assignment on writing styles

Table of Contents

Collaboration, information literacy, writing process, academic writing – how to write for the academic community.

• © 2023 by Joseph M. Moxley - University of South Florida

Academic writing refers to the writing style that researchers, educators, and students use in scholarly publications and school assignments. An academic writing style refers to the semantic and textual features that characterize academic writing and distinguish it from other discourses , such as professional writing , workplace writing , fiction , or creative nonfiction . Learn about the discourse conventions of the academic community so you can write with greater authority , clarity , and persuasiveness (and, in school settings, earn higher grades!).  

What is Academic Writing?

Academic writing refers to all of the texts produced by academic writers, including theoretical, empirical , or experience-based works. Examples:

• Students at the high school and undergraduate level write essays, book reviews, lab reports, reviews of literature, proposals–and more . These assignments often presume an audience of a teacher-as-examiner
• by proposing a new theory, method, application
• by presenting new empirical findings
• by offering new interpretations of existing evidence .

Different academic fields have distinct genres , writing styles and conventions because each academic field possesses its own set of rules and practices that govern how ideas are researched , structured , supported , and communicated . Thus, there is no one single style of academic writing. Rather, there are many different writing styles a writer might adopt , depending on their aims of discourse , media , writing tools, and rhetorical situation .

Related Concepts: Audience – Audience Awareness ; Discourse Community – Community of Practice ; Discourse Conventions ; Elements of Style ; Genre ; Professional Writing – Style Guide ; Persona ; Rhetorical Stance ; Tone ; Voice

Differences aside, there are a number of discourse conventions that academic writers share across disciplines. These conventions empower writers to establish authority and clarity in their prose –and to craft pieces that can be understood and appreciated by readers from various academic fields as well as the general public.

Features of Academic Discourse

• Academic writing tends to be  substantive  rather than superficial,  anecdotal ,  vague or underdeveloped.  For example, a paper on climate change would not just describe the observed changes in temperature, but might also delve into the scientific theories that explain these changes, the evidence supporting these theories, the potential impacts of climate change, and the debates within the scientific community
• Academic writing prioritizes evidence and logical reasoning over anecdotal observations , personal opinions, personal beliefs emotional appeals
• Members of the academic community expect authors to provide evidence for claims . When academics introduce evidence into their texts, they know their readers expect them to establish the currency, relevance ,  authority , accuracy , and purpose of any evidence they introduce
• Academic writers are careful to support their claims with evidence from credible sources, especially peer-reviewed , academic literature.
• Academics are sensitive to the ideologies and epistemologies that inform research methods.
• For example, when a psychology student studies the effects of mindfulness on anxiety disorders, they would need to understand that their research is based on the assumption that anxiety can be measured and quantified, and that it can be influenced by interventions like mindfulness training. They would also need to understand that their research is situated within a particular theoretical framework (e.g., cognitive-behavioral theory), which shapes how they conceptualize anxiety, mindfulness, and the relationship between them.
• Academic writing is expected to be objective and fair–and free of bias . This means presenting evidence in a balanced way, considering different perspectives , and not letting personal biases distort the analysis.
• It also involves recognizing the limitations of the research and being open to criticism and alternative interpretations .
• Academic writers are very careful to attribute the works of authors whom they’re quoting , paraphrasing , or summarizing . They understand information has value , and they’re careful to discern who the major thought leaders are on a particular topic . They understand they cannot simply copy and paste large sections of copyrighted material into their own work, even if they provide an attribution .
• Academic writers must also abide copyright laws , which protect the rights of authors and creators. This means, for example, that they cannot simply copy and paste large sections of copyrighted material into their own work, even if they provide a citation . Instead, they can use smaller excerpts under the principle of “fair use,” or they can seek permission from the copyright holder to use larger portions.

Organization

Academic writing is typically organized in a deductive way (as opposed to inductively ). Many genresof academic writing have a research abstract, a clear introduction , body, conclusions and recommendations.

Academic essays tend to have an introduction that introduces the topic, the exigency that informs this call to write. reviews pertinent research, and explains the problem — hypothesis, thesis, and rhetorical situation. the context and states the purpose of the writing (aka, the thesis! ), the body develops the arguments or presents the research, and the conclusion summarizes the main points and discusses the implications or applications of the research

Typically, the design of academic documents is plain vanilla, despite the visual turn in communication made possible by the ubiquity of design tools. Unlike professional writing, which tends to be incredibly visual, academic writing tends to be fairly traditional with its focus on alphabetical text as opposed to visual elements.

• Plain Design: Academic documents, such as research papers, theses, or scholarly articles, typically follow a minimalist design approach. They primarily consist of black text on a white background, with a standard, easy-to-read font. This “plain vanilla” design reflects the focus of academic writing on the content rather than the presentation. The aim is to communicate complex ideas clearly and without distraction.
• Limited Use of Visuals: Unlike in professional writing or journalism, visuals such as images, infographics, or videos are not commonly used in academic writing. When they are used, it’s usually to present data (in the form of graphs, charts, or tables) or to illustrate a point (with diagrams or figures). The visuals are typically grayscale and are intended to supplement the text rather than replace it.
• Structured Layout: Academic writing tends to follow a structured layout, with clearly marked sections and subsections. This helps to organize the content and guide the reader through the argument. However, aside from headings, there is usually little use of design elements such as color, bolding, or varied fonts to highlight different parts of the text.
• Lack of Interactive Features: With the transition to digital media, many types of writing have become more interactive, incorporating hyperlinks, multimedia, or interactive data visualizations. However, academic writing has been slower to adopt these features. While academic articles often include hyperlinks to references, they rarely include other interactive elements.

However, as digital media and visual communication become increasingly prevalent, we may see changes in the conventions of academic design.

• Academic writing tends to be formal in persona , tone , diction . Academic writers avoid contractions , slang, colloquial expressions, sexist use of pronouns . Because it is written for specialists, jargon is used, but not unnecessarily. However, the level of formality can vary depending on the discipline, the genre (e.g., a research paper vs. a blog post), and the intended audience . For instance, in sociology and communication, autoethnography is a common genre , which is a composite of autobiography , memoir, creative nonfiction, and ethnographic methods .
• In the last 20 years, there has been a significant move toward including the first person in academic writing. However, in general, the focus of discourse isn’t the writer. Thus, most academic writers use the first person sparingly–if at all.
• Academic writers use the citation styles required by their audiences .
• Specialized Vocabulary: Academics often use specialized vocabulary or jargon that is specific to their field. These terms can convey complex ideas in a compact form, contributing to the compressed nature of academic prose. However, they can also make the writing less accessible to non-specialists.
• Complex Sentence Structures: Academic writing often uses complex sentence structures, such as long sentences with multiple clauses, or sentences that incorporate lists or parenthetical information. These structures allow academic writers to express complex relationships and nuances of meaning, but they can also make the writing more challenging to read.
• Referential Density: Academic writing often refers to other works, theories, or arguments, either explicitly (through citations) or implicitly. This referential density allows academic writers to build on existing knowledge and engage in scholarly conversation, but it also assumes that readers are familiar with the referenced works or ideas.

1. When is it appropriate to use the first person?

Use of the first person is now more commonplace across academic disciplines. In order to determine whether first person is appropriate, engage in rhetorical analysis of the rhetorical situation .

Recommended Resources

• Professional Writing Prose Style
• First-Person Point of View
• Using First Person in an Academic Essay: When is It Okay?
• A Synthesis of Professor Perspectives on Using First and Third Person in Academic Writing

Brevity - Say More with Less

Clarity (in Speech and Writing)

Coherence - How to Achieve Coherence in Writing

Flow - How to Create Flow in Writing

Inclusivity - Inclusive Language

The Elements of Style - The DNA of Powerful Writing

Recommended

Structured Revision – How to Revise Your Work

Professional Writing – How to Write for the Professional World

Credibility & Authority – How to Be Credible & Authoritative in Research, Speech & Writing

Citation Guide – Learn How to Cite Sources in Academic and Professional Writing

Page Design – How to Design Messages for Maximum Impact

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A step-by-step guide for creating and formatting APA Style student papers

The start of the semester is the perfect time to learn how to create and format APA Style student papers. This article walks through the formatting steps needed to create an APA Style student paper, starting with a basic setup that applies to the entire paper (margins, font, line spacing, paragraph alignment and indentation, and page headers). It then covers formatting for the major sections of a student paper: the title page, the text, tables and figures, and the reference list. Finally, it concludes by describing how to organize student papers and ways to improve their quality and presentation.

The guidelines for student paper setup are described and shown using annotated diagrams in the Student Paper Setup Guide (PDF, 3.40MB) and the A Step-by-Step Guide to APA Style Student Papers webinar . Chapter 1 of the Concise Guide to APA Style and Chapter 2 of the Publication Manual of the American Psychological Association describe the elements, format, and organization for student papers. Tables and figures are covered in Chapter 7 of both books. Information on paper format and tables and figures and a full sample student paper are also available on the APA Style website.

Basic setup

The guidelines for basic setup apply to the entire paper. Perform these steps when you first open your document, and then you do not have to worry about them again while writing your paper. Because these are general aspects of paper formatting, they apply to all APA Style papers, student or professional. Students should always check with their assigning instructor or institution for specific guidelines for their papers, which may be different than or in addition to APA Style guidelines.

Seventh edition APA Style was designed with modern word-processing programs in mind. Most default settings in programs such as Academic Writer, Microsoft Word, and Google Docs already comply with APA Style. This means that, for most paper elements, you do not have to make any changes to the default settings of your word-processing program. However, you may need to make a few adjustments before you begin writing.

Use 1-in. margins on all sides of the page (top, bottom, left, and right). This is usually how papers are automatically set.

Use a legible font. The default font of your word-processing program is acceptable. Many sans serif and serif fonts can be used in APA Style, including 11-point Calibri, 11-point Arial, 12-point Times New Roman, and 11-point Georgia. You can also use other fonts described on the font page of the website.

Line spacing

Double-space the entire paper including the title page, block quotations, and the reference list. This is something you usually must set using the paragraph function of your word-processing program. But once you do, you will not have to change the spacing for the entirety of your paper–just double-space everything. Do not add blank lines before or after headings. Do not add extra spacing between paragraphs. For paper sections with different line spacing, see the line spacing page.

Paragraph alignment and indentation

Align all paragraphs of text in the body of your paper to the left margin. Leave the right margin ragged. Do not use full justification. Indent the first line of every paragraph of text 0.5-in. using the tab key or the paragraph-formatting function of your word-processing program. For paper sections with different alignment and indentation, see the paragraph alignment and indentation page.

Page numbers

Put a page number in the top right of every page header , including the title page, starting with page number 1. Use the automatic page-numbering function of your word-processing program to insert the page number in the top right corner; do not type the page numbers manually. The page number is the same font and font size as the text of your paper. Student papers do not require a running head on any page, unless specifically requested by the instructor.

Title page setup

Title page elements.

APA Style has two title page formats: student and professional (for details, see title page setup ). Unless instructed otherwise, students should use the student title page format and include the following elements, in the order listed, on the title page:

• Paper title.
• Name of each author (also known as the byline).
• Affiliation for each author.
• Course number and name.
• Instructor name.
• Assignment due date.
• Page number 1 in the top right corner of the page header.

The format for the byline depends on whether the paper has one author, two authors, or three or more authors.

• When the paper has one author, write the name on its own line (e.g., Jasmine C. Hernandez).
• When the paper has two authors, write the names on the same line and separate them with the word “and” (e.g., Upton J. Wang and Natalia Dominguez).
• When the paper has three or more authors, separate the names with commas and include “and” before the final author’s name (e.g., Malia Mohamed, Jaylen T. Brown, and Nia L. Ball).

Students have an academic affiliation, which identities where they studied when the paper was written. Because students working together on a paper are usually in the same class, they will have one shared affiliation. The affiliation consists of the name of the department and the name of the college or university, separated by a comma (e.g., Department of Psychology, George Mason University). The department is that of the course to which the paper is being submitted, which may be different than the department of the student’s major. Do not include the location unless it is part of the institution’s name.

Write the course number and name and the instructor name as shown on institutional materials (e.g., the syllabus). The course number and name are often separated by a colon (e.g., PST-4510: History and Systems Psychology). Write the assignment due date in the month, date, and year format used in your country (e.g., Sept. 10, 2020).

Title page line spacing

Double-space the whole title page. Place the paper title three or four lines down from the top of the page. Add an extra double-spaced blank like between the paper title and the byline. Then, list the other title page elements on separate lines, without extra lines in between.

Title page alignment

Center all title page elements (except the right-aligned page number in the header).

Title page font

Write the title page using the same font and font size as the rest of your paper. Bold the paper title. Use standard font (i.e., no bold, no italics) for all other title page elements.

Text elements

Repeat the paper title at the top of the first page of text. Begin the paper with an introduction to provide background on the topic, cite related studies, and contextualize the paper. Use descriptive headings to identify other sections as needed (e.g., Method, Results, Discussion for quantitative research papers). Sections and headings vary depending on the paper type and its complexity. Text can include tables and figures, block quotations, headings, and footnotes.

Text line spacing

Double-space all text, including headings and section labels, paragraphs of text, and block quotations.

Text alignment

Center the paper title on the first line of the text. Indent the first line of all paragraphs 0.5-in.

Left-align the text. Leave the right margin ragged.

Block quotation alignment

Indent the whole block quotation 0.5-in. from the left margin. Double-space the block quotation, the same as other body text. Find more information on the quotations page.

Use the same font throughout the entire paper. Write body text in standard (nonbold, nonitalic) font. Bold only headings and section labels. Use italics sparingly, for instance, to highlight a key term on first use (for more information, see the italics page).

Headings format

For detailed guidance on formatting headings, including headings in the introduction of a paper, see the headings page and the headings in sample papers .

• Alignment: Center Level 1 headings. Left-align Level 2 and Level 3 headings. Indent Level 4 and Level 5 headings like a regular paragraph.
• Font: Boldface all headings. Also italicize Level 3 and Level 5 headings. Create heading styles using your word-processing program (built into AcademicWriter, available for Word via the sample papers on the APA Style website).

Tables and figures setup

Tables and figures are only included in student papers if needed for the assignment. Tables and figures share the same elements and layout. See the website for sample tables and sample figures .

Table elements

Tables include the following four elements: 

• Body (rows and columns)
• Note (optional if needed to explain elements in the table)

Figure elements

Figures include the following four elements: 

• Image (chart, graph, etc.)
• Note (optional if needed to explain elements in the figure)

Table line spacing

Double-space the table number and title. Single-, 1.5-, or double-space the table body (adjust as needed for readability). Double-space the table note.

Figure line spacing

Double-space the figure number and title. The default settings for spacing in figure images is usually acceptable (but adjust the spacing as needed for readability). Double-space the figure note.

Table alignment

Left-align the table number and title. Center column headings. Left-align the table itself and left-align the leftmost (stub) column. Center data in the table body if it is short or left-align the data if it is long. Left-align the table note.

Figure alignment

Left-align the figure number and title. Left-align the whole figure image. The default alignment of the program in which you created your figure is usually acceptable for axis titles and data labels. Left-align the figure note.

Bold the table number. Italicize the table title. Use the same font and font size in the table body as the text of your paper. Italicize the word “Note” at the start of the table note. Write the note in the same font and font size as the text of your paper.

Figure font

Bold the figure number. Italicize the figure title. Use a sans serif font (e.g., Calibri, Arial) in the figure image in a size between 8 to 14 points. Italicize the word “Note” at the start of the figure note. Write the note in the same font and font size as the text of your paper.

Placement of tables and figures

There are two options for the placement of tables and figures in an APA Style paper. The first option is to place all tables and figures on separate pages after the reference list. The second option is to embed each table and figure within the text after its first callout. This guide describes options for the placement of tables and figures embedded in the text. If your instructor requires tables and figures to be placed at the end of the paper, see the table and figure guidelines and the sample professional paper .

Call out (mention) the table or figure in the text before embedding it (e.g., write “see Figure 1” or “Table 1 presents”). You can place the table or figure after the callout either at the bottom of the page, at the top of the next page, or by itself on the next page. Avoid placing tables and figures in the middle of the page.

Embedding at the bottom of the page

Include a callout to the table or figure in the text before that table or figure. Add a blank double-spaced line between the text and the table or figure at the bottom of the page.

Embedding at the top of the page

Include a callout to the table in the text on the previous page before that table or figure. The table or figure then appears at the top of the next page. Add a blank double-spaced line between the end of the table or figure and the text that follows.

Embedding on its own page

Embed long tables or large figures on their own page if needed. The text continues on the next page.

Reference list setup

Reference list elements.

The reference list consists of the “References” section label and the alphabetical list of references. View reference examples on the APA Style website. Consult Chapter 10 in both the Concise Guide and Publication Manual for even more examples.

Reference list line spacing

Start the reference list at the top of a new page after the text. Double-space the entire reference list (both within and between entries).

Reference list alignment

Center the “References” label. Apply a hanging indent of 0.5-in. to all reference list entries. Create the hanging indent using your word-processing program; do not manually hit the enter and tab keys.

Reference list font

Bold the “References” label at the top of the first page of references. Use italics within reference list entries on either the title (e.g., webpages, books, reports) or on the source (e.g., journal articles, edited book chapters).

Final checks

Check page order.

• Start each section on a new page.
• Arrange pages in the following order:
• Title page (page 1).
• Text (starts on page 2).
• Reference list (starts on a new page after the text).

Check headings

• Check that headings accurately reflect the content in each section.
• Start each main section with a Level 1 heading.
• Use Level 2 headings for subsections of the introduction.
• Use the same level of heading for sections of equal importance.
• Avoid having only one subsection within a section (have two or more, or none).

Check assignment instructions

• Remember that instructors’ guidelines supersede APA Style.
• Students should check their assignment guidelines or rubric for specific content to include in their papers and to make sure they are meeting assignment requirements.

Tips for better writing

• Ask for feedback on your paper from a classmate, writing center tutor, or instructor.
• Budget time to implement suggestions.
• Use spell-check and grammar-check to identify potential errors, and then manually check those flagged.
• Proofread the paper by reading it slowly and carefully aloud to yourself.
• Consult your university writing center if you need extra help.

