INTRODUCTION TO

RESEARCH WRITING
Prepared by Dr. Ajith Cherian
What are some of your expectations from a research writing course?
◦ Why should I publish?
◦ How do I know whether my research is worth publishing?
◦ Which journal should I choose?
◦ How can I know exactly what the editor is looking for?
◦ What preparation do I need to do?
◦ How can I create a template?
◦ In what order should I write the various sections?
◦ Should I write the initial draft in my own language before writing it in English?
◦ How do I know what style and structure to use?
◦ How can I highlight my key findings?
◦ Whose responsibility is it to ensure my paper is understood? Mine or my readers?
◦ How do I keep the referees happy?
◦ What role do search engines play in making a paper accessible to others?
 How do I translate my expectations to actual writing?
◦ Consult with your professor and colleagues about the most appropriate journal where you can publish your research
◦ Match your topic to the journal, or vice versa
◦ Download the guidelines for authors – these will tell you about the style and structure of your paper
◦ Choose frequently cited papers in the journal to see how other authors construct their argumentation, and note down
ways in which your research is different and innovative with respect to theirs
◦ Choose one paper as a model onto which to map your research, imitating the style and organization. This model should
ideally be written by a native English speaker
◦ Note down useful / standard phrases from your model paper which you can then use in your own paper
◦ Decide on the best order to write the various sections of your paper. It is generally best to start with a very rough draft of the
Abstract, and then whichever section is clearest in your head (generally the Materials and Methods)
◦ Consider having separate documents for each section. This enables you to work on several sections at the same time
◦ Make sure your unique contribution to your community is very clear in every section, not just in the Abstract
◦ Write in a way that even a non-expert can understand
◦ Referees work for free and often outside working hours – never submit a carelessly written manuscript
◦ Access referees report forms to understand the ways that referees will evaluate your work
◦ Write directly in English, and use every opportunity for improving your writing skills
◦ Use online resources. Learn how search engines index your paper
The purpose of academic writing

Writers should be clear why they are writing. The most common reasons for
writing include:

◦ to report on a piece of research the writer has conducted

◦ to answer a question the writer has been given or chosen

◦ to discuss a subject of common interest and give the writer’s view

◦ to synthesise research done by others on a topic

Can you suggest any other reasons?

Features of Academic Writing

In all cases it is useful to bear in mind the likely readers of your work. How can
you explain your ideas to them effectively? Although there is no fixed standard
of academic writing, it is clearly different from the written style of newspapers or
novels. It is generally agreed that academic writing attempts to be accurate
and objective. What are its other features?

◦ Formal vocabulary

◦ Use of references

◦ Impersonal style

◦ Long, complex sentences

Textual features of academic writing
Read the text below and identify the features underlined, using the words in the box.

sentence heading sub-title paragraph title phrase

(a) A fishy story
(b) Misleading health claims regarding omega-3 fatty acids
(c) Introduction
(d) There has been considerable discussion recently about the benefits of omega-3 fatty acids in
the diet. (e) It is claimed that these reduce the risk of cardiovascular disease and may even
combat obesity. Consequently food producers have added omega-3s to products ranging from
margarine to soft drinks in an attempt to make their products appear healthier and hence
increase sales.
(f) However, consumers may be unaware that there are two types of omega-3s. The best (long-
chain fatty acids) are derived from fish, but others (short-chain fatty acids) come from cheaper
sources such as soya. This latter group have not been shown to produce the health benefits linked
to the long-chain variety. According to Tamura et al. (2009) positive results may only be obtained
either by eating oily fish three times a week, or by taking daily supplements containing 500mg of
eicosapentaenoic acid (EPA) or docosahexaenoic acid (DHA).
Some other common text features

(a) Reference to sources using citation: According to Tamura et al. (2009)

(b) The use of abbreviations to save space: docosahexaenoic acid (DHA)

(c) Italics: used to show words from other languages: Tamura et al. (= and
others)

(d) Brackets: used to give subsidiary information or to clarify a point: . . . but

others (short-chain fatty acids) come from cheaper sources such as soya.
Simple and complex sentences

Data from automobile company

2005 2006 2007 2008 2009
135,470 156,935 164,820 159,550 123,075
Write two simple and two complex sentences using data from the table above.
(a) __________________________________________________________
__________________________________________________________
(b) __________________________________________________________
__________________________________________________________
(c) __________________________________________________________
__________________________________________________________
(d) __________________________________________________________
__________________________________________________________
All sentences contain verbs:

o In 2005 the company produced over 135,000 vehicles.

o Between 2005 and 2006 vehicle production increased by 20 per cent.

Simple sentences are easier to write and read, but complex sentences are also needed
in academic writing. However, students should make clarity a priority, and avoid writing
very complex sentences until they feel confident in their ability. Complex sentences
contain conjunctions, relative pronouns or punctuation, which link the clauses:

o In 2005 the company produced over 135,000 vehicles but between 2005 and 2006
production increased by 20 per cent.

o Over 164,000 vehicles were produced in 2007; by 2009 this had fallen to 123,000.
Formal and Informal Language

Contractions
Informal: The improvements canʼt be introduced due to funding restrictions.
Formal: Improvements cannot be introduced due to funding restrictions.

Informal: I donʼt believe that the results are accurate.

Formal: The results are not believed to be accurate.

Slang/Colloquialism
Informal: The mob was very rowdy during the protest against cuts to university funding.
Formal: The crowd was very rowdy during the protest against the cuts to university funding.

Informal: Lecturers still count on students to use correct grammar and punctuation in essays.
Formal: Lecturers expect students to use correct grammar and punctuation in essays.
Phrasal verbs
Informal: The balloon was blown up for the experiment.
Formal: The balloon was inflated for the experiment.

Informal: The patient got over his illness.

Formal: The patient recovered from his illness.

Informal: The results of the study were mixed up.

Formal: The results of the study were confused.

First person pronouns

Informal: I considered various research methods for the study.
Formal: Various research methods were considered for the study.

Informal: We believe the practice is unsustainable.

Formal: It is believed the practice is unsustainable.

Informal: During the interview I asked students about their experiences.

Formal: During the interview students were asked about their experiences.
Find the words in the list that match the following definitions:
(a) A short summary of 100–200 words,
which explains the paper’s purpose and
main findings.
(b) A list of all the sources the writer has
mentioned in the text.
(c) A section, at the end, where additional
information is included.
(d) A short section where people who have
helped the writer are thanked.
(e) Part of the main body in which the writer
discusses relevant research.
(f) A section where one particular example
is described in detail.
References

◦ Bailey, Stephen. Academic Writing A Handbook for International Students. 3rd ed.,

Routledge, 2011.

◦ Bottomley, Jane. Academic Writing for International Students of Science. 2nd ed.,

Routledge, 2022.

◦ "Formal and Informal Language”. Higher Education Language and Presentation

Support. University of Technology Sydney.

◦ Wallwork, Adrian. English for Writing Research Papers. 2nd ed., Springer, 2016.
Thank You