What makes English ‘academic’?

things they way they are done in the academy

‘academic writing’

= writing in the way that is expected of people at a university

the ideas but the way the ideas are presented and

expressed.

support them
objectively

colloquial expressions
using specialist vocabulary where appropriate
using words and phrases that

are expected in writing by people at university

ideas that you have as you think of them
group

your ideas about the same point together and present them in the same paragraph
start each paragraph with a sentence that shows what you are going to write about in that paragraph – the topic sentence
put your points in order so that they follow on from each other
develop the main idea in the topic sentence with your other points

are reliable and/or recommended to you
make notes of where different

writers agree or disagree so that you can compare different views
remember that things are usually more grey than black and white

opinion
do not involve the reader directly by asking questions

contractions
use impersonal forms

subject
note examples of how these terms are used in the

books and articles that you read
do not use terms that you do not understand

to be cautious
readers expect phrases that act as signposts to

guide them through the text

preventing road traffic collisions and related casualties: systematic review

British Medical

Journal (2005)

the limited nature of the evidence base underpinning the large

scale introduction of speed cameras and the need for further robust evidence. Topic sentence Two possibilities Signpost exist for improving this evidence base. Development of topic with evidence Randomised controlled trials offer the highest form of evidence. In countries where a large scale introduction of speed cameras is planned and the subject is not politicised, speed cameras could be introduced cautious suggestion in a controlled fashion, randomising the allocation of cameras within a larger sampling framework technical term of high risk sites (with remaining sites serving as controls). First possibility

most settings because of political and other local pressures. Counter

argument In such settings, an alternative may be cautious suggestion to carry out any planned introduction of speed cameras in a phased manner spread over a few years with careful collection of data on collisions and injuries, hence producing a natural comparison group (wedge shaped study design). Technical term Second possibility In either case, Signpost points back the research needs to be conducted as soon as possible, before the widespread introduction of cameras results in a permanent loss of such opportunities. Conclusion

note how the ideas in the books and articles that

you read on your course are presented and expressed

attend free workshops and drop-in sessions offered by Learner Support at Birkbeck (details on the My Birkbeck website)

enrol for a short course focussing on writing

for Native Speakers (one term)

English for Academic Purposes (EAP)
EAP for

Undergraduates (one term)
EAP for Postgraduates (one term)