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• A step-by-step guide to the writing process

The Writing Process | 5 Steps with Examples & Tips

Published on April 24, 2020 by Jack Caulfield . Revised on December 8, 2023.

Good academic writing requires effective planning, drafting, and revision.

The writing process looks different for everyone, but there are five basic steps that will help you structure your time when writing any kind of text.

Receive feedback on language, structure, and formatting

Professional editors proofread and edit your paper by focusing on:

• Academic style
• Vague sentences
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See an example

Table of contents

Step 1: prewriting, step 2: planning and outlining, step 3: writing a first draft, step 4: redrafting and revising, step 5: editing and proofreading, other interesting articles, frequently asked questions about the writing process.

Before you start writing, you need to decide exactly what you’ll write about and do the necessary research.

Coming up with a topic

If you have to come up with your own topic for an assignment, think of what you’ve covered in class— is there a particular area that intrigued, interested, or even confused you? Topics that left you with additional questions are perfect, as these are questions you can explore in your writing.

The scope depends on what type of text you’re writing—for example, an essay or a research paper will be less in-depth than a dissertation topic . Don’t pick anything too ambitious to cover within the word count, or too limited for you to find much to say.

Narrow down your idea to a specific argument or question. For example, an appropriate topic for an essay might be narrowed down like this:

Doing the research

Once you know your topic, it’s time to search for relevant sources and gather the information you need. This process varies according to your field of study and the scope of the assignment. It might involve:

• Searching for primary and secondary sources .
• Reading the relevant texts closely (e.g. for literary analysis ).
• Collecting data using relevant research methods (e.g. experiments , interviews or surveys )

From a writing perspective, the important thing is to take plenty of notes while you do the research. Keep track of the titles, authors, publication dates, and relevant quotations from your sources; the data you gathered; and your initial analysis or interpretation of the questions you’re addressing.

Prevent plagiarism. Run a free check.

Especially in academic writing , it’s important to use a logical structure to convey information effectively. It’s far better to plan this out in advance than to try to work out your structure once you’ve already begun writing.

Creating an essay outline is a useful way to plan out your structure before you start writing. This should help you work out the main ideas you want to focus on and how you’ll organize them. The outline doesn’t have to be final—it’s okay if your structure changes throughout the writing process.

Use bullet points or numbering to make your structure clear at a glance. Even for a short text that won’t use headings, it’s useful to summarize what you’ll discuss in each paragraph.

An outline for a literary analysis essay might look something like this:

• Describe the theatricality of Austen’s works
• Outline the role theater plays in Mansfield Park
• Introduce the research question: How does Austen use theater to express the characters’ morality in Mansfield Park ?
• Discuss Austen’s depiction of the performance at the end of the first volume
• Discuss how Sir Bertram reacts to the acting scheme
• Introduce Austen’s use of stage direction–like details during dialogue
• Explore how these are deployed to show the characters’ self-absorption
• Discuss Austen’s description of Maria and Julia’s relationship as polite but affectionless
• Compare Mrs. Norris’s self-conceit as charitable despite her idleness
• Summarize the three themes: The acting scheme, stage directions, and the performance of morals
• Answer the research question
• Indicate areas for further study

Once you have a clear idea of your structure, it’s time to produce a full first draft.

This process can be quite non-linear. For example, it’s reasonable to begin writing with the main body of the text, saving the introduction for later once you have a clearer idea of the text you’re introducing.

To give structure to your writing, use your outline as a framework. Make sure that each paragraph has a clear central focus that relates to your overall argument.

Hover over the parts of the example, from a literary analysis essay on Mansfield Park , to see how a paragraph is constructed.

The character of Mrs. Norris provides another example of the performance of morals in Mansfield Park . Early in the novel, she is described in scathing terms as one who knows “how to dictate liberality to others: but her love of money was equal to her love of directing” (p. 7). This hypocrisy does not interfere with her self-conceit as “the most liberal-minded sister and aunt in the world” (p. 7). Mrs. Norris is strongly concerned with appearing charitable, but unwilling to make any personal sacrifices to accomplish this. Instead, she stage-manages the charitable actions of others, never acknowledging that her schemes do not put her own time or money on the line. In this way, Austen again shows us a character whose morally upright behavior is fundamentally a performance—for whom the goal of doing good is less important than the goal of seeming good.

When you move onto a different topic, start a new paragraph. Use appropriate transition words and phrases to show the connections between your ideas.

The goal at this stage is to get a draft completed, not to make everything perfect as you go along. Once you have a full draft in front of you, you’ll have a clearer idea of where improvement is needed.

Give yourself a first draft deadline that leaves you a reasonable length of time to revise, edit, and proofread before the final deadline. For a longer text like a dissertation, you and your supervisor might agree on deadlines for individual chapters.

Now it’s time to look critically at your first draft and find potential areas for improvement. Redrafting means substantially adding or removing content, while revising involves making changes to structure and reformulating arguments.

Evaluating the first draft

It can be difficult to look objectively at your own writing. Your perspective might be positively or negatively biased—especially if you try to assess your work shortly after finishing it.

It’s best to leave your work alone for at least a day or two after completing the first draft. Come back after a break to evaluate it with fresh eyes; you’ll spot things you wouldn’t have otherwise.

When evaluating your writing at this stage, you’re mainly looking for larger issues such as changes to your arguments or structure. Starting with bigger concerns saves you time—there’s no point perfecting the grammar of something you end up cutting out anyway.

Right now, you’re looking for:

• Arguments that are unclear or illogical.
• Areas where information would be better presented in a different order.
• Passages where additional information or explanation is needed.
• Passages that are irrelevant to your overall argument.

For example, in our paper on Mansfield Park , we might realize the argument would be stronger with more direct consideration of the protagonist Fanny Price, and decide to try to find space for this in paragraph IV.

For some assignments, you’ll receive feedback on your first draft from a supervisor or peer. Be sure to pay close attention to what they tell you, as their advice will usually give you a clearer sense of which aspects of your text need improvement.

Redrafting and revising

Once you’ve decided where changes are needed, make the big changes first, as these are likely to have knock-on effects on the rest. Depending on what your text needs, this step might involve:

• Making changes to your overall argument.
• Reordering the text.
• Cutting parts of the text.
• Adding new text.

You can go back and forth between writing, redrafting and revising several times until you have a final draft that you’re happy with.

Think about what changes you can realistically accomplish in the time you have. If you are running low on time, you don’t want to leave your text in a messy state halfway through redrafting, so make sure to prioritize the most important changes.

Editing focuses on local concerns like clarity and sentence structure. Proofreading involves reading the text closely to remove typos and ensure stylistic consistency. You can check all your drafts and texts in minutes with an AI proofreader .

Editing for grammar and clarity

When editing, you want to ensure your text is clear, concise, and grammatically correct. You’re looking out for:

• Grammatical errors.
• Ambiguous phrasings.
• Redundancy and repetition .

In your initial draft, it’s common to end up with a lot of sentences that are poorly formulated. Look critically at where your meaning could be conveyed in a more effective way or in fewer words, and watch out for common sentence structure mistakes like run-on sentences and sentence fragments:

• Austen’s style is frequently humorous, her characters are often described as “witty.” Although this is less true of Mansfield Park .
• Austen’s style is frequently humorous. Her characters are often described as “witty,” although this is less true of Mansfield Park .

To make your sentences run smoothly, you can always use a paraphrasing tool to rewrite them in a clearer way.

Proofreading for small mistakes and typos

When proofreading, first look out for typos in your text:

• Spelling errors.
• Missing words.
• Confused word choices .
• Punctuation errors .
• Missing or excess spaces.

Use a grammar checker , but be sure to do another manual check after. Read through your text line by line, watching out for problem areas highlighted by the software but also for any other issues it might have missed.

For example, in the following phrase we notice several errors:

• Mary Crawfords character is a complicate one and her relationships with Fanny and Edmund undergoes several transformations through out the novel.
• Mary Crawford’s character is a complicated one, and her relationships with both Fanny and Edmund undergo several transformations throughout the novel.

Proofreading for stylistic consistency

There are several issues in academic writing where you can choose between multiple different standards. For example:

• Whether you use the serial comma .
• Whether you use American or British spellings and punctuation (you can use a punctuation checker for this).
• Where you use numerals vs. words for numbers.
• How you capitalize your titles and headings.

Unless you’re given specific guidance on these issues, it’s your choice which standards you follow. The important thing is to consistently follow one standard for each issue. For example, don’t use a mixture of American and British spellings in your paper.

Additionally, you will probably be provided with specific guidelines for issues related to format (how your text is presented on the page) and citations (how you acknowledge your sources). Always follow these instructions carefully.

If you want to know more about AI for academic writing, AI tools, or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy
• Deep learning
• Generative AI
• Machine learning
• Reinforcement learning
• Supervised vs. unsupervised learning

 (AI) Tools

• Grammar Checker
• Paraphrasing Tool
• Text Summarizer
• AI Detector
• Plagiarism Checker
• Citation Generator

Revising, proofreading, and editing are different stages of the writing process .

• Revising is making structural and logical changes to your text—reformulating arguments and reordering information.
• Editing refers to making more local changes to things like sentence structure and phrasing to make sure your meaning is conveyed clearly and concisely.
• Proofreading involves looking at the text closely, line by line, to spot any typos and issues with consistency and correct them.

Whether you’re publishing a blog, submitting a research paper , or even just writing an important email, there are a few techniques you can use to make sure it’s error-free:

• Take a break : Set your work aside for at least a few hours so that you can look at it with fresh eyes.
• Proofread a printout : Staring at a screen for too long can cause fatigue – sit down with a pen and paper to check the final version.
• Use digital shortcuts : Take note of any recurring mistakes (for example, misspelling a particular word, switching between US and UK English , or inconsistently capitalizing a term), and use Find and Replace to fix it throughout the document.

If you want to be confident that an important text is error-free, it might be worth choosing a professional proofreading service instead.

If you’ve gone over the word limit set for your assignment, shorten your sentences and cut repetition and redundancy during the editing process. If you use a lot of long quotes , consider shortening them to just the essentials.

If you need to remove a lot of words, you may have to cut certain passages. Remember that everything in the text should be there to support your argument; look for any information that’s not essential to your point and remove it.

To make this process easier and faster, you can use a paraphrasing tool . With this tool, you can rewrite your text to make it simpler and shorter. If that’s not enough, you can copy-paste your paraphrased text into the summarizer . This tool will distill your text to its core message.

Cite this Scribbr article

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Understanding Writing Assignments

Welcome to the Purdue OWL

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How to Decipher the Paper Assignment

Many instructors write their assignment prompts differently. By following a few steps, you can better understand the requirements for the assignment. The best way, as always, is to ask the instructor about anything confusing.

• Read the prompt the entire way through once. This gives you an overall view of what is going on.
• Underline or circle the portions that you absolutely must know. This information may include due date, research (source) requirements, page length, and format (MLA, APA, CMS).
• Underline or circle important phrases. You should know your instructor at least a little by now - what phrases do they use in class? Does he repeatedly say a specific word? If these are in the prompt, you know the instructor wants you to use them in the assignment.
• Think about how you will address the prompt. The prompt contains clues on how to write the assignment. Your instructor will often describe the ideas they want discussed either in questions, in bullet points, or in the text of the prompt. Think about each of these sentences and number them so that you can write a paragraph or section of your essay on that portion if necessary.
• Rank ideas in descending order, from most important to least important. Instructors may include more questions or talking points than you can cover in your assignment, so rank them in the order you think is more important. One area of the prompt may be more interesting to you than another.
• Ask your instructor questions if you have any.

After you are finished with these steps, ask yourself the following:

• What is the purpose of this assignment? Is my purpose to provide information without forming an argument, to construct an argument based on research, or analyze a poem and discuss its imagery?
• Who is my audience? Is my instructor my only audience? Who else might read this? Will it be posted online? What are my readers' needs and expectations?
• What resources do I need to begin work? Do I need to conduct literature (hermeneutic or historical) research, or do I need to review important literature on the topic and then conduct empirical research, such as a survey or an observation? How many sources are required?
• Who - beyond my instructor - can I contact to help me if I have questions? Do you have a writing lab or student service center that offers tutorials in writing?

(Notes on prompts made in blue )

Poster or Song Analysis: Poster or Song? Poster!

Goals : To systematically consider the rhetorical choices made in either a poster or a song. She says that all the time.

Things to Consider: ah- talking points

• how the poster addresses its audience and is affected by context I'll do this first - 1.
• general layout, use of color, contours of light and shade, etc.
• use of contrast, alignment, repetition, and proximity C.A.R.P. They say that, too. I'll do this third - 3.
• the point of view the viewer is invited to take, poses of figures in the poster, etc. any text that may be present
• possible cultural ramifications or social issues that have bearing I'll cover this second - 2.
• ethical implications
• how the poster affects us emotionally, or what mood it evokes
• the poster's implicit argument and its effectiveness said that was important in class, so I'll discuss this last - 4.
• how the song addresses its audience
• lyrics: how they rhyme, repeat, what they say
• use of music, tempo, different instruments
• possible cultural ramifications or social issues that have bearing
• emotional effects
• the implicit argument and its effectiveness

These thinking points are not a step-by-step guideline on how to write your paper; instead, they are various means through which you can approach the subject. I do expect to see at least a few of them addressed, and there are other aspects that may be pertinent to your choice that have not been included in these lists. You will want to find a central idea and base your argument around that. Additionally, you must include a copy of the poster or song that you are working with. Really important!

I will be your audience. This is a formal paper, and you should use academic conventions throughout.

Length: 4 pages Format: Typed, double-spaced, 10-12 point Times New Roman, 1 inch margins I need to remember the format stuff. I messed this up last time =(

Academic Argument Essay

5-7 pages, Times New Roman 12 pt. font, 1 inch margins.

Minimum of five cited sources: 3 must be from academic journals or books

• Design Plan due: Thurs. 10/19
• Rough Draft due: Monday 10/30
• Final Draft due: Thurs. 11/9

Remember this! I missed the deadline last time

The design plan is simply a statement of purpose, as described on pages 40-41 of the book, and an outline. The outline may be formal, as we discussed in class, or a printout of an Open Mind project. It must be a minimum of 1 page typed information, plus 1 page outline.

This project is an expansion of your opinion editorial. While you should avoid repeating any of your exact phrases from Project 2, you may reuse some of the same ideas. Your topic should be similar. You must use research to support your position, and you must also demonstrate a fairly thorough knowledge of any opposing position(s). 2 things to do - my position and the opposite.

Your essay should begin with an introduction that encapsulates your topic and indicates 1 the general trajectory of your argument. You need to have a discernable thesis that appears early in your paper. Your conclusion should restate the thesis in different words, 2 and then draw some additional meaningful analysis out of the developments of your argument. Think of this as a "so what" factor. What are some implications for the future, relating to your topic? What does all this (what you have argued) mean for society, or for the section of it to which your argument pertains? A good conclusion moves outside the topic in the paper and deals with a larger issue.

You should spend at least one paragraph acknowledging and describing the opposing position in a manner that is respectful and honestly representative of the opposition’s 3 views. The counterargument does not need to occur in a certain area, but generally begins or ends your argument. Asserting and attempting to prove each aspect of your argument’s structure should comprise the majority of your paper. Ask yourself what your argument assumes and what must be proven in order to validate your claims. Then go step-by-step, paragraph-by-paragraph, addressing each facet of your position. Most important part!

Finally, pay attention to readability . Just because this is a research paper does not mean that it has to be boring. Use examples and allow your opinion to show through word choice and tone. Proofread before you turn in the paper. Your audience is generally the academic community and specifically me, as a representative of that community. Ok, They want this to be easy to read, to contain examples I find, and they want it to be grammatically correct. I can visit the tutoring center if I get stuck, or I can email the OWL Email Tutors short questions if I have any more problems.

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• Academic Writing Style
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

Academic writing refers to a style of expression that researchers use to define the intellectual boundaries of their disciplines and specific areas of expertise. Characteristics of academic writing include a formal tone, use of the third-person rather than first-person perspective (usually), a clear focus on the research problem under investigation, and precise word choice. Like specialist languages adopted in other professions, such as, law or medicine, academic writing is designed to convey agreed meaning about complex ideas or concepts within a community of scholarly experts and practitioners.

Academic Writing. Writing Center. Colorado Technical College; Hartley, James. Academic Writing and Publishing: A Practical Guide . New York: Routledge, 2008; Ezza, El-Sadig Y. and Touria Drid. T eaching Academic Writing as a Discipline-Specific Skill in Higher Education . Hershey, PA: IGI Global, 2020.

Importance of Good Academic Writing

The accepted form of academic writing in the social sciences can vary considerable depending on the methodological framework and the intended audience. However, most college-level research papers require careful attention to the following stylistic elements:

I.  The Big Picture Unlike creative or journalistic writing, the overall structure of academic writing is formal and logical. It must be cohesive and possess a logically organized flow of ideas; this means that the various parts are connected to form a unified whole. There should be narrative links between sentences and paragraphs so that the reader is able to follow your argument. The introduction should include a description of how the rest of the paper is organized and all sources are properly cited throughout the paper.

II.  Tone The overall tone refers to the attitude conveyed in a piece of writing. Throughout your paper, it is important that you present the arguments of others fairly and with an appropriate narrative tone. When presenting a position or argument that you disagree with, describe this argument accurately and without loaded or biased language. In academic writing, the author is expected to investigate the research problem from an authoritative point of view. You should, therefore, state the strengths of your arguments confidently, using language that is neutral, not confrontational or dismissive.

III.  Diction Diction refers to the choice of words you use. Awareness of the words you use is important because words that have almost the same denotation [dictionary definition] can have very different connotations [implied meanings]. This is particularly true in academic writing because words and terminology can evolve a nuanced meaning that describes a particular idea, concept, or phenomenon derived from the epistemological culture of that discipline [e.g., the concept of rational choice in political science]. Therefore, use concrete words [not general] that convey a specific meaning. If this cannot be done without confusing the reader, then you need to explain what you mean within the context of how that word or phrase is used within a discipline.

