Книга - Writing: B2+

Writing: B2+
Els Van Geyte


Learn to write better academic essays*The Collins Academic Skills Series – winner of the ELTon 2014 Innovation in Learner Resources Award.*Collins Academic Skills Series: Writing gives you the skills and strategies you need to write well-structured essays, reports and case studies and achieve academic success at university.Learn how to• interpret the question• structure your work• paraphrase, quote and reference your sources• avoid plagiarism• understand your readerCollins Academic Skills Series: Writing will help you to make the most of your time at university.• A step-by-step guide to the writing process including a complete 2500-word model essay• Information on academic expectations – understand the requirements of studying at university• Helpful tips and summaries• Answer key and glossaryWriting is part of a new six-book series to help international students achieve academic success at college or university. It is designed to support students who are studying, or preparing to study, at an English-speaking institution.Suitable for students whose level of English is Upper Intermediate / CEF level B2 / IELTS 5.5 and higher.Other titles in the Collins Academic Skills SeriesGroup Work • Lectures • Numbers • Presenting • Research













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First edition 2013

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You can trust Collins COBUILD

The 4.5-billion-word Collins Corpus is the world’s largest database of the English language. It is updated every month and has been at the heart of Collins COBUILD publishing for over 20 years. All definitions provided in the glossary boxes in this book have been taken from the Collins COBUILD Advanced Dictionary.

Source ISBN: 9780007507108

Ebook Edition © May 2014 ISBN 9780008101794

Version: 2014-07-02




Contents


Title Page (#u8c8e8d21-1504-57b6-ada7-ffc6faf19ecc)

Copyright

Introduction (#ulink_3632c3d7-a4a5-5004-a16a-ba56ea9fa9c9)

Chapter 1 Essay purpose and instructions (#ulink_6df2c9e8-de49-5055-9dd0-912dc50b5bf2)



understand what academic writing is (#litres_trial_promo)

understand the purpose of essays (#litres_trial_promo)

analyse essay titles (#litres_trial_promo)


Chapter 2 Reader expectation and essay structure (#ulink_5c8e66ee-2533-5c56-b3fc-52e2d3c34fea)



plan your essay structure (#litres_trial_promo)

guide your reader with signposting and cohesion (#litres_trial_promo)

understand paragraph structure and how to connect paragraphs (#litres_trial_promo)


Chapter 3 Essay content and language (#ulink_7233b8b6-de18-5b22-b12a-eb2c6f1d530e)



explain the time frame, situation and certainty (#litres_trial_promo)

define key terms and concepts (#litres_trial_promo)

indicate the importance of the topic and organization of the essay (#litres_trial_promo)

use organizational patterns and visuals (#litres_trial_promo)

understand the language of conclusions (#litres_trial_promo)


Chapter 4 Formality, efficiency, modesty and clarity (#ulink_4cee62dd-e75e-55c0-b22a-0c4dc9ffcc65)



understand formality in register and style (#litres_trial_promo)

understand efficiency in register and style (#litres_trial_promo)

understand modesty in register and style (#litres_trial_promo)

understand clarity in register and style (#litres_trial_promo)


Chapter 5 Accuracy (#litres_trial_promo)



improve accuracy (#litres_trial_promo)

choose the correct tense (#litres_trial_promo)

focus on subject-verb agreement (#litres_trial_promo)

use punctuation correctly (#litres_trial_promo)

use articles correctly (#litres_trial_promo)

become aware of common errors (#litres_trial_promo)


Chapter 6 Research and analysis (#litres_trial_promo)



develop research skills (#litres_trial_promo)

identify suitable sources (#litres_trial_promo)

develop note-making skills (#litres_trial_promo)

decide on level of detail and what is relevant (#litres_trial_promo)

develop critical thinking skills (#litres_trial_promo)


Chapter 7 Reading comprehension (#litres_trial_promo)



enhance reading comprehension (#litres_trial_promo)

analyse sentence structure (#litres_trial_promo)

analyse noun phrases (#litres_trial_promo)

identify structural and argumentational signposts (#litres_trial_promo)


Chapter 8 Authority (#litres_trial_promo)



develop a clear point of view (#litres_trial_promo)

state your opinion (#litres_trial_promo)

use ‘I’, ‘we’ and other personal pronouns appropriately (#litres_trial_promo)

evaluate the strength of your own arguments (#litres_trial_promo)


Chapter 9 Integrity (#litres_trial_promo)



acknowledge the ideas of others (#litres_trial_promo)

know when to cite (#litres_trial_promo)

know whether to quote or paraphrase (#litres_trial_promo)

use citing and referencing techniques (#litres_trial_promo)

understand plagiarism better (#litres_trial_promo)

avoid plagiarism (#litres_trial_promo)


Chapter 10 Paraphrasing (#litres_trial_promo)



use a technique to paraphrase accurately (#litres_trial_promo)

use paraphrases to show own opinion (#litres_trial_promo)

integrate paraphrases grammatically (#litres_trial_promo)

use paraphrases to summarize (#litres_trial_promo)


Chapter 11 Essay process and presentation (#litres_trial_promo)



the stages in the essay writing process (#litres_trial_promo)

time management (#litres_trial_promo)

presentation (#litres_trial_promo)

other types of academic writing (#litres_trial_promo)


Appendices Appendix 1 – Essay examples: Taking your writing up to the next level (#litres_trial_promo)

Appendix 2 – Responding to marking criteria and feedback (#litres_trial_promo)

Appendix 3 – Useful phrases (#litres_trial_promo)

Glossary (#litres_trial_promo)

Answer key (#litres_trial_promo)

Acknowledgements

About the Author

About the Publisher





Introduction (#ulink_fd21602a-3725-5ed1-b6a2-76f47b2de8ad)


Collins Academic Skills Series: Writing will build on your existing writing skills to enable you to produce successful academic essays.

