Advanced Academic Writing

 Exercises to build ideas-Intro

One should have the understanding of how to discover and arrange ideas

Then they can easily get their ideas onto the page in clear prose

Many will have trouble moving beyond a vague sense toward ideas that are more processed,
complex, or what we often call “deep.”

This trouble in moving to a deeper understanding can be solved by providing opportunities to

externalize and fix the ideas on paper so that you may both see your ideas and then begin to see
the relationships between them

Free-writing

1. Find a clock, watch, or timer to help you keep track of time

2. Choose a topic, idea, question you would like to consider. It can be a specific detail or a
broad concept-whatever you are interested in exploring at the moment.
3. Write (on paper or on a computer) for 7-10 minutes non-stop on that topic.
4. If you get stuck and don’t know what to say next, write “I’m stuck and don’t know what
to say next…” or try asking yourself “what else?” until another idea comes to you.
5. Do not concern yourself with spelling, grammar, or punctuation
6. Your goal is to generate as much as you can about the topic in a short period of time and
to get used to the feeling of articulating ideas on the page.
7. It’s ok if it’s messy or makes sense only to you.
8. You can repeat this exercise several times, using the same or a variety of topics
connecting to your subject.
9. Read what you have written to see if you have discovered anything about your subject
or found a line of questioning you’d like to pursue.

MODULES 1&2
What is Academic Writing?

• A formal style of writing used to communicate ideas, information, and research to the wider
academic community.
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• One of the most used forms of writing during the higher education period.

Academic people write

1. Book reviews
2. Essays
3. Literature Reviews
4. Research Articles
5. Proposals
6. Commentaries and
7. Memoranda etc.
What is the purpose (objective) of academic writing?

• The main purpose is to inform rather than to entertain.

• Each type follows separate structure and linguistic features.

• Language- Appropriate and formal and not pretentious-

• Consider the knowledge and background of the audience

Why do you need to improve your Academic Writing skills?

1. Three top wish list of most employees-leadership skills, team skills, academic writing skills

2. Working life needs it. Most occupation require strong writing skills

3. The employee should know to write effectively about a subject

4. Good Writing Skills make things easy to understand

5. Give the reader a broader knowledge and understanding of the subject

6. Successful in PROFESSION. The clearer the communication –higher the success rate.

7. Even business during the digital age demands excellent writing skills-Whether one is an
entrepreneur, small business owner, manager or an employee, one should know to
write effectively for business -emails, online chat conversations, faxes or website updates.

8. You have to prove to your audience, clients, employer that you have experience and
knowledge about your product and services offered.

9. Students who make error free sentences-Successful in Job Selection process/Written

tests/competitive exams

FEATURES OF ACADEMIC WRITING

Academic writing is different from other types of writing.

There are a few features you can apply to make your writing more formal and professional.

1. Formality
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• Use formal verbs

• Use formal language rather than every day common language.
• Examples: Use formal verbs and avoid two-word verbs.
 For example, use ‘establish’ instead of ‘set up’,

Use ‘decrease’ instead of ‘go down’

Informal: The study checked out the health effects of passive smoking.

Formal: The study examined the health effects of passive smoking.

Sometimes the Whole Sentence needs to be rephrased:

 Informal: This experiment worked out just fine.

Formal: This experiment was successful.

2. Objectivity

Use objective information based on evidence, data, logical reasoning.

No room for personal opinions and biases.

Avoid emotional language, subjective statements.

Examples of objective sources of information

 Government records
 Measurement data
 Research published in academic journals
 Health information
 Encyclopaedias and dictionaries

Examples of subjective sources of information

 Personal letters
 Diaries
 Blogs
 Social media posts

Avoid words like "I", "me", "myself".

 For example, instead of saying 'I conducted the necessary research',

say 'the necessary research was conducted’.

Don't write:" In my opinion, this a very interesting study."

Write: "This is a very interesting study."

3 Emotive language

In summary, emotive language: is intended to cause an emotional response in the audience

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Emotive and non-emotive version

 Ideas can be expressed-a positive or negative or welcoming or threatening way.

 It all depends on the words selected.

Look at this example:

 The victims were executed in cold blood.

Compare the example above to the one below, which uses non-emotive words.

 The men were killed.

  Non-emotive version: Another person in the bar was injured by the man's glass.
 Emotive version: An innocent bystander suffered facial injuries when the thug launched his
glass across the bar.

