TYPES OF

ACADEMIC WRITING
WRITING IS A SKILL THAT IS REQUIRED IN MANY
CONTEXTS THROUGHOUT LIFE.
IN GENERAL, ACADEMIC WRITING PRODUCES OR
ANALYSES KNOWLEDGE [6] AND IS FORMAL AND
STRUCTURED.
IT HAS ITS OWN SET OF RULES AND PRACTICES [12].

 Academic writing in English has one central point or theme with

every part contributing to the main line of argument, without
digressions or repetitions. Its objective is to inform.
 Academic writing is: complex, formal, objective and explicit. It
uses language precisely and accurately [7].
 Academic writing follows a particular ‘tone’ and adheres to
traditional conventions of punctuation, grammar, and spelling [12].
 During the post-graduate studies, students usually encounter a need
to write academic papers of various kinds: an essay, summary,
annotation, abstract, paper, a review, an academic article .
AN ESSAY IS A SUSTAINED PIECE OF WRITING IN
WHICH THE AUTHOR TRIES TO SET DOWN SIGNIFICANT
IDEAS, CONVEY INFORMATION, ANALYZE ISSUES OR SET
FORTH A PROPOSITION.

A WELL-WRITTEN ESSAY HAS THE MAIN IDEA CALLED A THESIS,

IT HAS A DIRECTION, AN ADEQUATE DEVELOPMENT, UNITY
AND COHERENCE.
IT MAY BE ANY LENGTH.

IN AN ESSAY, THE PARAGRAPH SERVES TO MOVE THE

AUTHOR’S IDEA FORWARD, EACH PARAGRAPH RELATES
LOGICALLY TO THE OTHERS.
THE FORMS AN ESSAY MAY TAKE ARE NUMEROUS

AN ESSAY MAY REPRESENT ANY OF THE FOUR MODES OF

DISCOURSE-NARRATION, DESCRIPTION, EXPOSITION OR
PERSUASION-WHETHER SINGLY OR IN COMBINATION,
ALTHOUGH USUALLY ONE MODE PREDOMINATES [2].
AN ESSAY IS USUALLY DIVIDED
INTO 3 PARTS:
THE INTRODUCTION, THE BODY (THE
MIDDLE), THE END (THE CONCLUSION).
THE MAIN IDEA IS EXPRESSED IN A
THESIS STATEMENT, WHICH MAY
APPEAR ANYWHERE IN THE ESSAY,
THOUGH IT IS MOST OFTEN FOUND IN
THE BEGINNING PARAGRAPHS [2]
 Traditionally, for academic writing purposes, four types of
essays are used:
expository, persuasive, analytical, argumentative.
 The expository essay is aimed to explain a short theme, idea
or issue to the audience. It could be used to give a personal
response to a work.
 The persuasive essay is used to convince the reader to adopt
your position on an issue or point of view, where your
arguments are the most important.
 The analytical essay is used to analyze, examine and
interpret something (a book) and contains: introduction and
presentation of an argument, analysis of the text (the longest
part of the essay), personal response, conclusion (related to
the analysis and the argument)
 The argumentative essay is used to prove that your opinion,
theory or hypothesis about an issue is correct or more truthful
than those of others. Certain facts, statistics, quotes and
examples are usually used [3].
A REPORT IS ALWAYS A SYSTEMATIC, SHORT, CLEAR,
AND WELL-ORGANIZED DOCUMENT WHICH DEFINES AND
ANALYSES A SUBJECT OR PROBLEM.
REPORTS ARE WRITTEN IN SECTIONS WITH HEADINGS AND
SUB-HEADINGS, WHICH ARE USUALLY NUMBERED [4].

Some possible components of a report: title page (always

included), a list of people and organisations who have
helped you, contents page, terms of
reference (sometimes included), procedure (sometimes
included), materials and methods, materials and
methods, introduction, main body/findings , results,
conclusion, recommendations, references,
bibliography [4].
SUMMARY-
 is a short piece of writing that summarizes a longer
report, article, book in about 1/3 of the original length. It
includes only the main points of a text without giving
examples or details, such as dates, numbers or statistics.
Also, you should not mention your own comments or
evaluation [1].
 To write a good summary it is important to clearly
understand the material you are working with, that is
why it would be useful to follow such steps as :
skimming, dividing the text into sections, highlighting
important information, taking notes, writing down the
main points and key words of each section.
 In the end go the process through again, making changes
as appropriate [1].
 An effective summary:
(After Christine Bauer-Ramazani)

 Begins with an introductory sentence that states the article's

title;
 Includes all of the article's main points and major supporting
details;
 Deletes minor and irrelevant details;
 Paraphrases accurately and preserves the article's meaning;
 Uses student's own wording and sentence style;
 Uses quotation marks when using phrasing directly from the
article or source;
 Includes only the article's ideas; excludes personal opinion;
 Is shorter than the original;
 Has few or no mechanical errors;
 Includes linking words [1].
 AN ABSTRACT -
IS A SHORTENED VERSION OF A LONGER PIECE
OF WRITING THAT HIGHLIGHTS THE MAJOR POINTS
COVERED, SHORTLY DESCRIBES THE CONTENT
OF THE WRITING, AND REVIEWS THE WRITING'S CONTENTS
IN ABBREVIATED FORM [1].