Designed to be used on a self-study basis to support English for Academic Purposes or study skills courses, it is intended for students on pre-sessional or Foundation courses as well as for first year undergraduate students.

The book has eleven chapters which focus on helping you understand what is expected of you at university. It will help you with research, planning, organization, grammar, paraphrasing and much more. It will make you think about:



the writing purpose (Chapter 1 (#ub266d11d-a5d1-5d82-a9e1-1fbd571ccca3))

the expectations of the academic reader (Chapters 2 (#u63bb1971-0049-52bd-ac42-bffb734aff4d) and 4 (#uef1780ea-b0a5-5d3e-9497-4df267138eff))

content and research (Chapters 3 (#uf8439ec5-3fe5-5c24-9960-5526826fe194) and 6 (#litres_trial_promo))

academic principles (Chapters 4 (#uef1780ea-b0a5-5d3e-9497-4df267138eff), 5 (#litres_trial_promo), 8 (#litres_trial_promo) and 9 (#litres_trial_promo))

language points (Chapters 3 (#uf8439ec5-3fe5-5c24-9960-5526826fe194), 5 (#litres_trial_promo), 7 (#litres_trial_promo) and 10 (#litres_trial_promo))

the writing process from start to finish (Chapter 11 (#litres_trial_promo))


At the back of the book you will find:



example essays: a short essay and a complete university essay, with comments on their strengths, weaknesses and differences

advice on how to respond to marking criteria and assignment feedback

a glossary of key terms

a comprehensive answer key.





Chapter structure


Each chapter includes:



Aims – These set out the skills covered in the chapter.

A self-evaluation quiz – By doing this you are able to identify what you already know on the subject of the chapter and what you need to learn.

Information on academic expectations and guidelines on how to develop academic skills – These sections will help you understand university practices and expectations so you know what is required.

Practical exercises – These help you develop the skills to succeed at university. You can check your answers at the back of the book.

Tips – Key points are highlighted for easy reference and provide useful revision summaries for the busy student.

Glossary – Difficult words are glossed in boxes next to where the text appears in the chapter. There is also a comprehensive glossary at the back of the book.

Remember section – This is a summary of key points for revision and easy reference.





Authentic academic texts


The book uses excerpts from academic essays, written by students who study a variety of subjects, so that you can apply what you learn to your own academic context.




Glossary boxes





Where we feel that a word or phrase is difficult to understand, we have glossed this word or phrase. All definitions provided in the glossary boxes have been taken from the CollinsCOBUILD Advanced Dictionary. At the end of the book there is a full alphabetical list of the most difficult words from the book for your reference.




Using Writing


You can either work through the chapters from Chapter 1 (#ub266d11d-a5d1-5d82-a9e1-1fbd571ccca3) to Chapter 11 (#litres_trial_promo) or you can choose the chapters and topics that are most useful to you. The Contents page will help in your selection.




Study tips




Each chapter will probably take between three and four hours. Take regular breaks and do not try to study for too long. Thirty to sixty minutes is a sensible study period.

Regular study is better than occasional intensive study.

Read the chapter through first to get an overview without doing any exercises. This will help you see what you want to focus on.

Try the exercises before checking the Answer key. Be an active learner.

When writing your own essays, refer back to the appropriate sections and exercises in the book. If possible, ask a more experienced writer to give you feedback on your essay drafts.

All university departments are different. Use the information in the book as a guide to investigating your own university department.

Read carefully any information you receive from your department about what and how to write.

Don’t think of an essay as a finished product, but as a learning process. It is an opportunity to show that you can find out information about a subject, develop your own ideas about it, organize your thoughts and communicate your understanding to others. Don’t rush this process, but find out what works best for you. Adapt the suggestions in this book to suit your learning style and context.

With practice, writing will become easier, and your confidence will grow so that you can show your tutors your true ability and potential. We wish you every success in your academic career.





Other titles


Also available in the Collins Academic Skills Series: Research, Lectures, Numbers, Presenting, and Group Work.





1


Essay purpose and instructions (#ulink_629c8734-0858-5f31-bfd0-72f8ff6a8eeb)


Aims



understand what academic writing is (#litres_trial_promo)

understand the purpose of essays (#litres_trial_promo)

analyse essay titles (#litres_trial_promo)







Quiz

Self-evaluation

For each statement below, circle the word which is true for you.




Tip



When you start your degree, you will come across a lot of new words which are specific to your new environment but everybody seems to think you already understand them. Don’t worry about this, but look them up as soon as possible. In this book, the words are explained in the glossary boxes and they are all in the glossary at the back.





What is academic writing?


Academic writing is writing which is done by scholars (students or academics) for other scholars to read. It can take many forms: journal articles, textbooks, dissertations, group project reports, etc. Although students are increasingly being asked to write different types of academic text, the essay still remains the most popular type of assignment.

Essays are written by students and are likely to be read by one person only: their tutor. The essay can be set as a coursework assignment to assess a student’s understanding of a module, or as an exam question.

For more information on some other types of academic writing, see Chapter 11 (#litres_trial_promo).

Glossary

dissertation (dissertations) N-COUNT A dissertation is a long formal piece of writing on a particular subject, especially for a university degree.




The purpose of essays


Essays are a common form of assessment, for example in disciplines such as Business, International Relations, Law, History, Geography, Theology, Communication Studies, Education and Economics.

Glossary

discipline (disciplines) N-COUNT A discipline is a particular area of study, especially a subject of study in a college or university.

There are many reasons why essays are still the most popular type of assignment. One of them is that they ask students to demonstrate more than just knowledge. To demonstrate the purpose of essays, let’s have a look at the difference between an ordinary question and an essay question.