4 Precision & clarity

Ensure precision in language & clarity in expression

3. Avoid ambiguity.
4. Ensures that meaning easily understandable
5. Complex ideas explained clearly
6. Technical terms defined when necessary

5 Evidence

1. Basis of writing-evidence, credible sources to support arguments

2. Proper citation, referencing practices
3. Evidence include research details, statistical data, data borrowed, expert opinions, scholarly
literature

Citation sample given below:

6 Logical structures
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• Follows a well-organized and logical structure. It includes

1. An introduction

2. Body paragraphs

3. A conclusion

7 Critical thinking
8 Audience awareness

• Audience mostly involves scholars, researchers, experts in the field

• Assume a certain level of background knowledge, familiarity with subject matter, possibility
of specialized , discipline specific discussions

Home Assignment from week 1 &2

Write down the questions in your notebook and find the answers from the topics given above.

1. Give examples of academic writing

2. What is academic writing?
3. What is the objective of academic writing?
4. Why do you need to improve academic writing skills?
5. What are the features of academic writing?
6. What is free writing and what is the necessity of it?

FORMAT OF LONG AND SHORT WRITING TASKS

What is a paragraph? Group of sentences about one idea

Paragraph Hamburger

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Visually outline the key components of a paragraph.

Main elements Topic sentence, detail sentences, and a closing sentence, forms a different "piece" of
the hamburger.

1 Start with a clear topic sentence

Begin each paragraph with a clear and concise topic sentence that introduces the main idea or
argument of the paragraph. Topic sentence should provide a focus and roadmap for the rest of the
paragraph

2 Provide supporting evidence and examples

Support your main idea with relevant evidence, examples, data or citations from credible sources.

This strengthens your argument and adds credibility to your writing

3 Use clear and logical development

Present your points in a clear and logical manner using transitional words and phrases.

Consider using expressions indicating “Cause and effect”, “comparison and contrast” or
“chronological order” to structure your paragraph effectively.

 Cause and Effect: Look for words like "because," "then," "since," and "as a result."

 Comparison/Contrast: Look for words like "best," "more," "better," "less," "worse," "easier,"
"than."

 Chronological Order/Sequence: Look for signal words like "first," "then," "finally," " a few
minutes later," "next," "after lunch," "last year."

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4 Maintain unity and coherence

Maintain the unity within the paragraph by focusing on a single main idea or argument.

Avoid introducing unrelated information that might confuse the reader.

Use topic sentence and transitional words

5 Provide analysis and explanation

Go beyond simply presenting evidence or examples by analyzing and explaining their significance

Interpret the evidence, discuss its implications and demonstrate how it supports your main idea

6 Consider paragraph length

Pay attention to the length of your paragraph. Restrict to 8-9 sentences

Aim for a balance between providing enough information and maintaining readability

7 Use effective concluding sentence

End each paragraph with a strong concluding sentence that summarizes the main points discussed in
the paragraph

8 Revise and edit

After drafting the paragraph, revise and edit them for clarity, coherence, and effectiveness.

It helps in improving structure and the language.

FORMAT OF LONG WRITING TASKS:

• Long Write ups Examples: research paper, dissertation, long essay

Key Elements in the format

1. Title Page

• Title of the paper/ research

• Author’s name

• Academic affiliation

• Date of submission

2. Abstract

• Concise summary
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• Objectives

• Methodology

• Main findings

• Conclusion

• Abstract helps to quickly grasp the key points

3 Literature Review

• Literature review is a survey of scholarly sources on a specific topic.

• It provides an overview of current knowledge, allowing you to identify relevant theories,

methods, and gaps in the existing research that you can later apply to your paper, thesis, or
dissertation topic.

4.Methodology

• Research Design

– Data collection Method

• Sample collection –statistical or analytical techniques employed

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5 Results
 • This section presents the findings of the study in a clear and organised manner

• It includes tables, graphs, or other visual representation of data

• The results should be objective

6.Discussion

This part interprets and analyses the results.

It explores implication, limitations and future direction of research

7.Conclusion

• Summary of the key findings, restates the research question and offers final thoughts on the
topic

• It should demonstrate how the study contribute to the field and suggest across for further
investigation

8. References

• A list of references is included at the end of the paper.

• Here one should cite all the sources consulted and referred within the text

• Specific citation styles are followed-APA, MLA- as per the guidelines of the publisher

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OPINION ESSAYS

IELTS opinion essays, also known as ‘agree or disagree’ essays, come up frequently in the writing
exam.

A big salary is much more important than job satisfaction.

Do you agree or disagree?

Give reasons for your answer and include any relevant examples from your own knowledge or
experience. Write at least 250 words.