IV.  Language The investigation of research problems in the social sciences is often complex and multi- dimensional . Therefore, it is important that you use unambiguous language. Well-structured paragraphs and clear topic sentences enable a reader to follow your line of thinking without difficulty. Your language should be concise, formal, and express precisely what you want it to mean. Do not use vague expressions that are not specific or precise enough for the reader to derive exact meaning ["they," "we," "people," "the organization," etc.], abbreviations like 'i.e.'  ["in other words"], 'e.g.' ["for example"], or 'a.k.a.' ["also known as"], and the use of unspecific determinate words ["super," "very," "incredible," "huge," etc.].

V.  Punctuation Scholars rely on precise words and language to establish the narrative tone of their work and, therefore, punctuation marks are used very deliberately. For example, exclamation points are rarely used to express a heightened tone because it can come across as unsophisticated or over-excited. Dashes should be limited to the insertion of an explanatory comment in a sentence, while hyphens should be limited to connecting prefixes to words [e.g., multi-disciplinary] or when forming compound phrases [e.g., commander-in-chief]. Finally, understand that semi-colons represent a pause that is longer than a comma, but shorter than a period in a sentence. In general, there are four grammatical uses of semi-colons: when a second clause expands or explains the first clause; to describe a sequence of actions or different aspects of the same topic; placed before clauses which begin with "nevertheless", "therefore", "even so," and "for instance”; and, to mark off a series of phrases or clauses which contain commas. If you are not confident about when to use semi-colons [and most of the time, they are not required for proper punctuation], rewrite using shorter sentences or revise the paragraph.

VI.  Academic Conventions Among the most important rules and principles of academic engagement of a writing is citing sources in the body of your paper and providing a list of references as either footnotes or endnotes. The academic convention of citing sources facilitates processes of intellectual discovery, critical thinking, and applying a deliberate method of navigating through the scholarly landscape by tracking how cited works are propagated by scholars over time . Aside from citing sources, other academic conventions to follow include the appropriate use of headings and subheadings, properly spelling out acronyms when first used in the text, avoiding slang or colloquial language, avoiding emotive language or unsupported declarative statements, avoiding contractions [e.g., isn't], and using first person and second person pronouns only when necessary.

VII.  Evidence-Based Reasoning Assignments often ask you to express your own point of view about the research problem. However, what is valued in academic writing is that statements are based on evidence-based reasoning. This refers to possessing a clear understanding of the pertinent body of knowledge and academic debates that exist within, and often external to, your discipline concerning the topic. You need to support your arguments with evidence from scholarly [i.e., academic or peer-reviewed] sources. It should be an objective stance presented as a logical argument; the quality of the evidence you cite will determine the strength of your argument. The objective is to convince the reader of the validity of your thoughts through a well-documented, coherent, and logically structured piece of writing. This is particularly important when proposing solutions to problems or delineating recommended courses of action.

VIII.  Thesis-Driven Academic writing is “thesis-driven,” meaning that the starting point is a particular perspective, idea, or position applied to the chosen topic of investigation, such as, establishing, proving, or disproving solutions to the questions applied to investigating the research problem. Note that a problem statement without the research questions does not qualify as academic writing because simply identifying the research problem does not establish for the reader how you will contribute to solving the problem, what aspects you believe are most critical, or suggest a method for gathering information or data to better understand the problem.

IX.  Complexity and Higher-Order Thinking Academic writing addresses complex issues that require higher-order thinking skills applied to understanding the research problem [e.g., critical, reflective, logical, and creative thinking as opposed to, for example, descriptive or prescriptive thinking]. Higher-order thinking skills include cognitive processes that are used to comprehend, solve problems, and express concepts or that describe abstract ideas that cannot be easily acted out, pointed to, or shown with images. Think of your writing this way: One of the most important attributes of a good teacher is the ability to explain complexity in a way that is understandable and relatable to the topic being presented during class. This is also one of the main functions of academic writing--examining and explaining the significance of complex ideas as clearly as possible.  As a writer, you must adopt the role of a good teacher by summarizing complex information into a well-organized synthesis of ideas, concepts, and recommendations that contribute to a better understanding of the research problem.

Academic Writing. Writing Center. Colorado Technical College; Hartley, James. Academic Writing and Publishing: A Practical Guide . New York: Routledge, 2008; Murray, Rowena  and Sarah Moore. The Handbook of Academic Writing: A Fresh Approach . New York: Open University Press, 2006; Johnson, Roy. Improve Your Writing Skills . Manchester, UK: Clifton Press, 1995; Nygaard, Lynn P. Writing for Scholars: A Practical Guide to Making Sense and Being Heard . Second edition. Los Angeles, CA: Sage Publications, 2015; Silvia, Paul J. How to Write a Lot: A Practical Guide to Productive Academic Writing . Washington, DC: American Psychological Association, 2007; Style, Diction, Tone, and Voice. Writing Center, Wheaton College; Sword, Helen. Stylish Academic Writing . Cambridge, MA: Harvard University Press, 2012.

Strategies for...

Understanding Academic Writing and Its Jargon

The very definition of research jargon is language specific to a particular community of practitioner-researchers . Therefore, in modern university life, jargon represents the specific language and meaning assigned to words and phrases specific to a discipline or area of study. For example, the idea of being rational may hold the same general meaning in both political science and psychology, but its application to understanding and explaining phenomena within the research domain of a each discipline may have subtle differences based upon how scholars in that discipline apply the concept to the theories and practice of their work.

Given this, it is important that specialist terminology [i.e., jargon] must be used accurately and applied under the appropriate conditions . Subject-specific dictionaries are the best places to confirm the meaning of terms within the context of a specific discipline. These can be found by either searching in the USC Libraries catalog by entering the disciplinary and the word dictionary [e.g., sociology and dictionary] or using a database such as Credo Reference [a curated collection of subject encyclopedias, dictionaries, handbooks, guides from highly regarded publishers] . It is appropriate for you to use specialist language within your field of study, but you should avoid using such language when writing for non-academic or general audiences.

Problems with Opaque Writing

A common criticism of scholars is that they can utilize needlessly complex syntax or overly expansive vocabulary that is impenetrable or not well-defined. When writing, avoid problems associated with opaque writing by keeping in mind the following:

1.   Excessive use of specialized terminology . Yes, it is appropriate for you to use specialist language and a formal style of expression in academic writing, but it does not mean using "big words" just for the sake of doing so. Overuse of complex or obscure words or writing complicated sentence constructions gives readers the impression that your paper is more about style than substance; it leads the reader to question if you really know what you are talking about. Focus on creating clear, concise, and elegant prose that minimizes reliance on specialized terminology.

2.   Inappropriate use of specialized terminology . Because you are dealing with concepts, research, and data within your discipline, you need to use the technical language appropriate to that area of study. However, nothing will undermine the validity of your study quicker than the inappropriate application of a term or concept. Avoid using terms whose meaning you are unsure of--do not just guess or assume! Consult the meaning of terms in specialized, discipline-specific dictionaries by searching the USC Libraries catalog or the Credo Reference database [see above].

Additional Problems to Avoid

In addition to understanding the use of specialized language, there are other aspects of academic writing in the social sciences that you should be aware of. These problems include:

• Personal nouns . Excessive use of personal nouns [e.g., I, me, you, us] may lead the reader to believe the study was overly subjective. These words can be interpreted as being used only to avoid presenting empirical evidence about the research problem. Limit the use of personal nouns to descriptions of things you actually did [e.g., "I interviewed ten teachers about classroom management techniques..."]. Note that personal nouns are generally found in the discussion section of a paper because this is where you as the author/researcher interpret and describe your work.
• Directives . Avoid directives that demand the reader to "do this" or "do that." Directives should be framed as evidence-based recommendations or goals leading to specific outcomes. Note that an exception to this can be found in various forms of action research that involve evidence-based advocacy for social justice or transformative change. Within this area of the social sciences, authors may offer directives for action in a declarative tone of urgency.
• Informal, conversational tone using slang and idioms . Academic writing relies on excellent grammar and precise word structure. Your narrative should not include regional dialects or slang terms because they can be open to interpretation. Your writing should be direct and concise using standard English.
• Wordiness. Focus on being concise, straightforward, and developing a narrative that does not have confusing language . By doing so, you  help eliminate the possibility of the reader misinterpreting the design and purpose of your study.
• Vague expressions (e.g., "they," "we," "people," "the company," "that area," etc.). Being concise in your writing also includes avoiding vague references to persons, places, or things. While proofreading your paper, be sure to look for and edit any vague or imprecise statements that lack context or specificity.
• Numbered lists and bulleted items . The use of bulleted items or lists should be used only if the narrative dictates a need for clarity. For example, it is fine to state, "The four main problems with hedge funds are:" and then list them as 1, 2, 3, 4. However, in academic writing, this must then be followed by detailed explanation and analysis of each item. Given this, the question you should ask yourself while proofreading is: why begin with a list in the first place rather than just starting with systematic analysis of each item arranged in separate paragraphs? Also, be careful using numbers because they can imply a ranked order of priority or importance. If none exists, use bullets and avoid checkmarks or other symbols.
• Descriptive writing . Describing a research problem is an important means of contextualizing a study. In fact, some description or background information may be needed because you can not assume the reader knows the key aspects of the topic. However, the content of your paper should focus on methodology, the analysis and interpretation of findings, and their implications as they apply to the research problem rather than background information and descriptions of tangential issues.
• Personal experience. Drawing upon personal experience [e.g., traveling abroad; caring for someone with Alzheimer's disease] can be an effective way of introducing the research problem or engaging your readers in understanding its significance. Use personal experience only as an example, though, because academic writing relies on evidence-based research. To do otherwise is simply story-telling.

NOTE:   Rules concerning excellent grammar and precise word structure do not apply when quoting someone.  A quote should be inserted in the text of your paper exactly as it was stated. If the quote is especially vague or hard to understand, consider paraphrasing it or using a different quote to convey the same meaning. Consider inserting the term "sic" in brackets after the quoted text to indicate that the quotation has been transcribed exactly as found in the original source, but the source had grammar, spelling, or other errors. The adverb sic informs the reader that the errors are not yours.

Academic Writing. The Writing Lab and The OWL. Purdue University; Academic Writing Style. First-Year Seminar Handbook. Mercer University; Bem, Daryl J. Writing the Empirical Journal Article. Cornell University; College Writing. The Writing Center. University of North Carolina; Murray, Rowena  and Sarah Moore. The Handbook of Academic Writing: A Fresh Approach . New York: Open University Press, 2006; Johnson, Eileen S. “Action Research.” In Oxford Research Encyclopedia of Education . Edited by George W. Noblit and Joseph R. Neikirk. (New York: Oxford University Press, 2020); Oppenheimer, Daniel M. "Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly." Applied Cognitive Psychology 20 (2006): 139-156; Ezza, El-Sadig Y. and Touria Drid. T eaching Academic Writing as a Discipline-Specific Skill in Higher Education . Hershey, PA: IGI Global, 2020; Pernawan, Ari. Common Flaws in Students' Research Proposals. English Education Department. Yogyakarta State University; Style. College Writing. The Writing Center. University of North Carolina; Invention: Five Qualities of Good Writing. The Reading/Writing Center. Hunter College; Sword, Helen. Stylish Academic Writing . Cambridge, MA: Harvard University Press, 2012; What Is an Academic Paper? Institute for Writing Rhetoric. Dartmouth College.

Structure and Writing Style

I. Improving Academic Writing

To improve your academic writing skills, you should focus your efforts on three key areas: 1.   Clear Writing . The act of thinking about precedes the process of writing about. Good writers spend sufficient time distilling information and reviewing major points from the literature they have reviewed before creating their work. Writing detailed outlines can help you clearly organize your thoughts. Effective academic writing begins with solid planning, so manage your time carefully. 2.  Excellent Grammar . Needless to say, English grammar can be difficult and complex; even the best scholars take many years before they have a command of the major points of good grammar. Take the time to learn the major and minor points of good grammar. Spend time practicing writing and seek detailed feedback from professors. Take advantage of the Writing Center on campus if you need help. Proper punctuation and good proofreading skills can significantly improve academic writing [see sub-tab for proofreading you paper ].

Refer to these three basic resources to help your grammar and writing skills:

• A good writing reference book, such as, Strunk and White’s book, The Elements of Style or the St. Martin's Handbook ;
• A college-level dictionary, such as, Merriam-Webster's Collegiate Dictionary ;
• The latest edition of Roget's Thesaurus in Dictionary Form .

3.  Consistent Stylistic Approach . Whether your professor expresses a preference to use MLA, APA or the Chicago Manual of Style or not, choose one style manual and stick to it. Each of these style manuals provide rules on how to write out numbers, references, citations, footnotes, and lists. Consistent adherence to a style of writing helps with the narrative flow of your paper and improves its readability. Note that some disciplines require a particular style [e.g., education uses APA] so as you write more papers within your major, your familiarity with it will improve.

II. Evaluating Quality of Writing

A useful approach for evaluating the quality of your academic writing is to consider the following issues from the perspective of the reader. While proofreading your final draft, critically assess the following elements in your writing.

• It is shaped around one clear research problem, and it explains what that problem is from the outset.
• Your paper tells the reader why the problem is important and why people should know about it.
• You have accurately and thoroughly informed the reader what has already been published about this problem or others related to it and noted important gaps in the research.
• You have provided evidence to support your argument that the reader finds convincing.
• The paper includes a description of how and why particular evidence was collected and analyzed, and why specific theoretical arguments or concepts were used.
• The paper is made up of paragraphs, each containing only one controlling idea.
• You indicate how each section of the paper addresses the research problem.
• You have considered counter-arguments or counter-examples where they are relevant.
• Arguments, evidence, and their significance have been presented in the conclusion.
• Limitations of your research have been explained as evidence of the potential need for further study.
• The narrative flows in a clear, accurate, and well-organized way.

Boscoloa, Pietro, Barbara Arféb, and Mara Quarisaa. “Improving the Quality of Students' Academic Writing: An Intervention Study.” Studies in Higher Education 32 (August 2007): 419-438; Academic Writing. The Writing Lab and The OWL. Purdue University; Academic Writing Style. First-Year Seminar Handbook. Mercer University; Bem, Daryl J. Writing the Empirical Journal Article. Cornell University; Candlin, Christopher. Academic Writing Step-By-Step: A Research-based Approach . Bristol, CT: Equinox Publishing Ltd., 2016; College Writing. The Writing Center. University of North Carolina; Style . College Writing. The Writing Center. University of North Carolina; Invention: Five Qualities of Good Writing. The Reading/Writing Center. Hunter College; Sword, Helen. Stylish Academic Writing . Cambridge, MA: Harvard University Press, 2012; What Is an Academic Paper? Institute for Writing Rhetoric. Dartmouth College.

Writing Tip

Considering the Passive Voice in Academic Writing

In the English language, we are able to construct sentences in the following way: 1.  "The policies of Congress caused the economic crisis." 2.  "The economic crisis was caused by the policies of Congress."

The decision about which sentence to use is governed by whether you want to focus on “Congress” and what they did, or on “the economic crisis” and what caused it. This choice in focus is achieved with the use of either the active or the passive voice. When you want your readers to focus on the "doer" of an action, you can make the "doer"' the subject of the sentence and use the active form of the verb. When you want readers to focus on the person, place, or thing affected by the action, or the action itself, you can make the effect or the action the subject of the sentence by using the passive form of the verb.

Often in academic writing, scholars don't want to focus on who is doing an action, but on who is receiving or experiencing the consequences of that action. The passive voice is useful in academic writing because it allows writers to highlight the most important participants or events within sentences by placing them at the beginning of the sentence.

Use the passive voice when:

• You want to focus on the person, place, or thing affected by the action, or the action itself;
• It is not important who or what did the action;
• You want to be impersonal or more formal.

Form the passive voice by:

• Turning the object of the active sentence into the subject of the passive sentence.
• Changing the verb to a passive form by adding the appropriate form of the verb "to be" and the past participle of the main verb.

NOTE: Consult with your professor about using the passive voice before submitting your research paper. Some strongly discourage its use!

Active and Passive Voice. The Writing Lab and The OWL. Purdue University; Diefenbach, Paul. Future of Digital Media Syllabus. Drexel University; Passive Voice. The Writing Center. University of North Carolina.  

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Decoding the assignment.

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You will have many kinds of writing assignments to complete while at the GSD. The file below provides insight into GSD-specific expectations, and the links provide more general support in understanding the skills and strategies needed for academic writing.

• Forms of Writing at the GSD This resources created by fellow GSD students can help you identify key features and expectations of the most common forms of writing that you will encounter. Remember to ask your instructor if you have questions and to come to Writing Services for writing support.
• What is "Academic" Writing? This essay is useful for understanding style and method in academic writing.
• Harvard Faculty Explain Analytical Writing Faculty from Harvard College explain analytical writing in this project from the Harvard College Writing Center.
• Advice on Academic Writing This catalog of advice from the University of Toronto was created by writing instructors.
• Scholarly Pursuits (GSAS) This searchable booklet from Harvard GSAS is a comprehensive guide to writing dissertations, dissertation-fellowship applications, academic journal articles, and academic job documents.
• Strategies for Essay Writing This resource from Harvard College Writing Center offers strategies to begin a writing project.

Successful academic writing starts with identifying the explicit and implicit expectations of the assignment. If you don't understand the assignment, you may not only have trouble starting to write but might put effort into the wrong things. If you are still unsure how to proceed after following these steps, ask your instructor. And if you want support at any point in the writing process, including reading through the assignment, make an appointment with GSD's Writing Services at Frances Loeb Library.

Stated Expectations

Look for these elements in the assignment prompt:

- Is it asking for outside research?

- Are there course texts or materials you will need to include?

- Is there an approximate length requirement?

- Which skills does it want you to demonstrate? Look for the verbs

• Compare or contrast

Unstated Expectations

Some expectations of the assignment may not be mentioned in the prompt, so give some thought to the context of the assignment to figure these out. 

- What kind of theoretical, practical, or disciplinary frameworks or procedures has the professor been modeling in class and assigning for homework? This writing assignment is probably in some way asking you to demonstrate understanding and proficiency in applying them.

- Who is your audience and what is the situation? You will adjust your use of industry terminology and the density of your writing depending on whether you are writing for your instructors or for a broader community. The assignment might not tell you that your writing will be persuasive or evaluative, but if you know your relationship to your audience, you can determine if you need to persuade them with evidence and analysis, help them make their own decision by providing pros and cons for a project, or energize them by helping them imagine the benefits and practicality of a design.

