University of Burundi

Institute of Applied Pedagogy

English Department

Class: BAC III/Sem. II

Subject: ACADEMIC WRITING II

 I. REVISION

From Paragraph to Essay

An essay is a piece of writing several paragraphs long. It is about one

topic, just as a paragraph is. However, because the topic of an essay is
too complex to discuss in one paragraph, you need to divide it into
several paragraphs, one for each major point. Then you need to tie the
paragraphs together by adding an introduction and a conclusion. Writing
an essay is no more difficult than writing a paragraph except that an
essay is longer. The principles of organization are the same for both, so
if you can write a good paragraph, you can write a good essay.
The Parts of an "Essay

An essay has three main parts: an introduction (introductory

paragraph), a body (at least one, but usually two or more paragraphs),
and a conclusion (concluding paragraph).

The following chart shows you how the parts of a paragraph correspond
to the parts of an essay.
An essay introduction consists of two parts: a few general statements
to attract your reader's attention and a thesis statement to state the main
idea of the essay.
A thesis statement for an essay is like a topic sentence for a
paragraph: It names the specific topic and gives the reader a general
idea of the contents of the essay.
The body consists of one or more paragraphs. Each paragraph develops
a subdivision of the topic, so the number of paragraphs in the body will
vary with the number of subdivisions or subtopics.
The conclusion, like the concluding sentence in a paragraph, is a
summary or review of the main points discussed in the body. An essay
has unity and coherence, just as a paragraph does.
 Transition signals and the repetition of key nouns link the paragraphs
into a cohesive whole.
The lntroductory Paragraph

An introductory paragraph has two parts, general statements and the thesis
statement.
General statements
introduce the general topic of the essay
 capture the reader's interest.
The thesis statement

States the specific topic.

 may list subtopics or subdivisions of the main topic or subtopics.
may indicate the pattern of organization of the essay.
 is normally the last sentence in the introductory paragraph.
Funnel Introduction
 Funnel introduction
The introductory paragraph of the model essay is a funnel introduction.
This introduction is so called because it is shaped like a funnel-wide at
the top and narrow at the bottom. It begins with one or two very general
sentences about the topic. Each subsequent sentence becomes
increasingly focused on the topic until the last sentence, which states
very specifically what the essay will be about. Writing a funnel
introduction is like focusing a camera with a telephoto lens. You start
with a wide picture and gradually narrow the focus so that just one
object appears in the camera's viewfinder: your thesis statement.
 Thesis Statement

The thesis statement is the most important sentence in the introduction. It states
the specific topic of the essay.
e.g.: The large movement of people from rural to urban areas has major effects on
cities.

Sometimes a thesis statement lists the subtopics that will be discussed in the body.
e.g.: The large movement of people from rural to urban areas has major effects on a
city's ability to provide housing, employment, and adequate sanitation services.

Sometimes a thesis statement also indicates the pattern of organization that the
essay will follow.
e.g.: When buying a used car, use these four strategies to get the best price.
 Limiting a general subject and narrowing it to an good thesis statement

General subject Limited subject Thesis

Marriage Honeymoon A honeymoon is perhaps the worst way to begin a

marriage
Family Older sister My older sister helped me overcome my shyness

Television TV preachers TV evangelists use sales techniques to promote their

message

Children Disciplining of My husband and I have several effective ways of

children disciplining our children

Sports Player’s salaries Players; high salaries are bad for the game, for the fans,
and for the values our children are developing.
 Mistakes to avoid while writing a Thesis Statement

• Avoid simply announcing the subject rather than stating a true thesis.
• Avoid writing a thesis that is too broad
• Avoid writing a thesis that is too narrow
• Avoid writing a thesis containing more than one idea
• Avoid writing announcements instead of thesis (this essay will discuss
…, my thesis in this essay is …, my concern here is ….)
 Body Paragraphs

The body paragraphs in an essay are like the supporting sentences in a paragraph.

They are the place to develop your topic and prove your points.

You should organize body paragraphs according to some sort of pattern, such as
chronological order or comparison/contrast.

Sometimes, depending on your topic, you will need to use a combination of patterns.
 Logical Division of ldeas

A basic pattern for essays is logical division of ideas.

In this pattern, you divide your topic into subtopics and then discuss each
subtopic in a separate paragraph.