Essay Structure

Now let’s look at a simple structure you can use to write opinion essays. It’s not the only possible
structure but it’s the one I recommend because it’s easy to learn and will enable you to quickly plan
and write a high-level essay.

1) Introduction

• Paraphrase the question

• Give your opinion

• State two supporting reasons

2) Main body paragraph 1

• Topic sentence – outline 1st reason for supporting this view

• Explanation – explain this idea

• Example – give an example or expand the idea

3) Main body paragraph 2

• Topic sentence – outline 2nd reason for supporting this view

• Explanation – explain this idea

• Example – give an example or expand the idea

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4) Conclusion

• Summarise opinion and key reasons

How to Plan IELTS Opinion Essays?

# 1 Decide on your opinion

The first task, then, is to decide on our opinion.

Here’s the question again:

A big salary is much more important than job satisfaction.

Do you agree or disagree?

For this essay, I’m going to disagree with the statement and argue that job satisfaction is more
important than a big salary.

# 2 Generate ideas

The second task is to generate some ideas to write about.

Since I‘m going to argue that job satisfaction is more important than a large salary, I need ideas to
support this view.

Here are some ideas generated.

Ideas:
• High-salary jobs are generally more stressful
• Stress leads to ill health, both mental and physical
• 40 hours a week at work – a third of the day
• Money doesn’t bring happiness
• Better quality of life
• Sense of fulfilment
• Less stressed – healthier and happier
You have to pick two ideas to develop in the essay – one for each of the main body paragraphs.

Idea 1 – High-salary jobs are generally more stressful and can lead to ill health.

Idea 2 – Job satisfaction gives a sense of fulfilment.

We’re almost ready to start writing our IELTS opinion essay but first, we have one other small task to
do.

How to Write an Introduction?

A good introduction has a simple 3 part structure:

1) Paraphrased question
2) Thesis statement
3) Outline statement
An introduction should:
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Have 2-3 sentences

1) Paraphrase the question

Start your introduction by paraphrasing the question.

Paraphrased question:

It is argued that earning lots of money has more significance to people than being content in their
work.
2) Thesis statement: If you decided to agree with the statement, you would write:

'This essay completely agrees with that statement.'

3) Outline statement

Finally in the introduction, you must outline the two main points (ideas 1 and 2 above). Do it in one
sentence

Outline statement:

I believe that people are increasingly concerned about the risk of stress-related ill-health frequently
experienced by people in highly paid positions and they care more about feeling fulfilled at work

The structure of a good main body paragraph has 3 parts:

• Topic sentence
• Explanation
• Example
Main idea 1 – concerns about the risk of stress-related ill-health

Topic sentence:

Employees earning a large income are generally under significant mental and emotional pressure to
perform well and achieve targets.

Next, we must write an explanation sentence. This explains to the examiner what we mean. It
expands on our first idea.

Explanation sentence:

This causes many individuals to suffer high levels of stress which can result in both mental and
physical health problems.

Finally, we add an example to support our main point. I thought of this in the planning stage so I
have it ready to use.

If you can’t think of a real example, it’s fine to make one up, as long as it’s believable. The examiner
isn’t going to check your facts.
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Example sentence:

This happened to my uncle. He used to boast about his huge salary but the boss kept increasing his
sales targets and in the end, the stress became too great and he had a nervous breakdown. Now he
regrets being driven by the money.

Main Body Paragraph 2:

Main idea 2 – Job satisfaction gives a sense of fulfilment.

First, we write the topic sentence to summarise the main idea.

Topic sentence:

Having a job that they enjoy doing, and in which they feel valued, is a major concern for most of the
modern workforce.

Explanation sentence:

A significant number of people are giving up well-paid positions to do jobs which pay less but that
they find more enjoyable and less stressful

Example sentence:

I am an example of this myself. A year ago I left the teaching profession because the workload had
become too great and I am now a gardener. I feel really fulfilled in this work and I am much more
relaxed and happy even though I earn far less money.

How to Write a Conclusion?

Conclusions to IELTS opinion essays should do two things:

1. Summarise the main points

2. State your opinion

This can generally be done in a single sentence.

The conclusion is the easiest sentence in the essay to write but one of the most important.

A good conclusion will:

1. Neatly end the essay
2. Link all your ideas together
3. Sum up your argument or opinion
4. Answer the question
To create a great conclusion, you simply have to paraphrase the introduction

Sample Essay
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Assignment for Week 3 (Choose any one topic and write your opinion)

Q1: Some people believe that men and women are equal and so women should be able to do any
job they want. Others feel that men and women are not equal and therefore there are certain jobs
which are not suitable for women. What is your opinion?