• Understanding Assignments UNC's Writing Center provides a detailed process for decoding assignments, including definitions of many key terms to watch for.
• Tips for Reading Assignment Prompts Harvard College Writing Center's brief overview of steps to take in understanding an assignment.
• Understanding Assignments Purdue OWL's succinct step-by-step guide for understanding assignment prompts.
• How to Read an Assignment Harvard College Writing Center's brief advice on what to do and avoid with examples.
• Writing a First Draft
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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Have you ever wondered what makes Agatha Christie’s writing different from Dan Brown’s writing? Writing styles are what makes them unique! Even though their literary genres are the same, both these famous authors have different writing styles. 

Understanding what are writing styles and their different types will help you find your own. In this blog, we will understand the meaning of writing styles and types of writing styles with their examples. So get ready to find your style and improve your writing!

Whatever your writing style, we’ll edit it to precision! Learn more

What is a writing style?

A writing style is simply the unique way a writer expresses their ideas and crafts their prose. It’s like their personal signature or fingerprint on the page. A writer’s style can be influenced by factors such as their personality, experiences, target audience, and the purpose of their writing.

Different writing styles can evoke various tones and feelings in the reader, making the piece more engaging, persuasive, or informative. Each style has its own characteristics and techniques that writers use to effectively communicate their message. Mastering different writing styles can make you capable of tackling any writing task that comes your way.

Here’s a list of the most common and important styles of writing:

• Expository writing style
• Descriptive writing style
• Persuasive writing style
• Narrative writing style
• Creative writing style
• Argumentative writing style

Let’s look at these different types of writing styles in depth!

Types of writing styles

We will explore the types and writing style examples to learn more about them. At the end of each writing style is a worksheet for your practice!

1. Expository writing style

Expository writing serves to inform, explain, or clarify ideas and concepts. Its primary goal is to deliver information clearly and concisely without the influence of the writer’s own opinions. This style of writing is foundational in academic and technical settings, where understanding and precision are paramount. 

It is used in writing expository essays , textbooks, business reports, manuals, and articles that aim to educate and inform the reader about a particular subject.

An example of expository writing style:

A journal article explaining the process of photosynthesis.

Photosynthesis is the remarkable biochemical process by which plants convert sunlight into chemical energy. It occurs in the chloroplasts, where sunlight and carbon dioxide are transformed into glucose and oxygen through a series of reactions. This process not only fuels the plant’s own growth but also sustains life on Earth by producing vital oxygen and forming the base of the food chain.

The article provides a straightforward explanation of how photosynthesis works without offering opinions or arguments.

Use this worksheet to practice expository writing style: 

Expository Writing Style Worksheet 

2. Descriptive writing style

The primary purpose of descriptive writing is to provide a detailed sensory experience for the reader. It uses rich and evocative language to describe the subject matter in a way that the reader can visualize or imagine vividly. Descriptive writing serves to immerse the reader in the scene or topic, allowing them to feel as if they are part of the setting or event being described. 

It is often used in fiction , poetry , journal entries, descriptive essays , and nature writing, as well as in certain types of journalistic and academic writing where detailed descriptions are necessary.

An example of a descriptive writing style: 

The description of a puppy.

The small puppy was fluffy, with fur as white as snow. Its bright blue eyes sparkled with curiosity as it playfully wagged its tiny tail. The soft jingle of its collar could be heard as it bounced around the sunny backyard, exploring every corner with excitement.

The description uses picturesque language to describe the puppy, making the reader imagine the experience of actually seeing the puppy.

Use this worksheet to practice descriptive writing style: 

Descriptive Writing Style Worksheet

3. Persuasive writing style

The purpose of persuasive writing is to convince or persuade the reader to agree with the writer’s point of view or to take a specific action . Persuasive writers use emotional appeals, logical arguments, and credible evidence to build their case. The effectiveness of persuasive writing lies in its ability to influence the reader’s beliefs or behaviors.

This style of writing is essential in law, advertising, political speeches, and opinion pieces.

An example of a persuasive writing style:

A speech advocating for climate change action.

Today, we stand at a crossroads. The evidence of climate change is undeniable, and its effects are devastating. We have the power to change this trajectory. By investing in renewable energy and reducing our carbon footprint, we can safeguard our planet for future generations. The time for debate has passed; now is the time for action.

The speech uses compelling language to convince the audience of the urgency of addressing climate change and suggests clear actions to be taken.

Use this worksheet to practice persuasive writing style:

Persuasive Writing Style Worksheet

4. Narrative writing style

Narrative writing serves to tell a story or to relay events in an organized, chronological manner. It is used to engage the reader by presenting a compelling tale, often to entertain, educate, or convey a particular theme or moral.

In addition to entertainment, narratives can be used to preserve history, as in the case of memoirs or biographies. It can also be used in narrative essays to share personal experiences in a relatable way or to explore complex ideas through literary devices .

An example of a narrative writing style:

A personal anecdote in a college application essay.

Back when I was eleven, a run-down piano in the community hall called out to me, its keys worn from years of neglect. Despite its decrepit state, I saw potential. Day by day, I cleaned and tuned it, and soon, my fingers danced across the keys, bringing life to melodies that had long been silent. That piano wasn’t just an instrument; it was my first step toward a lifelong passion for music.

The essay provides a narrative of personal growth and discovery centered around the piano, offering insight into the writer’s character and history.

Use this worksheet to practice narrative writing style:

Narrative Writing Style Worksheet 

5. Creative writing style

Creative writing’s purpose is to entertain, provoke thought, express feelings, and stretch the imagination of the reader. It’s a way for writers to express themselves creatively by talking about all sorts of human experiences, like wild adventures, deep thoughts, or trying out new ideas. Creative writing can help us understand what it’s like to be human, share stories that touch our hearts, or just give us a break from everyday life.

It includes genres such as fiction, poetry, drama, and other creative forms where the writer’s voice and style are integral to the work’s impact and appeal.

An example of creative writing style:

A short story opening in a literary magazine.

When Luna opened the antique locket, she didn’t expect to find the ocean. But there it was, a drop of the sea, trapped behind glass, its tiny waves crashing against the metal shores. As she peered closer, the sound of distant gulls filled her ears, and the scent of saltwater wafted through the air. Luna blinked, and for a moment, she was no longer in her grandmother’s attic.

This piece uses imaginative elements and detailed imagery to engage the reader and tell a story.

Use this worksheet to practice creative writing style: 

Creative Writing Style Worksheet

6. Argumentative writing style

The purpose of argumentative writing is to present a reasoned argument in favor of a particular position or point of view. This style of writing is analytical and persuasive. It requires the writer to clearly articulate their stance on an issue and support it with evidence, logic, and reasoning. Argumentative writing uses facts and logic, not emotions, to persuade. It encourages critical thinking by presenting multiple viewpoints and debunking opposing arguments.

Argumentative writing is critical in areas such as academic research , opinion-editorial pieces, argumentative essays , legal cases, and public debates.

An example of argumentative writing style: 

An editorial arguing for the preservation of historical buildings.

The city council must act now to protect our historic buildings. These structures are not mere edifices of brick and mortar; they are the embodiment of our community’s rich heritage and cultural identity. Critics may argue that development is essential for economic growth, but must progress come at the cost of our past? Surely, we can find a balance that honors both our history and our future aspirations. Preserving these landmarks is not a blockade to modernization—it is an act of respect for the narrative that has shaped us.

The editorial presents a clear argument for the preservation of historic buildings, addressing potential counterarguments about economic development and proposing a balanced solution. 

Use this worksheet to practice argumentative writing style: 

Argumentative Writing Style Worksheet 

Tips for adapting your writing style

• Know your purpose:   Make sure you know what you want to accomplish with your writing.
• Understand your audience: Adjust your style to fit the people who will read your writing.
• Use appropriate language: Choose words that match your audience and purpose, whether that means using formal or informal language, technical terms, or simpler words.
• Maintain Flexibility: Be ready to adjust your writing based on feedback and how well it’s working.
• Practice Consistently: The more you write, the better you’ll get at adjusting your style naturally.

Adapting to a writing style will give an edge to your writing and make your work stand out. Remember, adapting your writing style is not about losing your voice; it’s about expressing your ideas most effectively for a particular context.

Whatever your writing style, always make sure to revise and edit your writing to keep it perfect. As experts in editing and proofreading services , PaperTrue can help you make your writing flawless and error-free!

Want to read more? Here are some articles for you:

• 10 Best Content Editing Tools and Software (Free + Paid)
• The Top 10 Online Proofreading Services of 2024
• Top 10 Essay Writing Tools in 2024 | Plan, Write, Get Feedback

Frequently Asked Questions

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Writing Assignments

Kate Derrington; Cristy Bartlett; and Sarah Irvine

Introduction

Assignments are a common method of assessment at university and require careful planning and good quality research. Developing critical thinking and writing skills are also necessary to demonstrate your ability to understand and apply information about your topic.  It is not uncommon to be unsure about the processes of writing assignments at university.

• You may be returning to study after a break
• You may have come from an exam based assessment system and never written an assignment before
• Maybe you have written assignments but would like to improve your processes and strategies

This chapter has a collection of resources that will provide you with the skills and strategies to understand assignment requirements and effectively plan, research, write and edit your assignments.  It begins with an explanation of how to analyse an assignment task and start putting your ideas together.  It continues by breaking down the components of academic writing and exploring the elements you will need to master in your written assignments. This is followed by a discussion of paraphrasing and synthesis, and how you can use these strategies to create a strong, written argument. The chapter concludes with useful checklists for editing and proofreading to help you get the best possible mark for your work.

Task Analysis and Deconstructing an Assignment

It is important that before you begin researching and writing your assignments you spend sufficient time understanding all the requirements. This will help make your research process more efficient and effective. Check your subject information such as task sheets, criteria sheets and any additional information that may be in your subject portal online. Seek clarification from your lecturer or tutor if you are still unsure about how to begin your assignments.

The task sheet typically provides key information about an assessment including the assignment question. It can be helpful to scan this document for topic, task and limiting words to ensure that you fully understand the concepts you are required to research, how to approach the assignment, and the scope of the task you have been set. These words can typically be found in your assignment question and are outlined in more detail in the two tables below (see Table 19.1 and Table 19.2 ).

Table 19.1 Parts of an Assignment Question

Make sure you have a clear understanding of what the task word requires you to address.

Table 19.2 Task words

The criteria sheet , also known as the marking sheet or rubric, is another important document to look at before you begin your assignment. The criteria sheet outlines how your assignment will be marked and should be used as a checklist to make sure you have included all the information required.

The task or criteria sheet will also include the:

• Word limit (or word count)
• Referencing style and research expectations
• Formatting requirements

Task analysis and criteria sheets are also discussed in the chapter Managing Assessments for a more detailed discussion on task analysis, criteria sheets, and marking rubrics.

Preparing your ideas

Brainstorm or concept map:  List possible ideas to address each part of the assignment task based on what you already know about the topic from lectures and weekly readings.

Finding appropriate information: Learn how to find scholarly information for your assignments which is

See the chapter Working With Information for a more detailed explanation .

What is academic writing?

Academic writing tone and style.

Many of the assessment pieces you prepare will require an academic writing style.  This is sometimes called ‘academic tone’ or ‘academic voice’.  This section will help you to identify what is required when you are writing academically (see Table 19.3 ). The best way to understand what academic writing looks like, is to read broadly in your discipline area.  Look at how your course readings, or scholarly sources, are written. This will help you identify the language of your discipline field, as well as how other writers structure their work.

Table 19.3 Comparison of academic and non-academic writing

Thesis statements

Essays are a common form of assessment that you will likely encounter during your university studies. You should apply an academic tone and style when writing an essay, just as you would in in your other assessment pieces. One of the most important steps in writing an essay is constructing your thesis statement.  A thesis statement tells the reader the purpose, argument or direction you will take to answer your assignment question. A thesis statement may not be relevant for some questions, if you are unsure check with your lecturer. The thesis statement:

• Directly  relates to the task .  Your thesis statement may even contain some of the key words or synonyms from the task description.
• Does more than restate the question.
• Is specific and uses precise language.
• Let’s your reader know your position or the main argument that you will support with evidence throughout your assignment.
• The subject is the key content area you will be covering.
• The contention is the position you are taking in relation to the chosen content.

Your thesis statement helps you to structure your essay.  It plays a part in each key section: introduction, body and conclusion.

Planning your assignment structure

When planning and drafting assignments, it is important to consider the structure of your writing. Academic writing should have clear and logical structure and incorporate academic research to support your ideas.  It can be hard to get started and at first you may feel nervous about the size of the task, this is normal. If you break your assignment into smaller pieces, it will seem more manageable as you can approach the task in sections. Refer to your brainstorm or plan. These ideas should guide your research and will also inform what you write in your draft. It is sometimes easier to draft your assignment using the 2-3-1 approach, that is, write the body paragraphs first followed by the conclusion and finally the introduction.

Writing introductions and conclusions

Clear and purposeful introductions and conclusions in assignments are fundamental to effective academic writing. Your introduction should tell the reader what is going to be covered and how you intend to approach this. Your conclusion should summarise your argument or discussion and signal to the reader that you have come to a conclusion with a final statement.  These tips below are based on the requirements usually needed for an essay assignment, however, they can be applied to other assignment types.

Writing introductions

Most writing at university will require a strong and logically structured introduction. An effective introduction should provide some background or context for your assignment, clearly state your thesis and include the key points you will cover in the body of the essay in order to prove your thesis.

Usually, your introduction is approximately 10% of your total assignment word count. It is much easier to write your introduction once you have drafted your body paragraphs and conclusion, as you know what your assignment is going to be about. An effective introduction needs to inform your reader by establishing what the paper is about and provide four basic things:

• A brief background or overview of your assignment topic
• A thesis statement (see section above)
• An outline of your essay structure
• An indication of any parameters or scope that will/ will not be covered, e.g. From an Australian perspective.

The below example demonstrates the four different elements of an introductory paragraph.

1) Information technology is having significant effects on the communication of individuals and organisations in different professions. 2) This essay will discuss the impact of information technology on the communication of health professionals.   3)  First, the provision of information technology for the educational needs of nurses will be discussed.  4)  This will be followed by an explanation of the significant effects that information technology can have on the role of general practitioner in the area of public health.  5)  Considerations will then be made regarding the lack of knowledge about the potential of computers among hospital administrators and nursing executives.  6)   The final section will explore how information technology assists health professionals in the delivery of services in rural areas .  7)  It will be argued that information technology has significant potential to improve health care and medical education, but health professionals are reluctant to use it.

1 Brief background/ overview | 2 Indicates the scope of what will be covered |   3-6 Outline of the main ideas (structure) | 7 The thesis statement

Note : The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing conclusions

You should aim to end your assignments with a strong conclusion. Your conclusion should restate your thesis and summarise the key points you have used to prove this thesis. Finish with a key point as a final impactful statement.  Similar to your introduction, your conclusion should be approximately 10% of the total assignment word length. If your assessment task asks you to make recommendations, you may need to allocate more words to the conclusion or add a separate recommendations section before the conclusion. Use the checklist below to check your conclusion is doing the right job.

Conclusion checklist 

• Have you referred to the assignment question and restated your argument (or thesis statement), as outlined in the introduction?
• Have you pulled together all the threads of your essay into a logical ending and given it a sense of unity?
• Have you presented implications or recommendations in your conclusion? (if required by your task).
• Have you added to the overall quality and impact of your essay? This is your final statement about this topic; thus, a key take-away point can make a great impact on the reader.
• Remember, do not add any new material or direct quotes in your conclusion.

This below example demonstrates the different elements of a concluding paragraph.

1) It is evident, therefore, that not only do employees need to be trained for working in the Australian multicultural workplace, but managers also need to be trained.  2)  Managers must ensure that effective in-house training programs are provided for migrant workers, so that they become more familiar with the English language, Australian communication norms and the Australian work culture.  3)  In addition, Australian native English speakers need to be made aware of the differing cultural values of their workmates; particularly the different forms of non-verbal communication used by other cultures.  4)  Furthermore, all employees must be provided with clear and detailed guidelines about company expectations.  5)  Above all, in order to minimise communication problems and to maintain an atmosphere of tolerance, understanding and cooperation in the multicultural workplace, managers need to have an effective knowledge about their employees. This will help employers understand how their employee’s social conditioning affects their beliefs about work. It will develop their communication skills to develop confidence and self-esteem among diverse work groups. 6) The culturally diverse Australian workplace may never be completely free of communication problems, however,   further studies to identify potential problems and solutions, as well as better training in cross cultural communication for managers and employees,   should result in a much more understanding and cooperative environment. 

1  Reference to thesis statement – In this essay the writer has taken the position that training is required for both employees and employers . | 2-5 Structure overview – Here the writer pulls together the main ideas in the essay. | 6  Final summary statement that is based on the evidence.

Note: The examples in this document are taken from the University of Canberra and used under a CC-BY-SA-3.0 licence.

Writing paragraphs

Paragraph writing is a key skill that enables you to incorporate your academic research into your written work.  Each paragraph should have its own clearly identified topic sentence or main idea which relates to the argument or point (thesis) you are developing.  This idea should then be explained by additional sentences which you have paraphrased from good quality sources and referenced according to the recommended guidelines of your subject (see the chapter Working with Information ). Paragraphs are characterised by increasing specificity; that is, they move from the general to the specific, increasingly refining the reader’s understanding. A common structure for paragraphs in academic writing is as follows.

Topic Sentence 

This is the main idea of the paragraph and should relate to the overall issue or purpose of your assignment is addressing. Often it will be expressed as an assertion or claim which supports the overall argument or purpose of your writing.

Explanation/ Elaboration

The main idea must have its meaning explained and elaborated upon. Think critically, do not just describe the idea.

These explanations must include evidence to support your main idea. This information should be paraphrased and referenced according to the appropriate referencing style of your course.

Concluding sentence (critical thinking)

This should explain why the topic of the paragraph is relevant to the assignment question and link to the following paragraph.

Use the checklist below to check your paragraphs are clear and well formed.

