There are various skills you need in order to be able to write good academic English texts. Whether you are writing a simple essay, a report, or a research paper you will find the support and resources you need here.
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Understand the Task
Because increasing numbers of tourists are putting pressure on many famous sites around the world, some authorities are requiring tourists to pay for access to these sites. However not everyone can afford to pay for this access.
Identify some of the problems tourists cause and suggest two or three ways in which entrance could be fairly regulated.
“some” is a limiting word. You don’t need a long list of problems which tourists cause; you just need a few, so pick two or three you think are important.
"Identify” is an instruction word. It means to clearly state and perhaps name something or things. In this case you would need to identify some of the problems tourists cause. Other instruction words which might have been used in this case are “enumerate”, “describe”, “discuss”.
“the problems tourists cause” is the first content item. There could be many problems depending on the type of tourist location; noise, litter, cultural insensitivity, damage to local infrastructure or monuments, graffiti, loss of amenities and services important to the locals etc.
"suggest” is the second instruction word. If you don’t make some suggestions about regulating the entry of tourists, then you are only addressing half of the task and would lose marks because of that.
“ways in which entrance could be regulated” is the second content item. You need to suggest methods of limiting (fairly) the numbers tourists who have access to popular sites.
“fairly” is the third limiting word. It’s important and it relates to the information in the introduction; “not everyone can afford to pay for this access”. Would it be fair if only the wealthy could afford to pay for access to these places? If not, how could access be allocated? You could also interpret this in terms of fairness to tourists and fairness to locals who live there and would like to enjoy some measure of tranquility.
"two or three” is a limiting phrase. Four is too many. One is not enough. You need two or three suggestions about controlling (fairly) the entry of tourists to popular sites.
Understand the Task
Because increasing numbers of tourists are putting pressure on many famous sites around the world, some authorities are requiring tourists to pay for access to these sites. However not everyone can afford to pay for this access.
Identify some of the problems tourists cause and suggest two or three ways in which entrance could be fairly regulated.
“some” is a limiting word. You don’t need a long list of problems which tourists cause; you just need a few, so pick two or three you think are important.
"Identify” is an instruction word. It means to clearly state and perhaps name something or things. In this case you would need to identify some of the problems tourists cause. Other instruction words which might have been used in this case are “enumerate”, “describe”, “discuss”.
“the problems tourists cause” is the first content item. There could be many problems depending on the type of tourist location; noise, litter, cultural insensitivity, damage to local infrastructure or monuments, graffiti, loss of amenities and services important to the locals etc.
"suggest” is the second instruction word. If you don’t make some suggestions about regulating the entry of tourists, then you are only addressing half of the task and would lose marks because of that.
“ways in which entrance could be regulated” is the second content item. You need to suggest methods of limiting (fairly) the numbers tourists who have access to popular sites.
“fairly” is the third limiting word. It’s important and it relates to the information in the introduction; “not everyone can afford to pay for this access”. Would it be fair if only the wealthy could afford to pay for access to these places? If not, how could access be allocated? You could also interpret this in terms of fairness to tourists and fairness to locals who live there and would like to enjoy some measure of tranquility.
"two or three” is a limiting phrase. Four is too many. One is not enough. You need two or three suggestions about controlling (fairly) the entry of tourists to popular sites.
Understand the Task
Because increasing numbers of tourists are putting pressure on many famous sites around the world, some authorities are requiring tourists to pay for access to these sites. However not everyone can afford to pay for this access.
Identify some of the problems tourists cause and suggest two or three ways in which entrance could be fairly regulated.
“some” is a limiting word. You don’t need a long list of problems which tourists cause; you just need a few, so pick two or three you think are important.
"Identify” is an instruction word. It means to clearly state and perhaps name something or things. In this case you would need to identify some of the problems tourists cause. Other instruction words which might have been used in this case are “enumerate”, “describe”, “discuss”.
“the problems tourists cause” is the first content item. There could be many problems depending on the type of tourist location; noise, litter, cultural insensitivity, damage to local infrastructure or monuments, graffiti, loss of amenities and services important to the locals etc.
