Academic Writing Style Example

A number of problems associated with the traditional routines of handover practices have been
identified. Baldwin and McGinnis (1994, pp. 61-64) find that many handovers are unnecessarily
lengthy which means that there is an unacceptable period of time during each shift when nurses
are not available in the ward or unit. Another area that has received attention is the content and
presentation of handover information. Wills (1994, p. 36) observes that an unprofessional
approach has been noted among some nurses, with derogatory comments about patients or their
families. Lastly, there is the issue of what information nurses actually pass on during the
handover. It appears that:
Nurses frequently report on their own activities over the shift rather than providing patient
centered information. Information obtained from discussions with relatives is rarely relayed
onto other nursing staff, and of the patient information reported, most is described from a
medical perspective rather than focusing on the discussion of nursing related information.
(Professional Nurse, 1997, p. 637)
Thus, many serious problems have been identified in traditional handover practices which may
reflect on the professional standing of nurses in this profession.1

The use of many language and grammatical devices have contributed to the formality of the
academic writing style example above. The language features evident in this example contribute
to an appropriate academic style.

1
https://www.une.edu.au/__data/assets/pdf_file/0010/12313/WE_Paragraphs_Academi
c-writing.pdf

Pattern Paragraph

1. Comparison/Contrast Paragraph:

Demonstrate similarities or differences between two or more people or things.

Example
Although West/Central Africas drinking-water coverage improved from 49 per cent
in 1990 to 55 per cent in 2004, it needs to reach a far target of 75 per cent by 2015.
The total number of people in the region without access to improved drinking-water
sources actually increased over the 19902004 period. In Eastern/Southern Africa, the
situation for access to drinking water is similar, as the region improved coverage from 48
per cent in 1990 to 56 per cent in 2004 but faces a target of 74 per cent. In CEE/CIS,
meanwhile, coverage has stagnated at 91 per cent; its 2015 goal is 96 per cent.
Typical connectors: although, but, whereas, however, meanwhile, similarly, in the same way

2. Cause/Effect Paragraph:

One condition produces an effect or causes are determined for a particular condition.
Example
In all countries, enforcing the laws that do exist remains a challenge. As a result,
violence against children goes unpunished. There is much to be done to train and support

law enforcement and judicial personnel to understand the key role they play in protecting
children against violence.
Typical connectors: because (of), therefore, as a result (of), consequently, for this reason, since

3. Classification Paragraph:

Arrange examples to support the claim made in the topic sentence.

Example
Because of new policies and the new data about the epidemiology of TB-HIV in the
Region, the Western Pacific Regional Office recognized that updates to the previous
regional framework were needed. The goal of this updated framework is, therefore, to
draw on global documents, along with relevant recently published evidence, to improve
TB-HIV control through the following primary means. First, national TB programmers
and national AIDS programmers need to work collaboratively to decrease the casefatality rate for persons with both TB and HIV through earlier detection of TB and HIV
and appropriate management of people with both. Second, as one of the steps to achieve
this, new approaches are needed to improve the rates of HIV testing among TB patients
and of TB screening among people living with HIV. Third, TB laboratories must be
expanded to meet the challenges of diagnosing TB and drug-resistant TB in people living
with HIV. Finally, TB infection control measures must be scaled up to prevent
transmission of disease within health facilities, a step made even more important in the
era of multidrug-resistant (MDR) TB and extensively drug- resistant (XDR) TB.

Typical connectors: first, second, third, finally, also

4. Process Paragraph:
How particular act happens, work, or happened in the past
Example
Breaking up with a boyfriend or girlfriend can be easier said than done, but here
are five steps that may help the breaking up process. First try to distance yourself by
suddenly becoming busier than usual. The next step is to calmly tell the other person that
how you are feeling.Then gently let him or her know that you do not want to be together
anymore. Then make sure to be sensitive of his or her feelings and answer any questions
that he or she may have. For example, if the person starts to cry, use kind words to help
comfort him or her. After everything is said and done, take some alone time for yourself
because everyone has feelings to sort out after a break up. Finally, go out with friends and
meet new people. With these five steps it will make the breaking up process smooth for
both parties.
~ Sara Bedwell~
Typical Connectors: first, second, finally
5. Definition/Clarification Paragraph
What a term or concept means using unique features
Example
A racist can be defined as a prejudiced person who discriminates because of another
individual outer appearance or race. Racism can all start as a child being raised with
negative thoughts, or can be brought upon by personal reasons. For example, growing up
in a racist family will give adolescent awful thoughts about a race without even
experiencing how they really feel first hand. A different example of how one might
unfortunately choose to be racist would be if a person visits a country, and a negative

