Grammar & Academic Style

1. Grammar & Academic Style Learning Development Service 02890 972611 lds@qub.ac.uk

2. What will this session cover? • Pre-writing and Planning • Analyse the question • Initial thoughts • Gather material • Read, make notes, formulate your argument • Plan II. The Writing Process 6. Write! Continue developing your argument III. Proofreading and Reviewing • Edit – both as you go along and once you’ve finished

7. “My aunt’s hairy knuckles are magnificent indeed, but I have no desire to stroke them.”

8. “I gnaw on old car tyres; it strengthens my jaw so I’ll be better conditioned for bear combat.” “I fought the bear and won. Also, I never kiss plague rats on the mouth.”

10. I’ve got

12. 1. Analyse the question • To write a good essay you have to know what question you are answering. • This will help focus reading • Will make clear how to structure the essay • Will make it easier to write efficiently • Put the question into your own words • Highlight or underline main parts of the question • Seek clarification if needed.

15. Always write with a dictionary and thesaurus to hand!

17. Constructing Paragraphs… • Every sentence must perform a particular role: Introduce, refine,focus,develop,conclude Hand-shaking is a greeting convention in many cultures. People routinely shake hands at a first meeting.In some cultures, the practice is to shake hands on parting also.This can be symbolic of drawing business to a close.However, in other cultures the greeting and farewell are supplemented by a kissing gesture where two people touch cheek to cheek.In France, there appears to be some protocol to this behaviour, which is rarely understood by those from other cultures. Salutations vary across the globe and traditions often differ even within one country.

18. Signposting • Difference between your arguments and examples given • Links between sentences to do with same point • Links between paragraphs in same section of essay • How sections lead to a conclusion or answer • Conclusion EXAMPLES • This clearly demonstrates that … • It has been argued that … • On the other hand … • However, this conflicts with …

19. Linking sentences and paragraphs… • To add more ideas – again, furthermore, in addition, moreover • To compare or contrast ideas – alternatively, contrastingly, conversely, whereas • To prove something – evidently, for this reason, because, inevitably • To show exceptions – however, nevertheless, yet, in spite of • To repeat or refer back to something – as has been mentioned/noted…/As previously discussed • To show that you will include something later – this will be discussed in detail later • To emphasise something – definitely, obviously, inevitably, undeniably • To give an example – for instance, in this case, in particular, notably • To show the order of things – previously, following this, initially, subsequently, finally • To conclude – to summarise, in conclusion, consequently, as has been shown

21. Writing tips andConventions of Academic Writing • Keep the tenses consistent – do not wander from the present to the past • Use cautious language such as: … may/might/would indicate that… … could appear/suggest that… • Avoid sweeping generalisations • Write short small numbers out full in text, but longer numbers in figures • Do not directly address the reader with a question. Example: ‘Do social workers reinforce institutionalised racism?’ – ‘The question arises whether social workers reinforce institutionalised racism.’ • Keep your writing formal. Avoid emotive language and slang. • Do not copy large chunks of text: either use them as appropriate in quotation form or paraphrase, crediting the author by providing a reference. Don’t over-use quotations. They should be used in support of your argument – not instead of writing.

22. 7. Editing • Remember to edit as you go along – often you don’t even realise you are doing it. • Make sure you follow the style and layout specified by your school. • Give yourself a break between writing and editing – why it’s always good to set yourself a deadline of at least 1 day early!

23. What is Proofreading? • Careful reading – finetooth comb method • Checking BOTH for things Microsoft Word may or may not catch! • Finally, ALWAYS read aloud once or twice to catch errors you may have missed

24. What are you looking for? • Spelling and grammar • Subject-verb agreement • Missing words?

25. What is Reviewing? • Reviewing is different from proof-reading • Rather than checking for spelling and grammar, you’re reading through your essay to ensure that the content is relevant, correct and properly referenced

26. What are you looking for? • Have you answered the question? Have you done it as clearly as possible? • Have you clearly introduced the topic and the main points you will cover? • Have you covered everything you said you would in the introduction? • Is it clear how your points are linked and have you used transition sentences between main points? • Have you evidenced your argument sufficiently? • Have you ‘signposted’? • Have you presented a clear and concise conclusion?

27. If the answer is ‘yes’ to all of these questions, time to print, hand in and celebrate 

28. Stuck? Learning Development Service: www.qub.ac.uk/lds lds@qub.ac.uk 028 9097 2611 Web resources: http://www.qub.ac.uk/directorates/sgc/learning/