Academic Writing Template

ACADEMIC WRITING TEMPLATE TEMPLATE Work through this proforma step by step to develop your essay or report

STEP 1 Analysing the question You can’t answer a question if you do not understand all of its terms. •Reading carefully ensures that you answer the question. •A good interpretation helps you plan your answer. It is important for you to realise that each question requires some kind of analysis and interpretation, in order to determine an appropriate way of responding to it.

Action

Here you are clarifying the task. ain a !etter understanding of what the question is asking. At all points, consider how the topic topic fits into your unit.

Recor

"rite out the whole question, question , topic thesis.. If you do not ha#e a question q uestion $ write a sentence to e%plain what it is you need to do for the writing task.

Record e!ining "ors ( the the overall topic) # topic) # $ey "ors or conce%ts eg social class, creative industries, oligarchy, oligarchy, heroic tradition, pain management, imperial power Record irecti&e Record irecti&e "ors 'what 'what you have to do with do with the topic (the task) these words often give you a clue to the structure the essay should follow, e.g. if directive word is compare then you present a comparison in your writing). & words that gi#e direction for approaching approaching the essay e.g. discuss, e#aluate, compare, analyse, find causes, contrast, in#estigate, categorise, identify, interpret, descri!e, illustrate, differentiate, e%plain, criticise, summarise, 'ustify(.. Record li(iting "ors (set some scope or narrow the area of focus)

$ words that limit limit your topic e.g. in the past ) years, in children, * theories Record content "ors (these refine an aspect of the task or directive word) Restate your question, topic, thesis here in your o"n "ors) +he ad#antage of doing this is that you should now !e #ery clear a!out what it is you need to write a!out. If you cannot e%plain this satisfactorily in your own words, seek some clarity from your lecturertutor. lecturertutor. Say/Ask: I am not sure what this uestion is asking me to do.

Academic Writing Writing Template Template

1

STEP * +rainstor( -rainstorming and concept mapping are strategies used to gather your thoughts from your e%isting knowledge of a topic. +his information may come from readings, lectures and tutorials.

Action

Here you consider "hat do I know/ "hat do I need to find out/  

Res%onse

0.i#e yourself a time limit *.Remem!er that this is only the !eginning of your thinking, you will need to 5e#elop either a list ,R a conce%t (a% of (a% of your thinking add on to this listmap as your understanding of the topic e%pands. 1. Ask who, what, when, where, why, how 2)" 3 0H4 5raw a 6oncept 7ap to record your thinking

"ontent words

!ain theme or topic


2

STEP - De&elo% .ocus /uestions

+o lead your research

Ask what do I need to know/ – 6ontent/ – Academic literature/ literature/ – Refer to your concept map

9%ample questions • "ho is affected !y this/ • "here is the 2pro!lem4/ • "hen 2at what point4 are (./ • "hy is this 2issue4 important/ • How can this !e addressed/ • 5o I need to know a!out(/ • "hat are the points of #iew of others/

6heck you are 8on topic’ 6heck unit o!'ecti#es, assessment guidelines and marking criteria

Action

Recor

-ased on what you ha#e realised in your !rainstorm $ ask "hat, "hy and How/ "hat do I need to know more a!out/

"hat research has !een undertaken/  

#hat topics/ theories have $een covered% #ho is the writer/researcher% writer/researcher%

"ho has said what a!out this topic/ &g Smith' theory of'.

"hat can I find to support my thinking/ 

#ho agrees with my ideas/ opinions / thesis

Remember "ell&focused "ell&focused questions are precise. "ell&focused "ell&focused questions ask for useful information. "ell&focused "ell&focused questions can ! e answered with meaningful information. "ell&focused "ell&focused questions encourage inquiry and research. And of course, well&focused questions questions ha#e to !e questions 2not statements4.   






3

STEP 0 +ro"se the Literature ather information that responds to your .,CS /ESTI,NS) Ask a li!rarian for for assistance with with data!ase searches searches if necessary.

Remem!er to use your :nit readings, 675 and te%ts as a starting point.

Action o to the source for your information. "ith your focus questions in mind look for key wordsconcepts carry out com!ined searches refer to general te%ts, speciali;ed te%ts 2relating to your field4, 'ournals, go#ernment pu!lications and newspapers   





 

Record those references that have potential



=>I7 read $ no deep reading at this point +hink a!out the types of material you will !e using ?actual information@ ideas, hypothesis@ theories@ opinions@ e#idence@ e%perience

=o that you do not need to constantly update information for your final reference list, recor it here as here as you go. Title

Author 2 Eitor

3ear

1) *) -) 0) 5) 6) 7) 8) 9) 1:) 11)

You can add more as required


4

Pu4lication Ty%e

Main Points (relevant to topic)

STEP 5 Analyse the Literature 5oes the literature match your information requirements/
Action 

:se critical thinking strategies to e#aluate sources. Ask the )"  0 H



=elect sources according to their relationship to your !ocus questions



Bhotocopy or !orrow pu!lications

=electi#ely underline or note key words, phrases or ideas 



Read in depth



:se focus questions as headings

Determine the worthiness of the source of information. :nless you can !e sure that the information you are using is relia!le, you should focus on using resources located from the Ci!rary i.e. te%ts, 'ournal articles from scholarly pu!lications.

