The Argumentative essay/ critical analysis (1000 words)

Academic Writing

In an academic essay you are expected to use academic writing. This type of writing has a

formal tone and style but does not require pompous vocabulary or the overuse of long

sentences.

Academic writing is:

 Formal: both in tone and style; it uses the correct language and tenses in a clear and

concise tone.

 Planned: its purpose is to answer the question and validate your understanding of the

topic.

 Structured: it follows a logical order, links points and arguments together and is

overall coherent for the reader.

 Evidenced: it supports points with appropriate evidence, references the evidence

accurately and demonstrates an understanding of the topic.

FEATURE

EXAMPLES

Linking Words  additional information

e.g. furthermore, moreover, additionally

 comparison

e.g. similarly, in comparison

 contrast

e.g. however, in contrast, yet

 conclusion

e.g. therefore, consequently, as a result

 emphasis

e.g. significantly, particularly

 sequence

e.g. first, second, finally.

Incorporating others’ work  paraphrasing

 summarising

 quoting

Formal language  Avoid using colloquialisms or slang

e.g. lost the plot, dodgy, skiving

 Avoid short forms

e.g. don’t, isn’t, won’t

Avoiding clichés Avoid clichés

e.g. at the end of the day, in the nick of time

Blending of active and passive

voice

 Active voice places the subject of the sentence in

charge of the action.

e.g. The company polluted the lake.

 Passive voice places the subject either at the end or

removes it completely.

e.g. The study was conducted by leading researchers

in the field.

Hedges Be careful with using words such as definitely or proves

as these words allow no margin of doubt as to what

certain evidence may be implying. Instead, use hedges,

such as:

 this suggests...

 it is possible that...

 a possible explanation is...

 usually...

 generally...

Boosters To express a measure of certainty/conviction use:

 clearly (only if you are certain it is clear)

 there is a strong correlation...

 results indicate...

First Person Do not overuse the first person unless you are writing a

reflective piece. Instead, use the objective third person.

Tenses Use the present tense to conclude, report on findings or

figures, and to discuss established knowledge.

Your own voice Though you are not using the first person, you can still

lead the argument with your voice. Here are some ways

you can establish your voice in your writing:

 Make your unreferenced statements at the beginning

of a paragraph (Topic Sentence) followed by the

evidence.

e.g. To date there is no well-established tool to measure

divided attention in children. Current methods used to

assess divided attention usually involve a variation of

the CPT with an additional task included e.g. counting

or listening to auditory stimuli (Salthouse, 2003).

 Let the reader know what the connections are

between sources.

Smith (2009), however takes a different approach...

 Use types of language that highlight your

agreement/disagreement/ tentative agreement with

sources.

Smith's (2009) findings show a clear...A serious

weakness with this argument is...The research

suggests...

 You can add ‘summary’ sentences at the end of

paragraphs e.g.

This shows that it is detrimental to strictly categorise

chronological periods with artistic genres, as many art

historians suggest different movements were taking

place in separate geographical locations at the same

time.

Useful verbs

GOOD LUCK WITH YOUR ESSAY!

explain connote

convey clarify

expose emphasise

describe display

illustrate highlight

portray depict

show signify

indicate reveal

imply represent

confirm correctly identify

determine argue

substantiate exemplify

fail to consider

underscore

juxtapose

establish

suggest evoke

imply allude to

hint entail