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This page intentionally left blank
Academic Writing for
International Students
of Business
Second edition

Stephen Bailey
Second edition published 2015
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa
business
© 2015 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.
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.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identification and
explanation without intent to infringe.
First edition published 2011 by Routledge
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 students of business/
Stephen Bailey. – 2nd Edition.
pages cm
Previous ed.: 1st ed., 2011.
Includes bibliographical references and index.
1. Authorship. 2. Academic writing. 3. Business writing. I. Title.
PN151.B26 2015
808.02 – dc23
2014030152

ISBN: 978-1-138-78389-8 (hbk)

ISBN: 978-1-138-78390-4 (pbk)
ISBN: 978-1-315-76843-4 (ebk)

Typeset in Galliard
by Florence Production Ltd, Stoodleigh, Devon, UK
Contents

Acknowledgements xi
Introduction for Teachers xii
Introduction for Students xiv
Academic Writing Quiz xvii

Part 1
The Writing Process 1

1.1 Background to Writing 3

Common types of academic writing 4
The format of academic writing 6
Simple and longer sentences 7
Writing in paragraphs 8

1.2 Critical Reading 9

Academic texts 9
Using reading lists 12
Using library catalogues 13
Reading methods 15
Assessing texts critically 17

1.3 Avoiding Plagiarism 24

What is plagiarism? 24
Degrees of plagiarism 25
Avoiding plagiarism by summarising and paraphrasing 26
vi Contents

1.4 From Understanding Titles to Planning 29

Analysing essay titles 30
Essay length 32
Outlines 33

1.5 Finding Key Points and Note-making 34

Finding key points 34
Effective note-making 38

1.6 Summarising and Paraphrasing 41

Stages of summarising 42
Paraphrasing 45
Techniques for paraphrasing 47

1.7 References and Quotations 50

Reference verbs and systems 51
Using quotations 52
Organising the list of references 55

1.8 Combining Sources 58

Mentioning sources 58
Taking a critical approach 59

1.9 Organising Paragraphs 63

Paragraph structure 63
Development of ideas 66

1.10 Introductions and Conclusions 70

Introduction contents 70
Introduction structure 71
Opening sentences 73
Conclusions 74

1.11 Rewriting and Proofreading 76

Rewriting 76
Proofreading 78

1.12 Working in Groups 81

Making group work successful 82
Dealing with problems 84

Revision Exercise: The Writing Process 85

 Contents vii

Part 2
Elements of Writing 87
2.1 Argument and Discussion 89
Organisation 90
Language of discussion 92
Providing evidence 93

2.2 Cause and Effect 95

The language of cause and effect 95
Practice exercises 97

2.3 Cohesion 100

Reference words 100
Practice exercises 101

2.4 Comparisons 104

Comparison structures 104
Practice exercises 105

2.5 Definite Articles 109

Guidelines 110
Practice exercises 111

2.6 Definitions 113

Simple definitions 113
Complex definitions 114

2.7 Examples 116

Phrases to introduce examples 117
Restatement 119

2.8 Generalisations 120

Structure 121
Overgeneralising 122
Building on generalisations 123

2.9 Passives 124

Active and passive 124
Using adverbs 125
viii Contents

2.10 Problems and Solutions 128

Paragraph structure 128
Practice exercises 130

2.11 Punctuation 132

The use of capital letters, apostrophes, semicolons, colons, commas
and quotation marks 132

2.12 Singular or Plural? 137

Five areas of difficulty 137
Uncountable nouns 138

2.13 Style 141

Components of academic style 141
Guidelines 142
Avoiding repetition and redundancy 144
Varying sentence length 145
The use of caution 146

2.14 Visual Information 149

Types of visuals 149
The language of change 152
Describing visuals 153

Revision Exercise: Elements of Writing 156

Part 3
Vocabulary for Writing 159
3.1 Approaches to Vocabulary 161
Language features 163
Confusing pairs 164
Words and phrases from other languages 166

3.2 Abbreviations 167

Types of abbreviations 167
Business abbreviations 168

3.3 Academic Vocabulary: Nouns and Adjectives 171

Using nouns and adjectives 173
Practice exercises 174
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 Contents ix

3.4 Academic Vocabulary: Verbs and Adverbs 177

Understanding main verbs 177
Using verbs of reference 179
Using adverbs 182

3.5 Conjunctions 184

Types of conjunctions 184
Conjunctions of opposition 187

3.6 Numbers 188

The language of numbers 188
Simplification 189
Further numerical phrases 190

3.7 Prefixes and Suffixes 193

Common prefixes of meaning 194
Suffixes 195

3.8 Prepositions 197

Using prepositions 197
Verbs and prepositions 200

3.9 Synonyms 202

How synonyms work 202
Common synonyms in academic writing 203

3.10 Time Markers 206

How time markers are used 206
Tenses 207

Part 4
Writing Models 211
4.1 Case Studies 213
Using case studies 213
Model case study 214