Logical division is an appropriate pattern for explaining causes, reasons,

types, lands, qualities, methods, advantages, and disadvantages, as these
typical college exam questions ask you to do.
Thesis Statements for Logical Divisions of ldeas

The thesis statement of a logical division essay often indicates the

number of subtopics:

Inflation has three causes: excessive government spending, unrestrained consumer borrowing, and
an increase in the supply of paper money.
 Concluding paragraph

A concluding paragraph is your chance to remind the reader of your

thesis idea and bring the paper to a natural and graceful end.

Common methods of conclusion:

1. End with a summary and final thought:
a. Tell them that you are going to tell them
b. Tell them
c. Tell them what you told them

2. end with a prediction or a recommendation

 The Concluding Paragraph

The conclusion is the final paragraph in an essay. It has three purposes.

1. It signals the end of the essay. To do so, begin your conclusion with a
transition signal.
2. It reminds your reader of your main points, which you can do in one of
two ways:
You can
• summarize your subtopics.
• paraphrase your thesis.
3. It leaves your reader with your final thoughts on the topic. This is your
opportunity to convey a strong, effective message that your reader will
remember.
 Essay Outlining

• Because an essay is long, it is important to organize and plan before you begin to
write. The best way to do this is to make an outline.
• An outline not only organizes your thoughts, but it also keeps you on track once
you begin to write.
• A formal outline has a system of numbers and letters such as the following. In
other fields of study, different systems are used.
• Roman numerals I, II, and III number the major sections of an essay
(introduction, body, conclusion) Capital letters A, B, C, D, and so on label the
body paragraphs.
Arabic numerals 1,2,3,4, and so on number the sub-points in each
paragraph.
Small letters a, b, c, d, and so on label the specific supporting details.
 Diagram of an Essay
Introductory paragraph The introduction attracts the reader’s interest. The
1. Introduction thesis statement (or thesis sentence) states the
2. Thesis statement (can main idea advanced in the essay.
include a Plan of The plan of development is a list of points that
development: point 1, 2,3) support the thesis. The points are presented in the
order in which the will be developed in the essay.

First supporting paragraph The topic sentence advances the first supporting point
Topic sentence (point 1) for the thesis, and the specific evidence in the rest of
Specific evidence the paragraph develops that first point.

Second supporting paragraph The topic sentence advances the second supporting
Topic sentence (point 2) point for the thesis, and the specific evidence in the
Specific evidence rest of the paragraph develops that second point.

Third supporting paragraph The topic sentence advances the third supporting
Topic sentence (point 3) point for the thesis, and the specific evidence in the
Specific evidence rest of the paragraph develops that third point.

Concluding paragraph A summary is a brief restatement of the thesis and its

Summary, main points. A conclusion is a final thought from the
Conclusion, subject of the essay.
or both
 Important Consideration in Essay
Development
Determining your point of view

When you write you can take any of the three approaches, or points
of view: first person, second person, or third person
First person
In the first person approach-a strongly individualized point of view-
you draw on your own experience and speak to your audience in
your own voice, using pronouns like I, me, mine, we, our, and us.

The first person approach is more common in narrative essays based

on personal experience. It also suits other essays where most of the
evidence presented consists of personal observations
Second person approach
• In the second person approach, the writer speaks directly to the reader,
using the pronoun YOU. The second person approach is considered
appropriate for giving direct instructions and explanations to the reader.
• You should use the second person approach only when writing a process
essay. Otherwise as a general rule never use the word YOU in writing.
Third person approach
• The third person approach is by far the most common point of view in
academic writing. In the third person, the writer includes no direct
references to the reader (you) or the self (I, me).
• Third person gets its name from the stance it suggests-that of an outsider
or third person observing and reporting on matters of public rather than
private importance. In this approach, you draw on information that you
have gotten through observation, thinking, or reading.
 Writing an essay

Understanding a thesis statement

Effective essays center around a thesis, or main point, that a writer
wishes to express. This central idea is usually presented as a thesis
statement in an essay’s introductory paragraph. A good thesis
statement does two things: it tells a reader the essay’s topic and it
presents the writer’s attitude, opinon, idea, or point about the topic.
Example of thesis statement:
owning a pet has several important benefits
In this thesis statement the topic is owning a pet, the writer’s main
point is that owning a pet has several important benefits.
 Supporting a thesis statement with specific evidences

• The first essential step in writing a successful essay is to formulate a clearly stated thesis.
• The second basic step is to support the thesis with specific reasons or details, just as you
would support the topic sentence in your paragraph

Ex1: the first day on a new job can be nerve-racking

- meeting new people
- finding your way around a new place
- learning new rules and procedures

Ex2: college students should live at home

- stay in touch with family
- avoid distractions of dorm or apartment life
- save money
 Organize and connect the specific evidence

• As you generate the specific details needed to support a thesis, you

should be thinking about ways to organize and connect those details.
• All the details in your essay must be cohere, or stick together, so that
your reader will be able to move smoothly from one bit of supporting
information to the next.