"suggest” is the second instruction word. If you don’t make some suggestions about regulating the entry of tourists, then you are only addressing half of the task and would lose marks because of that.
“ways in which entrance could be regulated” is the second content item. You need to suggest methods of limiting (fairly) the numbers tourists who have access to popular sites.
“fairly” is the third limiting word. It’s important and it relates to the information in the introduction; “not everyone can afford to pay for this access”. Would it be fair if only the wealthy could afford to pay for access to these places? If not, how could access be allocated? You could also interpret this in terms of fairness to tourists and fairness to locals who live there and would like to enjoy some measure of tranquility.
"two or three” is a limiting phrase. Four is too many. One is not enough. You need two or three suggestions about controlling (fairly) the entry of tourists to popular sites.
Understand the Task
Because increasing numbers of tourists are putting pressure on many famous sites around the world, some authorities are requiring tourists to pay for access to these sites. However not everyone can afford to pay for this access.
Identify some of the problems tourists cause and suggest two or three ways in which entrance could be fairly regulated.
“some” is a limiting word. You don’t need a long list of problems which tourists cause; you just need a few, so pick two or three you think are important.
"Identify” is an instruction word. It means to clearly state and perhaps name something or things. In this case you would need to identify some of the problems tourists cause. Other instruction words which might have been used in this case are “enumerate”, “describe”, “discuss”.
“the problems tourists cause” is the first content item. There could be many problems depending on the type of tourist location; noise, litter, cultural insensitivity, damage to local infrastructure or monuments, graffiti, loss of amenities and services important to the locals etc.
"suggest” is the second instruction word. If you don’t make some suggestions about regulating the entry of tourists, then you are only addressing half of the task and would lose marks because of that.
“ways in which entrance could be regulated” is the second content item. You need to suggest methods of limiting (fairly) the numbers tourists who have access to popular sites.
“fairly” is the third limiting word. It’s important and it relates to the information in the introduction; “not everyone can afford to pay for this access”. Would it be fair if only the wealthy could afford to pay for access to these places? If not, how could access be allocated? You could also interpret this in terms of fairness to tourists (who, you might argue, have a legitimate right to visit sites of great interest or beauty) and fairness to locals who live there and would like to enjoy some measure of tranquility.
"two or three” is a limiting phrase. Four is too many. One is not enough. You need two or three suggestions about controlling (fairly) the entry of tourists to popular sites.
How to Understand the Task
Because increasing numbers of tourists are putting pressure on many famous sites around the world, some authorities are requiring tourists to pay for access to these sites. However not everyone can afford to pay for this access.
Identify some of the problems tourists cause and suggest two or three ways in which entrance could be fairly regulated.
“some” is a limiting word. You don’t need a long list of problems which tourists cause; you just need a few, so pick two or three you think are important.
"Identify” is an instruction word. It means to clearly state and perhaps name something or things. In this case you would need to identify some of the problems tourists cause. Other instruction words which might have been used in this case are “enumerate”, “describe”, “discuss”.
“the problems tourists cause” is the first content item. There could be many problems depending on the type of tourist location; noise, litter, cultural insensitivity, damage to local infrastructure or monuments, graffiti, loss of amenities and services important to the locals etc.
"suggest” is the second instruction word. If you don’t make some suggestions about regulating the entry of tourists, then you are only addressing half of the task and would lose marks because of that.
“ways in which entrance could be regulated” is the second content item. You need to suggest methods of limiting (fairly) the numbers tourists who have access to popular sites.
“fairly” is the third limiting word. It’s important and it relates to the information in the introduction; “not everyone can afford to pay for this access”. Would it be fair if only the wealthy could afford to pay for access to these places? If not, how could access be allocated? You could also interpret this in terms of fairness to tourists (who, you might argue, have a legitimate right to visit sites of great interest or beauty) and fairness to locals who live there and would like to enjoy some measure of tranquility.
