essay:

1. Start by writing down one of your main ideas, in sentence form
2. Write down each of your supporting points for that main idea, but
leave four or five lines in between each point.
3. In the space under each point, write down some elaboration for that
point. Elaboration can be further description or explanation or
discussion.
4. May include a summary sentence for each paragraph.
2. The structure of body paragraph
Topic You will love working love out at the Atlas Health Centre,
sentence and you will what it does for you! We have state-of-the-art
exercise equipment in large, air-conditioned rooms. You can
work out alone or with the help one of our professional
personal trainers. If you like exercising with friends, join an
aerobics or swimming class-or even try kickboxing! Our staff
nutrition experts are always on hand to talk with you about
health issues. When you have finished, you can relax with a
whirlpool bath or sauna. Come and exercise with us at Atlas,
and you will soon be feeling strong and looking good.―
(Start with topic sentence) JK Rowling, in her first books –
Harry Potter and the Sorcerer’s Stone, claims that the appearance
of a person can sometimes be misleading, (followed by
supporting details) showing one of the kindest and most
Supporting favorite characters – Hagrid as a scary person. His eyes are
detaails ‗glinting like black beetles‘, his face is ‗almost completely
hidden by a long, shaggy mane of hair and a wild, tangled
beard‘ says the author (Rowling 46). (Then goes an
explanation) The author declares that the main character of
the book – Harry Potter is frightened by this intimidating
figure, which misleads the reader, making Hagrid appear as a
villain. (Explains the significance) However, this image is
wrong. Later the reader gets to know Hagrid‘s true character,
which is the opposite. (Ends with a conclusion and
Conclusion transition to the following part) This example proves how
sentence
misleading an appearance of someone can be, which is easily
proved by many other examples from literature and real life.‖
PRACTICE 1
12221111ractic
Complete the
e following thesis statements by adding subtopics to them.
Circle your subtopics. If you use correlative conjunctions, be sure your
structures are parallel.
1. A computer is necessary for college students for three reasons:

_______________________________________________________
2. Students have a difficult time taking notes in class due to

______________________________________________________
3. Successful politicians have the following qualities:

______________________________________________________
4. A generation gap exists in my home because of
_____________________________________________________
5. To survive a major disaster such as an earthquake requires

_____________________________________________________
6. My two sisters are as different as day and night not only in___
but also in_____________________________________________
7. Living in a large city has certain advantages over living in a small town:
______________________________________________________
8. Latino culture has enriched North American culture in several areas:

______________________________________________________
PRACTICE 2
12221111ractic
Write a clear e
thesis statement for an essay on each of the following topics:
Quality of Education (SDGs) Achieve Gender (SDGs)
Foreign travel A personal bad habit
Choosing a carier Leaving Home
Chapter
5
It is essential for students to understand what
PROCESS ESSAY an essay title is asking them to do. A plan
can then be prepared, which should ensure the
3
question is answered fully, while preventing
time being wasted.This unit deals with
alternative methods of essay planning.
1. Chronological Order
Chronological order is a way of organizing ideas in the order of their
occurrence in time. It has all sorts of uses. We use it to tell stories, to relate
historical processes and procedures. Such essays are called ―how to‖ essays,
or process essays.
Example:
The thesis statement that suggest the essay will describe a process or
procedure.
The life cycle of the monarch butterfly is an interesting phenomenon.
The bold word indicate process or procedure.
The thesis statement that suggest a chronological order.

Cultures celebrate the end of winter and the arrival of spring in different ways.
The bold words indicate chronological order.
Chronological order signal words are especially important in a

process essay. You have to be very clear about the sequence of steps: Does
one step happen before, after, or at the same time as another step?
Chronological order signals include all time expressions.
2. The organization of the model essay
It follows a typical plan for a chronological process type of essay.
The first paragraph is the introduction. The first paragraph of the body
describes the tools, equipment, or ingredients needed for the process,
and the remaining body paragraphs explain the steps in the process. The
final paragraph concludes the essay by mentioning the process result and
making a final comment.
3. Dramatic Introductory Paragraphs
The essay about Chernobyl did not have a "funnel" introductory
paragraph. It used a dramatic description of the scene around Chernobyl
minutes and days after the accident. This type of introduction is called a
dramatic introductory paragraph. The thesis statement is in its normal
position at the end of the paragraph, and the words "how the accident at
Chernobyl happened" and "how one operates" both point to
chronological development. This type of introduction is effective
because it captures the reader's interest and attention. If you wish, you
could narrate a dramatic story instead of describing a dramatic scene.
4. Thesis Statements for Chronological Order

A thesis statement for a chronological order essay should do two
things: (1) it should name the topic, and (2) it should indicate that the
essay will be organized in chronological order. Words such as the process
of, the procedure of, the development of, the evolution of, five stages. two steps, several
phases. etc. indicate that chronological order will be used. Here are some
examples:
 My passion for physics evolved slowly during my high school years,
 The process of taking inventory in a small retail business has become
much easier since the development of bar coding technology.
 The process of heating water by using the sun's rays is a simple
process.
 Transition Signals for Chronological Order
Chronological Order Signal

Words and Phrases
first, first of all, second, third, First, choose a destination for your
etc. camping trip.
then, next, after that, soon later, Then make a list of supplies and
later on, finally, last, last of all, equipment.
meanwhile, at the same time, Last of all, have a good time.
now, gradually, eventually. Meanwhile, have a supply of clean
rags ready.
Gradually increase your child‘s
allowance.
Subordinators
after After you have chosen a
as destination, make a list of
as soon as equipment and supplies that you
before will need.
since
until Praise your child when he or she
when, while does something well.
Others
the first (second, last, final) step The last step is to decorate the
on the third day cake.
after leaving home Continue stirring the soup for five
later that morning minutes.
for five minutes In 2004, scientists announced a
in 2004 major discovery.
several years ago After leaving home, I began to
a few weeks later appreciate my parents.
in the next (past, last) 15 years My parents emigrated to the United
States several years ago.
The court announced the decision
a few weeks later.
 Using chronological order to organize an essay means putting the ideas

in order or sequence by occurrence in time.
 Using chronological order for narrative essays (stories, history,
biography, and autobiography) and for process essays (how to do or
make something).
 Following are three keys to success in writing a chronological order
essay:
1. Group the steps or events into paragraphs where natural breaks
occur.
2. Write a thesis statement that indicates chronological order.
3. Use chronological order signal words and phrases to show the
sequence of steps (in a process) or events (in a narration).
5. LOGICAL DIVISION
Logical division of ideas is a form of essay organization that is used

to group related items according to some quality they have in common.
Logical division can be useful in planning an academic paper because it
will help you divide a broad subject into several categories or groups
and in that way focus the topics for discussion. Then each subtopic can
be discussed in order.
Then study the model essay which discusses some ofthe influences
of Native Americanson modern American culture. Notice that the same
techniques used for logical division paragraphs can also be used for
whole essays.
In a logical division essay a large topic is divided up into smaller
subtopics, each of which can be discussed in a separate paragraph. The
introductory paragraph introduces the main topic, and the thesis statement
may give the number of subtopics, or it may name them. Each body
paragraph discusses one subtopic. The concluding paragraph brings the
essay to a close by reminding the reader of the essay's main points.
 Transition Signals for Logical Division
Transition Words and

