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• Complexity: An academic text addresses complex issues that require higher-order thinking skills to

  comprehend.
• Structure

  The basic structure that is used by an academic text is consist of three (3) parts

  introduction, body, and conclusion which is formal and logical. This kind of structure

  enables the reader to follow the argument and navigate the text. In academic writing a

  clear structure and a logical flow are imperative to a cohesive text.
• Tone

  This refers to the attitude conveyed in a piece of writing. The arguments of others are

  fairly presented and with an appropriate narrative tone. When presenting a position or

  argument that disagrees with one’s perspectives, describe the argument accurately

  without loaded or biased language.
• Language

  It is important to use unambiguous language. Clear topic sentences enable a reader to

  follow your line of thinking without difficulty. Formal language and the third person pointof-view should be used. Technical language appropriate to area of study may also be used,

  however, it does not mean using “big words” just for the sake of doing so.
• Citation

  Citing sources in the body of the paper and providing a list of references as either

  footnotes or endnotes is a very important aspect of an academic text. It is essential to

  always acknowledge the source of any ideas, research findings, data, or quoted text that

  have been used in a paper as a defense against allegations of plagiarism.
• Evidence-based Arguments

  What is valued in an academic text is that opinions are based on a sound understanding

  of the pertinent body of knowledge and academic debates that exist within, and often

  external to a specific discipline.
• Thesis-driven:

  The starting point of an academic text is a particular perspective, idea or position

  applied to the chosen research problem, such as establishing, proving, or disproving

  solutions to the questions posed for the topic.
• Complex:

  • Written language has a more varied vocabulary
  • Texts are shorter with more grammatical complexity, including more subordinate clauses and passives
• Formal:

  • Should avoid colloquial words and expressions
• Precise:

  • Facts are given accurately and precisely
• Objective:

  • Uses fewer words that emphasize information and arguments
  • Mostly uses nouns (adjectives) rather than verbs (adverbs)
• Explicit:

  • The writer must make it clear how the various parts of the text are related
• Accurate:

  • Uses vocabulary accurately
  • Most subjects have words with narrow specific meanings
• Hedging:

  • Necessary to make decisions about stance on a subject or the strength of claims
• Responsible:

  • Must provide evidence and justification for any claims
• Organize:

  • Well-organized
  • Flows easily from one section to the next in a logical fashion
• Plan:

  • Well-planned
  • Takes place after research and evaluation, according to specific purpose and plan
• Complex:

  • Written language has a more varied vocabulary
  • Texts are shorter with more grammatical complexity, including more subordinate clauses and passives
• Formal:

  • Should avoid colloquial words and expressions
• Precise:

  • Facts are given accurately and precisely
• Objective:

  • Uses fewer words that emphasize information and arguments
  • Mostly uses nouns (adjectives) rather than verbs (adverbs)
• Explicit:

  • The writer must make it clear how the various parts of the text are related
• Accurate:

  • Uses vocabulary accurately
  • Most subjects have words with narrow specific meanings
• Hedging:

  • Necessary to make decisions about stance on a subject or the strength of claims
• Responsible:

  • Must provide evidence and justification for any claims
• Organize:

  • Well-organized
  • Flows easily from one section to the next logically
• Plan:

  • Well-planned
  • Takes place after research and evaluation, according to a specific purpose and plan
• Complex

  Written language has no longer words, it is lexically more varied vocabulary.

  • Written texts are shorter and the language has more grammatical complexity,

  including more subordinate clauses and more passives.
• Academic language is the language needed by students to do the work in schools.

  It includes, for example, discipline-specific vocabulary, grammar and punctuation, and

  applications of rhetorical conventions and devices that are typical for a content area (e.g.,

  essays, lab reports, discussions of a controversial issue.) Students who master academic

  language are more likely to be successful in academic and professional settings.
• Social language is the set of vocabulary that allows us to communicate with others

  in the context of regular daily conversations.
• Formal

  • It should not sound conversational or casual. Colloquial, idiomatic, slang or journalistic

  expressions should particularly be avoided.
• Objective

  • This means it is unbiased. It should be based on facts and evidence and are not

  influenced by personal feelings.
• Impersonal

  • This involves avoiding the personal pronouns ‘I’ and ‘we’. For example, instead of

  writing ‘I will show’, you might write ‘this report will show’. The second person,

  ‘you’, is also to be avoided.