"two or three” is a limiting phrase. Four is too many. One is not enough. You need two or three suggestions about controlling (fairly) the entry of tourists to popular sites.
Learn about Text Patterns
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
In this sentence we learn what the text is really all about. "Whether pets may have additional
benefits or drawbacks for humans" with regard to health.
"benefits" and "drawbacks" are words often used in advantage - disadvantage texts.
There are many ways of indicating a cause - effect relationship. There are three in these three sentences: "have an impact on", "can affect", and "cause". In the first sentence impact is qualified by "significant" and "negative". So we know right from the first sentence that we are dealing with a serious issue.
Learn about Text Patterns
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
In this sentence we learn what the text is really all about. "Whether pets may have additional
benefits or drawbacks for humans" with regard to health.
"benefits" and "drawbacks" are words often used in advantage - disadvantage texts.
There are many ways of indicating a cause - effect relationship. There are three in these three sentences: "have an impact on", "can affect", and "cause". In the first sentence impact is qualified by "significant" and "negative". So we know right from the first sentence that we are dealing with a serious issue.
Learn about Text Patterns
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
In this sentence we learn what the text is really all about. "Whether pets may have additional
benefits or drawbacks for humans" with regard to health.
"benefits" and "drawbacks" are words often used in advantage - disadvantage texts.
There are many ways of indicating a cause - effect relationship. There are three in these three sentences: "have an impact on", "can affect", and "cause". In the first sentence impact is qualified by "significant" and "negative". So we know right from the first sentence that we are dealing with a serious issue.
Learn about Text Patterns
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
There are many ways of indicating a cause - effect relationship. There are three in these three sentences: "have an impact on", "can affect", and "cause". In the first sentence impact is qualified by "significant" and "negative". So we know right from the first sentence that we are dealing with a serious issue.
In this sentence we learn what the text is really all about. "Whether pets may have additional
benefits or drawbacks for humans" with regard to health.
"benefits" and "drawbacks" are words often used in advantage - disadvantage texts.
Learn about Text Patterns
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
Bad oral health can have a significant negative impact on people’s quality of life. It can also affect other diseases that they may be suffering. But whether oral ill-health causes general health problems depends on what disease you’re talking about.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
But over the past couple of decades, there has been considerable interest in whether pets may have additional benefits or drawbacks for humans, particularly with regards to health.
In this sentence we learn what the text is really all about. "Whether pets may have additional
benefits or drawbacks for humans" with regard to health.
"benefits" and "drawbacks" are words often used in advantage - disadvantage texts.
There are many ways of indicating a cause - effect relationship. There are three in these three sentences: "have an impact on", "can affect", and "cause". In the first sentence impact is qualified by "significant" and "negative". So we know right from the first sentence that we are dealing with a serious issue.
Learn about Cohesive Devices
Lexical Cohesion
Demonstrative Reference
Personal Reference
Personal (possessive) Reference
Demonstrative Reference and Lexical Cohesion
"In ancient times, people would sit around their fires at night and tell stories. Stories about their creation, stories of great deeds and feats, and stories that rehearsed how people interacted with each other and the world they lived in. One of the oldest of these still to be read is the ancient Greek Illiad of Homer." (George, n.d.)
Learn about Cohesive Devices
Lexical Cohesion
Demonstrative Reference
Personal Reference
Personal (possessive) Reference
Demonstrative Reference and Lexical Cohesion
"In ancient times, people would sit around their fires at night and tell stories. Stories about their creation, stories of great deeds and feats, and stories that rehearsed how people interacted with each other and the world they lived in. One of the oldest of these still to be read is the ancient Greek Illiad of Homer." (George, n.d.)
Learn about Cohesive Devices
Demonstrative Reference and Lexical Cohesion
Lexical Cohesion
Demonstrative Reference
Personal Reference
Personal (possessive) Reference
"In ancient times, people would sit around their fires at night and tell stories. Stories about their creation, stories of great deeds and feats, and stories that rehearsed how people interacted with each other and the world they lived in. One of the oldest of these still to be read is the ancient Greek Illiad of Homer." (George, n.d.)
