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Academic Writing for International Students of Business

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1EEE
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Academic Writing
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for International
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Students of Business
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Stephen Bailey
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First edition published 2011
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
771 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2011 Stephen Bailey
The right of Stephen Bailey to be identified as author of this work
has been asserted by him in accordance with sections 77 and 78 of
the Copyright, Designs and Patents Act 1988.
Typeset in Galliard by
Florence Production Ltd, Stoodleigh, Devon

All rights reserved. No part of this book may be reprinted or

reproduced or utilised in any form or by any electronic, mechanical,
or other means, now known or hereafter invented, including
photocopying and recording, or in any information storage or
retrieval system, without permission in writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Bailey, Stephen, 1947–
Academic writing for international studies of business/
Stephen Bailey. – 1st ed.
p. cm.
Includes bibliographical references and index.
1. Authorship. 2. Academic writing. 3. Business writing.
I. Title.
PN151.B26 2011
808′.06665–dc22 2010014023

ISBN13: 978–0–415–56470–0 (hbk)

ISBN13: 978–0–415–56471–7 (pbk)
ISBN13: 978–0–203–84157–0 (ebk)
1EEE
2
3
Contents
4
5
6
7
8
9
10 Acknowledgements xi
1 Teachers introduction xiii
2 Students introduction xv
EEE3 Academic writing quiz xvii
4
5 Part 1
62222 The writing process 1
7 1.1 Background to writing 3
82
What is academic writing? 3
9 Common types of academic writing 4
20 The structure of academic texts 4
1 The format of academic writing 6
2 Other common text features 7
3 Simple and complex sentences 7
4 Writing in paragraphs 8
5EEE
6 1.2 Critical reading 10
7 Academic texts 10
8 Types of text 13
9 Using reading lists 13
30 Using library catalogues 14
1 Using library websites to search electronic resources 16
2 Reading methods 16
3 Titles, sub-titles and text features 18
Assessing texts critically 19
4
Critical thinking 22
5
6 1.3 Avoiding plagiarism 25
7 What is plagiarism? 25
8 Degrees of plagiarism 26
9 Summarising and paraphrasing 27
40
1 1.4 From understanding titles to planning 30
2 The planning process 30
36222 Essay titles 31
vi Contents

Brainstorming 31
Essay length 33
Outlines 34

1.5 Finding key points and note-making 37

Note-making 37
Note-making methods 38
Relevance 40
Effective note-making 41

1.6 Paraphrasing 44
The elements of effective paraphrasing 44
Techniques for paraphrasing 46

1.7 Summarising 51
Summarising 51
Stages of summarising 52

1.8 References and quotations 58

Referring to sources 58
Reference verbs and systems 59
Using quotations 60
Examples 61
Abbreviations in citations 63
Organising the list of references 64

1.9 Combining sources 67

Mentioning sources 67

1.10 Organising paragraphs 71

Do paragraphs have a pattern? 71
Development of ideas 74
Linking paragraphs together 75

1.11 Introductions and conclusions 78

Introduction contents 78
Introduction structure 80
Opening sentences 81
Conclusions 83

1.12 Rewriting and proof-reading 86

Rewriting 86
Proof-reading 89
Confusing pairs 91
 vii Contents

1EEE Part 2
2 Elements of writing 95
3
2.1 Argument and discussion 97
4
5 Discussion vocabulary 97
Organisation 98
6
Language of discussion 100
7
Counter-arguments 101
8
Providing evidence 101
9
10 2.2 Cause and effect 104
1 The language of cause and effect 104
2
EEE3 2.3 Cohesion 110
4 Reference language 110
5 Avoiding confusion 112
62222
7 2.4 Comparisons 115
82 Comparison structures 115
9 Forms of comparison 117
20 Using superlatives 118
1 2.5 Definitions 122
2
Simple definitions 122
3
Complex definitions 124
4
5EEE 2.6 Examples 126
6 Using examples 126
7 Phrases to introduce examples 127
8 Restatement 129
9
30 2.7 Generalisations 130
1 Using generalisations 130
2 Structure 131
3 Over-generalising 132
4 Building on generalisations 134
5 2.8 Numbers 136
6
The language of numbers 136
7 Percentages 137
8 Simplification 138
9
40 2.9 Problems and solutions 142
1 Structure 142
2 Alternative structure 143
36222 Vocabulary 145
viii Contents

2.10 Style 147

A suitable academic style 147
Guidelines 149
Avoiding repetition and redundancy 151
Varying sentence length 152

2.11 Visual information 154

The language of change 154
Describing visuals 158
Labelling 160

2.12 Working in groups 162

Group work 162
Making group work successful 164
Dealing with problems 165
Points to remember 166