The answer to the ordinary question could be a list of items, in no particular order of importance. The essay question directs the writer more: the student has to mention the size and the preparedness of the army, describe William’s strategy and the fortunate circumstances, and decide how important these elements were for the victory. In order to come to a conclusion about this, the writer has to do research. This is indicated in the language: in the first sentence ‘has often been attributed to’ tells the student that there are a lot of sources which she should look at to explain this point of view, and ‘However’ in the second sentence suggests that there is also evidence available for a contrasting opinion. The word ‘Discuss’ makes it clear that there are different points to be made, which should be mentioned and commented on, so that the writer can make a decision about which side she is on.

Glossary

attribute to (attributes to, attributing to, attributed to) VERB If you attribute something to an event or situation, you think that it was caused by that event or situation.

seminar (seminars) N-COUNT A seminar is a class at a college or university in which the teacher and a small group of students discuss a topic.

convention (conventions) N-COUNT Academic conventions are traditional methods or styles of academic writing.

Clearly, a finished essay demonstrates more than just the knowledge students were taught about a subject. The writers will have:



found out much more than what they were taught in lectures and seminars

weighed up the evidence about different points of view

developed their own point of view

increased their knowledge and their depth of understanding

trained their memory to remember the important facts

undertaken activities that prepare them for their future profession.


By writing the information down in essay form, they will have:



organized their thoughts

practised and improved their ability to communicate in writing

shown awareness of the reader, of academic conventions and the way others write in their discipline.


If you plan your time so that you can read up on a topic, think critically about it, follow the essay instructions, and express your view clearly in a well-organized text, you deserve a good grade.

For more information on all these aspects, see later chapters.




Analysing essay titles


Although we called the instructions in the example essay question a question, there was no question mark. The ‘questions’ are really titles. You will need to put the full title on your first page; don’t be tempted to summarize the question and write your own title.

Your tutor may give you a long essay title, which needs to be broken down into smaller parts before it can be addressed. All essay questions will include instruction words, such as ‘discuss’. For international students, these words can be particularly tricky. If you look them up in a dictionary, you may find a large number of meanings that do not always correspond exactly to the more specific meaning in the academic context, which is also why translations into other languages you may speak are unlikely to help.

For example, this is a dictionary definition of ‘discuss’:



1 to have a conversation about; consider by talking over; debate

2 to treat (a subject) in speech or writing ⇒ the first three volumes discuss basic principles


(Source: Collins COBUILD Advanced Dictionary, 2008)

Both definitions suggest that ‘discuss’ means ‘talk (or write) about’. However, in an academic context ‘discuss’ often means something more specific: in order to discuss, you need to refer to different aspects of a topic, look at the benefits and drawbacks of different points of view, and give your own conclusion.






Exercise 1

In which of these essay questions does ‘discuss’ mean ‘write about, describe’, and in which does it mean more? Put a tick in the correct column.









Exercise 2

In the table below, match the instruction words in the centre column with the correct academic meanings on the left. Some of the first and/or second dictionary definitions of the instruction words on the right may help you find their academic meaning.






Tip



Read academic texts in your own discipline to become more aware of the conventions. For example, the instruction word ‘sketch’ can have completely different meanings dependent on the context. To an engineer it can mean ‘draw’, to a theologian it is more likely to mean ‘give a brief description’.





Analysing key words and structure of essay titles


Underlining or highlighting key words is a good technique which you are probably familiar with. The following is an example of an IELTS-type essay question where the most important words have been highlighted (you may find a similar question in the TOEFL test):

Glossary

irrelevant ADJ If you describe something such as a fact or remark as irrelevant, you mean that it is not connected with what you are discussing or dealing with.

Learning to manage money is one of the key aspects of adult life.

Howin your view canindividualsbestlearntomanagetheirmoney?

(Source: Collins, Writing for IELTS, 2011)

There is usually more information in the question than you think: it can direct you both in terms of structure and content. Even a single word in the question can give you a useful clue about what you are expected to write in your essay. For example, look at the following essay title:

Does the media always misrepresent minority groups?

This question tells you that the media does misrepresent minority groups, but you will still have to briefly explain this in your essay, with examples. The question is whether this is always the case, i.e. whether there are examples you can give where the media represents minority groups correctly. You will also have to try and explain why this is or is not the case.

When the essay question is very long however, you should also analyse the structure of the question to make sure you give a full answer without including irrelevant information.

You could follow these steps:



1 Look for the topic.

2 Use your knowledge of language to find all areas and make a note of the instruction words.

3 Use your knowledge of language to decide what should be included in your answer and what should be excluded.


Let’s apply this to the following question.

Discuss the factors that give rise to parallel trade and evaluate how much of a problem this is for international marketers. Give examples of what a firm can do to minimize the problem.



1 The topic is ‘parallel trade’.

2 There are two sentences. The first sentence has two parts: ‘Discuss the factors … AND evaluate …’. The second sentence asks you to ‘give examples’. In total there are three parts.

3





Note that your knowledge of language helps you understand the question: ‘this’ refers to ‘parallel trade’, and ‘a’ in the second sentence tells you that you do not have to give examples of one specific firm, as ‘a’ here means ‘any’.

The word ‘and’ is very important. Normally it means that you will need to look at two areas separately. Occasionally you could look at both areas at the same time.






Exercise 3

Analyse the following essay question using steps a, b and c. Label your answers a, b and c, writing step c in a table as shown above.

What are the most important key urban planning theories of the post-war period? Outline in summary their key characteristics. With reference to one of these theories, explain how they help us understand the nature of planning practice.

Tip



Increase your knowledge of language: get into the habit of observing the way academic language is used by others, and think about the meaning of words and phrases in their context.


The next exercise shows you how, by comparing phrases in different contexts, you can work out the meaning.






Exercise 4

Look at the example essay titles and work out the meaning of the highlighted word or phrase. Choose the correct multiple-choice option.

1

Why,whenBritain has one of the richest economies, does homelessness still occur?

‘when’ here means:



1 at a certain time

2 at the same time

3 despite the fact that

4 only if


2

How is local government financed at present and how,if at all, should that financial system be reformed? Discuss.