Phrases
first, first of all, second, third, First, excessive government
etc. spending can lead to inflation.
next, last, finally
also, in addition, moreover, In addition, unrestrained consumer
furthermore borrowing can cause inflationary
tendencies.
Finally, an increase in the supply of

paper money gives rise to inflation.
Coordinators
and Both an increase in the supply of

both...and paper money and unrestrained
not only...but also consumer borrowing can cause
inflationary tendencies.
To lose weight, one must not only

exercise regularly but also eat wisely.
Others
the first cause, reason, factor, etc. A second cause is an increase in the
the/a second problem, result, supply of paper money.
advantage, etc.
one problem, reason, important Regular exercise is one way to get fit
factor, etc. and lose weight.
another way, reason, disadvantage,
etc. In addition to government
an additional problem, result, etc. spending, unrestrained consumer
in addition to math and science,... borrowing can cause inflationary
tendencies.
PRACTICE 1
STEP 1 :
With a partner or small group, orally brainstorm dramatic
introductions to essays on all six of the topics below.
12221111ractic
STEP 2 :
e
For the three chronological order topics only, write out dramatic
introductory paragraphs, including thesis statements.
General Topics Chronological OrderTopics

1. Health and Wellness (SDGs)
2. How to travel safely
3. Intercultural marriages
4. Corruption in politics
5. English Education System
6. Public Access to ICT (SDGs)
PRACTICE 2
Choose one of the three chronological order topics given above and
write an essay using chronological order as a method of organization.
Follow these steps to success:
1. Brainstorm by freewriting. listing. or clustering all the steps in the

12221111ractic
process that you are going to explain.
e
2. Draw a simple diagram or flowchart that shows the steps.
3. Develop an outline from your flowchart.
4. Write your first draft.
5. Write a funnel or a dramatic introduction paragraph, as you prefer. Be
sure to use chronological transition signals.
6. Revise your first draft as you have learned. Ask a classmate to review
your essay.
Alternate Topic Suggestions
1. How a special holiday is celebrated in your culture.
2. How to cook a special dish from your culture.
3. How to overcome a fear.
4. How to learn a foreign language.
5. How to get a driver's license.
6. How to make __(batik, a ceramic sculpture, object that
involves a several step'process).
PRACTICE 3
STEP 1 :
Check (√) the thesis statements that suggest a chronological order. Put
the double check (√√) next to the thesis statements that suggest the essay
will describe a process or procedure.
12221111ractic
STEP 2 : e
In the sentences you have checked, circle the word or words that indicate
chronological order.
a. ____The procedure for submitting expense reports has recently

changed.
b. ____North American directness often conflicts with Asian modesty.
c. ____Cultures celebrate the end of winter and the arrival of spring in
different ways.
d. ____A child learns to handle responsibility in a series of smell steps.
e. ____The busiest travel days in the Indonesia is the holiday season.
f. ____The tensions that led to last year‘s student riots had been
developing
for several years.
g. ____The life cycle of the monarch butterfly is an interesting
phenomenon.
h. ____A person‘s intelligence is the product of both heredity and
environment.
i. ____The preparation of the poisonous puffer fish for eating is a
delicate
process that is not for amateur chefs.
j. ____There are two main reasons I believe woman in the army should
not
be allowed in a war zone along with men.
PRACTICE 4
Complete the following thesis statements by adding subtopics to them.

Be sure to check your sentences for parallel form.
1. Students have difficult time taking notes in class due

12221111ractic
to________________
e
2. Successful politicians have the following qualities:
____________________
3. A computer is necessary for college students for three
reasons:___________
4. A generation gap exists in my home because
of_______________________
5. To survive a major disaster such as an earthquake
requires______________
6. Living in large city has certain advantages over living in a small
town:______
7. Latino culture has enriched North American culture in several
areas:________
8. My two sisters are as different as day and night not only
in______________
But also in ___________________________
PRACTICE 5
Check (√) the thesis statements that suggest logical division as amethod
of organization.
1. ____Photosynthesis is the process by which plants manufacture their own

food.
12221111ractic
2. ____Teenagers
e demonstrate their independence in several ways.
3. ____A computer is both faster and more accurate than a human.
4. ____Giving a surprise birthday party requires careful planning.
5. ____Being on only child has both advantages and disadvantages.
6. ____Living in a dormitory offers several advantages to first-year students.
7. ____On their seventeenth birthdays, Indonesian citizens receive two
important rights/responsibilities: They can vote, and they can sign legal
contracts.
8. ____My seventeenth birthday was the most memorable day in my life so
far.
9. ____A college degree in English education need knowledge of grammar.
10. ____In most occupations, woman are still unequal to men in three areas:
salary, power, and status.
Chapter
6
WRITING ARTICLE Although essays are the most common
FOR JOURNAL assignments in many academic disciplines,
3
students of science is often asked to write article
for journal. This unit deals with the details in
writing article.
1. Article
An article is a piece of writing written for a large audience. The main
motive behind writing an article is that it should be published in either
newspapers or magazines or journals so as to make some difference to
the world. It may be the topics of interest of the writer or it may be
related to some current issues.
2. Journal article
A basic reference list entry for a journal article in APA must include:
1. Author or authors. The surname is followed by first initials.

2. Year of publication of the article (in round brackets).
3. Article title.
4. Journal title (in italics).
5. Volume of journal (in italics).
6. Issue of journal (no italics).
7. Page range of article.
8. DOI (presented as a hyperlink, for example https://doi.org/xxxxx).
9. The first line of each citation is left adjusted. Every subsequent line
is indented 5-7 spaces.
Example:
Ruxton, C. (2016). Tea: Hydration and other health benefits. Primary Health
Care, 26(8), 34-42. https://doi.org/10.7748/phc.2016.e1162
 Book
A basic reference list entry for a book from a library database in APA
must include:
 Author or authors. The surname is followed by first initials.

 Year of publication of the book (in round brackets).
 Book title (in italics).
 Edition (in round brackets), if other than first edition.
 Publisher.
 DOI (where a book has a DOI this must be included, even if you are
referring to a print book).
 The first line of each citation is left adjusted. Every subsequent line
Example: Arnott, G. D. (2017). The disability support worker (2nd ed.).

Cengage Learning.
3. DOI
A DOI, or digital object identifier, is a unique, permanent
identification number that will take you straight to a document no matter
where it is located on the Internet. You can find out more about DOIs
in the 7th edition of the Publication Manual of the American Psychological
Association (pp. 298 –300). DOIs figure prominently in the APA 7th
edition referencing style, and where a book, journal, report or other
publication has a DOI, it must be included in the reference.
DOIs must always be presented in the
format https://doi.org/xxxxxx,
It is also acceptable to use http://doi.org/xxxxxx (rather than

https). However, if the item you are referencing has a DOI in a format
other than these, it will need to be changed to the above format. It is a
good idea to check that the link works correctly before submitting.
Note that a DOI will usually link to a record on a publisher's
website, and may not always include full text, even though the Library
may have full text access. It's always worthwhile checking the Library
catalogue or databases & e-journals page to see if full text is available.
4. Reference
Basic format to reference journal articles

A basic reference list entry for a journal article in APA must include:
1. Author or authors. The surname is followed by first initials.

2. Year of publication of the article (in round brackets).
3. Article title.
4. Journal title (in italics).
5. Volume of journal (in italics).
6. Issue number of journal in round brackets (no italics).
7. Page range of article.
8. DOI.
9. The first line of each citation is left adjusted. Every subsequent line
Example:
Ruxton, C. (2016). Tea: Hydration and other health benefits. Primary

Health Care, 26(8), 34-42. https://doi.org/10.7748/phc.2016.e1162
 In-text referencing
APA 7th is an 'author/date' system, so your in-text references for all formats
(book, journal article, web document) consists of the author(s) surname and
year of publication.
The basics of an in-text reference in APA:
 Include author or authors and year of publication.