Part 3
Accuracy in writing 167

3.1 Abbreviations 169

Types of abbreviation 169
Business abbreviations 170
Punctuation 171
Duplicate abbreviations 171
Abbreviations in writing 171

3.2 Academic vocabulary 173

Basic academic vocabulary 173
Academic adjectives 175

3.3 Articles 177

Using articles 177
Use of definite articles 178

3.4 Caution 181

The use of caution 181
Using modals, adverbs and verbs 182
Caution in verbs 183

3.5 Linkers 185

Identifying linkers 185
Linkers of opposition 188
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 ix Contents

1EEE 3.6 Nouns and adjectives 190

2 Using nouns and adjectives 190
3 Abstract nouns 193
4
5 3.7 Prefixes and suffixes 195
6 How prefixes and suffixes work 195
7 Prefixes 196
8 Suffixes 197
9 Word class suffixes 197
10 Meaning suffixes 198
1
2 3.8 Prepositions 200
EEE3 The main uses of prepositions 200
4
5 3.9 Punctuation 205
62222 Capitals 205
7 Apostrophes 206
82 Semi-colons 206
9 Colons 206
20 Quotation marks/inverted commas 207
1 Others 208
2
3 3.10 Singular or plural? 210
4 Five problem areas 210
5EEE Group phrases 211
6 Uncountable nouns 212
7
8 3.11 Synonyms 215
9 Using synonyms 215
30 Common academic synonyms 217
1
2 3.12 Time words 220
3 Using time words 220
4 Time words and tenses 221
5
6 3.13 Verbs – passives 225
7 Active and passive 225
8 Using adverbs 226
9
40 3.14 Verbs of reference 230
1 Using verbs of reference 230
2 Common referring verbs 231
36222 Further verbs of reference 233
x Contents

3.15 Verbs – tenses 235

Tenses in academic writing 235
Simple or continuous? 237
Time phrases 238

Part 4
Writing models 241

4.1 Formal letters and emails 243

Letters 243
Emails 247

4.2 Writing CVs 249

The contents of a CV 249

4.3 Designing and reporting surveys 252

Conducting surveys 252
Questionnaire design 253

4.4 Taking ideas from sources 258

Can money buy happiness? 258

4.5 Writing longer essays 262

Planning your work 262

Part 5
Answers to exercises 271
Academic writing quiz 272
Part 1 272
Part 2 287
Part 3 297
Part 4 310

Index 315
1EEE
2
3
Acknowledgements
4
5
6
7
8
9
10
1
2
EEE3
4
5
62222 I would like to thank the many staff and students at the Centre for English
7 Language Education (CELE) at the University of Nottingham who have
82 helped pilot these materials. In particular I should mention Ann Smith,
9 Steve Dewhirst, Sandra Haywood, John Rabone, Richard Lee and John
20 Hall who have helped me unravel some of the finer points of academic
1 language. Additional thanks are due to the lecturers at Nottingham
2 University Business School, Nottingham Business School, Birmingham
3 Business School and Manchester Business School who took the time to
4 explain their various concerns regarding the written work of their inter-
5EEE national students.
6
7 My wife Rene has again provided me with invaluable support, encourage-
8 ment and help with many aspects of academic writing during the
9 development of this project. Final thanks are due to my daughter, Sophie,
30 for helping me keep the whole subject in perspective!
1
2
3
4
5
6
7
8
9
40
1
2
36222
1EEE
2
3
Introduction for teachers
4
5
6
7
8
9
10 This course has been developed to help international students of Business
1 and Economics with their writing assignments in English at both under-
2 graduate and postgraduate level. There is significant research (e.g. Bacha
EEE3 and Bahous, 2008) to suggest that such students tend to underestimate
4 the difficulty of completing these tasks, in terms of both the reading and
5 writing skills involved.
62222
7 In addition, lecturers at Nottingham University Business School, Nottingham
82 Business School, Birmingham Business School and Manchester Business
9 School have shared their concerns with me about the writing challenges
20 faced by their international students. These focus on difficulties with
1 vocabulary, and the lack of critical thinking skills, with regard to reading
2 and writing. They are also concerned with students’ failure to answer the
3 specific question and their inability to develop answers logically. Issues
4 around plagiarism and referencing skills are also significant worries.
5EEE
6 Academic Writing for International Students of Business sets out to
7 address these and other problems directly. Although the trend towards the
8 internationalisation of business courses has substantial benefits, and inter-
9 national students are not expected to write perfect English, it should be
30 understood that accurate and effective language use is an essential skill for
1 such students. What may be individually minor problems with prepositions,
2 word endings, spelling and articles can result, in sum, in essays that are
3 barely comprehensible to the best-motivated marker.
4
5 This book has been designed for use both in the classroom and for self-
6 study/reference. This is a recognition that foundation, in-sessional and
7 pre-sessional courses are inevitably time-constrained, and that some students
8 may prefer or need to work by themselves. All exercises can be done
9 individually or in pairs and groups. Students can check their work using
40 the answer key. The book is designed for ease of access and simplicity of
1 reference, which is achieved via the structure:
2
36222
xiv Introduction for teachers