:sing your nit ,utline an Mar$ing Criteria e#aluate the =ources and identify those most useful and appropriate for your purposes

!. Authenticit: Authenticit: "hat "hat are the author2s4 credentials/ "as the information pu!lished in a recognised 2or peer& re#iewedrefereed4 'ournal/

Five points to consider when evaluating a resource:

". #ias ; Are the arguments presented fairly/ 5oes the author ha#e an ulterior moti#e or are they e%pressing an opinion/

0. Accurac Accurac ; 6an you #erify the factual information pro#ided/ Is methodology stated/

.ocus /uestion

Re!erence


D. $overage ; Is adequate detail pro#ided/ Is the information too !asic, too comple% or rele#ant/ ). $urrenc ; "as the item pu!lished recently/ Is the data current/ "as the we! page updated recently/

+rie! Notes

5

STEP 6 Ma% the Structure Identifying and de#eloping clear structure !efore you start to write is #ital for two reasons. It ena!les@ 0. you as the writer writer to keep keep track of your your thoughts thoughts and present present your ideas ideas logicall logically y and coherently coherently without without getting off the track and@ *. the person person marking marking your your work to to follow follow your argume argument nt more more easily easily. Cook at directi#e words for clue to structure, e.g compare, discuss etc Blanning your structure =ome common structure formats

• • • •

6omparison Bro!lemsolution 6auseeffect Cistsequence

Action a4 5ecide on headings $ e#en though you may not use the heading in your final presentation 















!4 5ecide on ma'or topics themes 2check !ack at your question analysis and !rainstorm4 











c4 Identify what reference you WILL use WILL use 2discard others4 











d4 Identify issues you need to follow up on eg clarify the e%pectations with your lecturertutor %last chance before ou start writing& 
















6

Structure !or(ats Descri%tion structure Introuction +oy Main iea 1

=upporting de detail

Main iea *


Main iea -


A 6 A 6 A 6

Conclusion


7

Co(%arison structure 'tight< Introuction +oy .eatures to 4e co(%are A

Theory 1

Theory *

6 5 Conclusion

Cause2E!!ect Structure Introuction Cause

9ffect 0 9ffect * 9ffect 1

Conclusion

Pro4le(2Solution Structure Introuction


8

+oy ,utline o! %ro4le( Present an iscuss2co(%are solutions Conclusion

Appro%imate allocation of words for introductions and conclusions Nu(4er o! "ors in assign(ent

A%%ro=i(ate introuction2conclusion allocation 'co(4ine<

0EEE total word count

*EE

*EEE total word count

1EE

1EEE total word count

)EE > o! Total "or count

Introduction

0EF of word count

-ody

GEF of word count

6onclusion

0EF or word count




• The Introuction

• ?ocus attention • ?ocus on topicclarify the topic • 5efine key wordsconcepts if necessary • Bro#ide an o#er#iew of the paper • 9%plain the purpose of the paper • -riefly outline the issuestheme • Restate the p ro!lemquestion ro!lemquestion • 0 or * paragraphs/

The +oy



Topic sentence

 Support with detail, examples, references

Use a thread or through line (get the ‘flow’ happening) happening) Link se sentences Link paragraphs Link fo forwards Link ackwards 

Use signal words!signposts for the reader 



"ick up (repeat) words



Use pronouns

The Conclusion eneral comments comments rele#ant to to the topic


  

 


1!

STEP 7 Write a ra!t an Incu4ate =tart at the !ody  num!er the issues $ then conclusions and introductions 9asier to summarise and conclude once you ha#e the !ody clearly structured. "rite your draft quickly $ it is only a draft. "rite under  "ork out the order to introduce your ideas, using your each heading 2you can remo#e it from your final draft notesheadings and points !ut it helps you focus as your write.  5on’t worry a!out style, spelling, grammar or  ?ollow your concept map references.  Relate all writing to the marking criteria  consider the unit o!'ecti#es  

 -an perfectionism Allow your draft draft time to 8sit’. 8sit’. i#e yourself yourself a !reak from the task 2at least *D hours4 !efore your return to it for the final step • Topic 'entence $ 'entence $ introduces key idea 9#ery paragraph requires a topic sentence to assert and control its main idea. "ithout a topic sentence, your paragraphs will seem 'um!led and your reader will !e confused. - 5oes the topic sentence declare a single point of my argument/ - 5oes the topic sentence further my argument/ 2Ask so what4. & Is the topic sentence rele#ant to my thesis/ 2it may !e clear to you !ut what a!out your reader4. & Is there a clear relationship !etween this topic sentence and the paragraph that came however, etc. to signify the change in Secon an2or !inal !efore/ 2use transitional phrases & on the other hand, however, reasoning4. ra!t  #here have I placed my topic sentence% 27ostly at the !eginning of a paragraph. You You 6heck that you ha#e might 'ustify the topic sentence in the middle of the paragraph, for e%ample, if you ha#e written effecti#e information that needs to precede it. It could also go at the end of the paragraph, if you paragraphs want the reader to consider your line of reasoning !efore you declare your main point4. 'ubsequent sentences $ sentences $ =upporting sentences present the rele#ant details that ela!orate the point of the to%ic sentence. sentence. +hey often gi#e you how, why and what e%amples that relate to the topic sentence. +hese e%amples will support o r offer proof of the main idea within the topic sentence. 9ach sentence adds rele#ant information to the topic sentence to ena!le the point to !e esta!lished clearly in the readers mind. sentence $ A concluding • $oncluding sentence $ concluding sentence rounds off or concludes concludes the paragraph. 