event took place; this person might become racist toward a group of people that lived
there all because of one personal event that happened. This is not a type of person that
treats people like how they want to treated, but it is a form of hatred toward a set of
people. This kind of person might use mental abuse, or they can even get physically
abusive toward the kind of race they are discriminate towards. They also can have a type
of attitude that thinks that they are better than certain groups and cultures. Racism is a
negative concept that put down people for no real reason. Racism is a form of ignorance
and inequity and only one could wish for this discrimination to stop all together in order
for everybody to get along.
~ 2005 Fallon Fauque~
Typical Connectors: refers to, means, can be defined as, is, otherwise/also known as

6. Argumentation Paragraph:
Why a position on an issue is a correct and reason for it
Example
The divisiveness between the states was another major obstacle to national unity.
Despite sharing a common heritage such as the Roman Empire, the Renaissance and
Catholicism, many divisions were evident between the Italian states. One example of
these divisions was that the majority of the population only spoke the dialect of their
own region. In fact, when Italy was unified, only four per cent of the population had
knowledge of the official Italian language (Duggan, 1994:156). The enormous
differences between the regions were exacerbated by the keen political and commercial
rivalry that existed between these states: Guise Mizzen, the leading agitator for the
unification of Italy at this period, declared:

We have no flag, no political name, no rank among European nations. We have no

common center, no common fact, no common market. We are dismembered into eight
states... all independent of one another, without alliance, without unity of aim, without
connection ... (these factors) divide us and render us as much possible strangers to each
other (1845:36).
A striking example of the commercial division and rivalry between the states which
impeded the national economic interest was the existence of as many as twenty two
customs' barriers around the Po River region of Italy (Mack Smith, 1959). In addition to
these divisions between the states, mistrust of each other's economic and political
motives was also evident.
Typical Connector: For this purpose, to this end, above all, indeed, of course, certainly, surely

Summarize Paragraph Writing Principles I, II, III, IV

Principle of paragraph 1

What is Paragraph?
A paragraph is a series of sentences about one idea called the topic. Usually, a paragraph begins
with a general sentence that introduces the topic. This sentence is called the topic sentence,
which contains the main idea in the paragraph. The topic sentence tells the reader what the
paragraph is going to be about.
The topic sentence is the most general, most important sentence in the paragraph. It should:
1. Introduce the reader to the topic of the paragraph;
2. State the main idea of the paragraph;
3. Focus the paragraph

The topic sentence contains words that need to explained, described, and supported in the
sentences that follow paragraph. These words are called controlling ideas because they control
the information that is given paragraph.
Example: Computer can make some jobs easier. (What jobs? How do they make them easier?)
Since controlling ideas are words about which readers can ask questions that they expect will be
answered in the paragraph, the topic sentence should not simply be a statement of facts; simple
fact cannot be developed into a full paragraph.
The following are examples of statements of fact that cannot be topic sentences of
paragraphs:
1. A History of Astronomy.
2. Steve Jobs own Apple Inc.
Compare them with the following statements:
1. A History of Astronomy is Interesting for those people who loves to read a history books.
2. Steve Jobs has not only made himself famous but has also wrote his name in the history.
These statements can be used as topic sentences of paragraphs.

Principle of Paragraph Writing 2

Supporting Sentences
While topic sentence introduces the topic and controls he information given in the other
sentences in the paragraph, the function of these sentences is to add details to the topic. The other
sentences in the paragraph are called the supporting sentences. One important thing about
supporting sentences is that they have to be closely related to the topic sentence.
Techniques of Support
In order to communicate successfully, a paragraph must be about a single idea. In order for
paragraph to be complete, the topic sentence must be supported; in other words, the controlling
ideas in the topic sentence must be; explained, described, and proven with specific supporting
details.
There are four basic techniques of support:
1. Facts