Part Topic Application

1 The writing process Classroom use
from reading to proof-reading
2 Elements of writing Classroom use
from argument to working in groups and self-study
3 Accuracy in writing Classroom use, self-
from abbreviations to verb tenses study and reference
4 Writing models Self-study and
from letters to longer essays reference
5 Answers to exercises

The material in this course has been extensively tested in the classroom,
but improvements can always be achieved in future editions. Therefore I
would be very glad to receive any comments or suggestions about the
book from teachers of Business, Economics or English for Academic
Purposes.

Stephen Bailey
Email: [email protected]

Reference
Bacha, N. and Bahous, R. (2008). ‘Contrasting Views of Business Students’ Writing
Needs in an EFL Environment’. English for Speci c Purposes 27, 1, 74–93
1EEE
2
3
Introduction for students
4
5
6
7
8
9
10 This book is designed to help you succeed in the writing tasks you may
1 be given as part of your Business or Economics course. The kinds of
2 writing that you are asked to do may be different from the assignments
EEE3 you have done before, and for some this may also be the first time you
4 have had to write long essays in English.
5
62222 Your teachers know that English is not your native language and will be
7 sympathetic to the problems you have in your writing. But at the same
82 time you will want to learn to write as clearly and accurately as possible,
9 not only to succeed in your current course but also in preparation for your
20 career. Almost all companies and organisations expect their staff to be able
1 to communicate effectively in written English, as well as orally. Therefore,
2 during your studies you have the ideal opportunity to learn to write well,
3 and this book can help you achieve that goal.
4
5EEE In addition to accuracy, students on Business courses are expected to take
6 a critical approach to their sources. This means that your teachers will
7 expect you to question and evaluate everything you read, asking whether
8 it is reliable or relevant. You are also expected to carefully refer to the
9 sources of all your ideas using a standard system of referencing. Academic
30 Writing for International Students of Business will help you to develop
1 these skills.
2
3
4 Managing your time
5
6 Many teachers complain about work that is handed in late or shows
7 signs of having been finished in a hurry. This leads to poor marks, and
8 can be avoided by better time management. This means planning your
9 time carefully from the start of the course so that your work is never late
40 or rushed.
1
2
36222
xvi Introduction for students

n Decide if the following ideas about time management are true or false:

(a) Essay deadlines are often several months after the course starts. (T/F)
(b) The best way to plan an assignment is to use some kind of wall chart. (T/F)
(c) Reading and note-making often take longer than writing. (T/F)
(d) The best time to study is after midnight. (T/F)
(e) It s a good idea to make time every day to relax with friends. (T/F)

In fact, all of these are true except for (d): it’s better to study during the
day and then get a good night’s sleep. The key point is to schedule the
work for each task week by week, so that you allocate time for drafting,
rewriting and proof-reading. By doing this you will avoid the last-minute
panic that leads to poor marks and having to re-take courses.

The book can be used either with a teacher or for self-study and reference.
Each unit contains practice exercises, which can be checked using the
answer key. For ease of use it is divided into the following sections:

Part 1 The writing process

This follows the process of writing from the reading stage through to proof-reading.
Part 2 Elements of writing
The key writing skills, organised alphabetically from Argument to Working in groups.
Part 3 Accuracy in writing
This section revises and practises areas of grammar and vocabulary, again arranged
alphabetically, from Abbreviations to Verb tenses.
Part 4 Writing models
Gives examples of letters and emails, CVs, survey reports and longer essays.
Part 5 Answers to exercises

I would be very glad to receive comments and suggestions on any aspect

of this book to help develop future editions.

Stephen Bailey
Email: [email protected]
1EEE
2
3
Academic writing quiz
4
5
6
7
8
9
10 n How much do you know about academic writing? Find out by doing this
1 fun quiz.
2
1 The main difference between academic writing and normal
EEE3
writing is that academic writing:
4
5 (a) uses longer words
62222
(b) tries to be precise and unbiased
7
82 (c) is harder to understand
9
2 The difference between a project and an essay is:
20
1 (a) essays are longer
2
3 (b) projects are longer
4 (c) students choose projects topics
5EEE
6 3 Teachers complain most about students:
7 (a) not answering the question given
8
9 (b) not writing enough
30 (c) not referencing properly
1
2 4 The best time to write an introduction is often:
3 (a) rst
4
5 (b) last
6 (c) after writing the main body
7
8 5 Plagiarism is:
9 (a) a dangerous disease
40
1 (b) an academic offence
2
(c) an academic website
36222
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Europe sufficiently

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INTRODUCTION
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