 Use round brackets.
Example: (Smith & Bruce, 2018)
If you quote directly from an author you need to include the page or
paragraph number of the quote in your in-text reference. See the 'Quotes'
section below for more advice on adding quotes into your work.
 Include author or authors, year of publication and page or paragraph

number of your quote.
 Use round brackets.
Example: (Smith & Bruce, 2018, pp. 25-26)
 The Reference List
All in-text references should be listed in the reference list at the end of
your document. The purpose of the reference list entry is to contain all the
information that a reader of your work needs to follow-up on your sources.
An important principle in referencing is to be consistent.
When compiling your APA Reference List, you should:
 List references on a new page with a centered heading titled:

References.
 Include all your references, regardless of format, e.g. books, journal
articles, online sources, in one alphabetical listing from A - Z.
 Order entries alphabetically by surname of author(s).
 List works with no author under the first significant word of the title.
 Indent second and subsequent lines of each entry (5-7 spaces).
 Use double spacing.
 Note that all references in APA end with a full stop except when
the reference ends with a URL or a DOI.
 Components of a reference
Whichever referencing style is used, there is information which

needs to be relayed to the reader of your work such as:
 who wrote/created it
 when was it written/created
 what is it
 where can it be found
In other words the information required is:
 Author
 Date of publication
 Title of publication
 Article or chapter title (depending on the source)
 Publisher details
 Source location eg URL if relevant
The various referencing styles (Harvard, APA,

AGLC, Oxford) list the rules on how this information will be
presented in your work, both in-text and at the end of your work in a
reference list. This includes formatting advice such as capitalisation,
italicisation and punctuation.
 Secondary sources
APA discourages the use of secondary sources unless the
original work is unavailable. If you read an article or book which
references some information that you also want to reference and you
have been unable to locate the original source, cite the source you have
read in the Reference list; in text, name the original work and give the
citation for the source where you found the information. Where the
year of publication for the original work is known, include it. For
example:
Sue reads an article by Chris Brown in the Journal of Library
Administration in which he cites or refers to statements made by
Ulrich Boser in his 2017 book ‗Learn Better‘. Sue wants to refer to
Boser‘s statement in her assignment.
Sue would acknowledge Boser in her text but her reference is to
the source where she saw the information. Sue might write as her in-
text reference:
... (Boser, 2017, as cited in Brown, 2018)
OR
Boser (2017, as cited in Brown, 2018) states ...
In her reference list Sue would write a reference for Brown's

article because that's where she sourced the information. The entry in
her References would be:
Brown, C. (2018). Creating better learners through learning science:
A sample of methods. Journal of Library Administration, 58(4), 375-
381. https://doi.org/10.1080/01930826.2018.1448652
Writing at university may involve researching the ideas of other

people, which you can combine with your own ideas and conclusions.
Learning to acknowledge other people through in-text citing or footnotes
in addition to providing a reference list will help differentiate between
their ideas and your own.
This is central to the idea of academic honesty in Western academic
institutions.
 So why reference?
 To show respect for the original source. Using someone else's

work as your own without properly acknowledging it is considered
intellectual theft.
 To demonstrate that you have done the research. Your teachers
want to see that you have considered the experts when forming the
basis of your arguments.
 To show what research you've done. Your teacher must assess
the quality of your research. Accurate referencing following a
specific style will enable the reader to easily locate and verify your
research.
 To avoid plagiarism. Failure to properly acknowledge when you
have used the work of others means you are implying that the idea
or words are yours. This is plagiarism and the consequences may
affect your academic progress at university.
 Citing tables and figures
 Tables are numerical values or text displayed in rows and columns.

 Figures include graphs, charts, maps, drawings and photographs.
When including tables or figures in your work, please note:
 All tables and figures must be referred to in the main body of the
text.
 Number all tables and figures in the order they first appear in the
text.
 Refer to them in the text by their number. For example:
As shown in Table 2...
OR
As illustrated in Figure 3...
 Each table or figure should be accompanied by a concise title that

provides a brief but clear explanation of its contents, presented
directly below the figure or table number and above the figure or
table itself. The title is given in Title Case and italics.
Figure 1
Title of the Figure
 When reproducing a table or figure from another source you must

also include a citation, presented in a Note directly below the
table/figure. You must also list it in your Reference list. The order of
the citation elements and capitalisation differs slightly in the figure
note compared to the reference list.
 Use the wording "From" when reprinting and "Adapted from" when
adapting.
 You may need to obtain written permission from the copyright
holder to reproduce or adapt a table or figure. The copyright
permission statement should be included at the end of the Note.
Some tables and figures are in the public domain or made available
under Creative Commons, these do not require permission but you
must give information regarding the public domain status or Creative
Common license.
Examples:
1. If you reproduce a figure, credit the original source in full in the note at
the bottom of the reproduction. (Your figure note may contain
additional crucial information about the figure; your reference comes at
the end of any other notes). Cite the source in full in your reference list:
Note. From "Assessing Physician-Patient Dialogues About
Chronic Migraine During Routine Office Visits," by D. C.
Buse, P. Gillard, K. Arctander, A. W. Kuang, and R. B. Lipton,
2018, Headache, 58(7), p. 998
(https://doi.org/10.1111/head.13314). Copyright 2018 by the
American Headache Society. Reprinted with permission.
*NOTE: only include a permission statement where permission has
been sought and given.
Reference List
Buse, D. C., Gillard, P., Arctander, K., Kuang, A. W., & Lipton, R. B.
(2018). Assessing physician-patient dialogues about chronic
migraine during routine office visits. Headache, 58(7), 993-1006.
http://doi.org/10.1111/head.13314
2. If you adapt a figure, credit the original source in full in the note at the
bottom of the figure but add the words 'Adapted from' to indicate it has
been changed by you, and cite the source in full in your reference list:
Note. Adapted from "Assessing Physician-
Patient Dialogues About Chronic Migraine During Routine
Office Visits," by D. C. Buse, P. Gillard, K. Arctander, A.
W. Kuang, and R. B. Lipton, 2018, Headache, 58(7), p.
999 (https://doi.org/10.1111/head.13314). Copyright 2018 by
the American Headache Society. Adapted with permission.
*NOTE: only include a permission statement where permission has
been sought and given.
Reference List
3. Follow a discussion of a figure viewed in another source (but not
reproduced) with an in-text citation for the published source. Include
the figure number as it appears in the published source. Cite the source
in full in your reference list:
... using various terms, such as migraines, headaches, attacks or
episodes to describe frequency (Buse et al., 2018, p. 999, fig. 2).
Reference List
 Author - date styles
Different Referencing styles have different rules regarding

punctuation, capitalistaion, abbreviations and the use of italics. The
Harvard Style and APA Style use an author-date system. Each work cited
is given an in-text reference and an entry in the Reference list at the end
of the document.
APA referencing style Example: Basic reference list entry for a book
(print version) in APA
Dwyer, J. (2013). Communication for business and the professions:
Strategies and skills (5th ed.). Frenchs Forest, New
South Wales: Pearson.
Harvard referencing style Example : Basic reference list entry for a
book (print version) in Harvard Style
Dwyer, J 2013, Communication for business and the professions:
strategies and skills, 5th edn, Pearson, Frenchs Forest, New South Wales.
 Documentary - note (Footnote) styles
Alternative styles provide a number in-text with the full reference in
a footnote and/or reference list. In Oxford there is both a footnote at
the end of the page and a reference list. In the IEEE, at the end of your
work the full reference of each inserted number [X] is provided in the
order they appear throughout your writing.
Oxford referencing style Example : Basic reference list entry for a
book (print version) in Oxford Style
Dwyer, J., Communication for Business and the Professions: Strategies
and Skills, 5th edn., Frenchs Forest, New South Wales, Pearson, 2013.
IEEE referencing style Example : Basic reference list entry for a
book (print version) in IEEE Style
[1] J. Dwyer, Communication for Business and the Professions:
Strategies and Skills, 5th ed., Frenchs Forest, New South
Wales: Pearson, 2013.
 Open Journal System (OJS)
Open Journal Systems (OJS) is a journal management and publishing