‘if at all’ suggests:



1 we need to take everything into consideration

2 or perhaps this is not the case

3 if not

4 in your opinion


There are support structures in place at university. You will probably be given the name of a personal tutor, who you can see for advice. Moreover, it is unlikely that you will be given very difficult titles to start with – the first essays will probably require a relatively easy content and structure in comparison to the ones you have to write later in the academic year. You are likely to get a number of titles to choose from, and the ones in the first semester may ask you to ‘describe’, or ‘explain’, before you are asked later on to carry out more difficult tasks, such as ‘analyse’ or ‘evaluate’. The required essay length will probably also be relatively short to start with.

Remember that it is perfectly acceptable to ask the tutor who set the question if you have understood it correctly. You will, however, need to show that you have put effort into interpreting the question.






Exercise 5

Look at the notes made by a student about an essay question. Put


if you think he is right about it,


if you disagree, and ‘?’ if you think the student might have misunderstood something. Use a dictionary to help you.

An appreciation of politics is essential to understand the opportunities for and limitations on development.

Analyse this statement with reference to a selected country and by reflecting on development theory and thinkers.




Tip



You will have to make many decisions about whether to include something in your essay or to leave it out, but you can work out the answer: remind yourself of the purpose of essays in general, and go back to your analysis of your specific question.





Remember




Break down the essay question to identify its exact meaning.

To analyse a question you need to look in detail and use your knowledge of English to understand the clues about what is expected.

Don’t be afraid to ask for help with understanding the question.

You need to demonstrate the ability to evaluate different points of view and demonstrate research skills.

You need to show awareness of the reader, of academic conventions and the way others in the discipline write.






2


Reader expectation and essay structure (#ulink_498c5a33-cdbe-5560-a79f-c881c933439e)


Aims



plan your essay structure (#litres_trial_promo)

guide your reader through structure, signposting and cohesion (#litres_trial_promo)

understand paragraph structure and how to connect paragraphs (#litres_trial_promo)







Quiz

Self-evaluation

For each statement below, circle the word which is true for you.







Making your essay more readable


Your assessor is mainly concerned with the content of your essay. This partly depends on your research skills but also on your ability to get your points across.

You can make your essay easy to read in a number of ways, e.g. by using a clear structure and by guiding the reader through the text.




Essay structure


Glossary

outline (outlines) N-VAR An outline is a general explanation or description of something.

principle (principles) N-COUNT The principles of a particular theory or philosophy are its basic rules or laws.

When you wrote shorter essays, you learnt that the basic structure is: introduction / main body / conclusion, and that each separate idea needs a new paragraph. When you are writing a longer essay, the main principles are the same, but there are some differences.

The same three-part structure applies to any essay. In a longer essay, the introduction and conclusion will be more developed, but the biggest change will be in the main body, where there will be much more space to develop ideas. Although each new idea will still require a new paragraph, these separate ideas are likely to need more than one paragraph each to be fully developed. Before you do your research, you won’t know how many paragraphs you will be writing, but you are able to do an outline of the structure of the whole essay from the start.

The method we used in Chapter 1 (#ub266d11d-a5d1-5d82-a9e1-1fbd571ccca3) can be used here to help with structure too. Look back at the example essay question about parallel trade and the three-step analysis of this question in the section Analysing key words and structure of essay titles.

This breakdown will lead to your outline, which can function as a plan for your writing as well as a starting point for your research.

Here, it would look like this:









Exercise 1

Write an outline for the essay title below, from Chapter 1 (#ub266d11d-a5d1-5d82-a9e1-1fbd571ccca3) Exercise 3. Before you start the outline, look at the Answer key for Chapter 1 (#ub266d11d-a5d1-5d82-a9e1-1fbd571ccca3) for the three-step analysis of the essay title.

What are the most important key urban planning theories of the post-war period? Outline in summary their key characteristics. With reference to one of these theories, explain how they help us understand the nature of planning practice.

The last thing you want to do is confuse your reader, so it is important to structure your work in the order that they would expect to find it.




The introduction


In an introduction you would normally:



1 give a description or explanation of the situation or problem (more general)

2 say why this situation or problem (or a more specific aspect of it) is important

3 say what your aim is, what your position on the situation or problem is, and what the organization of your essay will be.


The main function of the introduction is to show your reader you have understood the question and to indicate that you will be discussing it fully. You do not have to go into detail yet.

It is difficult to say how long an introduction should be, but as you won’t be starting to discuss anything in any detail yet, it won’t be long. It is likely to be less than 10 per cent of the word count.

Until you have finished your research, you might not be sure exactly what the structure of your essay will be, so it is a good idea to write your introduction last.






Exercise 2

Look at these two introductions of 1,000-word essays. Look at the three things you would normally include in an introduction above and then think about how you would improve the introductions.

‘It would be better not to let pupils use calculators at all in their maths lessons.’ Discuss.

Introduction A

It may be a good idea not to let students use calculators in maths classes, but there are also reasons why they can be helpful. This essay will first address the role calculators play by considering their benefits, as well as possible drawbacks. Then I shall present a simple argument for the use of calculators by examining the fundamental purpose of an educational system before concluding that we should not reject the use of calculators in a learning environment.

Introduction B

Calculators are useful pieces of equipment and are very popular in mathematical learning. However, some of their functions have raised concerns with maths teachers about the harmful effects on the students’ ability to improve their learning. This is why the idea of forbidding the use of calculators is being discussed. I think this opinion is too extreme and limited.




The conclusion


Your conclusion will normally consist of:



1 a summary of the main ideas (related to the importance to the topic)

2 a summary of your evidence (with your evaluation of it)

3 your overall conclusion / your answer to the question.


The conclusion will be more specific than the introduction, as you will already have mentioned the ideas you are commenting on. Do not add any new evidence or ideas: if you have more to say, then this should be done in the body of the text. Like your introduction, your conclusion is likely to contain no more than 10 per cent of the word count.