Q2: Scientists and technology exerts seem to be more valued by modern society than musicians and
artists. To what extent do you agree.

ROLE OF SENTENCE STRUCTURE AND VARIETY IN ACADEMIC WRITING

Parts of a Sentence

A sentence, in the English language, consists of at least a subject and a predicate. In other words, a
sentence should have a subject and a verb.

Subject

The subject can be a noun or a pronoun that does the action.

For example:

 The sun is shining.

 The sky is clear.

 Today is Wednesday.

Predicate

The verb is the action performed by the particular subject in the sentence.

For example:

 I love macaroni and cheese.

 Merin has a pet.

 Anusha can draw.

The Different Types of Sentence Structures in English Grammar

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In English grammar, there are a number of sentence structures that you can use to make your
speech or writing sound or look a lot more organised, interesting and professional. Some of the
commonly used sentence structures are as follows.

1. Subject + Verb (SV)

2. Subject + Verb + Object (SVO)

3. Subject + Verb + Complement (SVC)

4. Subject + Verb + Adjunct (SVA)

 5. Subject + Verb + Object + Complement (SVOC)

6. Subject + Verb + Object + Adjunct (SVOA)

Examples of Sentence Structure

Looking at examples will help you understand how each sentence structure works. So, here are a
few examples for you.

1. SV

 The stars / are shining. [Subject / Verb]

 The birds / are chirping. [Subject / Verb]

 It / is raining. [Subject / Verb]

2. SVO

 Children / love / ice creams. [Subject / Verb / Object]

 Noah / does not like / bitter gourd. [Subject / Verb / Object]

 I / have / a pencil. [Subject / Verb / Object]

3. SVC

 I / am / an Indian. [Subject + Verb + Complement]

 Carol / is / a nurse.[Subject + Verb + Complement]

 My name / is / Gina. [Subject + Verb + Complement]

4. SVA

 Madhu / reached / early. [Subject / Verb / Adjunct]

 All of us / are leaving / for Tokyo.[ Subject / Verb / Adjunct]

 He / went / upstairs.[Subject / Verb / Adjunct]

5. SVOC
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 We / lost / out cat, / Quinny.[Subject / Verb / Object / Complement]

 My friends / make / me / happy. [Subject / Verb / Object / Complement]

 Everyone / found / the book / controversial.[Subject / Verb / Object / Complement]

6. SVOA

 It / is / my birthday / next month. [Subject / Verb / Object / Adjunct]

 Lakshmi / reached / school / after 9 a.m.[Subject / Verb / Object / Adjunct]

  My brother / plays / football / everyday. [Subject / Verb / Object / Adjunct]

** Adjunct

An adjunct is a word or a phrase that gives more information about an action, an event, a quality and
so on. In short, it can be said that these words can include adverbs and adverb clauses.

Take a look at the following examples to understand how adjuncts can be used.

 Yesterday, we met at the park.

 He is very tired.

 Due to his ill-health, he could not come home for Christmas.

 My father reads the newspaper everyday.

 This workout routine is extremely exhausting.

Complement

The words required to complete the meaning of a sentence can be referred to as the complement of
the sentence. A complement can be an adjective, a name, a position or a profession.

For example:

 It grew dark.
 He is a dentist.

 That’s her dog, Bruno.

SENTENCE TYPES

Sentence structure - A fundamental aspect. It influences the clarity, coherence, and effectiveness of
your communication. Employs a variety of sentence structures to convey information, present
arguments and engage readers

The different aspects of sentence structures and varieties used in academic writing are as follows:

Four Main Types of Sentences are used.

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1. Simple sentences-

2. Compound sentences

3. Complex sentences

4. Compound complex sentences

Simple sentences

Contain a single independent clause, Conveys a complete thought

Joe waited for the train. ["Joe" = subject, "waited" = verb]

The train was late. ["The train" = subject, "was" = verb]

Compound sentences

Two or more independent clauses connected by coordinating conjunctions

Helps to express relationship between ideas and provide a sense of balance

Coordinating conjunctions: There are seven coordinating conjunctions: for, and, nor, but, or, yet,
so. They can be remembered using the acronym FANBOYS.

E.g. Joe waited for the train, but the train was late.

Complex Sentences

One independent clause and one or more dependent clauses/subordinating clause joined by
subordinating conjunction

The common subordinating conjunctions include

After, Although, even though, As, Because, Before, How, Once, Since, That, Where, Whether, While,
whereas

E.g. While he waited at the train station, Joe realized that the train was late.