Paragraph checklist

• Does your paragraph have a clear main idea?
• Is everything in the paragraph related to this main idea?
• Is the main idea adequately developed and explained?
• Do your sentences run together smoothly?
• Have you included evidence to support your ideas?
• Have you concluded the paragraph by connecting it to your overall topic?

Writing sentences

Make sure all the sentences in your paragraphs make sense. Each sentence must contain a verb to be a complete sentence. Avoid sentence fragments . These are incomplete sentences or ideas that are unfinished and create confusion for your reader. Avoid also run on sentences . This happens when you join two ideas or clauses without using the appropriate punctuation. This also confuses your meaning (See the chapter English Language Foundations for examples and further explanation).

Use transitions (linking words and phrases) to connect your ideas between paragraphs and make your writing flow. The order that you structure the ideas in your assignment should reflect the structure you have outlined in your introduction. Refer to transition words table in the chapter English Language Foundations.

Paraphrasing and Synthesising

Paraphrasing and synthesising are powerful tools that you can use to support the main idea of a paragraph. It is likely that you will regularly use these skills at university to incorporate evidence into explanatory sentences and strengthen your essay. It is important to paraphrase and synthesise because:

• Paraphrasing is regarded more highly at university than direct quoting.
• Paraphrasing can also help you better understand the material.
• Paraphrasing and synthesising demonstrate you have understood what you have read through your ability to summarise and combine arguments from the literature using your own words.

What is paraphrasing?

Paraphrasing is changing the writing of another author into your words while retaining the original meaning. You must acknowledge the original author as the source of the information in your citation. Follow the steps in this table to help you build your skills in paraphrasing (see Table 19.4 ).

Table 19.4 Paraphrasing techniques

Example of paraphrasing

Please note that these examples and in text citations are for instructional purposes only.

Original text

Health care professionals   assist people often when they are at their most  vulnerable . To provide the best care and understand their needs, workers must demonstrate good communication skills .  They must develop patient trust and provide empathy   to effectively work with patients who are experiencing a variety of situations including those who may be suffering from trauma or violence, physical or mental illness or substance abuse (French & Saunders, 2018).

Poor quality paraphrase example

This is a poor example of paraphrasing. Some synonyms have been used and the order of a few words changed within the sentences however the colours of the sentences indicate that the paragraph follows the same structure as the original text.

Health care sector workers are often responsible for vulnerable  patients.   To understand patients and deliver good service , they need to be excellent communicators .  They must establish patient rapport and show empathy if they are to successfully care for patients from a variety of backgrounds  and with different medical, psychological and social needs (French & Saunders, 2018).

A good quality paraphrase example

This example demonstrates a better quality paraphrase. The author has demonstrated more understanding of the overall concept in the text by using the keywords as the basis to reconstruct the paragraph. Note how the blocks of colour have been broken up to see how much the structure has changed from the original text.

Empathetic   communication is a vital skill for health care workers.   Professionals in these fields   are often responsible for patients with complex medical, psychological and social needs. Empathetic   communication assists in building rapport and gaining the necessary trust   to assist these vulnerable patients  by providing appropriate supportive care (French & Saunders, 2018).

The good quality paraphrase example demonstrates understanding of the overall concept in the text by using key words as the basis to reconstruct the paragraph.  Note how the blocks of colour have been broken up, which indicates how much the structure has changed from the original text.

What is synthesising?

Synthesising means to bring together more than one source of information to strengthen your argument. Once you have learnt how to paraphrase the ideas of one source at a time, you can consider adding additional sources to support your argument. Synthesis demonstrates your understanding and ability to show connections between multiple pieces of evidence to support your ideas and is a more advanced academic thinking and writing skill.

Follow the steps in this table to improve your synthesis techniques (see Table 19.5 ).

Table 19.5 Synthesising techniques

Example of synthesis

There is a relationship between academic procrastination and mental health outcomes.  Procrastination has been found to have a negative effect on students’ well-being (Balkis, & Duru, 2016). Yerdelen, McCaffrey, and Klassens’ (2016) research results suggested that there was a positive association between procrastination and anxiety. This was corroborated by Custer’s (2018) findings which indicated that students with higher levels of procrastination also reported greater levels of the anxiety. Therefore, it could be argued that procrastination is an ineffective learning strategy that leads to increased levels of distress.

Topic sentence | Statements using paraphrased evidence | Critical thinking (student voice) | Concluding statement – linking to topic sentence

This example demonstrates a simple synthesis. The author has developed a paragraph with one central theme and included explanatory sentences complete with in-text citations from multiple sources. Note how the blocks of colour have been used to illustrate the paragraph structure and synthesis (i.e., statements using paraphrased evidence from several sources). A more complex synthesis may include more than one citation per sentence.

Creating an argument

What does this mean.

Throughout your university studies, you may be asked to ‘argue’ a particular point or position in your writing. You may already be familiar with the idea of an argument, which in general terms means to have a disagreement with someone. Similarly, in academic writing, if you are asked to create an argument, this means you are asked to have a position on a particular topic, and then justify your position using evidence.

What skills do you need to create an argument?

In order to create a good and effective argument, you need to be able to:

• Read critically to find evidence
• Plan your argument
• Think and write critically throughout your paper to enhance your argument

For tips on how to read and write critically, refer to the chapter Thinking for more information. A formula for developing a strong argument is presented below.

A formula for a good argument

What does an argument look like?

As can be seen from the figure above, including evidence is a key element of a good argument. While this may seem like a straightforward task, it can be difficult to think of wording to express your argument. The table below provides examples of how you can illustrate your argument in academic writing (see Table 19.6 ).

Table 19.6 Argument

Editing and proofreading (reviewing)

Once you have finished writing your first draft it is recommended that you spend time revising your work.  Proofreading and editing are two different stages of the revision process.

• Editing considers the overall focus or bigger picture of the assignment
• Proofreading considers the finer details

As can be seen in the figure above there are four main areas that you should review during the editing phase of the revision process. The main things to consider when editing include content, structure, style, and sources. It is important to check that all the content relates to the assignment task, the structure is appropriate for the purposes of the assignment, the writing is academic in style, and that sources have been adequately acknowledged. Use the checklist below when editing your work.

Editing checklist

• Have I answered the question accurately?
• Do I have enough credible, scholarly supporting evidence?
• Is my writing tone objective and formal enough or have I used emotive and informal language?
• Have I written in the third person not the first person?
• Do I have appropriate in-text citations for all my information?
• Have I included the full details for all my in-text citations in my reference list?

There are also several key things to look out for during the proofreading phase of the revision process. In this stage it is important to check your work for word choice, grammar and spelling, punctuation and referencing errors. It can be easy to mis-type words like ‘from’ and ‘form’ or mix up words like ‘trail’ and ‘trial’ when writing about research, apply American rather than Australian spelling, include unnecessary commas or incorrectly format your references list. The checklist below is a useful guide that you can use when proofreading your work.

Proofreading checklist

• Is my spelling and grammar accurate?
•  Are they complete?
• Do they all make sense?
• Do they only contain only one idea?
• Do the different elements (subject, verb, nouns, pronouns) within my sentences agree?
• Are my sentences too long and complicated?
• Do they contain only one idea per sentence?
• Is my writing concise? Take out words that do not add meaning to your sentences.
• Have I used appropriate discipline specific language but avoided words I don’t know or understand that could possibly be out of context?
• Have I avoided discriminatory language and colloquial expressions (slang)?
• Is my referencing formatted correctly according to my assignment guidelines? (for more information on referencing refer to the Managing Assessment feedback section).

This chapter has examined the experience of writing assignments.  It began by focusing on how to read and break down an assignment question, then highlighted the key components of essays. Next, it examined some techniques for paraphrasing and summarising, and how to build an argument. It concluded with a discussion on planning and structuring your assignment and giving it that essential polish with editing and proof-reading. Combining these skills and practising them, can greatly improve your success with this very common form of assessment.

• Academic writing requires clear and logical structure, critical thinking and the use of credible scholarly sources.
• A thesis statement is important as it tells the reader the position or argument you have adopted in your assignment. Not all assignments will require a thesis statement.
• Spending time analysing your task and planning your structure before you start to write your assignment is time well spent.
• Information you use in your assignment should come from credible scholarly sources such as textbooks and peer reviewed journals. This information needs to be paraphrased and referenced appropriately.
• Paraphrasing means putting something into your own words and synthesising means to bring together several ideas from sources.
• Creating an argument is a four step process and can be applied to all types of academic writing.
• Editing and proofreading are two separate processes.

Academic Skills Centre. (2013). Writing an introduction and conclusion . University of Canberra, accessed 13 August, 2013, http://www.canberra.edu.au/studyskills/writing/conclusions

Balkis, M., & Duru, E. (2016). Procrastination, self-regulation failure, academic life satisfaction, and affective well-being: underregulation or misregulation form. European Journal of Psychology of Education, 31 (3), 439-459.

Custer, N. (2018). Test anxiety and academic procrastination among prelicensure nursing students. Nursing education perspectives, 39 (3), 162-163.

Yerdelen, S., McCaffrey, A., & Klassen, R. M. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Educational Sciences: Theory & Practice, 16 (1).

Writing Assignments Copyright © 2021 by Kate Derrington; Cristy Bartlett; and Sarah Irvine is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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10 Tips for Writing Assignments

Writing assignments are a cornerstone of your academic journey, and honing your assignment writing skills is paramount for your success. Whether you're embarking on your first year or a seasoned academic, the art of effective assignment writing can wield significant influence over your grades and overall educational voyage. In this comprehensive guide, we'll offer you ten invaluable tips to elevate your assignment writing prowess. These strategies, along with expert guidance from our specialized assignment help website writemyessays.com/do-my-assignment.html , will empower you to enhance your writing skills and chart a course towards academic triumph.

Tip 1: Start Early

The first rule of successful assignment writing is to start early. Procrastination is the enemy of quality work. By initiating your assignments as soon as you receive them, you'll have ample time for essential steps such as research, planning, drafting, and revisions. Starting early allows you to manage your time effectively and produce well-crafted assignments.

Tip 2: Understand the Assignment

Before you begin writing, it's essential to thoroughly understand the assignment instructions. Take the time to read and analyze what is expected of you. If any aspects are unclear, don't hesitate to seek clarification from your instructor. Understanding the assignment's requirements is fundamental to meeting them successfully.

Tip 3: Plan Your Work

Effective planning is a cornerstone of assignment writing. Develop a structured plan that includes creating a timeline for your assignment. Break down the work into smaller tasks, allocate sufficient time for research, outlining, drafting, and proofreading. A well-organized plan will keep you on track and reduce stress.

Tip 4: Utilize Campus Resources

Your university offers a wealth of resources to support your writing endeavors. Take advantage of writing centers, libraries, and academic advisors who can provide guidance and feedback on your assignments. These resources are valuable assets that can significantly improve the quality of your work.

Tip 5: Research Thoroughly

High-quality assignments require thorough research. Dive deeply into your chosen topic, utilizing a variety of credible sources such as academic journals, books, and reputable websites. Ensure that you cite your sources correctly to provide evidence for your arguments and maintain academic integrity.

Tip 6: Maintain a Good Writing Style

Developing and maintaining a clear and concise writing style is essential for effective communication in your assignments. Avoid overly complex language and prioritize clarity. Ensure that your assignments have a logical structure with a clear flow of ideas. Your goal is to make your writing accessible and easy for your reader to understand.

Tip 7: Seek Writing Assistance

If you ever find yourself struggling with assignment writing, don't hesitate to seek writing assistance. Many universities offer writing assistance programs staffed by experienced tutors who can provide guidance and feedback on your work. These services are designed to help you refine your writing skills and produce higher-quality assignments.

Tip 8: Proofread and Edit

The importance of proofreading and editing cannot be overstated. After completing your initial draft, take the time to review and edit your work. Check for grammar and punctuation errors, ensure proper formatting, and verify that your assignment aligns with the assignment guidelines. Effective editing will polish your work and enhance its overall quality.

Tip 9: Stay Safe Online

When conducting online research for your assignments, it's essential to prioritize online safety. Use reliable sources and be cautious of plagiarism. Properly cite all your references to maintain academic integrity and avoid unintentional academic misconduct.

Tip 10: Celebrate Your Achievements

Lastly, don't forget to celebrate your achievements in assignment writing. Completing assignments is a significant accomplishment on your academic journey. Reward yourself for your hard work and dedication, and acknowledge your successes. Recognizing your achievements can motivate you to excel in future assignments.

Dos and Don'ts

To summarize, here are some dos and don'ts for successful assignment writing:

• Start early and plan your work effectively.
• Thoroughly understand the assignment instructions.
• Utilize available campus resources for support and guidance.
• Conduct in-depth research using credible sources.
• Maintain a clear and concise writing style for accessibility.
• Seek writing assistance when facing challenges.
• Commit to thorough proofreading and editing.
• Stay safe and ethical when conducting online research.
• Celebrate your achievements and milestones.
• Procrastinate on your assignments; start early instead.
• Overlook or misinterpret assignment instructions.
• Miss out on utilizing valuable campus resources.
• Skimp on research quality or rely on unreliable sources.
• Engage in overly complex writing that hinders clarity.
• Hesitate to seek assistance when facing challenges.
• Neglect the critical steps of proofreading and editing.
• Plagiarize or compromise on academic integrity.
• Forget to acknowledge and celebrate your accomplishments.

Frequently Asked Questions

Here are some common questions related to assignment writing:

1. How can I improve my writing style?

Improving your writing style is a gradual process. Consider taking writing courses, seeking feedback from professors or writing tutors, and practicing regularly to refine your skills.

2. Is it okay to use online sources for research?

Yes, it's acceptable to use online sources for research, but ensure that they are reliable and properly cited in your assignments to maintain academic credibility.

Final Thoughts

Writing assignments may seem challenging at times, but with the right approach and these ten tips, you can excel in your academic journey. Remember that assignment writing is a skill that improves with practice and dedication. By following these guidelines and continuously honing your writing skills, you'll be well-equipped to tackle assignments successfully and achieve academic excellence. Go to website

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A Guide to Academic Writing: The Main Structures and Styles

Source: Unsplash

By Mrs  Hazar Korkmazoglu , Lecturer in Business, LSST Elephant and Castle campus and Fatma Hazal Sari , Lecturer in Health, LSST Elephan t and Castle campus    

Academic writing is a formal style of writing used in professional settings such as university and scholarly publications , whi ch must be grammatically correct, clear and simple ( Scribbr , n.d . ; McMillan and Weyers, 2011 ) . There are certain do ’ s and don’ts in academic writing , learning these is a gradual process and a skill you will develop over practice .  

It is important that you are careful and follow the professional advice , here are some introductory guidance:  

Assignments at university challenge you to write in different forms ( McMillan and Weyers, 2012 ). Y ou are required to read books, journals, articles and other academic publications to complete your assignments which can be in the form of an essay, report, presentation, case study and dissertation. T his blog focus es on the two main structures of ac ademic writing that you will most frequently need to use throughout your academic journey.  

What are the two different s tructures of academic writing ?

Essay writing is one of the most common forms of an assessment (Burns and Sinfield, 2016). It usually requires you to answer a question, discuss concepts and issues in depth. When writing an essay, you will be required to be analytical and think critically. Which gives you a flexibility in the way you produce arguments, using evidence, analysis and interpretation to support your argument.  

A traditional essay has three basic components:  

-Introduction: What is the essay going to be about? Provide the reader with some background information.  

-Main body: Present the information, the argument or key points of your response in greater detail.  

-Conclusion: What are the consequences of your findings? Sum up your answer, reinforce the position outlined in the introduction, and summarise your findings.  

           (Creme and Lea, 2008; McMillan and Weyers, 2012)  

2. Report  

Report writing is commonly used within academia. During your academic journey, you may be required to write many different types of reports, such as business reports, lab reports, research reports or maybe other types. A report is a formally structured set of findings of an investigation that is set in a clear and logical way, which also communicates with the reader in a professional manner.  

A report generally has three main functions:  

- To explain why something was done  

- To describe how it was done  

- To summarise and conclude the outcome of a particular  action, or set of actions  

         (Creme and Lea, 2008)  

The content and structure of your report will be determined by the assessment brief and module learning outcomes, which will identify a set of instructions and requirements for your research process (Reid, 2018). At this stage, you should start planning how you will structure your report to meet the assessment requirements.  

The structure of a report follows:  

- Executive summary: A summary of the findings in your report to allow the reader to have an idea of what to expect.  

- Introduction: An explanation of what you will discuss and any background information you think the reader must know.  

- Main body: Explains all of your findings under a variety of headings and sub-headings. The main body makes up a majority of the report and may take up pages, whereas the introduction and conclusion may only be a few paragraphs.   

- Conclusion: Where you bring together all the findings of your report and come to a definitive interpretation.  

            (Ellis, 2021)  

The differences between reports and essays  

It is important that you are able to distinguish the difference between an essay and a report, as you need to understand why you may need to write one and not the other.   

In summary, essays are more descriptive, subjective and evaluative, whereas, a report is descriptive, objective and analytical (Surbhi, 2020). Sadly, you cannot choose which structure you want to write your assessment in. This is decided by the awarding body, which is the university you are studying at. However, you need to develop strong writing skills within both structures, as both essays and reports will be mandatory within your academic and professional career.   

The purpose of both structures is to give you the opportunity to demonstrate:  

- Your knowledge and understanding  

- Your ability to research a specific topic to meet the assessment criteria

- Your ability to use references and evidence to support your arguments/findings  

- Your ability use the correct structure of academic writing  

      (McMillan and Weyers, 2012)  

The Different Academic Writing Styles  

Now that we’ve gone over the different structures of academic writing, let’s dive into the different writing styles that you will need to use in your assignments.   

Descriptive , analytical, critical/evaluative and reflective writing are the four essential elements of academic writing. What writing style you should mainly use will depend on the nature and context of each assignment. Assignment guidelines will typically define how to address a topic, and may specify the appropriate writing style. However, generally, there needs to a balanced use of the different writing styles. In a successful academic assignment, you will need to include a certain amount of description, but the majority of your writing will need to be analytical and critical .   

In order to successfully meet the assessment criteria, it is very important that you know the key differences between the different writing styles and understand how to use them correctly.  