Exercise 3

Look at the ending of this 1,500-word essay and identify the three different parts of the conclusion. The first part has been identified for you.

In conclusion,(1)new technologies have provided a remarkable breakthrough which has allowed society itself to become incredibly advanced.They have now become so highly developed that they have provoked ethical questions about their morality. One of the main reasons for this is that they can be controlling, but as we have seen, they are liberating at the same time, with cyborg (mechanical body parts) technology even being able to save people’s lives. Another area of thought is related to the area of feminism: despite their large contribution to the fields of science and technology, women still have to struggle with inequality in everyday and scientific life. While new technologies have undoubtedly influenced postmodern thinking, the amount of research activity in the field in recent years suggests that the influence may also work the other way round.




The main body


The main body of the text consists of a number of paragraphs, blocks of text that develop ideas. We will look at them in more detail below in The structure of paragraphs.

For more information on the language used in introductions, conclusions and the main body, see Chapter 3 (#uf8439ec5-3fe5-5c24-9960-5526826fe194).




Guiding your reader


The longer your piece of writing is, the more important it is that you guide your reader through it. You can do this by telling them about the structure (signposting), by using language that shows that the different aspects of your writing relate to each other (cohesion) and by distinguishing clearly between paragraphs (paragraphing).

Let’s have a look at how a student did this in a short piece of writing. (He has made several mistakes, which are discussed below.)

Glossary

cohesionN-UNCOUNT If you write with cohesion, you use language that shows that the different aspects of your writing relate to each other, fit together well, and form a united whole.

distinguish (distinguishes, distinguishing, distinguished) VERB If you distinguish one thing from another or distinguish between two things, you show, see, or understand how they are different.

guild (guilds) N-COUNT A guild is an organization of people who do the same job or activity.

This essay will look at how young people can be encouraged to vote in two main ways.

Firstly, the government should devise campaigns to inform them and increase their awareness of the importance of voting.

To start with, these campaigns should be as informal as possible and use electronic media such as blogs, websites or any other means that are accessible to that generation. Later on, the medium could also include newspapers and posters.

In addition, the contents of the campaigns should include the fact that voting is the right of every citizen, and state the benefits of voting such as the ability to choose the right representative for a particular area. It is also important to inform the young citizens that it is easy for them to vote.

Finally, after all the campaigns are done through the many information channels, the government may also promote voting by educating people in colleges, student guilds and other student organizations.

In conclusion, by taking these approaches, hopefully more young people will vote.

The student has indicated in the first sentence that there are two approaches he will discuss (but he could have made it clearer that these are media campaigns and educational programmes). He uses linking words to indicate the structure of his discussion: ‘Firstly’ and ‘Finally’ introduce the two areas he will discuss. He also uses other linking words.

Many students have been taught that linking words are very important, but some use these types of words too often. This is the case in this example. ‘In addition’ could be crossed out without it affecting the meaning: ‘the contents of the campaigns’ gives more information about a topic that was already raised, which is a natural thing to do, so the reader does not need to be told there is a link. It is also a bad choice of linker: it does not introduce an additional idea, but a more specific one. Here the linking words are all used at the beginning of a paragraph, making the text sound very repetitive (if you read it out loud, you will notice the pattern repeating). To sum up, linking words can be helpful to guide the reader, but you should only use them if they are necessary; make sure you use an appropriate one, and vary their place in the sentence.

Some of the words refer to other words in the text:



the pronouns ‘them’ and their’ in the second sentence refer to ‘young people’ in the first sentence

‘these campaigns’ in the third sentence refers back to the campaigns mentioned in the second sentence, and ‘that generation’ refers back to ‘young people’

the article ‘the’ in ‘the medium’, ‘the campaigns’ and ‘the young citizens’ indicates that these ideas have already been mentioned.


We can group some of the words mentioned, to show how a number of ideas are developed throughout the text. There are words related to the areas of:



youth: young people, that generation, young citizens

education: campaigns, inform, awareness, contents, fact, information channels, educating, contents, colleges, student guilds, student organizations

media: blogs, websites, medium, newspapers, posters, information channels

voting: vote, citizen, choose, representative


Visually, a space has been left between each paragraph. This is the right thing to do, although indents are also acceptable. In this short piece of writing, there was no need to have so many paragraphs. For example, the one that begins with ‘To start with’ develops the idea from the previous paragraph and should have been part of that one.

Glossary

indent (indents) N-COUNT An indent is the space at the beginning of a line of writing when it starts further away from the edge of the paper than all the other lines.






Exercise 4

Cross out the unnecessary and/or incorrect linking words in the paragraph (taken from an IELTS-type essay). Do not make any other changes.

It is widely believed that the internet is making our lives easier than they were in the past. Furthermore, the internet is used as a consultation method for solving many problems. On the one hand, many people use the internet for consulting others who are in a different location, for example, teachers, physicians and community researchers. Moreover, there are social networking sites such as Facebook to communicate with old friends, and so you can get together with them and other people you have not seen in a long time. The internet has also led to an increase in opportunities for face-to-face communication and people can talk with each other at any time and anywhere. At last, people with disabilities can use the internet to help overcome obstacles so that they have better access to education and other services.






Exercise 5

Underline the pronouns in this text and think about how they are used to connect the ideas in the text.

Internet users can get information any time they need it via their internet connection. When the internet was first introduced, its feature was to share information. As time has gone by, more functions and tools have been added. These include blogs, which allow users to share their comments and opinions, and social networks, which enable people to pass on messages quickly.




The structure of paragraphs


A paragraph normally has three parts:



1 a sentence that introduces the topic (and possibly links it to the previous paragraph)

2 a number of sentences that develop the topic (with analysis, evidence or detail)

3 a sentence that concludes the topic (or links it to the next topic/paragraph).


Have a look at some examples, where the sections have been numbered (1), (2) and (3).

Glossary

obstacle (obstacles) N-COUNT You can refer to anything that makes it difficult for you to do something as an obstacle.