Any piece of information that can be easily verified can serve as factual support. Included are
numbers (percentages, number of miles, etc.) and statistics as well as facts that can be found in
books.
2. Examples
Examples can explain or define a controlling idea, or they can prove an idea or a point made in
the topic sentence. Sometimes a series of short examples is effective evidence for a topic
sentence. Other times, a single extended example can serve as solid support in a paragraph.
3. Physical description
Still another way to support a topic sentence is by using physical description, that is, words and
phrases that appeal to the five senses: sight, hearing, smell, touch and taste. Physical description
is often used to explain or describe controlling ideas in the topic sentence.
4. Personal experience
While personal experience is not often used in formal academic papers, it can serve as a valuable
support tool in paragraphs.
One or more techniques of support must be used in any paragraph that you write

Multiple Forms of Support

Often a topic sentence will be supported by more than one technique of support. For example, a
personal experience will contain physical description, or an example will contain some facts.
Multiple forms of support are often more interesting for an audience and provide strong evidence
for the controlling ideas in a topic sentence.

Principles of Paragraph Writing 3

Patterns of Organization
Whether you are going to write a paragraph or an essay, you have to decide how to present your
ideas. There are several ways to organize your ideas. They are; comparison, contrast, cause and
effect, problem solution, classification, process and argumentation. The following table
highlights the different patterns.
Linking your writing purpose to a pattern of
Purpose
Content of the Paragraph or Essay
What do you want The qualities that are similar and
to emphasize in
different between X& Y
your paragraph or
The major causes of a condition and/or
essay?
the effects of this condition
The parts of an object; the logical
divisions of a concept

organization
Pattern of Organization
Comparison/Contrast
Cause/Effect
Classification

The sequence of steps that should be

followed
A definition of words or ideas
An argumentation to support an
opinion or idea

Process
Definition/Clarification
Argumentation

Concluding Sentence
The sentence that ends the paragraph is called the concluding sentence. It usually one or more of
the following techniques:
1.
2.
3.
4.
5.

Summarize the material in paragraph

Offers a solution to the problem stated in the paragraph
Predicts a situation that will result or occur from the statements made in the paragraph
Makes a recommendation concerning material presented in the paragraph
States a conclusion to information given in the paragraph

Principles of Paragraph Writing 4

Summary Writing
Summary writing is an important academic skill. Usually academic summaries are brief written
descriptions of other written materials.
Writing good summaries needs accurate reading and the ability to find the main idea and most
important supporting evidence in a piece of writing. Summaries are always much shorter than
original texts.
To write a good summary, keep the following in mind:
1. Mention the source and the author at the beginning of the summary.
2. State the authors main idea without distorting those ideas or adding your own.
3. State the authors most important supporting evidence or sub-points without distorting
them. Do not include details.

4. Use your own wording. Occasionally, however, a phrase in the original may be especially
striking, interesting or controversial. In that case you may use the authors exact words if
you put quotation marks around them.
Steps in writing summaries:
1. Read and reread the material
2. Underline the main ideas to gather the necessary information for the summary
3. Make notes about those ideas in the margin to make further rereading easier and quicker
Organization of summaries:
1. The introduction contains the kind (an article? a book? a film?), the title and the author
of the written material and states the main point of the original article
2. The middle (or the body) contains the main ideas of the article in the same order they
appeared in the article
3. The conclusion briefly relates the conclusion of the author of the original article.

Bibliography
1. Wiradisastra, Grace et al. ENGLISH FOR ACADEMIC PURPOSES. Jakarta:Universitas
Indonesia, 2007. 136-155.
2. University of England. Academic skill office: writing essays, reviews and reports.
Accessed September 30, 2015.
https://www.une.edu.au/__data/assets/pdf_file/0010/12313/WE_Paragraphs_Academicwriting.pdf
3. Elftmann Student Success Center. A Guide on How to: Write with paragraph patterns.
Accessed September 30, 2015.
http://www.dunwoody.edu/pdfs/Elftmann_UsingParagraphPat_Writing.pdf
4. World Health Organization. Writing effectively for WHO. Module 1: Effective writing.
Accessed September 30, 2015. http://colelearning.net/who/module1/page33.html
5. English120. Process Paragraph. Accessed September 30, 2015.
http://english120.pbworks.com/w/page/19007022/process%20paragraph

6. English 120. Definition Paragraph. Accessed, September 30, 2015.

http://english120.pbworks.com/w/page/19006850/definition%20paragraphs
7. Uni Learning. Argumentation within paragraphs Accessed September 30, 2015.
http://unilearning.uow.edu.au/essay/4bv.html
8. Uni Learning. Academic writing style Accessed September 30, 2015.
http://unilearning.uow.edu.au/essay/4av.html