Descriptive Writing:  

Think of descriptions as the backbone of all academic assignments. Descriptions convey information about a subject, however, they do not engage in any kind of analysis or reasoning, nor do they make judgements or draw conclusions about the information they contain. When you write descriptively, you present background information that is necessary for the reader to understand what they are reading, and you support your arguments rather than develop new ideas.  

Analytical Writing:  

The main purpose of analysing is to compare and contrast. To be able to present the full picture of any chosen subject, you must try and find information from more than one source. By compiling results from previously published studies, you will be able to identify frequent patterns and contrasts, explore relationships, and potentially provide new responses to the subject in question.  

Critical Writing:  

Throughout your studies, you will come across the term “critical” quite frequently, for example critical thinking, critical writing or critical review. Critical writing entails constructing a reasoned argument or point of view that is supported by credible evidence. In other words, you are not only gathering existing information, but you are also developing your own argument and incorporating your understanding of the subject at issue, therefore participating in academic literature.  

Reflective Writing:  

Reflection is a tool that encourages you to draw on prior experiences to improve your future performance. When you write a reflective account, you analyse “ what, why and how” something happened, aiming to identify how you can achieve better outcomes in the future.  

Although you have been advised not to write in the first person in academic assignments, this style of writing is more “personal”, and frequently requires you to write in the first person. If you have been asked to write a reflection or personal narrative, you can use phrases like “I had the experience of …”, “I learned …”, “In my future encounters, I will pay more attention to …”. However, please note that although you can use personal pronouns like "I" and "we" when discussing your opinions and feelings, you still need to use formal academic language in reflective writing.  

How to choose the correct writing style   

All academic writing styles serve a fundamental purpose, and must be used correctly according to assignment requirements. If you're unsure whether you have used the appropriate writing style or not, below are some questions you can ask to guide you to observe your writing to ensure it is in the right style, and if it is not, to transition your writing from one style to another.   

For example, if you only rely on providing facts about a topic when you are asked to write a reflective account, you may get feedback from your lecturer informing you that your writing is too descriptive and not critical enough. In this case, try asking questions like “What did I notice or realise?”, “How can I deduce from the information I have gathered?” to modify your writing to meet the assessment criteria. Likewise, when you are working on a literature review, if you find that your writing seems very opinionated and persuasive, you may want to ask questions such as “How do the parts fit into the whole?”, “What is the main point?” to help you objectify your writing.

It would be a mistake to assume that a guidance on academic writing is irrelevant to you. Regardless of field of study, academic interests, or level, you’ll be required to complete a variety of different assignments, such as reports, critical reviews, or reflective essays - which will all call for different structures and writing styles.

If you are interested in reading further about how to manage your studies and how you can improve your academic writing skills, you can find a range of resources here at LSST, such as library, one-on-one support from your lecturers, and academic support.

References:

Burns, T. and Sinfield, S. (2016). Essential Study Skills: The Complete Guide to Success at University. SAGE Publications Ltd. 6 th edition. London.

Crème, P. and Lea, M. R. (2008). Writing at University: A guide for students. Open UP Study Skills. 3 rd edition, England.

Critical Thinking, by Learning Development with Plymouth University, 2010 ( https://www.plymouth.ac.uk/student- life/services/student-services/learning-development). Copyright 2006 by Learning Development, University of Plymouth.

Ellis, M. (2021). ‘How to Write a Report: A Guide’. Available at: https://www.grammarly.com/blog/how-to-write-a-report/ [Accessed on 30 th September 2022].

McMillan, K. and Weyers, J. (2011). How to Write Essays & Assignments. Pearson Education Limited. 3 rd edition. England.

McMillan, K. and Weyers, J. (2012). The Study Skills Book. Pearson Education Limited. 3 rd edition. England.

Reid, M. (2018). Report Writing. Palgrave. 2 nd edition. United Kingdom.

Scribbr (n.d.). ‘What is Academic Writing Do’s and Don’ts for Student’ . Available at: https://www.scribbr.com/category/academic-writing/ [Accessed on 27 th September 2022].

Surbhi, S. (2020). ‘Difference Between Essay and Report’. Available at: https://keydifferences.com/difference-between-essay-and-report.html#google_vignette [Accessed on 30 th September 2022].

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ThinkWritten

The 4 Main Types of Writing Styles and How to Use Them as a Writer

Understanding the 4 main types of writing styles can help you grow as a writer and attract an audience for your written work. Here’s how to identify each style of writing and tips for using each of the 4 common writing styles to develop your written skills.

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Sharing is caring!

One of the things that can help you grow as a writer is to learn the 4 main types of writing styles and use the characteristics of each to further develop your own personal voice as a writer.

By learning how to use the different writing styles in your work, you will not only improve your skills as writer, but also learn ways to better connect with your audience of readers.

In this post we’ll cover the 4 main types of writing styles and how to use them as a writer to create compelling books, stories, essays, poetry, articles and more.

What are Writing Styles?

Writing styles are basically another way of saying the form or type of written work you are creating. Think of it as a classification for being able to identify what kind of writing you are creating.

For example, if you are writing a cookbook, that is a completely different style of writing than if you were writing a steamy romance novel!

Each writing style has a different purpose – and therefore, different characteristics are present when you are writing each type of different work.

Now that we understand what a writing style is – let’s talk about the 4 main writing styles which are commonly talked about amongst writers and literary educators.

The 4 Main Writing Styles & What They Mean

The four main writing styles which are commonly recognized are expository , descriptive , narrative , and persuasive .

Style #1: Expository

The definition of expository is this: “intended to explain or describe something.”

Most types of written work that fall into this category explain something in more detail, or provide insight and instruction in regards to a particular topic.

What types of writing fall into this category of expository writing style?

While there are many different types of written work which can be categorized as expository style of writing, you can often identify this type of writing by noticing the purpose of the work.

• Does the work intend to explain something in more detail?
• Does the written piece inform?
• Does the written piece answer questions such as “what, how and why?”

Here are some examples of the different types of writing pieces which can fall into the category of expository writing:

• Newspaper and Magazine Articles {not including editorials}
• Non-Fiction Books
• How-To Books
• Self Help Books
• Writing about Hobbies & Interests
• Recipes & Cookbooks
• Instructional Guides
• Scientific Research
• Textbooks & Educational Resources
• Business Articles & Books
• Medical Research, Journals and Articles

When you write expository style pieces, your main goal as a writer is to inform your readers with insight and facts that pertain to the subject of your piece.

For example, if you are writing about the history of ice cream, you would be including a lot of research and fun facts into your piece.

Note that this type of writing style is not intended to persuade or influence your audience. In writing your piece on the history of ice cream, you would NOT be trying to persuade your readers.

You would not want to say things like “Everybody should eat ice cream!” and “These 5 reasons will convince you forever to choose strawberry swirl flavored ice cream as your favorite flavor.”

Sometimes it can be confusing on whether an article is expository or persuasive. For example, an article called “The 5 Unexpected Health Benefits of Ice Cream” – would not fall into expository writing, even though it is providing information.

The word “benefits” has a positive connotation to the title. If you were to be writing an article on possible health benefits on ice cream, it would be very important that you as the writer keep your opinion separated from the facts and information if you plan for it to be an expository style piece. To be expository in nature, you would want to use a title such as “Scientists Research The Health Effects of Ice Cream.”

Books and articles that explain how to do something are also very popular examples of expository writing. Cookbooks are very popular, as they explain to others the tips, techniques, and recipes on how to cook something. How-to books for hobbies and crafts are also a good example of this type of writing.

Style #2: Descriptive Writing

Descriptive writing goes deeper than expository writing. While expository writing might have some descriptive details and factual information, descriptive writing will make use of many writing elements and literary devices such as metaphors and similes.

The purpose and goal of descriptive writing is to bring your reader into the written work as if the reader were to be experiencing it first hand.

Most fictional pieces fall under the category of descriptive writing, and even some non-fiction pieces such as memoirs and creative non-fiction can fall under the category of a descriptive writing style.

If you are writing fiction, the more descriptive you can be with your words, the more relatable your story will be to the reader.

For example, we recommend that writers ask their characters questions as one way to really intimately understand the details about a character. Details about the setting, events, and people present in a story will help your readers be able to imagine and understand the piece.

This style also includes poetry. If you browse through some of our poetry writing prompts , you will see there is a lot of attention put on using details to create a scene or feeling in writing a poem!

Here are some examples of types of descriptive writing pieces:

• Poetry & Prose
• Travel Diaries
• Personal Journals
• Lyrics in Music and Songwriting

Most pieces using only a descriptive writing style are not very long. It is uncommon for a fictional novel to be 100% fully descriptive without getting into our next writing style, which is narrative writing.

Style #3: Narrative Writing

Narrative writing is far more complex that simple descriptive writing.

While a poem for example may describe a scene or even events or people – generally you do not get into the deep inner thoughts of the characters or even get a full story with a clear middle, beginning, and end complete with conflict and dialogue.

Nearly all fiction novels fall into the case of narrative writing, as well as longer epic poems and sagas.

In narrative writing, there is a story to be told – a clear plot complete with setting, characters, dialogue, conflict and resolution. A narrative piece often has a timeline or sequence of events which further build to the point of conflict and resolution.

Here are some examples of the works which would be considered to have a narrative writing style:

• Fiction Novels
• Memoirs & Biographies
• Screenplays
• Myths, Legends, and Fables
• Historical accounts
• Essays which talk about a lesson learned or valuable insight from an experience

Narrative writing pieces are generally easy to identify, although sometimes it can be confused with descriptive writing styles. The key difference in determining which one a written work might be is whether or not there is a developed storyline or plot.

If there is a well developed plot and storyline, you are most likely reading narrative writing.

Style #4: Persuasive Writing

Persuasive writing is a type of writing style where the purpose is to influence someone into believing or doing something. As the word “persuasive” suggests – your goal is to persuade someone’s actions or thoughts to align with your own goals as the writer.

The persuasive writing essay is a popular homework assignment for many kids. For example, a student might be assigned to write an essay to convince their parents of something. “Why We Should Get a Pet Rabbit” and “5 Reasons You Should Not Make Me Clean My Room”.

Persuasive writing is intended to convince someone of something, and so it usually needs to have a good bit of research and logical analysis – but also should attempt to make an emotional connection to the desired audience as well.

A classic piece of writing which serves as an example of persuasive writing is Thomas Paine’s book Common Sense , which was written in the Colonial times of the American Revolutionary War, urging citizens that separating from England was of utmost importance.

Here are some examples of types of writing which are persuasive writing:

• Editorial & Opinion pieces in Newspapers and Magazines
• Essays on a specific belief or “hot button” topic
• Letters written to request an action or file a complaint
• Advertisements {Convincing you to buy something}
• Copywriting {Note, copywriting is different from copyright!}
• Company Brochures
• Business Proposals
• Political speeches

When the intention of the work is to convince the audience of something – this falls into persuasive writing.

How to Use the 4 Main Different Writing Styles as a Writer

Now that we know the different types of writing styles, you may be wondering how do you use each style?

The first thing to do is think about what you are planning to write and what the intention is. What is your goal and what type of message are you trying to communicate to your readers?

Expository Style Writing:

In this type of writing your goal is to inform your readers about research or data.

When writing expository style pieces, follow these guidelines:

• Avoid using words which have a positive or negative connotation
• Do not insert your opinion or attempt to persuade your audience into thinking, feeling, or doing something based on your beliefs
• Use research and cite your sources
• When writing online, link to additional resources or websites
• Use quotes, illustrations or informative graphics to highlight the information
• Give concise and clear directions

Descriptive Writing Style:

This type of writing has the goal to describe something and bring into your reader’s imaginations

Here are some tips for writing with descriptive writing styles:

• Use literary devices such as metaphors and similes.
• Use well thought out adjectives and adverbs to describe nouns and verbs.
• Bring attention to small details
• Use the 6 senses: sight, touch, taste, smell, sound, and feeling

Narrative Writing Style:

In narrative writing style, your goal is to convey a storyline to your readers.

Here is how to achieve this type of writing style:

• Outline a storyline, plot or timeline sequence of events
• Include detailed descriptions of your characters and scenes
• Give your readers insight into the inner thoughts or behind-the-scenes information to elements of your story
• Answer the 6 W questions in your writing: Who, What, When, Where, How, and Why?
• Make it so your piece of work conveys an important lesson or insight – what is the moral of the story? What was the outcome of this experience?
• Use concrete language which gives readers a specific image to visualize and relate to

Persuasive Writing Style:

When you are writing to persuade, your intention is to convince your readers to side with you. This can be as simple as convincing them to buy your latest new product, or even writing about important social and humanitarian issues.

Here are some tips for writing persuasively:

• Include information, data, and facts to back up your argument
• Cite your sources and give readers access to additional information
• Appeal to your readers on an emotional level – how will siding with your opinion connect with them and make them feel?
• Take into consideration your reader’s needs, wants, and desires and how your message will help your reader achieve these.

Understanding Writing Styles Can Help You Be a Better Writer

No matter what type of writing you enjoy creating – understanding the basic main 4 types of writing styles can help you become a better writer.

If you are writing a how-to article for example, you will be able to understand what types of elements to ensure your piece of work includes. If you’re writing a descriptive poem, knowing what type of language to use can help convey your message for abstract concepts.

Use these different writing styles as a fun writing exercise!

Even if you typically only write for one style, it can be a lot of fun to push yourself to try to write for the different types of styles. For example, try writing a persuasive essay, and then a descriptive essay on the same topic. It can also be fun to write a descriptive poem and then turn it into a narrative essay or short story.

Not sure what to write about using these different writing styles? We have TONS of ideas for you with many different writing prompts! Check out our list of 365 writing prompts ideas which are sure to inspire your creative muse!

Using prompts is a great way to help you start writing in different writing styles and push yourself to a new exciting challenge for your writing skills!

I hope this article about the different writing styles and how you can use them as a writer will be helpful for you in building and developing your written skillset.

What types of writing styles do you enjoy writing the most? Have any tips for writing in expository, descriptive, narrative or persuasive styles of writing? We’d love to hear your ideas and experiences in the comments section below!

Chelle Stein wrote her first embarrassingly bad novel at the age of 14 and hasn't stopped writing since. As the founder of ThinkWritten, she enjoys encouraging writers and creatives of all types.

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4 Key Points for Effective Assignment Writing

Methodology

By Christina Desouza

Writing an effective assignment is more of an art than a science. It demands critical thinking, thorough research, organized planning, and polished execution. As a professional academic writer with over four years of experience, I've honed these skills and discovered proven strategies for creating standout assignments.

In this article, I will delve into the four key steps of assignment writing, offering detailed advice and actionable tips to help students master this craft.

1.    Start With Research

In-depth research is the cornerstone of any high-quality assignment. It allows you to gain a profound understanding of your topic and equip yourself with relevant data, compelling arguments, and unique insights.

Here's how to do it right:

●       Diversify Your Sources

Don't limit yourself to the first page of Google results. Make use of academic databases like JSTOR , Google Scholar , PubMed , or your school's online library. These resources house a plethora of scholarly articles, research papers, and academic books that can provide you with valuable information.

●       Verify Information

Remember, not all information is created equal. Cross-check facts and data from multiple reliable sources to ensure accuracy. Look for consensus among experts on contentious issues.

●       Stay Organized

Keep track of your resources as you go. Tools like Zotero or Mendeley can help you organize your references and generate citations in various formats. This will save you from scrambling to find sources when you're wrapping up your assignment.

1.    Prepare Assignment Structure

Creating a well-planned structure for your assignment is akin to drawing a roadmap. It helps you stay on track and ensures that your ideas flow logically. Here's what to consider:

●       Develop an Outline

The basic structure of an assignment includes an introduction, body, and conclusion. The introduction should present the topic and establish the purpose of your assignment. The body should delve into the topic in detail, backed by your research. The conclusion should summarize your findings or arguments without introducing new ideas.

●       Use Subheadings

Subheadings make your assignment easier to read and follow. They allow you to break down complex ideas into manageable sections. As a rule of thumb, each paragraph should cover one idea or argument.

●       Allocate Word Count

Assignments often come with word limits. Allocate word count for each section of your assignment based on its importance to avoid overwriting or underwriting any part.

1.    Start Assignment Writing

Writing your assignment is where your research and planning come to fruition. You now have a robust foundation to build upon, and it's time to craft a compelling narrative.

Here's how to accomplish this:

●       Write a Gripping Introduction

Your introduction is the gateway to your assignment. Make it captivating. Start with a hook—a surprising fact, an interesting quote, or a thought-provoking question—to grab your readers' attention. Provide an overview of what your assignment is about and the purpose it serves. A well-crafted introduction sets the tone for the rest of the assignment and motivates your readers to delve deeper into your work.

●       Develop a Comprehensive Body

The body of your assignment is where you delve into the details. Develop your arguments, present your data, and discuss your findings. Use clear and concise language. Avoid jargon unless necessary. Each paragraph should cover one idea or argument to maintain readability.

●       Craft a Convincing Conclusion

Your conclusion is your final chance to leave an impression on your reader. Summarize your key findings or arguments without introducing new ideas. Reinforce the purpose of your assignment and provide a clear answer to the question or problem you addressed in the introduction. A strong conclusion leaves your readers with a sense of closure and a full understanding of your topic.

●       Write Clearly

Use straightforward sentences and avoid jargon. Your goal is to communicate, not to confuse. Tools like Hemingway Editor can help ensure your writing is clear and concise.

●       Use Paraphrasingtool.ai

Paraphrasingtool.ai is an AI-powered tool that can enhance your assignment writing. It reformulates your sentences while preserving their meaning. It not only helps you avoid plagiarism but also enhances the readability of your work.

●       Cite Your Sources

Citations are a critical part of assignment writing. They acknowledge the work of others you've built upon and demonstrate the depth of your research. Always include in-text citations and a bibliography at the end. This not only maintains academic integrity but also gives your readers resources to delve deeper into the topic if they wish.

1.    Review and Proofread The Assignment

Reviewing and proofreading are the final but critical steps in assignment writing. They ensure your assignment is free from errors and that your ideas are coherently presented. Here's how to do it effectively:

●       Take a Break

After you finish writing, take a break before you start proofreading. Fresh eyes are more likely to spot mistakes and inconsistencies.

●       Read Aloud

Reading your work aloud can help you identify awkward phrasing, run-on sentences, and typos. You're more likely to catch errors when you hear them, as it requires a different type of processing than reading silently.