(1) Corruption is the most important point to focus on, because this originates where the power is. (2) Corruption can take many forms: political, which involves corruption in a country’s legal system and police force, and economic, for example misuse of taxes and foreign aid money. (3) A country with a corrupt government is not able to develop.

(1) Another obstacle facing the developing nations today is capital flight. (2) This is the rapid movement of investments out of a country. This can be for economic reasons, such as an increase in taxes. It often also happens as a result of political problems such as internal or external wars. (3) It has a negative impact on the trust that people have in their governments, and investors tend to invest in other countries.

Tip



Did you notice how common the pattern of three is? There are three parts in an essay, three parts in an introduction, three parts in a conclusion, and three parts in a paragraph. When you plan and write your essays, the three-part structure can help you order and shape your ideas.





Connecting paragraphs


Glossary

argument (arguments) N-VAR An argument is a statement or set of statements that you use in order to try to convince people that your opinion about something is correct.

measure (measures) N-COUNT When someone, usually a government or other authority, takes measures to do something, they carry out particular actions in order to achieve a particular result.

policy (policies) N-VAR A policy is a set of ideas or plans that is used as a basis for making decisions, especially in politics, economics, or business.

When you start a new paragraph, you are indicating that the previous point is finished and you are starting something new. However, this new paragraph is not completely separate from the previous one, and you will have to indicate what the relationship is. For example, if you start with ‘Another argument in favour of calculators is …’, then the language you have chosen clearly indicates to the reader that you are discussing a different argument (‘Another’) with the same purpose (‘in favour’).

When you use a construction like ‘another argument is’, what you are doing is summing up what has been said previously and naming it (‘argument’). You are also announcing what you are going to be doing next (‘another argument’), or perhaps indicating that you are going to give more specific information (‘This argument …’).

The following are examples of words like ‘argument’, which are often used with the word ‘this’ (or ‘these’, when used in the plural) in this way.

analysis, approach, concept, context, data, definition, environment, evidence, factor, function, interpretation, issue, measure, method, period, policy, principle, procedure, process, research, response, sector, structure, theory

Here is an example of how this pattern can be used. Note that some information has been left out of the paragraphs.

The government wanted to introduce social security as part of a larger policy to improve society. […] Another important message was that they felt that the state and the individual should work together. This meant that social security was not intended to discourage people from taking responsibility for improving their lives […].

These guiding principles […].

Note that the first sentence of a paragraph will normally show how it fits in with the overall structure of your plan, and may indicate what will happen next.

Tip



Check the logical construction of your own writing by highlighting the most important sentences in each paragraph. If you just read those, would the essay make sense? If not, make changes.


For more information on the language used to introduce, develop and connect paragraphs, see Chapter 3 (#uf8439ec5-3fe5-5c24-9960-5526826fe194).




Remember




Essay structure – introduction / body / conclusion. The body is likely to have a large number of well-developed and linked paragraphs.

Planning – do an initial outline based on an analysis of the essay question; a more detailed one can be done after the research.

Introduction – includes an explanation of the situation and its importance, as well as a statement of the aim of the essay and an indication of its structure.

Conclusion – includes a summary of the main ideas, a review and evaluation of the evidence, and an answer to the question.

Paragraphs have a three-part structure with their own introductory and concluding sentence(s), and analysis, evidence or detail in between; they often refer forward and backwards to other paragraphs.

Readability becomes very important in long essays. The reader needs to find the right information where they expect it; they also need to be told about the structure of the essay and find cohesive text, divided into paragraphs and signposted throughout.

Linking words need to be used in longer text; they need to be chosen carefully and used only where necessary.






3


Essay content and language (#ulink_8f130d36-5a5f-5fe9-9995-d97063538702)


Aims



explain the time frame, situation and certainty (#litres_trial_promo)

define key terms and concepts (#litres_trial_promo)

indicate the importance of the topic and organization of the essay (#litres_trial_promo)

use organizational patterns and visuals (#litres_trial_promo)

understand the language of conclusions (#litres_trial_promo)







Quiz

Self-evaluation

For each statement below, circle the word which is true for you.







Content and language


In Chapter 2 (#u63bb1971-0049-52bd-ac42-bffb734aff4d), we discussed how your essay question can be analysed to produce an outline that shows in which section of your essay you will discuss each part. Here we look at the content and language of introductions, the main body and conclusions.




The beginning of the essay


The essay has to introduce the topic, so must start with a relatively general comment. The trick is not to over-generalize, otherwise the comment becomes meaningless. For example, the following first sentences of an essay are too vague or general.




The following examples get it just right: they are not too general, nor too specific.




You will have noted from the comments about examples 1–3 that it is not a good idea to memorize words or phrases (‘nowadays’, ‘has been debated’) to insert your ideas into. It is better to start from your ideas and then to think about how they are best expressed. To do this, you need to think about the time frame, the situation and the certainty.

Although you are generalizing, don’t be vague about the situation and when it happened.

If we analyse what the verbs describe in examples 1–5 above (looking at the improved versions in the column on the right for 1–3), we will find the present continuous tense (is becoming, is having, are living) in examples 1, 4 and 5, which describe ongoing processes. In examples 2 and 3 the present perfect is used, to link a past situation with the present (have become, have led). There is also an example of the present passive form (is spoken) in example 1. Notice that generalizations are unlikely to be expressed in the past tense, unless they are about historical situations.

For more information on tenses, see Chapter 5 (#litres_trial_promo).

Notice that generalizations often use plural nouns (people, tuition fees, student numbers), and uncountable nouns, i.e. a noun that has no plural form (globalization). It would be strange to use a singular countable noun (person, student), unless it represents a larger category as in the example ‘A student needs to be able to raise thousands of pounds a year’, where the word ‘student’ does not relate to a particular student, but to ‘any student’. The sentence has the same meaning as ‘Students need to be able …’

In the original sentence in example 2, the writer states a truth, without saying what the relevance of it is for the essay. The addition of ‘technology-based activities’ in the improved version tells the reader why surfing the internet and watching TV are mentioned, especially as there is also a contrast with ‘traditional pastimes’. This adds an element of precision, even though the sentence remains general.