system that has been developed by the Public Knowledge Project through
its federally funded efforts to expand and improve access to research.
OJS is open source software made freely available to journals
worldwide for the purpose of making open access publishing a viable
option for more journals, as open access can increase a journal‘s
readership as well as its contribution to the public good on a global scale.
OJS assists with every stage of the refereed publishing process, from
submissions through to online publication and indexing. Through its
management systems, its finely grained indexing of research, and the
context it provides for research, OJS seeks to improve both the scholarly
and public quality of refereed research.
 OJS Features
1. OJS is installed locally and locally controlled.

2. Editors configure requirements, sections, review process, etc.
3. Online submission and management of all content.
4. Subscription module with delayed open access options.
5. Comprehensive indexing of content part of global system.
6. Reading Tools for content, based on field and editors‘ choice.
7. Email notification and commenting ability for readers.
8. Complete context-sensitive online Help support.
 How to write Article
STEP 1: SELECT YOUR TOPIC
Choose a topic that interests you enough to focus on it for at least a week or
two. If your topic is broad, narrow it. Instead of writing about how to
decorate your home, try covering how to decorate your home in country
style on a shoestring budget. That‘s more specific and, as such, easier to
tackle.
Then write a rough, rough draft, including everything you can think of. Stay
loose, avoid getting analytical, and enjoy the process of sharing what you
know. When you‘re done, you‘ll have the bare bones of an article that only
you could write. Then put it aside for a while.
STEP 2: ADDRESS YOUR AUDIENCE‘S NEEDS
Now, come back to your piece. Switch gears and imagine you‘re the reader
of this article. Pick three words to describe the audience you want to address
(e.g., professionals, single men). As this reader, what questions would you
like answered? You might not know the answers yet, but list the questions
anyway; you‘ll find answers in the next step.
STEP 3: RESEARCH.
Research will ground your article in fact. Good details to include with your
how-to are:
 Statistics
 Quotes by well-known people
 Definitions
 Anecdotes (short, illustrative stories about yourself or someone else)
 Quotes and examples from people like the reader, or from popular
books on the subject
 References to other media (film, television, radio)
 References to local venues or events (if for a regional/local
publication)
 Helpful tools, resources or products (if many, consider creating a
sidebar)
Collect everything you have gathered and put it in a folder, an electronic

document, a notebook or whatever you like. Don‘t forget to keep track of
sources in case you are later asked by an editor to verify them. You may
want to sift through your research at a separate sitting from gathering it. Or
just go ahead and sprinkle your research in right when you find it. It‘s a lot
like cooking—play around until you feel you have it ―just right.‖
STEP 4: TIGHTEN YOUR DRAFT
Keeping your audience in mind, write a tighter draft incorporating the new
supporting information you‘ve collected. Sometimes what you‘ve learned in
Steps 2 and 3 may compel you to start over with a completely fresh draft. Or
you may just want to revise what you have as you proceed, retaining a nice
conversational tone by directly addressing your audience.
This time when you read your draft, ask yourself: Is it working? Is it too
general, too lightweight, uninteresting, unclear or choppy? If so, comb some
of your favorite publications for how-to articles. What techniques are those
writers using that you might employ?
STEP 5: MAKE IT SPECIFIC
Double-check to see that you‘ve included every pertinent step in the process.
How-to articles have to be thorough. You want your reader to walk away
knowing exactly how to make that Thanksgiving dinner on a shoestring
budget, execute that rugby tackle, or locate great accommodations.
If your narrative goes on and on, or off in too many directions, break it
down into key points indicated with subheads (as in this article).
Synthesizing complicated information and breaking it down into steps is
especially crucial for online writing, and is also a trend in print.
STEP 6: READ, REVISE, REPEAT
Read the draft of your how-to article out loud to a supportive friend. Then,
ask her a series of questions: Does she now understand the process? Are
there any steps missing? Is there anything else she would like to know about
the subject? Could she do the task herself? With your friend‘s suggestions in
mind, use your best judgment in deciding what changes, if any, need to be
made.
Here‘s a quick list to help you catch errors or omissions:
 Did you adequately describe the ingredients/supplies needed in

order for the reader to complete the task?
 Did you include all the important steps?
 Is the order logical?
 Did you use words that indicate sequence: first, next, then?
 Did you warn readers of possible pitfalls?
Rewrite, read aloud, rewrite, read aloud, rewrite, find a proofreader and, only
when you‘re satisfied you‘ve written an effective how-to article, submit your
piece to an appropriate publication with a short cover letter.
 Common Mistakes in the Article Writing Format
1. Not using facts or quotes or similar cases

2. The language should not be too formal
3. The article must be in easy language for better understanding
4. The title of the article must be catchy and clearly understandable
5. No use of paragraphs
6. Expressing personal views is fine but the author must never talk
about himself/herself
 Points to Keep in Mind for the Article Writing Format
1. The topics of the articles should be unique and relevant.

2. The article has to get attention.
3. It has to be interesting and to be easy to read.
4. The reader is identified.
5. Find the main goal of writing an article. The goal can be anything
from providing information, entertainment, and advice or for
comparing, etc.
6. The title must be eye-catching, clear, and interesting.
7. The introduction or the starting paragraph must be highly attentive.
Use your vocabulary skills or try to use some interrogative words for
the start.
8. Use clear statements and make assertions.
9. Avoid repetition and over the top logic and reasons.
10. Use the style of paragraph writing and write the contents uniquely
and unambiguously.
11. Avoid using the points which interest you only and not for the
general public.
12. Write a good and logical ending.
Chapter
7
Academic work frequently involves demonstrating
a link between a cause, such as a cold winter, and
an effect, such as an increase in illness. This unit
3
CAUSE/ explains two methods of describing the link, with
EFFECTESSAY the focus either on the cause or on the effect.
1. What is a Cause-Effect Essay?