We won the game because we worked together as a team.

Although I broke my arm, I still cheered for my team from the sidelines.

Identify the Type of Sentence

1. I did not know that this food was meant only for the staff.

Sentence Type – Complex sentence

Main Clause – I did not know

Subordinate Clause – That this food was meant only for the staff
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2. She will come home or I will stay back at her place.

Sentence Type – Compound Sentence

Main Clause – She will come home

Main Clause – I will stay back at her place

3. In the evening, I am going to the park.

Sentence Type – Simple Sentence

Main Clause – I am going to the park

4. The sun looks amazing today.

Sentence Type – Simple Sentence

Main Clause – The sun looks amazing today

ASSIGNMENT FOR WEEK 4

Combine the Sentences to Form Compound Sentences

Combine the following sentences using a coordinating conjunction or a conjunctive adverb to form
compound sentences.

1. Jibin has gone to Hyderabad. Jibin has not found any jobs yet.

Jibin has gone to Hyderabad; but he has not found any jobs yet.

2. Jaffar called me yesterday. I was not able to attend his call.

Jaffar called me yesterday, but I was not able to attend his call.

3. It was raining the whole day. We decided to go to the park.

It was raining the whole day; however, he decided to go to the park.

COMBINE THE SENTENCES TO FORM COMPLEX SENTENCES

Combine the following sentences by making use of a subordinating conjunction or a correlative

conjunction to form complex sentences.

1. You speak up. Nobody is going to know

Unless you speak up, nobody is going to know.

2. I was not happy. I went to the reception for the sake of my friend.

Though I was not happy, I went to the reception for the sake of my friend.

3. My brother does not watch animation movies. My brother liked Kung Fu Panda.

Even though my brother does not watch animation movies, he liked Kung Fu Panda.
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4. There are no trains available. We took a flight.

As there were no trains available, we took a flight.

5. I don’t think I will be able to make it. I missed the bus.

I don’t think I will be able to make it because I missed the bus.

WRITING FOR ACADEMIC AND NON ACADEMIC PURPOSES-A COMPARISON

Choose an appropriate style based on the target audience and the writer's specific purpose

Two distinct styles with different characteristics and purposes.

Academic writing is formal, evidence-based, and aimed at scholarly audiences, while nonacademic
writing is informal, personal, and intended for a wider audience.

Technical Writing/Academic Writing

Characteristics:

The language used-precise and often technical.

Follows a standard structure-includes introduction, background, methodology, results, discussion

and conclusion sections.

Academic writing generally includes-a list of cited references and figures showing the data and data
analyses performed over the course of research.

A few examples-journal articles, research papers, and theses/dissertations.

1.Clear and concise language

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Use straight forward language

Avoid unnecessary jargon, complex terminology

Define technical terms and concepts

Provide relevant examples or visual aids to enhance understanding

2 Structured Writing

Follow a logical structure-Give a heading, bullet points to organize information.

Present the ideas in a systematic manner-Have an introduction, body and conclusion

Logical flow of ideas

3 Evidence Based content

Academic writing is based on evidence and research.

Credible sources are used and they are cited appropriately

4 Formal tone:
Academic writing uses a formal tone

and avoids contractions,

avoids colloquial language, and

avoids informal expressions.

5. A uniform citation style

Different fields have their own citation styles,

E.g MLA< APA< CHIKAGO

it is important to follow the specific citation style required by your institution or field.

6 Proofreading and editing

Always proofread and edit your work before submitting it for review.

7 Avoid plagiarism

Plagiarism can be avoided by properly citing sources, paraphrasing, and summarizing.

Non Technical Writing/Non Academic Writing

Aim: to communicate information to a broader audience who may not have specialized
knowledge in a particular field

Examples: Newspaper articles, blog posts, opinion pieces, marketing materials, social media
content, and creative writing, such as fiction and poetry
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In contrast to academic writing, nonacademic writing has an informal tone, a personal approach,
and often uses emotions to convey the message.

Nonacademic writing is aimed at a general audience and is used to entertain, inform, and
persuade people.

The language used in nonacademic writing is not usually technical and is considered to be
accessible to a wider audience.

Nonacademic writing is not intended for an academic audience or purpose.

Some of the characteristics of nonacademic writing are described as follows:

1 Colloquial language
Nonacademic writing often uses colloquial language, slang, and contractions.

This means the writing often comes across as more conversational.