Precision is also present in example 4: we know which aspects of globalization the writer is going to discuss. By mentioning the four categories, the writer also indicates the structure of the essay.

You need to indicate very clearly what is fact and what is not.

The claim in (improved) example 1 is that the English language is popular, and the evidence for this is that it is spoken as a first or second language by millions of people and that it is used in electronic communication (which makes it become even more popular).

The writer of example 1 presents a fact and evidence. In example 3, we can read about a cause and its effect. These claims are strong, as evidence is provided.

When less evidence is available, it is better to be cautious and use language that expresses your degree of certainty. This can be done through adverbs (usually, often, undoubtedly, probably, unlikely), adjectives (most, some, certain) and modal verbs (can, may, might).

For more information on cautious language, see Chapters 8 (#litres_trial_promo) and 9 (#litres_trial_promo).

Glossary

cautious ADJ If you describe someone’s attitude, language, or reaction as cautious, you mean that it is limited or careful.




Definitions


Definitions can occur in the introduction or the main part of the essay. Key concepts are most likely to be defined in the introduction.

It is normal practice to define your key terms, but it becomes especially important to include definitions if you use the words in a meaning which is different from the usual interpretation, or if you are using one meaning when there are many.

Look at the following ways to define an important concept:









Notice how the passive form is often used (is defined, can be described, is called, is known, is referred to). Typical mistakes that are made with the passive are forgetting the form of ‘to be’ and not using the past participle (e.g. writing define where it should be defined). Remember that passive forms have a form of ‘to be’ followed by the past participle of the verb.

Study the tables above. Then try to do Exercise 1 without looking back at the tables.






Exercise 1

Define the word ‘comprehension’ (= the act or ability to understand) in two ways: once starting the sentence with the word, and once ending the sentence with the word. Use passive forms of the verb each time.

Definitions often use relative clauses after a noun to indicate which person or which thing we are talking about, for example:

Notation is a method of recording music,which is based on naming the notes by letters and also includes ways of distinguishing the value of notes in terms of duration.

The relative pronoun that is used here is ‘which’. Other relative pronouns that are often used after a noun in this way are who, whose (which expresses possession), and that.






Exercise 2

Fill in the missing relative pronouns in the following definitions. Choose from that, which, whose and who.



1 The wings of a bird or insect are the two parts of its body________________it uses for flying.

2 A wing of an organization, especially a political organization, is a group________________is part of it and________________has a particular function or particular beliefs.

3 In a theatre, the wings are the sides of the stage________________are hidden from the audience by curtains or scenery.

4 A choir is an organized group of singers________________usually sing in church services.

5 A long, thin container________________you squeeze in order to force paste out is referred to as a tube.


If you are using a particular definition or interpretation, perhaps from a choice of many, you will need to use longer structures to explain this, and may need to include a justification of your choice. Some examples are:

Using definitions



For the purposes of this essay, I will be using Kotler’s definition of societal marketing, because of its focus on the organization’s task to meet the need of the clients and to ‘… deliver the desired satisfactions more effectively and efficiently than competitors, in a way that preserves or enhances the consumer’s and the society’s well-being.’

Although many different definitions of marketing have been suggested over the years, I will be using the one by Kotler (1994), because of.…

Throughout this essay, I will be using the word ‘cognitive’ to refer to the different types of intellectual behaviour.

In this essay, the term ‘reliability’ is used to mean …





Indicating the importance of the topic


Superlatives can be useful to indicate that the topic is a relevant one:






The following adjective and noun combinations can also be useful:

Adjective and noun combinations

an important part, a key role/factor, a great/major problem, a central area of, a common problem, an increasing need/concern, heightened awareness, rapid development, a dramatic increase, renewed/unprecedented interest, a serious effect/impact on, increasing concern

You can also use the following combinations with adverbs:

is becoming increasingly important, has been extensively researched




Introducing the aim and the organization of the essay


You could use the following patterns:














Notice how ‘will’ and present tenses are used (will examine). ‘Will’ is used to announce what is to come. Present forms are used (examines) to state a fact about the organization of the essay.

There is a choice between passive forms (it will be argued that) or active forms with ‘I’ (I will argue that).

When you announce the structure of the essay, the form with ‘I’ is common. For example:

I will first discuss the reasons why Galen originally became popular. In the second section, I will offer explanations for his enduring popularity, after which I will explain the part that was played by the church and the state.




The main body: Organizational patterns


Essays can be organized in a variety of ways. Some examples of organizational patterns are: comparing/contrasting, problem/solution, chronological, description, exemplifying, classifying, themes, definition, process, cause/effect, advantages/disadvantages, strengths/weaknesses/opportunities/threats (SWOT).

Glossary

chronological ADJ If things are described or shown in chronological order, they are described or shown in the order in which they happened

In shorter essays, it is more likely that a pattern is used throughout the whole essay. In longer essays, you are more likely to use a combination. For example, if you are writing an essay about the Cadbury Company, you could use a chronological pattern, in which you write events in the order in which they occurred. Within the different periods, you might use cause and effect, you could include extended definitions of different business models, you could recount a SWOT analysis that was carried out, etc.






Exercise 3

Match the language on the left with the functions on the right.




Glossary

figure (figures) N-COUNT In books, journal articles, and essays, the diagrams which help to show or explain information are referred to as figures.




Using visuals


In your essays, you may not always need to include visuals, but when you do they will be in the main body. You always need to introduce the visual in your text before showing it. After the visual, you need to describe the most important information contained in it. This may be done by comparing or contrasting, describing change over time, interpreting statistics, etc.