Learn about Cohesive Devices
Lexical Cohesion
Demonstrative Reference
Personal Reference
Personal (possessive) Reference
Demonstrative Reference and Lexical Cohesion
"In ancient times, people would sit around their fires at night and tell stories. Stories about their creation, stories of great deeds and feats, and stories that rehearsed how people interacted with each other and the world they lived in. One of the oldest of these still to be read is the ancient Greek Illiad of Homer." (George, n.d.)
Learn about Cohesive Devices
Lexical Cohesion
Demonstrative Reference
Personal Reference
Personal (possessive) Reference
Demonstrative Reference and Lexical Cohesion
"In ancient times, people would sit around their fires at night and tell stories. Stories about their creation, stories of great deeds and feats, and stories that rehearsed how people interacted with each other and the world they lived in. One of the oldest of these still to be read is the ancient Greek Illiad of Homer." (George, n.d.)
Learn How to Quote
Author
Source
Quotation (quoted text)
In his article about inventing in The Conversation, David Taylor argues that “simply copying nature does not work” (2014).
Source
There are many types of sources you may wish to quote when you write; books, journals, blogs, tweets, videos, etc. You don’t need to include a phrase such as the one in our example (“his article about inventing in The Conversation”) but sometimes it is helpful (perhaps to distinguish it from another source by the same author). Each type of source needs a citation and a reference which must be formatted in a particular way. You don’t need to remember the exact details of this formatting but you need to know where to find these details when you need them.
Quotation
A quotation must be the exact words the writer used and closed in quotation marks (parentheses). If you want to summarise the writer’s ideas in your own words, then do not use quotations marks; this is a paraphrase . If the quotation is long (more than 40 words), you should use a block quote.
Author
You normally need to include the author’s name when you quote or paraphrase their work. (Unless it is not clear who the author is or if you have already mentioned the name). Often there is more than one author or the author is writing on behalf of an organisation. In these cases there are particular rules about how you should cite and reference them.
Author
Learn How to Quote
Source
Quotation (quoted text)
In his article about inventing in The Conversation, David Taylor argues that “simply copying nature does not work” (2014).
Author
You normally need to include the author’s name when you quote or paraphrase their work. (Unless it is not clear who the author is or if you have already mentioned the name). Often there is more than one author or the author is writing on behalf of an organisation. In these cases there are particular rules about how you should cite and reference them.
Source
There are many types of sources you may wish to quote when you write; books, journals, blogs, tweets, videos, etc. You don’t need to include a phrase such as the one in our example (“his article about inventing in The Conversation”) but sometimes it is helpful (perhaps to distinguish it from another source by the same author). Each type of source needs a citation and a reference which must be formatted in a particular way. You don’t need to remember the exact details of this formatting but you need to know where to find these details when you need them.
Quotation
A quotation must be the exact words the writer used and closed in quotation marks (parentheses). If you want to summarise the writer’s ideas in your own words, then do not use quotations marks; this is a paraphrase . If the quotation is long (more than 40 words), you should use a block quote.
Author
Learn How to Quote
Source
In his article about inventing in The Conversation, David Taylor argues that “simply copying nature does not work” (2014).
Quotation (quoted text)
Author
You normally need to include the author’s name when you quote or paraphrase their work. (Unless it is not clear who the author is or if you have already mentioned the name). Often there is more than one author or the author is writing on behalf of an organisation. In these cases there are particular rules about how you should cite and reference them.
Quotation
A quotation must be the exact words the writer used and closed in quotation marks (parentheses). If you want to summarise the writer’s ideas in your own words, then do not use quotations marks; this is a paraphrase . If the quotation is long (more than 40 words), you should use a block quote.
Source
There are many types of sources you may wish to quote when you write; books, journals, blogs, tweets, videos, etc. You don’t need to include a phrase such as the one in our example (“his article about inventing in The Conversation”) but sometimes it is helpful (perhaps to distinguish it from another source by the same author). Each type of source needs a citation and a reference which must be formatted in a particular way. You don’t need to remember the exact details of this formatting but you need to know where to find these details when you need them.
