Introduction
Students should develop their research and writing skills to excel academically. Students who wish to do well in their courses and in class discussions, as well as express their own opinions, argue contentious matters, and support their viewpoints, should develop the unique abilities of a reader, creative thinker, and writer. Students’ writing abilities can improve by learning new research and writing techniques (Irvin, 2010). To improve as academic writers, students should focus on three primary areas: understanding the audience’s identity, completing assignments on time, and polishing the use of grammar and language.
Know the Identity in Writing
Students with a firm grasp of who they are as academic writers can better write for their intended audience with a suitable tone. The level of individuality and the assignment’s most effective progression are greatly influenced by the writer’s familiarity with the styles that work best for various forms of writing (Graham, 2019). I interviewed a university student who is now enrolled in English 2015 and has been working on improving their academic writing skills. She says that effective writing relies on the sort of essay, the tone, and the reader one is addressing.
Knowing when and how to use the pronoun “I” is a crucial aspect of academic style (Irvin, 2010). If students want to determine whether they can use “I” in their academic essay and the subject area for which it should be written, they should read the assignment directions carefully. The use of “I” makes more sense when discussing “soft” sciences, such as sociology and psychology, rather than “hard” sciences like biology, which rely more heavily on data and facts in their investigations.
One of the keys to successful academic writing is reflecting on one’s intentions before beginning to write. This helps determine whether to take a more neutral or biased stance and what the paper’s overall goal should be. If students want to persuade the reader, they should take a subjective approach; if they desire to enlighten them, they should remain as neutral as possible in their writing.
Including an opinion in formal writing is acceptable when the main idea offers facts and findings, and the results consistently reinforce the primary idea throughout the document. The readership profoundly influences effective academic writing; professors, scholars, or students from any field might be the intended readers of a piece of academic writing (Simandan, 2010). Knowing who students are writing for might help them decide how formal, personal, or impersonal to be in their writing.
Professors and researchers specialize in certain fields, which provides them with an objective framework for determining the level of candor they should employ in their writing. Likewise, before handing in a paper to a professor, it is a good idea to review the assignment instructions to determine whether there is a specific way to write it and whether personal pronouns are acceptable.
If students want to improve as academic writers, it helps to have a firm grasp of the persona that needs to be conveyed on paper (Simandan, 2010). It is essential to plan, so students know what they need to investigate and have sufficient time to complete it. Students who procrastinate until the last minute are more likely to commit plagiarism, such as failing to organize their sources properly or paraphrasing others’ work without citing them.
Grammar and Word Selection
To write an academic paper effectively, one must focus on details such as word choice and grammar. Problems arise when tasks are not read or sound right due to the use of incorrect words or grammatical flaws in the essay (Richards & Miller, 2006). What is written and where it is printed is determined by the words chosen to write it.
If a formal document is written using lots of jargon, it will read like an academic source. Nonetheless, the essay will not read as expertly written if there are errors in the use of language. While writing informally, it is essential to maintain readers’ interest by adopting a specific tone and style. When writing formally, however, it is crucial to exercise care with word choice and avoid unnecessary filler.
In contrast to the challenging word choice in formal writing, a casual writing tone can be more engaging to the reader. The student’s writing is driven by the phrases they choose, so they should pick the right ones (Simandan, 2010). The wording of any piece of writing suffers if there is an awkward transition between academic and popular styles. Word choice is one of several factors contributing to the more formal tone of academic writing.
Understanding the role of correct grammar in producing polished academic prose is crucial. Students should focus less on learning grammar and more on mastering the diction of their writing. However, the university student I spoke with said that she believes grammar makes a significant difference, as even a minor typographical error indicates that one does not have the right editor or cannot write effectively.
Incorrect grammar and word choice can make students’ work appear unprofessional. If they continue to make grammatical mistakes, no one will take them seriously. Both of these claims are true; understanding what is written can aid in writing more efficiently, and proper grammar can lend authority to one’s writing (Irvin, 2010). Enhanced academic writing can be achieved by carefully considering audience demands in light of the chosen genre.
Conclusion
Identity, timely completion of the work, and careful use of appropriate vocabulary and language are the essentials of academic writing. It is essential to determine the piece’s goal, target audience, and desired outcomes to begin writing effectively. Academic writing is more impactful on the reader and more credible when the writer uses appropriate word choice and grammar, following the formality of the writing and what best aids the flow of the job.
Timely completion of the project increases the likelihood that the student will avoid plagiarizing and improves the quality of the essay. A better result can be written by following these procedures and going deeper into the constructs of being a more successful academic writer. Students who want to become proficient academic writers should be aware of task identity, timely completion, and the application of proper grammar and word choice.
References
Graham, S. (2019). Changing how writing is taught. Review of Research in Education, 43(1), 277-303. Web.
Irvin, L. (2010). What is academic writing? Writing spaces: Readings on writing, 1, 3-17.
Richards, J. C., & Miller, S. K. (2006). Doing academic writing in education: Connecting the personal and the professional. Routledge.
Simandan, V. (2010). Writer identity in academic writing. Simandan. Web.