Ways of Organizing Academic Text

Short Essays

Introduction - Presentation of topic in context, background information, purpose of the

text, a thesis statement and a technique to catch the reader’s interest.

Main Body - Presentation of findings and arguments which support the thesis
statement or questions; discussion of the detailed information including the
examples, statistics, graphs, tables and charts to support the ideas and analyzes
the evidences.

Conclusion - Repetition of the thesis statement; summarizing the main points and
formulation of recommendations.

Research Reports

Title – concise topic of the report.

Abstract - The ‘shop window’ for your report. A very brief presentation of purpose,
methods, main findings, conclusions and recommendations of the report.
Introduction - Presentation of the problem. The start of the introduction is the
presentation of the problem, that is, what the problem is all about.
The existence of an unsatisfactory condition, a felt problem that needs a solution.
A desire to have a deeper and clearer understanding of a situation, circumstance or
phenomenon. Explain the researcher’s earnest desire to have a deeper and clearer
understanding of the situation so that he will be in a better position to initiate
remedial measures.
A desire to find a better way of doing something or of improving a product. The
researcher must also explain his desire to find a better way to improve the system.
A link between the introduction and the statement of the problem. Discuss the
connection between the problem and the reason of the researchers in conducting the
study.
Literature Survey – A survey of publications and reporting of work that has already done
on the topic of your report.
Written like an essay in discursive style with an introduction, main discussion
grouped in themes and a conclusion.
Explaining how you went about finding your materials and any clear trends in
research that have emerged.
Methods – Stating clearly how you carried out your investigation. Explaining why you
choose this particular method and any equipment, techniques and instrument you
used.
Detailed discussion how participants were chosen.
Results – Presentation of the research findings.
Using format presentation such as text, graphs, tables and diagrams.
Discussion - Showing findings respond to the introduction and the previous research
surveyed.
Discursive style – discuss not only what the findings show but why they show this,
using evidences from the previous research.
Conclusion – A short section without new arguments or evidence.
References – List of works you have referred to in the report including books, journals,
websites and other materials.
Appendices – Additional information that may help the reader but is not essential to
the report’s main findings, anything that ‘adds value’. It may include survey question
including the cover letter.

LANGUAGE USED IN ACADEMIC TEXT

It gives some guidelines for an appropriate language style and academic vocabulary. The
precision of language helps the learners to construct a well- organized and
comprehensive paragraph while the right choice of words creates clarity of meaning. As
a whole, style and vocabulary need to harmonize to each other as effective medium of
communication.

There are no rules for academic style that apply to all situations. The following are
guidelines that should help you develop a style of your own.

(a) Do not use idiomatic or colloquial vocabulary: kids, boss. Instead use standard
English:
children, manager.

(b) Use vocabulary accurately. There is a difference between rule and law, or weather
and
climate, which you are expected to know if you study these subjects.

(c) Be as precise as possible when dealing with facts or figures. Avoid phrases such as
about a hundred or hundreds of years ago. If it is necessary to estimate numbers use
approximately rather than about.

(d) Conclusions should use tentative language. Avoid absolute statements such as
unemployment causes crime. Instead use cautious phrases: unemployment may cause
crime or tends to cause crime.

(e) Avoid adverbs that show your personal attitude: luckily, remarkably, surprisingly.

(f) Do not contract verb forms: don’t, can’t. Use the full form: Do not, cannot.

(g) Although academic English tends to use the passive more than standard English,
it should not be over-used. Both are needed. Compare:
Galileo discovered the moons of Jupiter.
The moons of Jupiter were discovered by Galileo.
In the first case, the focus is on Galileo, in the second (passive)
on the moons.

(h) Avoid the following:

• like for introducing examples. Use such as or for instance.
• thing and combinations nothing or something. Use factor, issue or topic.
• lots of. Use a significant / considerable number.
• little / big. Use small / large.
• ‘get’ phrases such as get better / worse. Use improve and deteriorate.
• good / bad are simplistic. Use positive / negative, e.g. the changes had several
positive aspects.
(i) Do not use question forms such as Why did war break out in 1914?
Instead use statements: There were three reasons for the outbreak of war . . .
(j) Avoid numbering sections of your text, except in reports and long essays. Use
conjunctions and signposting expressions to introduce new sections (Turning to the
question of detecting cancer . . .)
(k) When writing lists, avoid using etc or and so on. Insert and before the last item:
The main products were pharmaceuticals, electronic goods and confectionery.

(l) Avoid using two-word verbs such as go on or bring up if

there is a suitable synonym. Use continue or raise.

(m) Repetition means repeating a word instead of using a synonym to provide

variety, which makes the text more interesting22. So instead of:
Most family businesses employ less than ten people. These businesses . . .
Use: Most family businesses employ less than ten people. These firms . . .

(n) Redundancy, i.e. repeating an idea or including an irrelevant point, suggests

that the writer is not fully in control of the material. It gives the impression that either
he does not properly understand the language or is trying to ‘pad’ the essay by repeating
the same point.
Avoid phrases such as: Homelessness is a global problem in the whole world.
Good writing aims for economy and precision: Homelessness is a global problem.

(o) Short sentences are clear and easy to read:

Car scrappage schemes have been introduced in many countries.

(p) But too many short sentences are monotonous:

Car scrappage schemes have been introduced in many countries. They offer a
subsidy to buyers of new cars. The buyers must scrap an old vehicle. The
schemes are designed to stimulate the economy. They also increase fuel
efficiency.

(q) Long sentences are more interesting but can be difficult to

construct and Read23:
Car scrappage schemes, which offer a subsidy to buyers of new cars, who must scrap an
old vehicle, have been introduced in many countries; the schemes are designed to
stimulate the economy and also increase fuel efficiency.

(r) Effective writing normally uses a mixture of long and short sentences, often
using a short sentence to introduce the topic:
Car scrappage schemes have been introduced in many countries. They offer a subsidy
to buyers of new cars, who must scrap an old vehicle. The schemes are designed to
stimulate the economy and also increase fuel efficiency.