Author
Learn How to Quote
Source
Quotation (quoted text)
In his article about inventing in The Conversation, David Taylor argues that “simply copying nature does not work” (2014).
Source
There are many types of sources you may wish to quote when you write; books, journals, blogs, tweets, videos, etc. You don’t need to include a phrase such as the one in our example (“his article about inventing in The Conversation”) but sometimes it is helpful (perhaps to distinguish it from another source by the same author). Each type of source needs a citation and a reference which must be formatted in a particular way. You don’t need to remember the exact details of this formatting but you need to know where to find these details when you need them.
Author
You normally need to include the author’s name when you quote or paraphrase their work. (Unless it is not clear who the author is or if you have already mentioned the name). Often there is more than one author or the author is writing on behalf of an organisation. In these cases there are particular rules about how you should cite and reference them.
Quotation
A quotation must be the exact words the writer used and closed in quotation marks (parentheses). If you want to summarise the writer’s ideas in your own words, then do not use quotations marks; this is a paraphrase . If the quotation is long (more than 40 words), you should use a block quote.
Author
Learn How to Quote
Source
Quotation (quoted text)
In his article about inventing in The Conversation, David Taylor argues that “simply copying nature does not work” (2014).
Source
There are many types of sources you may wish to quote when you write; books, journals, blogs, tweets, videos, etc. You don’t need to include a phrase such as the one in our example (“his article about inventing in The Conversation”) but sometimes it is helpful (perhaps to distinguish it from another source by the same author). Each type of source needs a citation and a reference which must be formatted in a particular way. You don’t need to remember the exact details of this formatting but you need to know where to find these details when you need them.
Author
You normally need to include the author’s name when you quote or paraphrase their work. (Unless it is not clear who the author is or if you have already mentioned the name). Often there is more than one author or the author is writing on behalf of an organisation. In these cases there are particular rules about how you should cite and reference them.
Quotation
A quotation must be the exact words the writer used and closed in quotation marks (parentheses). If you want to summarise the writer’s ideas in your own words, then do not use quotations marks; this is a paraphrase . If the quotation is long (more than 40 words), you should use a block quote.
Find Definitions and Examples
Find Definitions and Examples
Find Definitions and Examples
Find Definitions and Examples
Find Definitions and Examples
Learn about Data Literacy
Learn about Data Literacy
Learn about Data Literacy
Learn about Data Literacy
Learn about Data Literacy
Learn about Collocation
Adverb
Adjective
Noun
very
young
people
N1
relatively
elderly
time
particularly
disabled
group
comparatively
fairly
mainly
predominantly
tragically
extremely
absurdly
deaf
ordinary
local
good
professional
innocent
wealthy
house
information
methods
role
circumstances
feature
result
Learn about Collocation
Adverb
Adjective
Noun
young
people
very
N1
elderly
time
relatively
disabled
group
particularly
deaf
ordinary
local
good
professional
innocent
wealthy
house
information
methods
role
circumstances
feature
result
comparatively
fairly
mainly
predominantly
tragically
extremely
absurdly
Learn about Collocation
Adverb
Adjective
Noun
very
young
people
N1
relatively
elderly
time
particularly
disabled
group
comparatively
fairly
mainly
predominantly
tragically
extremely
absurdly
deaf
ordinary
local
good
professional
innocent
wealthy
house
information
methods
role
circumstances
feature
result
Learn about Collocation
Adverb
Adjective
Noun
young
very
people
N1
relatively
elderly
time
particularly
disabled
group
comparatively
fairly
mainly
predominantly
tragically
extremely
absurdly
deaf
ordinary
local
good
professional
innocent
wealthy
house
information
methods
role
circumstances
feature
result
Learn about Collocation
Adverb
Adjective
Noun
very
young
people
N1
relatively
elderly
time
particularly
disabled
group
comparatively
fairly
mainly
predominantly
tragically
extremely
absurdly
deaf
ordinary
local
good
professional
innocent
wealthy
house
information
methods
role
circumstances
feature
result
The Skills You Need
You need good skills to write well. Some of these skills are general ones such as research and planning which you can use in other fields. Others are more specific such as understanding cohesion, text patterns and collocation. The best way to improve your skills is to read well-written texts by skilled writers and read a lot in your specialist area of interest or study. But by studying some of the key elements of academic texts you can accelerate your progress. All the examples on this site are sourced from authentic texts written by people who are experts in their fields. So you can be sure that the examples are written in good idiomatic English.