The visuals could be either tables or figures. The title (also sometimes called ‘caption’ or ‘figure legend’) of a table needs to be put above the table, but it needs to be put underneath the information for a figure. You will need to indicate the source of the table or figure. If you have designed or compiled it yourself, then you need to indicate this in the text. For example:

Glossary

compile (compiles, compiling, compiled) VERB When you compile something such as a report, book, or table, you produce it by collecting and putting together many pieces of information.

The following figure shows an overview of the different opinions expressed in both studies. I have put the negative ones on the left and the positive ones on the right.




The language of conclusions


Look at the following conclusion:

The institute for health improvement has identified that an open visiting policy in intensive care units is an important aspect of quality improvement. (1)The aim of this paper was to evaluate and compare the benefits and risks of open and restricted visiting policies.(2)Although the advantages and benefits of visitors for patients have been reported in various studies, the risks and disadvantages have also been discussed.

(3)It is difficult to adapt the same visiting policy across intensive care units and every situation should be assessed on an individual basis. To avoid any adverse effects of visits on staff and patients, staff should be educated on visitor needs and behaviour, and also brochures should be developed and provided which outline the visiting policies.

Notice how the student repeats the aim of the paper in sentence (1). He also says what type of evidence has been discussed in the essay in sentence (2). The overall conclusion and recommendations come at the end (3).

Have a look at the tenses used in the underlined words in the conclusion above. The aim has now been fulfilled, so is referred to in the past simple. The essay itself is not completely finished yet, so the present perfect is used: this tense provides a link between the past and the present. In conclusions that refer to concrete facts, the present tense is used. Recommendations are often made by using ‘should’.






Exercise 4

Answer the following questions.



1  Fill in the correct verb forms in the following sentences, taken from conclusions.




1 This essay (to discuss)________________the economic factors that contributed to …

2 In this essay, I (argue)________________that globalization is not a recent phenomenon.

3 This essay (explore)________________the causes of the conflict …




1  What tense did you use in sentences a–c?

2  The following sentences summarize the evidence and give an indication of their importance. You need to use a different tense here. Which one and why?




1 These findings (to suggest)________________that …

2 The evidence (to seem)________________to indicate that …

3 A consequence of this (to be)________________that …





Remember




At the start of your essay, don’t give any details but say something meaningful.

The language you use (tenses, singular or plural, modal verbs, etc.) will depend on the situation you are describing, its time frame and the strength of your claims.

Define your concepts, indicate the importance of the topic, and state the aims and organization of the essay in the introduction.

Decide on the best organizational pattern for your essay and remember that most essays will use a combination of patterns.

Integrate visuals into your essay by introducing them before inserting them, labelling them correctly, and explaining the most significant information in them.

Use the correct tenses in conclusions to sum up what the essay discussed and comment on its importance.






4


Formality, efficiency, modesty and clarity (#ulink_a8c4069a-a2b4-5879-aed1-8808e094c9f3)


Aims



understand formality in register and style (#litres_trial_promo)

understand efficiency in register and style (#litres_trial_promo)

understand modesty in register and style (#litres_trial_promo)

understand clarity in register and style (#litres_trial_promo)







Quiz

Self-evaluation

For each statement below, circle the word which is true for you.







Four principles of academic writing


In Chapter 2 (#u63bb1971-0049-52bd-ac42-bffb734aff4d) we looked at what the person marking your work wants. One aspect of this is that you need to demonstrate that you understand the conventions of the academic genre.

In this chapter we will be looking at what all academic readers want, i.e. the type of register and style that is expected from all scholars.

We will look at four principles of academic writing: Formality, Efficiency, Modesty, and Clarity, and consider what they mean for the academic writer. For each principle, you will find examples of mistakes students have made, followed by explanations and corrections. Try to work out what the mistakes are and how you could correct them before you read on.

Glossary

genre (genres) N-COUNT A genre is a particular type of literature, painting, music, film, or other art form which people consider as a class because it has special characteristics.




Formality


Before starting university, students are already aware of the need for formal language in essays. The problem is that it can be difficult to know what is formal and what is not. You can try to think about it in this way: words that are used a lot when speaking (e.g. ‘big’, ‘good’, ‘well’, ‘a lot’), or a technique that is used a lot in speeches (e.g. asking the audience questions) are unlikely to be used in formal writing.

Glossary

formality N-UNCOUNT If you talk about the formality of a person’s language or writing style, you mean that they are using extremely formal academic language.

What else can we expect from the internet? The first thing which we expect and hope to have is an improvement of the services in the near future.

The student asks a question here and then answers it. This is a technique used in speeches to involve the audience. In academic writing, the writer does not address the audience. An improvement would be: ‘The future of the internet will be decided by the needs of its customers. One development is therefore likely to be service improvement.’ This takes out the question, the word ‘hope’, which is quite personal, and the need for ‘we’, which refers to internet customers.

Secondly, we need to reduce the internet service access fees. Moreover, there are always technological developments in the pipeline.

This follows on from the previous text about the internet, so we can avoid the ‘we’ by saying ‘Another customer requirement is a reduction in access fees.’ The second sentence contains an idiom, ‘in the pipeline’, which means ‘in the process of being completed, delivered, or produced’. Idioms are very rare in academic writing, and it is better if you don’t use them. The sentence could be improved as follows:

‘Technological advances can also be expected, as companies are always developing their systems in order to stay competitive.’

Analysis of annual financial reports is an art, which involves many complexities. Even when they are looking at the same natural beauty, amateur painters and great masters will have completely different interpretations. Different people might obtain different conclusions when reading the same report.

This student is using an analogy: financial analysis is compared to an art form with many complexities. It is not wrong to use an analogy, as it involves comparison, which is an academic skill. However, analogy and metaphor can be quite poetic in nature, in which case they are not academic. The student is going too far in the second sentence. An improvement would be: ‘The analysis of financial reports can be said to have more in common with art than with science, as it relies on interpretation and not just facts. This is why different analysts may reach different conclusions.’





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