Another common pattern of essay organization is called cause and
effect. It shows the reader the relationship between something that happens
and its consequences or between actions and results. In a cause-effect essay,
you discuss the causes (reasons) for something, the effects (results), or both
causes and effects.
 Write focus-on-effects essays:
Cause
CAUSE CAUSE CAUSE
EFFECT EFFECT EFFECT

Effect T
“Focus-on-Causes” Method“Focus-on-Effects” Method
Focus-on-causes method: you can choose to write an essay on why people
quit their jobs and brainstorm possible reasons they may have for doing so.
Each paragraph would contain a different cause.
Focus-on-effect method: you may want to emphasize the effects of
quitting a job, perhaps detailing the emotional and financial consequences, in
your body paragraph. In this case, each paragraph would address one effetc.
 Cause-Effect Essay Methods:

The two cause-effect essay methods answer different questions.
Essays
Essays that
that useuse
the the focus-on-
focus-on-causes Essays that use the focus-on-
causes method answer the
method answer the question, effects method answer the
question, happen?”
“Why does something question,
“Why does something “What happens when...?”
happen?”
Consider the following charts that show the relationship the causes and
effects
2. Organization for Cause/Effect Order
Any two main ways to organize a cause/effect essay:
Chain Organization
Chain organization as another pattern you can use to write about

causes and effects. In this pattern, causes and effects are linked to each
other in a chain. One event causes a second event, which in turn causes
a third event, which in turn causes a fourth event, and so on. Each new
causes and its effect are links in a chain. Depending on the complexity
of the ideas in each link, you can devote an entire paragraph to one link,
or you may include several links in one paragraph, or you may describe
the entire chain in one paragraph. Chain organization usually works
better than block organization when the causes and effects are too
closely linked to be separated.
Block Organization
In block organization, a short paragraph often separates one major section

from another major section. This paragraph is called a transition paragraph.
Its purpose is to conclude one section and introduce another section. Not to
always write transition paragraph, but it is helpful when your topic long and
complex. First, you discuss all the causes as a block (in one, two, three, or
more paragraphs, depending on the number of causes). Then you discuss all
the effects together as a block. It can only causes or only effects or either
causes or effects first.
For example, you might use a transition paragraph to separate the personal
effects or our increased life expectancy from its many effects on the
economy.
Block Organization
A B
Introduction Introduction
1st cause 1st cause
2nd cause Transition paragraph
3rd cause 2nd cause
Transition paragraph 3rd cause
1st effect 4th cause
2ndeffect Effects
Conclusion Conclusion
C D
Introduction Introduction
Effects 1st effect

1st effects
Transition paragraph 2nd effect
3rd effect
1st cause
4th effect
2ndcause
Conclusion
2ndcause
Conclusion
 Cause/Effect Signal Words and Phrases
Cause Signal Words

Coordinators
For Bisson were indispensable to the Native American
tribes, for this animal provided them with nearly
everything they needed for survival: meat, clothing,
shelter, tools, and weapons.
Note: When used in this way, forhas the same
meaning as because. However, you MUST use a
common in front of for,and you MUST NOT use a
common in front of because.
Subordinators
Because Bisson were indispensable to the Native American
since tribes because/since/as this one animal provided
as them with nearly everything they needed for
survival: meat, clothing, shelter, tools, and
weapons.
to result from The bison‘s near extinction resulted from/was
to be the result of the result of the loss of habitat and overhunting.
due to Bison nearly became extinct due to/because of

because of loss of habitat and overhunting.
the effect of One effect of/consequence of westward
the consequence of expansion was the destruction of habitat for the
bison.
as a result of
as a consequence of The areas in which bison could roam freely shrank
as a result of/as a consequence of the westward
expansion of the 1800s.
Effect Signal Words
Transition Words and Phrases
as a result Workers building the new transcontinental railroad

as a consequence needed meat, as a result/as a
therefore consequence/therefore/thus/consequently/henc
thus e, hunters killed bison by the thousands.
consequently Note: Notice the difference between as a result and as a
hence result of. As a result is followed by a full sentence
(independent clause) and introduces an effect.
As a result of is followed by a noun phrase and
introduces a clause.
Coordinators
So Native Americans began trading bison skins to the
settlers for steel knives and guns, so they began killing
bison in larger numbers.
Others
to result in Loss of habitat and overhunting resulted in/caused
to cause the near extinction of bison.
to have an effect The reduced numbers of bison had a terrible effect

on on/affected the lives of the Native Americans who
to effect had depended on them for survival.
the cause of The rescue of the bison from near extinction is a

the reason for cause of/ a reason for celebration..
thereby The 85 bison that survived were given refuge in
Yellowstone National Park in 1892, thereby saving
this species from total extinction.
Note: Thereby is most frequently used in front of –ing
phrases.
PRACTICE 1
Read these ten paragraph titles. Choose the five titles that are the
most appropriate for a cause-effect essay.
a. ____ My First Day Working at a Restaurant.

12221111ractic
b. ____ Some Common Reasons for Quitting a job.
e
c. ____ The Impact of High Gasoline Prices.
d. ____ The Causes of War.
e. ____ The Damaging Effects of a Tsunami.
f. ____ The Beatles: The Greatest Group Ever?
g. ____ Inside the Winter Olympics.
h. ____ How Graduating from College Changed My Life.
i. ____ Summer Vacations versus Winter Vacations.
j. ____ A Comparison of Mark Twain‘s The Adventures of Tom
Sawyer andThe Adventures of Huckleberry Finn.
PRACTICE 2
Step 1 Write C for cause or E for effect next to each sentence.
Step 2 Combine the sentences in each item using cause or effect signal
word or
phrase given to form your new sentence.
12221111ractic
1.____ Thereeare fewer hours daylight.
____ In winter, the sun is lower in the sky.
(thus) In winter, the sun is lower in the sky, thus there are fewer hours
of
daylight.
2.____ Some breeds of dogs have a stronger desire to perform a service than
other breeds.
____ They are more suitable as search-and-rescue animals.
(since) _____________________________________________________.
3.____ Seals and other aquatic mammals can see when they are hunting for
food in the dark ocean depths at night.
____ They have very large eyes.
(due to)_____________________________________________________.
4.____ Radiaton could escape into the atmosphere.
____ The Chernobyl nuclear power plant had no confinement shell.
(hence) ___________________________________________________.
5.____ Metals have mnay free-moving electrons.
____ Metals are good conductors of heat.
(consequently) ______________________________________________.
6.____ Operators has disregarded safety rules.
____ The nuclear reactor at Chernobyl underwent a meltdown.
(beacause of) _______________________________________________.
7.____ My company began offering employees flexible working hours.
____ Productivity has increased. Absenteeism has declined.
(as a result) ________________________________________________.
8.____ Weather around the world changes.

____ During an El Nino, the jet stream blows in a different pattern.
(therefore) _________________________________________________.
9.____ In some areas of the world, heavy rains fall.
____ Devastating floods and mudslides happen.
(cause-verb) ________________________________________________.
10.___ In other parts of the world thousands of people suffer starvation.
___ Drought happens.
(as a result of) ______________________________________________.
PRACTICE 3
Complete the sentences with the connectors and transitions: also, for
instance, another, so that, in addition, thus.
A person can reap physical benefits from choosing to follow a healthy

12221111ractic
lifestyle. 1______________, proper exercise and a well-balanced diet help a
e
person to maintain a slim, athletic figure. Countless studies have shown that
a regular exercise routine significantly reduces the risk of almost every major
disease. Healthy habits 2_________give a person more energy
3__________ they can see more, do more, and experience more from life.
4________, people who maintain a healthy lifestyle will, on average, outlive
their unhealthy counterparts. 5_________ physical benefit that people
notice is healthier-looking skin. 6_______, a person can reap many physical
benefits from maintaining a healthy lifestyle.
PRACTICE 4
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e
Discuss with a partner or in a small group. Read the questions that
come before the example essay and think about how you would
answer them.
1. Why do you think people lie?