2 Informal tone:

Nonacademic writing typically has a more informal tone than academic writing.

3 Less formal structure:

There is usually no strict structure or format to nonacademic writing styles

4 Personal opinions

A writer's personal opinions and feelings are often included in this style of writing.

5 Less emphasis on research

Writers often rely more on personal experience and anecdotes in this style of writing.

6 Use of humor and figurative language

Humor and figurative language can make writing content more engaging.

In the race she was as fast as lightning(fig.)

My love is very genuine (normal)

My love is like a red red rose…..(Robert Burns 1784)

7 Less or no citation requirement

Nonacademic writing often doesn't require citations and references

8 Simplicity and brevity

Writing is often simple and brief, as it is designed to be easily understood by a wider, general
audience.
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Final thoughts

• In summary, academic writing is formal, objective, and evidence-based,

• while nonacademic writing is informal, personal, and emotional.

• The purpose and audience- are also different

• Academic writing-Written for scholarly audiences and nonacademic writing written for wider
audiences.

• The key element in choosing a writing style is the intended audience.

 STRATEGIES TO CRAFT EFFECTIVE SENTENCES

Effective sentences are crucial to convey complex ideas with precision and clarity

1.Use precise language

• Avoid unnecessary repetition, wordiness, and vague terms.

Examples:

Unnecessary Repetition

Original: The teacher explained the process step by step in a detailed manner, step by step.

Improved: The teacher explained the process in detail.

Wordiness

Original: Due to the fact that it was raining, the game was postponed to a later date.

Improved:Because it was raining, the game was postponed.

Vague Terms

• Original: The meeting was pretty good, and some things were discussed.

• Improved: The meeting was productive, and we discussed the new marketing strategy.

3. Use active voice

Prefer active voice over passive voice to make your writing more direct

• Passive Voice/ Original: The project was completed by the team ahead of schedule.

• Improved (Active Voice): The team completed the project ahead of schedule.

• Passive Voice/Original: The book was read by all the students in the class.

• Improved (Active Voice): All the students in the class read the book.

4. Vary sentence structure

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Utilise a combination of simple, compound and complex sentences

Avoid using the same sentence structure repeatedly as it will make your writing monotonous

• Original Sentences with Monotonous Structure

• The cat sat on the windowsill. The dog lay on the rug. The bird sang in its cage.

• Improved: The cat sat on the windowsill, while the dog lay on the rug. Meanwhile, the bird
sang in its cage, filling the room with melody.

• Original: She woke up early. She made breakfast. She left for work.
• Improved: After waking up early, she made breakfast and then left for work, ready to tackle
the day's challenges.

5. Pay attention to the sentence length

Use a combination of short, medium and long sentences to maintain reader’s interest and
provide emphasise where ever required

Short sentences are effective for making concise statements

• Original: She went to the store. She bought some milk and eggs. She came back home.

• Improved: She went to the store. After browsing for a while, she bought some milk and
eggs. Feeling satisfied with her purchases, she came back home and prepared breakfast for
her family.

Transitions

• Use appropriate transition words and phrases to establish connection between sentences
and paragraphs

• Ensure that the sentences flow smoothly and logically guiding the reader through your
argument

• Original: We planned to go hiking. It started raining.

• Improved: We planned to go hiking. However, it started raining

• Original: He finished his homework. He went out to play.

• Improved: He finished his homework. Then, he went out to play.

6. Proof read for accuracy

Double check your sentences for subject verb agreement, verb tense consistency, and proper
punctuation

7. Use supporting evidences

Incorporate relevant evidences, examples or citations from credible sources to support your
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ideas and strengthen your arguments

Example

Topic: The Importance of Regular Exercise

• Original: Regular exercise is important for maintaining good health. It helps to reduce the
risk of chronic diseases and improves mental health.

Improved paragraph with Evidence and Citations

 • Regular exercise is crucial for maintaining good health. According to the World Health
Organization (WHO), physical inactivity is a primary cause of approximately 21-25% of breast
and colon cancers, 27% of diabetes, and about 30% of ischemic heart disease (World Health
Organization, 2020). Additionally, a study published in the British Journal of Sports Medicine
found that engaging in at least 150 minutes of moderate-intensity exercise per week can
reduce the risk of cardiovascular disease by 31% and all-cause mortality by 19% (Smith et al.,
2019).