How to Plan
Planning is essential and in the long run it saves you time. Even if you only need to write a short essay you can speed up the writing process by spending a few minutes sketching out a plan. You can learn about how to plan an essay on the essay planning page. You can't plan unless you understand your task. Make sure you can do that by understanding the elements of a task direction.
How to Research
If you need to write anything longer than a short essay you'll probably need to do a little research. So you need to improve your research skills. You should do this in order to be able to find relevant and reliable information quickly.
Cohesion means how elements of your text are connected together. Cohesive devices are important in a text. They allow the writer to avoid boring repetition and they provide important pointers to previous parts of the text They also sometimes point forward or indicate relationships between parts of a text.. They are the "glue" which holds the text together. There are various types of cohesive device and you can see how they work on this site. They are reference Go to the Reference page, substitution, ellipsis, conjunction, and lexical cohesion. Once you understand how they work you'll quickly recognise them in the texts you read and be able to use them yourself to good effect.
Learn how to Quote and Paraphrase
Often you need to refer to sources you believe are relevant to your discussion and in this case you have to quote or paraphrase information from these sources. You must abide by the style conventions writers use when quoting or paraphrasing. This is important so that readers can locate the sources you refer to, and so that you avoid any suspicion of plagiarism.
Learn how to Cite
There are certain style conventions you need to follow when you quote or paraphrase. You need to cite your sources. This often means using in-text citations and sometimes signal phrases to introduce your quotes or paraphrases. If you do a lot of writing you'll also need to learn how to use one or two citation or bibliographic tools to help you manage your database or sources.
Understand Collocation
If your first language is not English, one of the most important things you can do to improve your writing is to understand collocation. This simply means which words or phrases tend to be used with others in particular contexts. There are examples of collocation on the noun phrases page and in the glossary. You can also see many examples in the AWL Collocation Dictionary.
Learn about Data Literacy
If you write academic reports you'll often have to understand how data is presented in graphical form such as line graphs, bar charts, pie charts. You'll probably also need to write about or comment on data presented in graphical form so the describing graphics page will help you to get familiar with the kind of language used to do this. You can also see how experienced writers use graphics in their articles.
Learn how to Review
Writing is a cyclical process. You need to review what you have written in order to improve your text and correct any mistakes. Learning how to review is key to improving your writing skills. This means using checklists to review and check your writing, persuading others to review your work, and understanding any feedback you have been given.
Improve your Vocabulary
The single most important thing you can do improve your writing is to improve your vocabulary and deepen your understanding of how words and phrases are used in context. Most of this will come from extensive reading but focussed active vocabulary learning will help you accelerate this process. Choosing the right word or phrase is also a key skill in academic writing, especially for second language learners. The word choice page can help you with choosing suitable vocabulary and what to avoid. There is also an extensive collection of academic vocabulary exercises to help you with words from the Academic Word List
.
Learn some Grammar
You cannot write well without a firm grasp of grammar. We follow the conventions of grammar because it facilitates communication. This is especially important in academic writing where we need to very clear and precise about what we mean. Academic writing is also information rich because it often uses structures such as complex noun phrases so you need to understand how these work. You also need to understand how information is presented in various types of clause patterns and why we choose one rather than another (to draw attention to particular information, for example). You should also pay attention to punctuation. Again, because it helps with clarity and precision.
Use the Glossary
There is an extensive glossary of over 650 terms and phrases along with many examples of structures used in academic writing. All the examples have been selected from authentic texts. There are also links to further information elsewhere on the site.