2. Is it ever acceptable to lie? Give examples of acceptable and
unacceptable lies.
3. What is the thesis statement?
4. What three examples of liars from famous stories does the author
give in the introduction paragraph?
5. In paragraph 4, the phrase white lie is used in the topic sentence but is
not defined. Write your own definition of a white lie.
6. In paragraph 5, the author supports the topic sentence by giving
example of a dangerous situation. What example does the author
give?
7. Reread the concluding paragraph of ―The Truth Behind Lying‖.
Does the writer offer a suggestion, an opinion, or a prediction? Write
the final sentence.
Chapter
8
Effective paraphrasing is a key academic skill
PARAPHRASE AND needed to avoid the risk of plagiarism. This unit
SUMMARY deals with techniques for paraphrasing as part of
3
the note-making andsummarising process.
1. Paraphrasing
Paraphrasing means changing the wording of a text so that it is
significantly different from the original source, without changing the
meaning. Effective paraphrasing is a key academic skill needed to avoid
the risk of plagiarism: it demonstrates your understanding of a source.
Writing paraphrases and summaries are important tools in academic
writing. While summarising aims to reduce information to a suitable
length, paraphrasing attempts to restate the relevant information.
When you paraphrase, you rewrite information from an outside
source in your own words without changing the meaning. Because you
include in your rewriting all or nearly all of the content of the original
passage, a paraphrase is almost as long as the original.
Example 1:
There has been much debate about the reasons for the industrial
revolution happening in eighteenth-century Britain, rather than in
France or Germany.
could be paraphrased
Why the industrial revolution occurred in Britain in the eighteenth
century,instead of on the continent, has been the subject of
considerable discussion.
Example 2:
Anatomy is the study of how the body is structured and the way in
which the various components are linked together.
could be paraphrased
An anatomist studies the structure of the body and how its parts fit
together.
Note the changes made in terms of grammar and / or use of

synonyms:
• Anatomy (the science) >anatomist (scientist).
• The study (noun) >studies (verb).
• Is structured (verb) >the structure (noun).
• Components (noun) >parts (noun).
• Fit (active verb) >are linked (passive verb).
2. Model Paraphrase
Original Passage
Language is the main means of communication between peoples.But
so many different languages have developed that language has often
been a barrier rather than an aid to understanding among peoples. For
many years people have dreamed of setting up an international, universal
language which all people could speak and understand. The arguments in
favor of a universal language are simple and obvious. If all peoples spoke
the same tongue, cultural and economic ties might be much closer, and
good will might increase between countries (Kispert).
Unacceptable Paraphrase
Language is the principal means of communication between peoples.
However, because there are numerous languages, language itself has
frequently been a barrier rather than an aid to understanding among the
world population. For many years, people have envisioned a common
universal language that everyone in the world could communicate in.
The reasons for having a universal language are clearlyunderstandable. If
the same tongue were spoken by all countries,they would undoubtedly
become closer culturally and economically. It would probably also create
good will among nations(Kispert).
Acceptable Paraphrase
Humans communicate through language. However, because there
are so many languages in the world, language is an obstacle rather than an
aid to communication. For a long time, people have wished for an
international language that speakers all over the world could understand. A
universal language would certainly build cultural and economic bonds. It
would also create better feelings among countries (Kispert).
The first paraphrase is plagiarism. Even though the writer has changed many
of the words, the sentence structure is very similar to the original. In the
second paraphrase, both the vocabulary and sentence structure are different.
 An effective paraphrase usually:

1. Has a different structure to the original
2. Has mainly different vocabulary
3. Retains the same meaning
4. Keeps some phrases from the original that are in common use
o e.g. ‗industrial revolution‘ or ‗eighteenth century‘ (see
example 1).
 Techniques for paraphrasing

1. Use your own words and your own sentence structure.
2. Make your paraphrase approximately the same lenght as the original.
3. Do not change the meaning of the original.
 Paraphrasing in APA 7th
Paraphrasing is when you are summarising the words or expressing

the ideas of the author(s) in your own words. When paraphrasing you
must acknowledge the original source in the text of your writing. Include
the author's surname and year of publication in round brackets, or if
including the author(s) name anywhere in the sentence, place the year of
publication in round brackets next to the author's name.
(Leskowitz, 2017)
OR
Leskowitz (2017)
When paraphrasing there is more than one way to place the citation
within your text.
Citation at the beginning
Leskowitz (2017) describes the transcendent states that athletes
experience …
Citation in the middle
… sport viewed as a spiritual path (Leskowitz, 2017), and one that is
frequently followed in the west.
Citation at the end
… athletes using techniques adapted from holistic and complementary
medicine (Leskowitz, 2017).
Different referencing methods may highlight the importance of the
author, or give more weighting to the information.
Author-prominent citations
In his research, Leskowitz (2017) explores mindfulness, biofeedback
…
Information-prominent citations
… applying up-to-the-minute advances in holistic and complementary
medicine (Leskowitz, 2017).
Including page numbers in a paraphrase citation
Although APA 7th does not require page numbers when paraphrasing
another's work, you may choose to include page numbers particularly
when dealing with a lengthy or complex document.
A number of holistic practices and dispositions can be applied when
training or coaching athletes to increase the likelihood of athletes
getting into 'the Zone' (Leskowitz, 2017, p. 324).
3. Summarising
Make an oral summaries for describing a film or a book is a common

activity. In academic writing it is a vital skill, allowing the writer to
condense lengthy sources into a concise form.A summary is similar to a
paraphrase except that a slimmary is shorter. When you summarize, you
compress large amounts of information into the fewest possible
sentences. In order to do this. you include only the main points and
main supporting points, leaving out the details. However, just as when
you paraphrase, you must not change the meaning of the original.
Summarising is a flexible tool. You can use it to give a one-sentence
synopsis of an article, or to provide much more detail, depending on
your writing needs. But in every case the same basic steps need to be
followed in order to meet the criteria discussed.
4. Model Summary
Original Passage
Language is the main means of communication between peoples.
But so many different languages have developed that language has often
been a barrier rather than an aid to understanding among peoples. For
many years, people have dreamed of setting up an international,
universal language which all people could speak and understand. The
arguments in favor of a universal language are simple and obvious. If all
peoples spoke the same tongue, cultural and economic ties might be
much closer, and good will might increase between countries (Kispert).
Summary
People communicate mainly through language; however having so
many different languages creates communicationbarriers. Some think that
one universal language would bring countries together culturally and
economically and also increase good feelings among them
(Kispert).Compare this summary with the acceptable paraphrase on
paraphrasing. Notice that some details are omitted from the summary that
were included in the paraphrase:
that people have dreamed of setting up aninternationaluniversal

language the arguments are simple and obvious
However, the meaning of the original has not been changed.
 Techniques for summarising :
1. Write the summary from your notes, re-organising thestructure if
needed.
2. Make notes of the key points, paraphrasing where possible.
3. Read the original text carefully and check any new or
difficultvocabulary.
4. Mark the key points by underlining or highlighting.
5. Check the summary to ensure it is accurate and nothingimportant
has been changed or lost.
PRACTICE 1
Read the following text and then practise the techniques illustrated
above.
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e
Four Wheels Good
The growth of the car industry parallels the development of modern

capitalism. It began in France and Germany, but took off in the United
States. There Henry Ford adapted the moving production line from the
Chicago meat industry to motor manufacturing, thus inventing mass
production. In the 1920s Alfred Sloan‘s management theories helped
General Motors to become the world‘s dominant car company. After the
second world war the car makers focused on the styling of theirproducts to
encourage more frequent model changes. From the 1970s there was
criticism of the industry due to the inefficiency of most vehicles, which used
petrol wastefully. At the same time, trades unions became increasingly
militant in defence of their members‘ jobs. Today the industry owns some of
the most famous brands in the world. However, many car makers are
currently threatened by increased competitionand saturated markets.
 Change the word class of the underlined words, and then re-write
the sentences.
In the 1920s Alfred Sloan’s management theories helped General Motors to become
the world’s dominant car company.
Example:
In the 1920s, with help from the managerial theories of Alfred Sloan, General
Motorsdominated the world’s carcompanies.
1. After the second world war the car makers focused on thestyling of
their products, to encourage more frequent modelchanges.
2. From the 1970s there was criticism of the industry due to
theinefficiency of most vehicles, which used petrol wastefully.
 Change the word order of the following sentences (other