• Moreover, exercise has significant benefits for mental health. A research review by the
American Psychological Association (APA) indicates that regular physical activity can reduce
symptoms of depression and anxiety (American Psychological Association, 2017). For
instance, a longitudinal study published in JAMA Psychiatry reported that individuals who
engaged in regular exercise experienced a 26% lower risk of developing depression
compared to those who did not exercise (Schuch et al., 2018).

By incorporating these examples and citations from credible sources, the argument for the
importance of regular exercise becomes more compelling and well-supported.

9 Read aloud and revise

Read your sentences aloud to assess their clarity, flow and coherence

Make necessary revisions to improve sentence structure word choice and overall
effectiveness

GRAPHS AND CHARTS

Researchers and scientists often use tables and graphs to report findings from their research

• Often used to support an argument or point of view in newspapers, magazine articles, and
on television.

Why Graphs?

 Audience understand better

 Help them to visualize

 Interpretation of data is simplified

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 Data easier to digest or comprehend

Common graphical representations:

 Flow chart, bar chart, pie chart, line graph etc.

Describing Chart-Structure
Introduction
Paraphrase the title in 2-3 sentences.
What does it show?

Body paragraph 1/2

Write about the first and second grouping-
increasing trend & decreasing Trend
Inference/ Assumption/conclusion

Graph Vocabulary

Describing trends

Upward Movement-Rose rapidly, increased gradually, grew up slowly, increased steadily

Downward trend-Decreased slightly, fell gradually, dipped considerably, declined slowly

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No change-Stayed the same, remained constant

Up and down-Fluctuated, fluttered, undulate

Verb adverb combination-Sales fell deeply/ Adjective noun combination-Deep fall in sales

Use comparison and contrast expressions- On the contrary, on the other hand, but, yet, though,
although, while, whereas

Sample question and answer

 • The bar chart shows the divorce rates in two European countries from 2011 to 2015.

Summarise the information by selecting and reporting the main features, and make
comparisons where relevant

Answering strategy:

• 1. Introduction
Start your answer by writing an introduction. The introduction is 1 or 2 sentences, where
you paraphrase the information from your question. You should mention two things in your
introduction:

• what your graph shows

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• for what period of time

Copy it down….

The introduction can look like this:

• The bar chart provides information about the percentages of divorces in Finland and Sweden
between 2011 and 2015.

• See how synonyms are used to paraphrase the question:

 shows → provides information about

  divorce rates → percentages of divorces

 two European countries → Finland and Sweden (it’s good to be more specific)

 from 2011 to 2015 → between 2011 and 2015.

2. General Overview

• The second paragraph of your answer is a general overview, where you briefly describe
major trends on your graph.

• Ideally, you should describe 2-4 key features.

To make major trends easier to notice, you can outline Sweden’s bars and Finland’s bars like this:

• Sweden experienced a downward trend

• Finland experienced an upward trend

• Both countries showed fluctuations

• Initially Finland had a lower rate, but in 2015 Finland outraced Sweden

Use word overall to start your general overview. In our case, the overview may look as follows:

• Overall, Sweden experienced a downward trend, while Finland showed an upward trend
throughout the period. Both countries’ divorce rates had some fluctuations. Although
Finland initially had a lower rate, it outraced Sweden at the end of the period.

3. Specific details

• After you’ve written the introduction and general overview, it’s time to give the specific
details.

• You should describe the specific features in 2 or 3 (sometimes more) paragraphs.

You can group data in such way

• Details about Sweden

• Details about Finland

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When you have two countries (or two cities or any other two things depicted on the graph), the
simplest way of grouping data - is to describe each country’s trend in a separate paragraph

• When giving specific features, you have to write

• exact numbers/percentages and include as much details as you can.

Practice Question
ADVANTAGES OF WORKING IN GROUPS

• Here are some benefits of group work you may experience when working in a team:

1 Increased creativity

• Brainstorming in a group can help foster creativity.

• Individuals offer unique and more innovative suggestions when they see their teammates
also contributing to the generation of ideas.

• More innovative and practical solutions will be generated.

• Opportunity to assess issues from various angles.

• Members obtain constructive criticism of their strengths and weaknesses, encouraging

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improved work in the future.

2 Share common objectives

1. When work together, more work can be accomplished than if they were to work separately.

2. This promotes a feeling of belonging and generate an increased sense of accomplishment

and satisfaction when working on projects.

3. This help to improve individual well-being and contribute to overall job satisfaction in the
workplace.
3 Reduced Tension and Stress

1. Group members can seek counsel and moral support from each other.

2. Guidance from peers can help reduce tension, allowing individuals to concentrate on their
jobs and projects.

3. Sharing work help employees cope with stress and minimize mental fatigue.

4 Trust-based relationships

• Collaborating with and depending- help build trust, and generate strong bonds, which can
foster a more positive work atmosphere.

