PART 2 – STYLE AND CLARITY
Academic writing style
Stella Cottrell (2003) refers to three main styles used in academic
writing: descriptive, argumentative and evaluative. Many writing tasks
will involve some combination of the three and the use of critical,
analytical skills. Some courses will require a degree of more personal,
reflective writing. Some guidelines are provided here, but see the
separate on-line guide on reflective writing for further guidance if this
type of writing is required on your course.
Descriptive writing
Different purposes:
• To describe what happened: e.g. main events. methods, findings.
• To describe the main features or functions: e.g. of a policy, practice,
method.
• To summarise the main points: e.g. of a theory or article.
Guidelines:
• Identify relevant themes to include
• Be clear, precise and accurate
• Use a logical order
• Keep to the point
• Indicate the significance of what you describe
NB. Descriptive style varies between subjects – get used to what your
subject expects.
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Argumentative Writing
Purpose:
To argue a case/point of view, to influence the reader’s thoughts/actions
Guidelines:
• State your position clearly and concisely.
• Use a clear line of reasoning to support your position.
• Give reliable, relevant, valid and convincing evidence/examples to
support your reasons.
• Consider and respond to the possible arguments against.
• Try not to sit on the fence – show there are different arguments but
make clear which you find most convincing.
Evaluative Writing
Involves:
• Comparing - finding points of similarity.
• Contrasting – finding points of difference.
• Evaluating significance of similarities and differences. Do they
matter? Do they have important implications for which model should
be used? How did you decide what was significant?
• Making a judgement. Give reasons for your opinion, based on the
evidence.
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• Showing your criteria. Show what criteria you used to arrive at your
opinion – e.g. data, research evidence
• Get the balance right – compare like with like and give equal
information and evidence to both.
Using Personal Experience
• Only use if your course requires it.
• Do not use as your main evidence unless you’re specifically asked to
do so.
• Points to consider when including personal experience:
- How typical is your experience?
(Any research done? Any relevant reports or articles?)
- How does your experience compare with other people’s?
- How relevant is it?
- How does it link to theories you have studied?
- How does it support or contradict theories and views you have
studied?
- Can any lessons be drawn from it?
- Can any valid generalisations be drawn from it?
• Personal writing uses different language:
“I found that” rather than “It was found that”
(More emotional, subjective, intuitive and anecdotal)
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