In many instances, the concluding sentence may also pro#ide a !ridge or pointer to the content of the ne%t paragraph. +he concluding sentence rounds off the paragraph !y drawing attention !ack to the topic sentence as well as setting the scene for a shift to the ne%t point.

STEP 8 Eit# Proo!rea# co%y an ?an in@ Action



Read for meaning Read for typos and spelling errors Read for grammar and punctuation errors



Read !ackwards 2helps identify words out of place4

 

Read aloud  6orrect  6opy 2paper, email to your 96: "e!7ail, sa#e to hard dri#e, sa#e to disk4  Hand in $ on time 




11

Editing Checklist Ha#e I answered the question or task as fully as possi!le/ "hat is my thesis central proposition main  assertion/  5o I make a clear argument or take a position a!out the topic/ 5o I state that position in my introduction/ 5oes my introduction or opening paragraph  prepare the reader for what follows/ Is my essay clearly structured/  5oes my assignment ha#e a clear introuction# a 4oy an a e!inite conclusion  5oes the assignment ad#ance in logical stages/  Are the ma'or points points connected/ Are the relationships !etween them e%pressed clearly/  5o the ma'or points all relate to the topic and contri!ute to ans"ering the tas$ or question/ question/ Are my paragraphs clearly connected and coherent/  5oes each paragraph !egin with a topic sentence/ 5o the sentences flow smoothly and  logically from point to point/  5oes each sentence clearly follow on from the one !efore/  5oes each paragraph state its case clearly and completely, completely, or should there !e more e#idence detail/  Are there adequate transitions !etween sentences and paragraphs/ Are transitions #aried or are they all the same kind/ Are all e%amples and quotes rele#ant quotes rele#ant to  and supporti#e of my answer/  Are facts and opinions supported with with e%amples or e%planations where necessary/ Is my written e%pression appropriate/  Ha#e I used direct and clear language/  Ha#e I e%plained my ideas clearly and e%plicitly/ Ha#e I kept my audience in mind/ Ha#e I  said all I need to say so that my reader can understand, or am I assuming they will know what I mean/ Ha#e I written complete, grammatically  correct sentences/  In long sentences, ha#e I separated related ideas with co((as or se(icolons for easier understanding/  Is my use of tenses correct/  Ha#e I used non&discriminatory language/


Ha#e I fully referenced my sources of information/  Ha#e I re!erence all re!erence all the words, ideas and information sources I ha#e used in my assignment/  Ha#e I used a consistent referencing style/  Is there a clear distinction !etween my thoughts and words and those of the author2s4 I#e read and cited/  Are quotations properly properly introuce/ introuce/  Are they accurate/ accurate/  Are they formatted formatted correctly/  5o the quotations add e#idence or pro#ide an authoritati#e #oice, or am I letting the author2s4 speak for me/ "ould "riting it in (y o"n "ors !e "ors !e more effecti#e/ Ha#e I remained within or e%ceeded the set word limit/ I onBt ha&e enough "ors; Ha#e I fully answered the question or task/   5o I need to read more/ =hould I include more information or discussion/ Ha#e I pro#ided enough e#idence to support  my arguments/ I ha&e too (any "ors;  Ha#e I included only rele#ant information/ Is there any unnecessary repetition in my  assignment/  Is my written e%pression as clear and concise as possi!le, or is it too wordy/ Ha#e I proof read and re#ised my assignment for errors/  Ha#e I checked my spelling/ Ha#e I read through my assignment and not 'ust relied on a computer spell checker/  Is all my !i!liographical information correct/ Ha#e I used correct %unctuation %unctuation/ / Ha#e I  ended e#ery sentence with a full stop/ Is my assignment well presented/  5oes the presentation follow any guidelines set !y my lecturer or school/ Ha#e I included a co#er sheet/ 2assignment  co#er sheets are a#aila!le from your school office4 Ha#e I made sure my assignment is legi!le/ Is  it typed or written neatly/  Ha#e I used dou!le&line spacing/  Ha#e I num!ered pages and used wide margins/  Ha#e I kept an e%tra copy/ http://www.lc.unsw.edu.au/onlib/edit.html "##essed$ 2!3!6

12


13

Academic Writing Template

Recommend Documents