●       Use Proofreading Tools

Digital tools like Grammarly can be your second pair of eyes, helping you spot grammatical errors, typos, and even issues with sentence structure. However, don't rely solely on these tools—make sure to manually review your work as well.

Effective assignment writing is a skill that takes practice to master. It requires meticulous research, organized planning, clear writing, and careful proofreading. The steps and tips outlined in this article are by no means exhaustive, but they provide a solid framework to start from.

Remember, there is always room for improvement. Don't be disheartened by initial challenges. Each assignment is an opportunity to learn, grow, and sharpen your writing skills. So, be persistent, stay curious, and keep refining your craft. With time and practice, you will find yourself writing assignments that are not just excellent, but truly outstanding.

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The OE Blog

Get an insight into the minds of our academics and team of educational creatives here at Oxbridge Essays. From expert guidance and practical advice on essay and dissertation writing, to commentary on current academic affairs, our blog covers all things student-related, with the goal of helping you do better during your time at university.

Essay writing styles: Assignments

There are plenty of different essay writing styles depending on your subject and your college.  Assignment questions can be rather different from essay questions. This can be an opportunity for the tutor to break a task into several pieces, for example, your instructor may devise a Business Studies assignment which asks you to write a mission statement, prepare business promotional material and write a business plan.  The instructions for the assignment may be spread over several pages.

To tackle this type of homework, first you need to read the assignment carefully.  If there is anything you don’t understand, ask the tutor.  If the answer makes no sense – ask again!  Without understanding the question it’s going to be hard for you to succeed.  Assignment questions often include the following sections:-

• Background text – The assignment may begin with some background description relevant to the subject.  If the tutor has used this sort of material then they want you to answer the question with reference to this topic.  Read this introduction carefully and highlight key words.
• The task – This section will tell you what you are expected to do.  Does the tutor want you to Summarize, Create, Invent, Imagine, Calculate, Investigate or Describe?  Make sure you follow these instructions.  There is no point writing 1500 words about marketing coffee if the question asked for a mission statement  for the coffee company.
• Submission and Design – There will be details (either on the assignment or in the course material) to tell you exactly how to set out your work – the font size, the line spacing and the deadline date are important details.  Don’t waste time and money putting the work in a fancy folder or binding, or including lots of colour pictures.  A pretty layout won’t make the tutor give you more marks if the quality of your work is poor.

Other points to remember with assignment writing:-

Academic Writing Although the assignment question can look very different from an essay question, you are still being asked to think carefully about a topic, read widely and construct an argument.  This means that you still need to look for evidence to support what you say and that you should reference the books you read. Writing style – Assignments may not be as strictly formal as essays, but that does not mean that you can write slang, informal language or leave errors in the text.  Proofread carefully, just as you would for any other formal, academic work.  Take a look at essay examples to see the style of writing you need in your assignments.

Which style do you prefer – essays or assignments?  Let us know!  Post a comment below.

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10 Tips for Developing Your Own Unique Writing Style

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Catherine Miller

If you’re a new or developing writer, finding your writing style can unlock your creativity, help you define your writing process, and even get you a writing career. Landing on your personal style can take a little exploration time, but the effort is well worth it. 

I’m a former English teacher with a specialism in teaching creative writing, as well as a copywriter and award-winning novelist. In this article, I’ll help you to understand how to find your writing style and get started on your writing journey. This will be helpful for anyone who is interested in writing, whether you are pursuing it professionally, or as a personal passion. 

First, let’s break down what writing style actually means.

What is a writing style?

Writing style encompasses a range of writing features. Essentially, it’s the voice and tone of your writing. These are made up of word choice, sentence structure, syntax, grammatical variations, literary or rhetorical techniques, rhythm — and more. 

In general, writing style conforms to four categories:

• Expository: This is writing that explains something through delivery of facts. For example, articles, scientific reports and other academic writing, technical writing, or educational blog posts. It doesn’t usually give an opinion. 
• Descriptive: As suggested by the title, this type of writing describes. It can be used in poetry, fiction, or descriptive nonfiction that needs to paint a picture (such as travel writing).
• Narrative: This tells a story. While most narrative writing is fictional, there is also a strong genre of narrative nonfiction (such as memoir). 
• Persuasive: This aims to convince the reader of a particular opinion or viewpoint.

However, these categories are hugely generalized. In reality, each writer will have their own distinct style that reflects their personality as well as the aims of their writing.

Identifying your writing style

So, how can you find and develop your writing style? This is a great opportunity to do a deep dive into your own work so far, and the work of others you admire. It’s also a chance for self-reflection and considering your own personality as an artist and human being. 

An important first step is to consider why you write. What do you want to put across? What effect(s) do you want to create?

Some writers will be highly motivated by a desire to inform and educate. This may apply particularly to those working in an academic field, journalists, or those with a passionate interest they want to convey, like specialist bloggers. 

Others might have an artistic motivation. Creating a work of beauty can be a driver in itself, but many writers also want to evoke strong emotions like fear, pity, or desire. Poetry is a natural example of this, but writers pursuing an artistic motive might also be interested in writing plays, novels, or narrative nonfiction like memoir.

Your writing style should reflect what you want others to take away from your work.

1. Reflect on life experiences

Your writing “why” might come from some of your real life experiences. Whether you are writing about your own life or not, your past can have a huge influence on what and how you create.

Writing about your own life in the form of journal entries or memoir can be hugely beneficial here. Let your writing flow as you write about places and people that are familiar to you, or experiences that really stand out in your mind.

Pay attention to the kind of language you choose to describe your personal experiences as you tap into your core personality. Is it irreverent? Casual/informal? Highly descriptive? This writing style could be an important building block of your overall writer’s voice.

2. Analyze the types of writing you enjoy

You probably have a few authors whom you really admire. It’s time to consider why they make such an impact on you!

The purpose of this exercise is not to highlight weaknesses in your own work, or set up an unattainable goal (we can’t all be Ernest Hemingway). But looking closely at the types of writing styles that appeal to you can add a lot to your own writing voice. 

Try to find a selection of passages or short texts that you really like, ideally across your desired genre. Look at how the writers have used descriptive language for effect, for example. Or, explore how sentence structure creates clarity and emphasis in expository writing. 

You can also do this exercise with examples of narrative writing. For example, look at how different writers have opened or closed their stories, or described landscapes or characters. Again, you can compare linguistic techniques, sentence structure, and vocabulary choices.

Now look at a similar piece from your own work. Do you use any similar techniques? Could you introduce any of these to your piece? Conversely, there may be things in your own writing that are unique to you. These might be expressions, turns of phrase, or grammatical twists that are personal to you. Or, perhaps you come back to certain imagery or vocabulary on a regular basis. Identifying these can give you a stronger sense of your personal voice.

3. Examine sentence structure and word choice in your work

You can apply a similar method to other pieces of your existing creative writing or nonfiction work. Select some passages from things you have written already. This might work better if you compare like for like, e.g. opening paragraphs, descriptive passages, or short examples of persuasive writing.

Now look across these extracts and see if you can spot any similarities. Which techniques do you use the most often? Do your sentences follow a similar pattern?

Equally, you might also find places where your writing differs. What impact does that have on you as a reader? Which word choices really stand out?

Understanding your existing style can give you a basis from which to further develop your personal writing voice.

Developing your writing style

At the end of the day, when it comes to writing, there is no substitute for actually sitting down and doing it. The more you write, the more comfortable you will become with your personal style. As you create, take time to mindfully consider the style choices you are making, and how they reflect your aims and personality as a writer.

For example, notice the length of your sentences. Are you creating a fast or slow pace with your sentence structure? Pay attention to the imagery that comes up in your choice of language, too. Would this stand out when placed alongside other pieces of writing?

It’s also important to leave your comfort zone. Consistently writing in just one genre or form can leave you on autopilot. Trying something new can generate new aspects of style that you can incorporate into your overall writing voice.

4. Brainstorm ideas for creative writing projects

To get started with stretching your writing style, why not brainstorm some ideas for new creative projects? Try to come up with ideas across all four general categories listed above; this will really challenge you to grow as a writer.

We have given some ideas below, but you could also ask an AI tool to generate some ideas for you! Using a Generative AI tool, you can use a prompt like “Give three new briefs for writing [whatever form you wish], including a theme, title, and five key words to include.” This could be an interesting challenge to see if you can meet new and diverse writing briefs. 

5. Write descriptive pieces to enhance description styles and imagery

Whether you normally write in a narrative style, or something more factual, it’s useful to develop your descriptive writing skills. Being able to describe something vividly can be useful for a variety of aims, including writing more narrative fiction or nonfiction, using your writing for persuasive purposes like sales, or becoming a blogger or reviewer. 

You could try simply picking something from your day and describing it in as much detail as possible. Or, how about describing your dream travel destination? Focus on using a descriptive writing style with plenty of imagery (metaphors and similes, for example) and well-chosen vocabulary. 

If you need support with building your skill in descriptive styles, consider using an AI writing tool like Wordtune . Wordtune can help you upgrade your writing by suggesting synonyms that make your vocabulary more effective. 

6. Try technical writing for precision and clarity

Another great writing challenge to push you out of your comfort zone could be to try some technical writing. For example, write a blog post detailing how to use your favourite app, or a section for a user manual for your phone. 

When writing for precision and clarity, it’s important to write in shorter sentences, avoiding the passive voice. You should also avoid abstract imagery and use scientific or official terminology where appropriate. If you usually write in a more imaginative, descriptive way, it can be quite an adjustment to reign in your style.

You could also challenge yourself to make your writing more precise by summarizing an existing text, like a scientific paper. You could then run the same paper through Wordtune’s summarizing tool, Read . Comparing the two pieces could show you how to make your writing even more concise when needed.

7. Experiment with narrative and business writing styles to expand your skillset

If you normally write nonfiction, challenge yourself to write narrative fiction for a change. Prompts could include images or text prompts/titles you find online, or you could use an existing poem or a line from another story to spark your own. 

Or, if your focus is normally the narrative writing style, try switching to engaging but informative nonfiction for a business audience. For example, try writing a blog post for your existing or dream employer, or put together a report on a subject you know well.

Wordtune’s tone feature could help here. Input a base text like an existing blog and change the tone on Wordtune to something more casual by using the “casual” tone button. Now, rewrite it on your own to suit a formal, business context. 

Practicing your writing style

Now, it’s time to put all your learning together and actually practice your writing style. With a little effort, you can enhance your writing skills and you’ll begin to write instinctively in your upgraded personal voice. There are a few key ways to achieve this, including:

8. Read examples from professional writers (e.g., Stephen King)

Continue to read widely to build your exposure to the type of writing styles you want to emulate, as well as other kinds of writing beyond that. As you read, you could keep a note of particularly effective passages or sentences. 

You could also read books on the craft of writing, for example those by authors Stephen King, Kurt Vonnegut, or Toni Morrison. These can help you hone your technique with specific advice and creative exercises from professional and successful authors.

9. Pen to paper: practice every day

As with any skill, practice becomes effective when it’s regular. Try to build a daily habit of writing, even if it’s something small like a journal entry. The more you write, the more confident you’ll become in your own abilities. 

It’s also a good idea to practice editing your own work. This can be tricky if you’re not used to looking at your own writing with a critical eye. Wordtune can help you identify spelling, punctuation, and grammar mistakes in moments. It can also suggest ways to expand on your work, and upgrade your vocabulary using effective synonyms. Editing your own work is a vital part of developing as a writer and you may need support to get there.

10. Take an online course or workshop on different aspects of the craft

There are loads of courses and workshops you can find to help you develop your writing skills. Some will focus on a specific style, such as narrative writing, while others might be thematic (nature writing) or more general. 

It’s important to consider the format of the course before you begin. Some might have opportunities for peer or teacher feedback, which could be invaluable. Double-check if you will be able to interact with others in your class, or if the course is asynchronous. Of course, if you want to follow the sessions at your own pace, a totally self-studied course could be better for you.

Starting to explore how to find your writing style can build your confidence and creativity as a writer. Whether you are writing from your own life experience, creating new worlds, or informing your readers about important information, you can do this in your own distinct voice. Taking time to build and enhance your personal style will make your writing more memorable and original. Don’t forget that there are many resources out there to help you!

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Essay Papers Writing Online

Various formats for writing essays – tips and guidelines.

Welcome to the comprehensive guide that will enhance your understanding of various essay writing formats. Crafting a well-structured and organized essay is a crucial skill for students and professionals alike. Different types of essays require adherence to specific formatting guidelines to effectively communicate ideas and arguments.

Whether you are writing a persuasive essay, analytical essay, narrative essay, or any other type, this guide will provide you with valuable insights into the key elements of each format. By mastering the nuances of essay writing formats, you will be able to express your thoughts clearly, logically, and persuasively, captivating your readers and achieving your communication goals.

Through this comprehensive guide, you will learn about the essential components of various essay formats, including thesis statements, introductions, body paragraphs, supporting evidence, and conclusions. By understanding the specific requirements of each format, you can tailor your writing style to meet the expectations of your audience and effectively convey your message.

The Complete Essay Format Guide

Understanding the proper essay format is essential for writing effective essays. Whether you are a student or a professional writer, knowing how to structure your essays can greatly impact the clarity and coherence of your writing. In this guide, we will walk you through the essential elements of essay formats and provide tips on how to structure your essays effectively.

1. Introduction

• The introduction is the first paragraph of your essay and should provide a brief overview of the topic you will be discussing.
• It should also include a thesis statement, which explains the main argument or point of your essay.

2. Body Paragraphs

• The body of your essay should consist of several paragraphs that develop and support your thesis statement.
• Each paragraph should focus on a single idea or point and include evidence or examples to support it.

3. Conclusion

• The conclusion is the final paragraph of your essay and should summarize your main points and restate your thesis.
• It should also provide a closing thought or reflection on the topic you have discussed.

4. Formatting

• Essays should be double-spaced and formatted with a clear font, such as Times New Roman, in 12-point size.
• Margins should be set to one inch on all sides of the page.

By following these guidelines, you can ensure that your essays are well-structured and easy to read. Remember to revise and edit your essays carefully to ensure that they are well-written and coherent.

Understanding Essay Structure Basics

When it comes to writing an essay, understanding the basic structure is essential. A typical essay consists of three main parts: an introduction, body paragraphs, and a conclusion. Each of these sections serves a specific purpose and contributes to the overall coherence of the essay.

• Introduction: This is where you introduce the topic of your essay and provide some background information. The introduction should also include a thesis statement, which is the main idea or argument that you will be discussing in the essay.
• Body Paragraphs: The body of the essay consists of several paragraphs that develop and support the thesis statement. Each paragraph should focus on a single point or idea and provide evidence and examples to support it.
• Conclusion: The conclusion brings the essay to a close by restating the thesis statement and summarizing the main points of the essay. It is also a good place to discuss the broader implications of your argument or suggest areas for further research.

By following this basic structure, you can ensure that your essay is well-organized and easy for readers to follow. Remember to use transitions between paragraphs to help connect your ideas and create a smooth flow of information throughout the essay.

Types of Essay Formats

When it comes to writing essays, there are several different formats that you may encounter. Each format has its own unique structure and requirements. Here are some of the most common types of essay formats:

• Argumentative Essay: This type of essay presents a claim or argument and supports it with evidence and reasoning.
• Descriptive Essay: Descriptive essays focus on describing a person, place, object, or event in detail.
• Narrative Essay: Narrative essays tell a story and often include personal experiences or anecdotes.
• Expository Essay: Expository essays aim to explain and inform the reader about a specific topic.
• Persuasive Essay: Persuasive essays are similar to argumentative essays but focus more on convincing the reader to adopt a particular point of view.
• Compare and Contrast Essay: This type of essay analyzes the similarities and differences between two or more subjects.
• Cause and Effect Essay: Cause and effect essays explore the reasons behind a particular phenomenon and its outcomes.

It’s important to understand the requirements of each essay format and tailor your writing style accordingly to effectively convey your ideas and arguments.

Exploring Common Essay Styles

When it comes to writing essays, there are several common styles that you may encounter. Understanding the different types of essays can help you determine the best approach for your writing task. Here are some of the most common essay styles that you may come across:

1. Narrative Essays: These essays tell a story or recount an event. They often include personal anecdotes and can be quite engaging for the reader.

2. Descriptive Essays: In a descriptive essay, the writer paints a vivid picture of a person, place, object, or event. These essays appeal to the reader’s senses and emotions.

3. Expository Essays: Expository essays provide information, explain a topic, or analyze a concept. They are typically objective and present facts or opinions in a logical manner.

4. Persuasive Essays: Persuasive essays are meant to convince the reader of a particular point of view or argument. They often use evidence and reasoning to support a specific position.

5. Argumentative Essays: Similar to persuasive essays, argumentative essays present a claim or thesis and support it with evidence and analysis. However, argumentative essays also address counterarguments and refute opposing viewpoints.

By familiarizing yourself with these common essay styles, you can better tailor your writing to meet the requirements of your assignment and effectively communicate your ideas to your audience.

Comparing Argumentative and Narrative Essays

When it comes to essay writing, two common types of essays are argumentative and narrative essays. While they both aim to convey a message or argument, they differ in their purpose and structure.

• Argumentative Essays: Argumentative essays are designed to persuade the reader to adopt a particular point of view or take a specific action. These essays present a clear thesis statement and provide evidence to support the argument. They often involve research and logical reasoning to make a compelling case.
• Narrative Essays: Narrative essays, on the other hand, focus on telling a story or recounting an experience. They are often more personal and emotional, using descriptive language to engage the reader. Narrative essays may not have a thesis statement but instead focus on engaging the reader through vivid storytelling.

While argumentative essays rely on facts and evidence to support a specific viewpoint, narrative essays rely on personal experiences and storytelling to draw the reader in. It’s essential to understand the differences between these two essay formats to effectively convey your message and engage your audience.

Elements of a Well-Formatted Essay

Introduction : The introduction sets the stage for your essay, providing an overview of the topic and presenting the thesis statement.

Body Paragraphs : The body of the essay presents your arguments and evidence in support of the thesis statement. Each paragraph should focus on a single idea and provide clear evidence to support it.

