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Introduction

The writing style utilized in professional and academic contexts like colleges,
universities, journal articles, and periodicals is known as academic writing (Magulod,2019). It is
a formal writing style that requires a precise structure, academic tone, supporting details, critical
thinking, and referencing. Academic writing requires the writer to use a scholarly tone suited for
the target audience while presenting their ideas in an ordered, logical, and concise manner. The
author ought to be able to assess the subject from several perspectives and support their
arguments with proof. Finally, it is critical to acknowledge the original writers or researchers by
including proper references for all sources referenced in the text.

Content

In academic writing, a clear structure is crucial. Making an argument that is clear, logical,
and coherent is helpful. Also, a clear structure aids in ensuring that the claim is convincing and
well-supported and that all pertinent issues are included (Clark & Watson, 2019). The academic
work process should start with a defined structure in place. The opening, body and conclusion,
and conclusion should all be included. A summary of the subject and the key argument should
be included in the introduction. The body parts should be logically structured and provide
examples and facts to support the thesis. The final paragraph should summarize the key issues
and highlight the ramifications for a wider audience.

A formal and expert academic writing style is expressed through an academic tone in
academic writing. Proper language, objective discourse, and careful word choice are frequent
characteristics of academic tone. The academic tone is employed to show expertise,
competence, and consideration for the audience (Tomblin et al.,2020). Scientific studies,
essays, and other forms of professional and academic writing all adopt academic tones in their
writing. Academic attitude is intended to be impartial, analytic, and accurate and to avoid unduly
personal viewpoints or emotions. For instance, academic work should not state the author's
perspective or sentiments. Instead, it ought to concentrate on presenting facts.

In academic writing, evidence is crucial. It is frequently used to show the reader an idea
and reinforce an argument or position. Several types of evidence include direct statements from
sources, statistics, and research (Perez-Riverol et al.,2019). In order to present a convincing
case in academic writing, evidence is crucial. When using it, it is crucial to be precise and
mention the evidence's source. This will contribute to the argument's increased reliability and
credibility. Also, confirming that the evidence is pertinent to the argument is crucial. It is crucial
to exercise caution when using evidence and avoid relying solely on one source. This may
result in bias and lessen the persuasiveness of the argument. Ultimately, it is critical to provide
the facts in a concise and well-organized manner. This will make it easier for the reader to
comprehend and follow the argument. Proof should be used to back up the main ideas of the
case and should allow the reader to grasp the case more clearly.

Writing academically must include critical analysis. It entails evaluating a claim, looking
into its advantages and disadvantages, and concluding about it. The ability to do critical analysis
is one that students must master in order to succeed in the classroom (Almaiah et al.,2019).
Understanding the arguments' advantages and disadvantages can help students create
stronger ones. Critical analysis entails examining an argument from various angles and
evaluating it based on the facts provided. This entails considering the argument's ramifications,
context, and many possible interpretations. Understanding logical fallacies and judging the
strength of a case based on the facts provided are also necessary for critical analysis. It is
crucial to consider the validity of the sources cited in the argument because doing so might help
gauge its persuasiveness.

Referring is a crucial component of academic writing employed to show expertise,


comprehension, and authority on a given subject. Authors can offer acknowledgment to the
creators of their sources while also using references to back up their assertions and arguments.
It also enables additional investigation of a subject by other readers. The most popular citing
style is called APA, which includes a brief quotation in the text and a complete reference in a list
of sources near the paper's conclusion (Bahadoran et al.,2020). It is crucial to include
information about the original material when referencing, such as the writer, year of publication,
book or journal title, and page numbers. It is also crucial to be consistent with your citation style
to prevent misunderstanding. Remember that referring is utilized when paraphrasing or
summarizing a text and when quoting from a source.

In academic writing, claims should be backed with references to scholarly literature and
provide evidence and credibility. Scholarly literature is usually peer-reviewed, which means it
has undergone a thorough examination by other field experts. It is authored by subject-matter
specialists (Linnenluecke et al.,2020). This guarantees the reliability and accuracy of the
information. By referencing academic works, authors show that they have conducted the
necessary study to support their assertions and demonstrate that factual proof supports the
knowledge offered.
conclusion

In order to give assertions legitimacy and show that the author has completed the
necessary study to back up their point, citing scholarly articles in academic work is crucial.
Furthermore, citing academic works might give the reader a more thorough understanding of the
subject by offering various viewpoints on the same problem.
References

Magulod Jr, G. C. (2019). Learning styles, study habits and academic performance of
Filipino University students in applied for science courses: Implications for instruction. JOTSE:
Journal of Technology and Science Education, 9(2), 184-198.

Clark, L. A., & Watson, D. (2019). Constructing validity: New developments in creating
objective measuring instruments. Psychological assessment, 31(12), 1412.

Tomblin, J. B., Oleson, J., Ambrose, S. E., Walker, E. A., McCreery, R. W., & Moeller, M.
P. (2020). Aided hearing moderates the academic outcomes of children with mild to severe
hearing loss. Ear and hearing, 41(4), 775.

Perez-Riverol, Y., Csordas, A., Bai, J., Bernal-Llinares, M., Hewapathirana, S., Kundu, D.
J., ... & Vizcaíno, J. A. (2019). The PRIDE database and related tools and resources in 2019:
improving support for quantification data. Nucleic acids research, 47(D1), D442-D450.

Almaiah, M. A., Alamri, M. M., & Al-Rahmi, W. (2019). Applying the UTAUT model to
explain the students’ acceptance of mobile learning system in higher education. IEEE Access, 7,
174673-174686.

Bahadoran, Z., Mirmiran, P., Kashfi, K., & Ghasemi, A. (2020). The principles of
biomedical scientific writing: Citation. International Journal of Endocrinology and
Metabolism, 18(2).

Linnenluecke, M. K., Marrone, M., & Singh, A. K. (2020). Conducting systematic


literature reviews and bibliometric analyses. Australian Journal of Management, 45(2), 175-194.

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