• When a group is effective, members typically feel comfortable asking questions and
requesting assistance.

• This type of work environment -enable employees to resolve conflicts more effectively and
enhance their interpersonal skills.

5 Enhanced soft skills

• Effective communication is often critical when working in a group, as members may have
varying personalities.

• Accepting differences and cooperating to accomplish a goal can help group members
develop their communication skills and conflict-resolution abilities.

• Working effectively as a team may also improve other soft skills, such as listening skills and
time management.

6 Career Development

• Collaboration improves individual abilities and supports career advancement.

• Exchange of knowledge and skills happens, which can benefit everyone. These additional
skills and knowledge can improve the resume and assist a person in pursuing future
professional prospects.

• The solid relationships developed-aid in the expansion of professional network and help
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when seeking future professional opportunities.

The Challenges of Group Work

1 Some Personalities Strongly influence others

• A group with several strong personalities may present a challenge to others who wish to
contribute.

This situation can sometimes test the team's overall effectiveness and cohesiveness

2 Task division may not be completely equal.

 • In some situations, one or two group members may be responsible for most tasks, while the
entire group receives the credit. Such a situation can affect a group's overall ability to
collaborate.

3 Groups may experience schedule issues

• Challenging to schedule a meeting time that all group members can attend.

• As some employees may have different work schedules, it's important for team leaders to
align individual schedules to ensure members can collaborate effectively.

4 Individuals may feel undervalued

• In a group work setting, some members may feel that their ideas don't get as much
recognition.

• For instance, a member of the group may feel this way if the team doesn't implement their
suggestions regularly. As a result, that member may begin to participate less in group
activities. They may also express less innovation and enthusiasm for their work.

5 More Competition

• In a competitive setting, team members may focus more on tasks that provide individual
recognition or reward.

• When competitiveness begins to adversely affect a group, the team leader can choose to
separate projects into independent parts instead.

DEVELOPING EFFECTIVE TOPIC STATEMENT

• Developing effective topic statement in academic writing involves a systematic approach

that takes into account the research context and feasibility of the topic

1 Identify your research context

• Look into the area of your research

• Review existing literature, research trends, and recent developments in the field

• This will help to identify the gaps, controversies or the area that require further exploration
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2 Define the scope and focus

• Determine and document a list of specific project goals, deliverables, tasks, costs and
deadlines.

• Narrow down the scope of your topic and make it more manageable and specific

• A broad topic can be challenging to address comprehensively within the constraints of an

academic paper

• Define the key research question or objective

• Consider the depth and breadth of your investigation, the available resources and the
expected length of your academic writing

3 Brainstorm and generate ideas

• Engage in brainstorming sessions to generate a list of potential topic ideas

• Consider your interests, expertise, unique perspective

• Explore different angles, subtopics or research approaches

4 Evaluate Relevance and Significance

• Ask yourself questions like

• 1) Does the topic address the gap in the existing literature?

• 2)Does it have practical implications in the field?

• 3) Is it timely and aligned with current research trends?

• Evaluating the relevance and significance of each idea will help you to narrow down your
opinions and select a topic with high academic value

5 Consider feasibility and Resources

• Consider if the topic is feasible for your work within the given time

• Assess the availability or relevant data, research materials

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6. Refine and Focus your Topic

• Refine your topic further

• Consider merging related ideas or narrowing down the research scope to make it more
specific

• Craft a clear and concise thesis statement that reflects the main focus of your investigation

• The refined topic should be precise, concise and clearly convey the purpose of your study
7 Seek feedback and consultation

• Share the refined topic with your supervisor or guide or mentors

• Seek their feedback and inputs to ensure that your topic is well formulated

• Consults the exerts in the field to get their insights and suggestions

8 Conduct a Preliminary Literature Review

• Before finalizing your topic,

• This helps to identify the gaps, key theories, methodologies and recent studies that have
been conducted in your area.

• Understanding the existing literature will inform your research design and provide a solid
foundation for your writing.

Instructions to follow:

Check the availability of all the notes by comparing with the syllabus

Read twice or thrice and get familiarised with the ideas and the content

Recollect and retain the content

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Use the examples given in the class and in the notes for elaborating your answer

Practice using the questions given

Check your understanding by writing the assignment questions

Get ready for the CIA1

Present the answers nearly and clearly, high lighting the important points

Good Luck for your exam!!

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