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What is academic writing?
Preparation work for live session
Preparation work for live session
How would you describe 'academic writing'?
What does it look like, and how do you know if a piece of writing is academic?
Work through the tasks below, which introduce the idea of depersonalising our writing with noun phrases. Remember to save your answers to task 11 and bring them to the live session.
Live session - task review
Live session - task review
What noun phrases did you come up with for the transformation exercises on tasks 11 and 13?
Work in break-out groups to create captions for the photos by putting as much information into noun phrases as possible. For example, the first picture could be the colourful balloon floating over a calm lake at dawn.
Summary
Summary
We have looked at one of the characteristics of academic writing, which is that it is impersonal. It talks less about people and social situations and more about abstract ideas.
Academic writing can be intimidating to read because it's so dense (there's so much information packed closely together), but learning to identify the main verb in a clause and the head noun in a phrase can really help you understand the text more clearly because these are the key words. Everything else just modifies them.
Live session - critical discussion
Live session - critical discussion
To what extent do you agree with the following statements?
Sounding 'academic' is just like wearing a suit to work. Nobody will respect you if you don't look and sound like everyone else.
Learning to write in an academic style allows me to express myself more clearly.
Everyone should just write the way they speak. Life would be much easier.
Live session - peer review
Live session - peer review
Look back at your diagnostic essay that you wrote last week. Is it depersonal in the way we've been looking at today? Does it sound like an essay or like someone speaking? Is there anywhere you can depersonalise the language, or make it more concise? Make any changes you want and then upload your draft to Eduflow.
In groups, discuss the feedback you gave on the draft you read as well as the feedback you received on your own draft. What changes were made?
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