 Abstracts are short statements that briefly summarize an

article or an academic document.
 They attract someone to read further and explain why
reading your work is worthwhile [1].
 TWO TYPES OF ABSTRACTS ARE
GENERALLY USED:

 Descriptive Abstracts:
 - tell readers what information the paper contains;
 - include the purpose, methods, and scope of the paper;
 - do not provide results, conclusions, or recommendations;
 - are always very short, usually under 100 words;

 Informative Abstracts:
 - communicate specific information from the paper;
 - include the purpose, methods, and scope of the paper;
 - provide the paper's results, conclusions, and recommendations;
 - are short – from a paragraph to a page or two, usually they are 10% or
less of the length of the original piece;
 - allow readers to decide whether they want to read the article or paper
[1].
 All abstracts include:
 - a full citation of the source, preceding the abstract;

 - the most important information first;

 - the same type and style of language found in the

original;
 - key words and phrases;

 - clear, shortened, and powerful language [1].

  Keep in mind:
 Don't copy and paste from the article!
 Don't rely on the way the material was phrased in the
article.
 Write an introductory sentence to introduce your central
concept.
 Write a one- or two-sentence conclusion.

 Revise your abstract as needed.

 Fix errors in grammar, spelling, and punctuation [1].

PAPER -
IS AN ACADEMIC WORK THAT IS USUALLY
PUBLISHED IN AN ACADEMIC JOURNAL. THE
ACTUAL PROCESS OF WRITING A PAPER IS OFTEN
HARD AND LABOUR-INTENSIVE WORK.
 Many good research papers fail to achieve
their potential because of the student's failure
to address six important presentation issues:
presentation format; grammar and style;
adequate research; citation; plagiarism; and
field component [1].
 Writing a graduation paper is similar to writing a
scientific report, in which the main goal is the
demonstration of acquired knowledge
in your field.

There are some important elements of graduation

paper writing:

- Identifying a research problem

 -A literature review

 - Formulating a hypothesis

 - Data collection [1].

 To write an effective
A REVIEW - review,
IS AN EVALUATION you should:
OF  Be informative,
A PUBLICATION, specific, authentic.
BOOK ETC.  Use good grammar,

REVIEW IS MORE THAN spelling,

A DESCRIPTION  Avoid profanity [5].

OR SUMMARY.
IT IS AN EVALUATION, A
CRITICAL ANALYSIS,
A COMMENTARY [5].
ANNOTATION MAY BE DEFINED AS CRITICAL OR
EXPLANATORY NOTE; A COMMENTARY, WHICH IS USED IN ORDER
TO ADD MORE INFORMATION ABOUT A TOPIC.

Annotations vary according to their

intended use and their content:
 Descriptive Annotations describe the content
of a book or article and indicate distinctive
features.
 Critical Annotations, in addition to
describing the contents, evaluate the
usefulness of a book or article for particular
situations [9].
 There are four ways of annotating a text: highlighting
or underlining key words and phrases or major ideas,
paraphrasing/summarizing of main ideas, descriptive
outline, commenting/ responding.

 Thus, a well-annotated text will accomplish all of the

following:
 •clearly identify where in the text important ideas and
information are located
 •express the main ideas of a text

 •trace the development of ideas/arguments throughout a

text
 •introduce a few of the reader’s thoughts and reactions
[8].
 Writing an annotation:
 1. Do the bibliographic entry.

 2. Include: Scope and main purpose of text (Do not

summarize the whole work), the relation of other works
in the field.
 3. Do the summarizing comment.

 4. Do not repeat the words of the title

 5. Be concise [9].
SOME USEFUL PHRASES:

 The paper (article) under discussion (consideration) is intended (aims) to

describe (explain, examine, survey)…
 The author outlines (points out, reviews, analyses)…
 The results obtained confirm (lead to, show)…
 The article deals with … The paper is concerned with…
 It is known that… The fact that.. is stressed.
 It is reported that…
 The text gives valuable information on… Much attention is given to…
 It is shown that… The following conclusions are
drawn…
 It draws our attention to… It is stressed that…
 The article is of great help to … The article is of interest to
[10].
 AN ACADEMIC JOURNAL ARTICLE

According to Summers (2001:410),

to report the results of a well-conceptualized
and executed study you need to be organized,
accurate, clear and concise in your writing
and keep your eye on the details.

The success or failure of an academic article is

determined by the initial conceptualization and
design of a study [11]
TYPICAL STRUCTURE OF AN ACADEMIC ARTICLE:
THERE ARE FOUR MAIN REASONS WHY
ARTICLES ARE REJECTED BY LEADING
ACADEMIC JOURNALS:
 The research does not make a sufficiently large
contribution to the "body of knowledge"
 The study is purely descriptive or replicates previous
research without adding anything new.
 The literature review is not well developed. It lacks
precise definitions of the core constructs and compelling
theoretical motivation for the stated hypotheses.
 The methodology used in the study is seriously flawed

 The authors writing style is disorganized and the article

is not structured properly [11].
LIST OF REFERENCES:
 Мележик К. А. Курс современного английского языка
межкультурной коммуникации / К. А. Мележик.- К.:
Центр учебной литературы, 2014. – 448 с.
 [Навчально-методичний посiбник з комплексного аналiзу
художнього тексту] / [О. В. Полховська, О. М. Мазiна, Н.
А. Князева].- Сiмферополь, 2012.
 http://www.time4writing.com/writing-resources/types-of-essa
ys/
 http://library.bcu.ac.uk/learner/writingguides/1.02%20Reports
.htm
 http://www.trentu.ca/academicskills/documents/
ASC_Writing_Academic_Reviews_Final.pdf
 http://www.monash.edu.au/lls/llonline/writing/general/
academic/index.xml
 http://www.uefap.com/writing/feature/featfram.htm

 http://rwc.hunter.cuny.edu/reading-writing/on-line/
annotating-a-text.pdf
 http://myrin.ursinus.edu/help/resrch_guides/annotate.htm

 http://books.ifmo.ru/file/pdf/334.pdf

 http://web.up.ac.za/sitefiles/file/40/753/
writing_an_academic_journal_article.pdf
Thank you for attention!