changesmay be needed).
At the same time, trades unions became increasingly militantin defence of their members’
jobs.
Example:
At the same time increasingly militant trades unionsdefended their members’ jobs.
1. Today the industry owns some of the most famous brands inthe
world.
2. However, many car makers are currently threatened byincreased
competition and saturated markets.
PRACTICE 2
Replace the phrases in italics with a verb and make any other
necessary changes.
The presence of mixtures of saccharide materials make the identi fi cation of a plant gum
in a 12221111ractic
paint sample a dif fi cult task .
Can be paraphrased:
e
The presence of mixtures of saccharide materials make it dif fi cult to identify a plant gum
in a paint sample .
1. The use of a microscope is essential for a full comprehension of the

technique.
2. In certain environments this could lead to an enhancement in the
lipid preservation.
3. The an aerobic bacteria can cause a strong degradation of the wood.
4. The amount formed is strictly dependent on the degree of oxidation,
thus the values observed present a high variability and are in
fluenced by many factors.
5. Samples were directly monitored for the observation of the
morphological characteristics.
6. The assessment of this index was carried out by means of the
correlation function.
7. The heating of the probe can be carried out in two different ways.
8. The main drawbacks are the increase in volume and weight of the
residue which causes the loss of the advantage of the incineration
process, and the production of a material that might still be very
hazardous for the environment.
9. This solution implies the reaching of a consensus among these
processes.
10. The authors wish to thank the Department of Political Sciences for
the setting up and coordination of the project.
PRACTICE 3
MECHANICAL PICKERS
Although harvesting cereal crops such as wheat and barley has long been
done by large machines known as combine harvesters, mechanising the
12221111ractic
picking of fruit crops such as tomatoes or apples has proved more difficult.
Farmers have e generally relied on human labour to harvest these, but in
wealthy countries it has become increasingly difficult to find pickers willing
to work for the wages farmers are able to pay. This is partly because the
demand for labour is seasonal, usually in the autumn, and also because the
work is hard and demanding. As a result, in areas such as California part of
the fruit harvest is often unpicked and left to rot.
There are several obvious reasons why developing mechanical
pickers is challenging. Fruit such as grapes or strawberries comes in a variety
of shapes and does not always ripen at the same time. Outdoors, the ground
conditions can vary from dry to muddy, and winds may move branches
around. Clearly each crop requires its own solution: machines may be towed
through orchards by tractors or move around by themselves using sensors to
detect the ripest fruit.
This new generation of fruit harvesters is possible due to advances in
computing power and sensing ability. Such devices will inevitably be
expensive, but will save farmers from the complexities of managing a labour
force. In addition, the more intelligent pickers should be able to develop a
database of information on the health of each individual plant, enabling the
grower to provide it with fertiliser and water to maintain its maximum
productivity.
Read the the text and the summaries a–c. Rate them 1 (best) – 3.
a. Fruit crops have usually been picked by hand, as it is difficult to

mechanise the process. But in rich countries it has become hard to
find affordable pickers at the right time so fruit is often wasted.
Therefore intelligent machines have been developed that can
overcome the technical problems involved, and also provide the
farmer with useful data about the plants.
b. Developing machines that can pick fruit such as tomatoes or apples
is a challenging task, due to the complexity of locating ripe fruit in an
unpredictable outdoor environment, where difficult conditions can
be produced by wind or water. But recent developments in
computing ability mean that growers can now automate this process,
which should save them money and increase their profits.
c. Strawberries and grapes are the kind of crops that have alwaysbeen
hand-picked. But many farmers, for example inCalifornia, now find
it increasingly difficult to attract enoughpickers when
d. the fruit is ripe. However, computing advanceshave produced a
solution to this problem, which will savefarmers from worrying
about the pickers, and also collect vitaldata.
PRACTICE 4
Summarise the following text in about 50 words.
THE LAST WORD IN LAVATORIES?
Toto 12221111ractic
is a leading Japanese manufacturer of bathroom ceramic ware, with
e sales of around $5 bn. One of its best-selling ranges is the
annual worldwide
Washlet lavatory, priced at up to $5,000 and used in most Japanese homes.
This has features such as a heated seat, and can play a range of sounds. This
type of toilet is successful in its home market since many flats are small and
crowded, and bathrooms provide valued privacy. Now Toto hopes to
increase its sales in Europe and America, where it faces a variety of
difficulties. European countries tend to have their own rules about lavatory
design, so that different models have to be made for each market. Although
Toto claims that its Washlet toilet uses less water than the average model,
one factor that may delay its penetration into Europe is its need for an
electrical socket for installation, as these are prohibited in bathrooms by
most European building regulations.
Chapter
9
Academic writing depends on the research and ideas
QUOTATIONAND of others, it is essential to use a wide range of sources
PLAGIARISM for your writing, and to acknowledge these sources
3
clearly in an acceptable manner.This unit deals with
introduces the techniques students need to use.
1. Quotation
Direct quotes in APA 7th

For direct quotes of less than 40 words, incorporate them into the text
and enclose the quote with double quotation marks, e.g.
Narrative quote (where the authors are named in your sentence):
Webber (2018) concludes that ―addressing the issue of school dropout
not only affects the education system, but may also serve as a
prevention effort for the welfare, mental health, and corrections
systems‖ (p. 82).
Parenthetical quote (where the citation details are presented in
parentheses following the quote):
"Addressing the issue of school dropout not only affects the
education system, but may also serve as a prevention effort for the
welfare, mental health, and corrections systems" (Webber, 2018, p.
82).
For direct quotes of 40 or more words start on a new line and indent
the whole block ~1cm from the left, do not add any additional space
before or after the quote. The entire quote should be double-spaced.
Others have contradicted this view, suggesting:
These overload issues can reach across the lifespan and affect
individuals in many ways. As related issues continue to emerge,
counselors will need to be aware of potential mental health problems
stemming from technology overload and continue to research and
develop the skills needed for effective interventions. In the digital age,
these capabilities will be crucial in helping clients regain and maintain
a healthy balance of life, work, and technology. (Scott et al., 2017, p.
605)
*NOTE: Use paragraph numbers if no page numbers are available.
Ellipses '…' and Quotes
It is common when writing to use an ellipsis (3 fullstops in a row '…')
to indicate where words have been omitted from a sentence. This is
not permitted in quotes in APA:
'Regardless of quotation length, do not insert an ellipsis at the
beginning and/or end of a quotation unless the original source
includes an ellipsis" (APA, 2020, p. 271).
This Guide makes use of ellipses in some paraphrasing examples due
to limited space. To avoid confusion we have removed them from all
quote examples.
2. Plagiarism
Basically plagiarism means taking ideas or words from a source
without giving credit (acknowledgement) to the author. It is seen as a
kind of theft, and is considered to be an academic crime. In academic
work, ideas and words are seen as private property belonging to the
person who first thought or wrote them.
The main difficulty that students face is that they are expected:
(a)to show that they have read the principal experts on a subject –by
giving citations.
(b)to explain these ideas in their own words and come to theirown
original conclusions.
 Types of plagiarism:
1. Directly quoting other people's words from online or printed

sources without acknowledgement (you also need to acknowledge
using images, tables, graphs, statistics, videos, music, formulae,
laboratory data)
2. Paraphrasing or summarizingsomeone else‘s thoughts or ideas
without crediting and citing your source (even using someone else‘s
ideas and rewriting it in your own words needs to be referenced)
3. Careless or incomplete referencing of your source
4. Copying or buying an essay and handing it in as your own work
5. Falsely creating a reference that doesn't exist
6. Presenting another students’ research data as your own
7. Collusion - presenting an assignment as your own independent
work when it has been produced in whole or part with other people
(for example another student or tutor).
 Plagiarism may be:

1. Deliberate (eg. buying an essay and submitting it as your own work).
2. Accidental (eg. incorrectly referencing the work of others because of
carelessness or lack of academic skills).
 There are several reasons why students must avoid plagiarism:
1. Copying the work of others will not help you develop your own
2. understanding.
3. To show that you understand the rules of the academiccommunity.
4. Plagiarism is easily detected by teachers and computersoftware.
5. It may lead to failing a course or even having to leave college.
PRACTICE
Read the following text and then compare the five paragraphs below,
which use ideas and information from it. Decide which are plagiarised
and which are acceptable, and give your reasons in the table.
12221111ractic RAILWAY MANIAS

e
In 1830 there were a few dozen miles of railways in all the world – chiefly
consisting of the line from Liverpool to Manchester. By 1840 there were
over 4,500 miles, by 1850 over 23,500. Most of them were projected in a few
bursts of speculative frenzy known as the ‗railway manias‘ of 1835–7 and
especially in 1844–7; most of them were built in large part with British
capital, British iron, machines and know-how. These investment booms
appear irrational, because in fact few railways were much more profitable to
the investor than other forms of enterprise, most yielded quite modest
profits and many none at all: in 1855 the average interest on capital sunk in
the British railways was a mere 3.7 per cent.
(From The Age of Revolution by Eric Hobsbawm, 1995, p. 45)
1. Between 1830 and 1850 there was very rapid development in railway
construction worldwide. Two periods of especially feverish growth
were 1835–7 and 1844–7. It is hard to understand the reason for this
intense activity, since railways were not particularly profitable
investments and some produced no return at all. (Hobsbawm, 1995:
45)
2. As Hobsbawm (1995) argues, nineteenth-century railway mania was

partly irrational: ‗because in fact few railways were much more
profitable to the investor than other forms of enterprise, most
yielded quite modest profits and many none at all: in 1855 the
average interest on capital sunk in the British railways was a mere 3.7
per cent.‘ (Hobsbawm, 1995: 45)
3. There were only a few dozen miles of railways in 1830, including the
Liverpool to Manchester line. But by 1840 there were over 4,500
miles and over 23,500 by 1850. Most of them were built in large part
with British capital, British iron, machines and know-how, and most
of them were projected in a few bursts of speculative frenzy known
as the ‗railway manias‘ of 1835–7 and especially in 1844–7. Because
most yielded quite modest profits and many none at all these
investment booms appear irrational. In fact few railways were much
more profitable to the investor than other forms of enterprise.
(Hobsbawm, 1995: 45)
4. Globally, railway networks increased dramatically from 1830 to 1850;

the majority in short periods of ‗mania‘ (1835–7 and 1844–7). British
technology and capital were responsible for much of this growth, yet
the returns on the investment were hardly any better than
comparable business opportunities. (Hobsbawm, 1895: 45)
5. The dramatic growth of railways between 1830 and 1850 was largely
achieved using British technology. However, it has been claimed that
much of this development was irrational because few railways were
much more profitable to the investor than other forms of enterprise;
most yielded quite modest profits and many none at all.2
3
4
5
6
7
8
9
10
1
2
REFERENCES
Bailey, Stephen. (2011). Academic Writing. Handbook for International

Students. New York: Routledge.
Folse, Keith S., David C., Vestri E. (2015).Great Writing 3: From Great
Paragraphs to Great Essays.Boston: National Geographic
Learning.
Folse, Keith S., Muchmore A., Vestri E. (2010).Great Writing 4: Great
Essays.Boston: Heinle, Cengage Learning.
Hancock, Dawson R. (2006).Doing Case Study Research.New York:
Columbia University.
Kane, Thomas S.(2000).Essential Guide to Writing.New York: Oxford
University.
Shafie, Latisha A.(2016).English for Academic Writing.New York:
Oxford University.Oshima, Alice. (1998).Writing Academic
English.New York: Longman.
Whitaker Anne. (2009).Academic Writing Guide.Slovakia: City
University of Seattle.5EEE
https://www.writersdigest.com/online-editor/write-a-how-to
articlehttp://libraryguides.vu.edu.au/apa-referencing
https://www.unl.edu/gradstudies/connections/twenty-steps-writing-
research-article3
https://www.proof-reading-service.com/en/blog/write-journal-article
https://www.toppr.com/guides/business-correspondence-and-
reporting/article-writing/steps-of-article-writing 4
https://www.westernsydney.edu.au

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ACADEMIC WRITING

Penyusun : Rr.Astri Indriana Octavita, M.Hum.

Penerbit : Unindra Press

Jilid : 17 x 24 cm, vi + 84 halaman

Redaksi : Jl. Nangka No. 58C Tanjung Barat (TB Simatupang),

Pemasaran : Koperasi Pegawai Unindra

This book is written for Indraprasta University Students. Academic

ACADEMIC WRITING iii

Jakarta, Februari 2020

An essay is a piece of writing several paragraphs long instead of just

2. The planning process

Planning is necessary with all academic writing. In planning of process

Coursework essays usually have a required lenght, normally between

Brainstorming is a way of gathering ideas about a topic. It is often

An outline should have the writer to answer the question as

5. Three Main Parts Of Essay

An essay has three main parts:

Essay part Purpose of the essay part

The introductory paragraph consists of two parts, a general

The first sentence in an introductory paragraph should be a very

The body consists of one or more paragraphs. Each paragraph

The conclusion in an essay, like the concluding sentence in a

The only additional element in an essay is the linking expressions

6. The Writing Process

Revision is an essential part of the writing process. Your first effort is

 Tips for revising your writing:

1. Wait a few hours or a couple of days before starting to revise.

 Checklist revising your writing

If I read just my topic sentence or thesis statement, what do I

If I read each support point separately, do I find that each one

If knew nothing about the topic or disagreed with the position,

Becoming an Academic Writer

Learning how to write an academic essay is

Before I travelled to the UK last year, I thought that British

2. How to create an outline

3. Model of essay outline

The English language is constantly changing.

Indeed, English, like all living languages, is continually changing in

The most difficult part of writing is getting started. Getting started, or

An introductory paragraph is the first paragraph in an essay. It contains two

 Example of introduction paragraph

Going to a new school can be exciting, but for an

 How to write a strong thesis statement:

3. A thesis statement should not state two sides of an argument equally.

The conclusion paragraph is the last paragraph in the essay. Itcompletes

 The importance of a conclusion:

 The techniques to write a memorable conclusion:

Example of conclusion paragraph

―The significance of the kindness that these three people

What is normally found in an essay introduction? Choose from the list

1 A definition of any unfamiliar terms in the title.

2 Your opinion on the subject of the essay.

4 A provocative idea or question to interest the reader.

5 Your aim or purpose in writing.

6 The method you adopt to answer the question (or outline).

7 Some brief background to the topic.

8 Any limitations you set yourself.

Read these thesis statements below. Write √ (strong),

c Classical music concerts are very popular in my country.

Academic writing requires critical thinking skills, an

1. How many sentences appear in the conclusion?__________

3. The conclusion ends with:

B .... Travelling abroad is a 2 Despite the challenges, being an