4.2 Formal Letters and Emails 217

The style and layout of letters 217
The language of emails 219
x Contents

4.3 Literature Reviews 221

Example literature review 222

4.4 Longer Essays 224

The process of researching and writing a longer essay (2,000–5,000 words),
with an example 224

4.5 Reports 227

Writing reports 227
Essays and reports 228

4.6 Surveys 230

Questionnaire design 230
Survey language 231

Revision Exercise: Taking Ideas from Sources 235

Answers 239

Glossary 297
Index 300
Acknowledgements

I would like to thank the many students I have taught over the past 30 years, whose needs
have provided the impetus for this book. Their enthusiasm and resilience has been a constant
inspiration for me.
My wife Rene has provided me with invaluable support, encouragement and advice on many
aspects of academic writing during the development of this book. Final thanks are due to my
daughter, Sophie, for helping me to keep the whole subject in perspective!
Introduction for
Teachers

This course has been developed to help international students of Business and Economics with
their writing assignments in English, at both undergraduate and postgraduate level. There is
significant research (e.g. Bacha and Bahous, 2008) to suggest that such students tend to
underestimate the difficulty of completing these tasks, in terms of both the reading and writing
skills involved.
In addition, lecturers at Nottingham University Business School, Nottingham Business
School, Birmingham Business School and Manchester Business School have shared their
concerns with me about the writing challenges faced by their international students. These
focus on difficulties with vocabulary, and the lack of critical thinking skills, with regard to
reading and writing. Concern was also felt about students’ failure to answer the specific question
and their inability to develop answers logically. Issues around plagiarism and referencing skills
are also significant worries.
The second edition of Academic Writing for International Students of Business sets out to
address these and other problems directly. Although the trend towards the internationalisation
of Business courses has substantial benefits, and international students are not expected to
write perfect English, it should be understood that accurate and effective language use is an
essential skill for such students. What may be individually minor problems with prepositions,
word endings, spelling and articles can result in essays that are barely comprehensible to the
best-motivated marker.
This book has been designed for use both in the classroom and for self-study/reference.
This is a recognition that foundation, in-sessional and pre-sessional courses are inevitably time-
constrained, and that some students may prefer or need to work by themselves. All exercises
can be done individually or in pairs and groups. Students can check their work using the answer
key. The book is designed for ease of access and simplicity of reference, which is achieved via
the structure:
 Introduction for Teachers xiii

Part Topic Main application

1 The Writing Process Classroom use
from analysing titles to proofreading
2 Elements of Writing Classroom use and self-study
from argument to presenting visual
information
3 Vocabulary for Writing Classroom use, self-study and reference
from abbreviations to synonyms
4 Writing Models Classroom use, self-study and reference
from case studies to surveys
Answers

Students are guided through the stages of the writing process in Part 1 and then the related
writing skills are explained and practised in Part 2. Part 3 is designed to assist students with
aspects of academic vocabulary, understandably a prime concern for many non-native users
of English. Part 4 provides models of some common writing formats such as case studies.
Cross-references are included to help students find relevant material, in this format:
䉴 See Unit 2.13 Style
Teachers may wish to work through the writing process in Part 1 while referring to units in
Part 2 as the group progresses. (Part 2 is not intended to be taught from start to finish: note
the alphabetical organisation of Parts 2, 3 and 4). Revision exercises are provided at the end
of Parts 1, 2 and 4.
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 Specific Purposes 27, 1, 74–93.
Introduction for
Students

Why is writing English more difficult than speaking?

Many international students who arrive at college to study in English can speak the language
well enough for normal life: shopping, travelling and meeting people. But the same students
are often surprised to find that writing essays and reports in English is much more difficult.
It can be helpful to think about the reasons for this situation.
First, speaking is usually done face to face. If your listener can’t understand you, then they
can look puzzled and ask you to repeat. But this doesn’t work with a reader! When we write,
we usually have little idea who may read our work, so we have to write as clearly as possible
so that it is easy to understand.
With academic writing, writers and readers have to learn special conventions, such as using
capital letters in certain places. If you do not follow these conventions, your meaning may be
unclear and your teacher can have difficulty assessing your work. Another issue is vocabulary.
Most academic subjects require writers to use semi-formal language, which is different from
the idiomatic language used in speech. One example is using a verb such as ‘continue’ instead
of phrasal verbs such as ‘go on’.

What is the purpose of the book?

This book is designed to help you succeed in the writing tasks you may be given as part of
your Business or Economics course. The kind of work that you are given may be different
from the work you have done before, and this may be the first time you have had to write
long essays or reports in English.
Your teachers know that English is not your native language and will be sympathetic to the
problems you have in your writing. But at the same time, you will want to learn to write as
clearly and accurately as possible not only to succeed on your current course, but also in
preparation for your career. Almost all large companies and organisations expect their staff to
be able to communicate effectively in written English, as well as orally. Therefore, during your
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