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Academic Writing


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Table of Contents

Introduction for Teachers Introduction for Students Academic Writing Quiz Written British and American English - A Short guide Part 1: The Writing Process 1.1 Basics of Writing 1.2 Reading: Finding Suitable Sources 1.3 Reading: Developing Critical Approaches 1.4 Avoiding Plagiarism 1.5 From Understanding Essay Titles to Planning 1.6 Finding Key Points and Note-making 1.7 Summarising and Paraphrasing 1.8 References and Quotations 1.9 Combining Sources 1.10 Organising Paragraphs 1.11 Introductions and Conclusions 1.12 Rewriting and Proofreading Progress Check 1 Part 2: Elements of Writing 2.1 Argument and Discussion 2.2 Cause and Effect 2.3 Comparison 2.4 Definitions 2.5 Examples 2.6 Generalisations 2.7 Problems and Solutions 2.8 Visual Information Progress Check 2 Part 3: Language Issues 3.1 Cohesion 3.2 Definite Articles 3.3 Numbers 3.4 Passive and Active 3.5 Puntuation 3.6 Singular or Plural 3.7 Style 3.8 Time Markers Progress Check 3 Part 4: Vocabulary for Writing 4.1 Approaches to Vocabulary 4.2 Abbreviations 4.3 Academic Vocabulary: Nouns and Adjectives 4.4 Academic Vocabulary: Adverbs and Verbs 4.5 Conjunctions 4.6 Prefixes and Suffixes 4.7 Prepositions 4.8 Synonyms Progress Check 4 Part 5: Writing Models 5.1 Case Studies 5.2 Literature Reviews and Book Reviews 5.3 Writing Longer Papers 5.4 Reports 5.5 Writing Letters and Emails 5.6 Writing in Groups

About the Author

Stephen Bailey has taught English for Academic Purposes at the University of Nottingham and Derby University. Previously he taught students in Barcelona, Tokyo, Johor Bahru and Prague. He now lives in Derbyshire with his wife and daughter. His other books include Academic Writing for International Students of Business (Routledge) and The Essentials of Academic Writing for International Students (Routledge).


Academic Writing is organized in a way that makes sense for teaching writing skills. The content covers a diverse body of samples from various fields, so it works wonderfully for my undergrad or graduate students. I especially like the section on common language errors, which includes extra practice for students; there is a good balance between writing instruction and discrete skill practice. It isn't easy to find a text that addresses plagiarism in a way that is clear for students to understand, and this text does the job! Ixchell Reyes, University of Southern California, USA

This book is an excellent example of inclusive teaching. It is aimed primarily at international students, but reaches further, as it is equally useful for British students and students who come from a more practice-focused background. It is also a strong companion to books on research methods that need a solid basis for academic skills. The clear structure, accessible content, and well thought through activities in this book, all give students the confidence to write effective academic work without the fear of breaking rules of plagiarism or academic malpractice. This is the book I recommend to all my students at the beginning of each academic year, independent of the subject I teach and the composition of my cohort. Maria Lonsdale, University of Leeds, UK Academic Writing is simply organised, allowing ease of access for beginner writers and specifically introducing them to the language needed to enter the conversations on academic writing. Djuddah Leijen, University of Tartu, Estonia The 5th edition of Academic Writing includes many new features which are extremely useful for all university students who are inexperienced in writing for academic purposes. The book provides both information on important aspects of academic writing and practice exercises which all students will find invaluable. It is a useful book for anyone who is new to writing for academic purposes, regardless of her level of proficiency in English. Radhika Jaidev, Singapore Institute of Technology, Singapore An excellent book that, although aimed at international students, would also benefit UK students who come from a more practise-focused background. Study skills tutors can use it to strengthen particular issues or areas of study that students might be struggling with. Jan Beechey, Dyslexia Review

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