Transitions : Transitions help to smoothly move from one idea to the next, connecting paragraphs and ensuring the essay flows logically.

Conclusion : The conclusion restates the thesis statement and summarizes the main points of the essay. It may also provide insights or recommendations based on the arguments presented.

Citations : Proper citations are essential in academic writing to give credit to the sources used and avoid plagiarism. Use the appropriate citation style required by your instructor.

Formatting : Pay attention to formatting elements such as font size, margins, spacing, and referencing style. Consistent formatting enhances readability and professionalism of your essay.

Key Components for a Strong Essay

When crafting a strong essay, there are several key components that you should consider to ensure that your writing is clear, coherent, and effective. These key components include:

1. A clear and concise thesis statement that presents the main argument or point of your essay.

2. Well-developed paragraphs that support and expand upon your thesis statement with relevant evidence and analysis.

3. Smooth transitions between paragraphs and ideas to guide the reader through your essay and maintain coherence.

4. Proper organization and structure, including an introduction, body paragraphs, and conclusion that effectively communicate your ideas.

5. Attention to detail, including grammar, punctuation, and spelling to ensure that your writing is polished and professional.

By incorporating these key components into your essay writing, you can create a strong and compelling piece that effectively conveys your message to your audience.

Choosing the Right Format for Your Essay

When it comes to writing an essay, choosing the right format is crucial for effectively communicating your ideas and arguments. There are several different essay formats to choose from, each with its own unique structure and guidelines. Here are some tips to help you select the best format for your essay:

1. Consider your audience: Think about who will be reading your essay and what format would be most appropriate for them. For example, a formal academic essay might require a more structured format, while a personal essay could be more freeform.

2. Determine your purpose: Consider the purpose of your essay and choose a format that will best suit your goals. If you’re trying to persuade your reader, a persuasive essay format might be most effective. If you’re analyzing a topic, an analytical essay format could be more suitable.

3. Follow guidelines: If you’re writing an essay for a class or publication, make sure to follow any specific guidelines provided. This could include requirements for formatting, citation style, and overall structure.

4. Experiment and revise: Don’t be afraid to experiment with different formats to see what works best for your essay. Once you’ve written a draft, revise and refine your work to ensure that the format enhances your message.

By taking these factors into account, you can choose the right format for your essay and ensure that your ideas are conveyed effectively to your readers.

Considerations for Selecting Essay Styles

When selecting an essay style, consider the purpose of your essay. Are you trying to persuade, inform, or analyze? The style you choose should align with your overall goal and message.

Think about your target audience. Are you writing for a scholarly audience, a general audience, or a specific group of readers? The style of your essay should be tailored to resonate with your intended readers.

Consider the requirements of your assignment. Does your instructor specify a particular style or format to follow? Make sure to adhere to any guidelines provided to ensure you meet the expectations of the assignment.

Reflect on your own writing strengths and weaknesses. Are you more comfortable with a formal, structured style, or do you excel in a more creative, narrative format? Choose a style that plays to your strengths as a writer.

Lastly, consider the conventions of the discipline or field you are writing in. Different subjects may have specific expectations for essay styles, so make sure to research and understand the norms of your field.

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Delving deep —

The telltale words that could identify generative ai text, new paper counts "excess words" that started appearing more often in the post-llm era..

Kyle Orland - Jul 1, 2024 11:30 am UTC

Further Reading

To measure these vocabulary changes, the researchers analyzed 14 million paper abstracts published on PubMed between 2010 and 2024, tracking the relative frequency of each word as it appeared across each year. They then compared the expected frequency of those words (based on the pre-2023 trendline) to the actual frequency of those words in abstracts from 2023 and 2024, when LLMs were in widespread use.

The results found a number of words that were extremely uncommon in these scientific abstracts before 2023 that suddenly surged in popularity after LLMs were introduced. The word "delves," for instance, shows up in 25 times as many 2024 papers as the pre-LLM trend would expect; words like "showcasing" and "underscores" increased in usage by nine times as well. Other previously common words became notably more common in post-LLM abstracts: the frequency of "potential" increased 4.1 percentage points; "findings" by 2.7 percentage points; and "crucial" by 2.6 percentage points, for instance.

These kinds of changes in word use could happen independently of LLM usage, of course—the natural evolution of language means words sometimes go in and out of style. However, the researchers found that, in the pre-LLM era, such massive and sudden year-over-year increases were only seen for words related to major world health events: "ebola" in 2015; "zika" in 2017; and words like "coronavirus," "lockdown" and "pandemic" in the 2020 to 2022 period.

In the post-LLM period, though, the researchers found hundreds of words with sudden, pronounced increases in scientific usage that had no common link to world events. In fact, while the excess words during the COVID pandemic were overwhelmingly nouns, the researchers found that the words with a post-LLM frequency bump were overwhelmingly "style words" like verbs, adjectives, and adverbs (a small sampling: "across, additionally, comprehensive, crucial, enhancing, exhibited, insights, notably, particularly, within").

This isn't a completely new finding—the increased prevalence of "delve" in scientific papers has been widely noted in the recent past , for instance. But previous studies generally relied on comparisons with "ground truth" human writing samples or lists of pre-defined LLM markers obtained from outside the study. Here, the pre-2023 set of abstracts acts as its own effective control group to show how vocabulary choice has changed overall in the post-LLM era.

An intricate interplay

By highlighting hundreds of so-called "marker words" that became significantly more common in the post-LLM era, the telltale signs of LLM use can sometimes be easy to pick out. Take this example abstract line called out by the researchers, with the marker words highlighted: "A comprehensive grasp of the intricate interplay between [...] and [...] is pivotal for effective therapeutic strategies."

After doing some statistical measures of marker word appearance across individual papers, the researchers estimate that at least 10 percent of the post-2022 papers in the PubMed corpus were written with at least some LLM assistance. The number could be even higher, the researchers say, because their set could be missing LLM-assisted abstracts that don't include any of the marker words they identified.

Those measured percentages can vary a lot across different subsets of papers, too. The researchers found that papers authored in countries like China, South Korea, and Taiwan showed LLM marker words 15 percent of the time, suggesting "LLMs might... help non-natives with editing English texts, which could justify their extensive use." On the other hand, the researchers offer that native English speakers "may [just] be better at noticing and actively removing unnatural style words from LLM outputs," thus hiding their LLM usage from this kind of analysis.

Detecting LLM use is important, the researchers note, because "LLMs are infamous for making up references, providing inaccurate summaries, and making false claims that sound authoritative and convincing." But as knowledge of LLMs' telltale marker words starts to spread, human editors may get better at taking those words out of generated text before it's shared with the world.

Who knows, maybe future large language models will do this kind of frequency analysis themselves, lowering the weight of marker words to better mask their outputs as human-like. Before long, we may need to call in some Blade Runners to pick out the generative AI text hiding in our midst.

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'I cannot stand by this decision': Iowa Supreme Court's Chief Justice pens dissent

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DES MOINES, Iowa — While the majority of the Iowa Supreme Court ruled in favor of letting a 2023 law banning most abortions take effect, the court's Chief Justice, Susan Christensen , dissented.

A 4-to-3 decision Friday by the court overturned a district court's injunction on House File 732 , which was passed by a special legislative session last summer and signed into law by Gov. Kim Reynolds . Republicans wrote the legislation to ban most abortions if there is a "detectable fetal heartbeat."

Reynolds nominated Christensen to the Iowa Supreme Court in 2018 , and she became the Chief Justice in 2020 following the passing of Chief Justice Mark Cady in November 2019.

In the introduction to her dissent, Christensen wrote:

"Today, our court’s majority strips Iowa women of their bodily autonomy by holding that there is no fundamental right to terminate a pregnancy under our state constitution. I cannot stand by this decision. The majority’s rigid approach relies heavily on the male-dominated history and traditions of the 1800s, all the while ignoring how far women’s rights have come since the Civil War era. It is a bold assumption to think that the drafters of our state constitution intended for their interpretation to stand still while we move forward as a society. Instead, we should interpret our constitution through a modern lens that recognizes how our lives have changed with the passage of time."

The majority's opinion said that the case must be assessed under the rational basis approach, not the undue burden test.

Rational basis means that courts must determine the constitutionality of something if it is "a reasonable fit between the government and interest and the means utilized to advance that interest." In short, laws like HF 732 are "presumed constitutional," as Justice Matthew McDermott wrote, and it must be proven that a statute clearly violates someone's constitutional rights.

On the other hand, an undue burden exists "if the purpose or effect of the state restriction on abortion has placed a substantial obstacle on a smoeone seeking an abortion of a non-viable fetus," according to Cornell Law School.

Justices Edwards Mansfield and Thomas Waterman joined Christensen in her dissent.

"It is painfully apparent to me that the majority misapprehends the nature of the liberty at issue here," Christensen wrote in her dissent. "It is not whether abortion, with the polarizing reactions it evokes, is a fundamental right but rather whether individuals have the fundamental right to make medical decisions affecting their health and bodyily integrity in partnership with their healthcare provider free from government interference."

When the Iowa Supreme Court released a split 3-3 decision las tyear on a 2019 abortion law, Christensen did not write a dissent but rather joined one written by Justice Thomas Waterman .

Waterman's opinion in part, said that the court was asked, "to do something that has never happened in Iowa history: to simultaneously bypass the legislature and change the law, to adopt rational basis review, and then to dissolve an injunction to put a statute into effect for the first time in the same case in which that very enactment was declared unconstitutional years earlier."

Michael Streit , a former Iowa Supreme Court Justice who was voted off the court in 2010 after they overturned a ban on same-sex marriage in the state, told Local 5 dissents are published in "probably less than 20%" of Iowa Supreme Court cases.

And while Christensen herself writing the dissenting opinion was likely done via a random selection, therefore not personally picking this case to write about, Streit said her words hold weight.

"There is increased credibility with the Chief Justice writing opinions," Streit said. "If you read her dissent today, it's very practical, very straightforward."

The Associated Press contributed to this report

Read the full opinion below

***Christensen's remarks begin on page 25

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• The Supreme Court overturned Roe v. Wade in 2022. Here’s the state of abortion rights now in the US
• Economy, abortion and immigration dominate Biden-Trump debate
• Iowa Supreme Court reverses district court injunction on 2023 abortion law

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7 chatgpt prompts to improve your writing.

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On writing , author David Sedaris once said, “You need to do the best that you can do, and then you need to take the best that you can do and you need to rewrite it, and rewrite it, and rewrite it.” That’s the dynamic essence of the writing process. Writers refine their drafts, just like they continually refine their craft. I didn’t study writing or literature, so I was intimidated when I began contributing to major publications. But my confidence grew with each byline, and I began to find my voice.

While ChatGPT can be an impressive imitator, it can never generate your unique voice and perspective. It can, however, be a powerful tool for improving your writing, whether you’re penning business articles or important emails. It all starts with the right prompts.

Here are seven that you can use to level up your writing skills.

Automate Your Busywork

There are no shortcuts to becoming a better writer. The prolific author Stephen King once said, “If you want to be a writer, you must do two things above all others: read a lot and write a lot.” That said, you can use AI tools to eliminate some of the tedious tasks involved in writing and leave more time for honing your craft. Here are some prompts to delegate your writing “busywork” to ChatGPT.

1. Generating Ideas And Topics

AI shouldn’t do your writing for you. It lacks the necessary human context and isn’t immune to errors. But it can be a powerful writing partner. As Wharton professor Christian Terwiesch (who challenged ChatGPT to come up with product ideas and compared those ideas to student ideas —ChatGPT won), has said , “Everybody should be using ChatGPT to help them generate ideas.” At worst, you reject all of them. At best, you enrich your pool of ideas.

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Here is a prompt you can use to help get the idea wheels turning:

"I'm an [role/title] writing for [outlet description] targeting [target audience]. Can you suggest some fresh and engaging topics that would appeal to this audience?"

If you’d like ideas related to a certain topic or tailored to a specific style (e.g., a “hot take” versus a personal essay), remember: the more context you provide, the more concise the results.

2. Editing For Grammar And Style

Whether you’re sending an email or publishing an article on a high-traffic website, typos are an embarrassing—and avoidable—faux pas. In today’s world, where internet content exists in perpetuity, anything attached to your name should be error-free. ChatGPT can be a near-instantaneous proofreader. Test out the following prompt:

"Can you proofread this [content] for grammar, punctuation, and style consistency? The intended audience is [audience/recipient]. Please provide a list of any suggested improvements.”

3. Hitting The Right Tone

Spelling and grammar are a crucial part of editing, but they’re relatively objective. Perfecting the tone is more subjective and sometimes more challenging—but just as crucial.

The proper tone can ensure that your text is engaging. It can foster trust and understanding with colleagues and business partners. It can persuade your audience to get on board with your viewpoint. Writing that misses the mark on tone, however, can cause misunderstandings, hurt feelings, damage your credibility, and lose your reader’s interest.

With that in mind, here’s a prompt that can help you achieve the right tone in your writing:

"Can you help me rewrite this [content] for [audience], ensuring it maintains a [describe the desired tone]?

Add context to make ChatGPT’s reply more helpful. For example, if your content should show sensitivity to a certain issue or audience, add it to the prompt.

4. Adding Data And Research

One lesson I’ve learned from contributing to Forbes and other widely-read publications is that my word alone is rarely enough. I can share my personal experiences, but research and data can strengthen any piece of writing.

Instead of researching the traditional way—reviewing your writing and identifying facts that need outside sourcing, then Googling for relevant insight—ChatGPT can speed up the process, leaving you more time to polish those personal anecdotes. Try this prompt:

"I’m writing [describe the content and subject matter] for [target audience] and want to include relevant data and research. Can you review the following text and provide researched-backed statistics and insights on this topic?"

Importantly, always check the sources that ChatGPT generates. It will almost certainly come up with helpful results but they’re not always accurate—that’s where you, human editor, come into play.

Refine Your Craft

To continually improve your writing skills, you can take a page from the habits of professional writers. The following prompts can help you develop practices to become a stronger writer.

5. Daily Writing Prompts

I’ve written before about my morning pages . It’s a great way to clear my head before the day begins and to practice fluidly translating my thoughts into words on paper. If a blank page feels intimidating, writing prompts are a great way to get started. ChatGPT can generate writing prompts in an instant. You can keep it general:

“Can you suggest a couple of writing prompts that I can use to practice the craft of writing?”

Or, if you have a goal in mind, add more context. For example:

“I'm trying to improve engagement with my readers. Can you generate a couple of writing prompts to practice writing engaging content?”

6. Experiment With Different Styles And Voices

If you call your grandmother on the telephone, I’d bet your voice and speaking style sound vastly different from when you’re chatting with your best friend. Writing is the same.

ChatGPT can help you practice toggling between different styles and voices, and in doing so, help you find yours. You can ask ChatGPT for writing prompts to practice a certain style. For example:

“Can you generate three short exercises to help me practice writing in different voices and styles?”

ChatGPT will not only generate exercises, it will also break down the structure and elements of different writing styles and specify the tone.

Or, you can submit text to ChatGPT and ask it to analyze the style and voice. Try this prompt:

“Can you analyze the voice and style of the following text: [insert text].”

I used this prompt to assess the introduction to one of my recent Forbes stories, and ChatGPT said it was “Conversational and Relatable,” “Encouraging and Reassuring,” and “Informative and Practical”—encouraging feedback from my AI editor.

7. Rewrite, Rewrite, Rewrite

In A Moveable Feast , Ernest Hemingway wrote, “The only kind of writing is rewriting.”

If you want to become a writer, you have to embrace rewriting, whether you’re retyping every word or pouring over (and over) a Google Doc draft. Here are a couple of prompts you can use so that ChatGPT can assist in the rewriting process, one excerpt at a time:

“Rewrite this paragraph in the style of [Ernest Hemingway or any other author]."

“Rewrite this introduction so that it sounds like a story in [publication]”

“Rewrite this email so that it will resonate with [audience].”

“Rewrite this paragraph for clarity and concision.”

Importantly, ChatGPT only does part of the work. It falls to the writer to analyze the results, apply those lessons in future drafts, and, of course, to keep writing.

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Guest Essay

Hillary Clinton: I’ve Debated Trump and Biden. Here’s What I’m Watching For.

By Hillary Rodham Clinton

Mrs. Clinton was the Democratic nominee for president in 2016.

Last week I had the time of my life at the Tony Awards introducing a song from “Suffs,” the Broadway musical I co-produced about the suffragists who won women the right to vote. I was thrilled when the show took home the awards for best original score and best book.

From “Suffs” to “Hamilton,” I love theater about politics. But not the other way around. Too often we approach pivotal moments like this week’s debate between President Biden and Donald Trump like drama critics. We’re picking a president, not the best actor.

I am the only person to have debated both men (Mr. Trump in 2016 and, in the 2008 Democratic presidential primary race, Mr. Biden). I know the excruciating pressure of walking onto that stage and that it is nearly impossible to focus on substance when Mr. Trump is involved. In our three debates in 2016, he unleashed a blizzard of interruptions, insults and lies that overwhelmed the moderators and did a disservice to the voters who tuned in to learn about our visions for the country — including a record 84 million viewers for our first debate.

It is a waste of time to try to refute Mr. Trump’s arguments like in a normal debate. It’s nearly impossible to identify what his arguments even are. He starts with nonsense and then digresses into blather. This has gotten only worse in the years since we debated. I was not surprised that after a recent meeting, several chief executives said that Mr. Trump, as one journalist described it, “could not keep a straight thought” and was “all over the map.” Yet expectations for him are so low that if he doesn’t literally light himself on fire on Thursday evening, some will say he was downright presidential.

Mr. Trump may rant and rave in part because he wants to avoid giving straight answers about his unpopular positions, like restrictions on abortion, giving tax breaks to billionaires and selling out our planet to big oil companies in return for campaign donations. He interrupts and bullies — he even stalked me around the stage at one point — because he wants to appear dominant and throw his opponent off balance.

These ploys will fall flat if Mr. Biden is as direct and forceful as he was when engaging Republican hecklers at the State of the Union address in March. The president also has facts and truth on his side. He led America’s comeback from a historic health and economic crisis, with more than 15 million jobs created so far, incomes for working families rising, inflation slowing and investments in clean energy and advanced manufacturing soaring. He’ll win if that story comes through.

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