• You can organize by using:

• (1) common methods
• (2) transitions, and
• (3) other connecting words
• (1) common methods
• Two common methods:
- time order
- emphatic order

• Time or chronological order means that details are listed as they

occur in time. First this is done, next this, then this, after that, this ,
and so on.
• Emphatic order is a way to put emphasis on the most interesting or
important detail by placing it in the last part of a paragraph or in the
final supporting paragraph of an essay. Finally, last of all, most
important are typical words or phrases showing emphasis.
 Transition

Transitional Words
Transitions signal the direction of s writer’s thought. They are like the road signs that guide travelers.
In the box that follows are some common transitions you have already been using in writing your
paragraphs. They are grouped according to the kind of signal they give to readers. Note that certain
words provide more than one of signal.
 Addition Signal: one, first, second, the third reason, also, next, another , and, in addition,
moreover, furthermore, finally, last of all.
 Time Signal: first, then, next, after, as, before, while, meanwhile, soon, now, during, finally
 Space Signals: next to, across, on the opposite side, to the left, to the right, above, below, near,
nearby
 Change-of-direction signals: but, however, yet, in contrast, although, otherwise, still, on the
contrary, on the other hand
 Illustrations signals: for example, for instance, consequently, thus, then, as a result, in summary, to
conclude, last of all, finally.
 Classroom Assignment 1
Copy three paragraphs directly from the source (from a journal
or textbook) with no changes. Rewrite the paragraphs by
paraphrasing them. Submit both the three original and the
three paraphrased paragraphs.

Note:
• You should get a book or journal from any of the
University libraries
• Put details of the source (journal or textbook) where you
copied your original paragraphs.
• Do not use online paragraphs
 Classroom Assignment 2

• Find at least five pieces of writing produced for academic purposes from
the university library.
• Develop an argument on “The teaching of English in Burundi today”
• Support your argument with information that you get from the materials
you read from the library.
• Mind issues such as quotation, paraphrasing, summarizing, plagiarism and
citation styles (the citation style should be APA 7 th edition).

• Submit your work to my office in a week time.

 FEATURES OF MATURE WRITING

I. Coordination
Coordinating conjunctions connect grammatically equal elements. Coordinating conjunctions are sometimes called the
"Fan Boys" conjunctions-For, And, Nor, But, Or, Yet, So.

Conjunction Function Example

For Connects a reason to a result I am a little hungry, for I didn't eat breakfast this morning.

And Connects equal similar ideas John likes to fish and hunt.

Nor Connects two negative sentences She does not eat meat, nor does she drink milk.

But Connects equal different ideas I like to eat fish but not to catch them.

Or Connects two equal choices Do you prefer coffee or tea?

Yet Connects equal contrasting ideas It is sunny yet cold.

So Connects a result to a reason I did not eat breakfast this morning, so I am a little hungry.
Paired (correlative) conju.nctions Con-elative conjunctions are always in pairs. Like coordinating conjunctions, they connect grammatically equal elements .

Conjunction Pairs Example

Both ... and Both. San Francisco and Sydney have beautiful harbors

not only … but also Japanese food is not only delicious to eat but also beautiful to look at.

Either ... or Bring either a raincoat or an umbrella when you visit Seattle.

Neither ... nor My grandfather could neither read nor write, but he was a very wise person.

whether ... or The newlyweds could not decide whether to live with her parents or to rent an
apartment.
 Subordination
• A subordinating word is the first word in a dependent clause. Cornman
subordinating words include the following.
• Subordinating Conjunctions for Adverb Clauses
Time (When?)

after After we ate lunch, we decided to go shopping.

as, just as Just as we left the house, it started to rain.
as long as We waited as long as we could.
as soon as As soon as the front door closed, I looked for my house key.
before I thought I had put it in my coat pocket before we left.
since I have not locked myself out of the house since I was 10 years old.
until. Until I was almost 12, my mother pinned the key to my coat.
whenever I usually put the key in the same place whenever I come home.
when When I turned 12, my mother let me keep the key in my pocket.
while While I searched for the key, it rained harder and harder.
Place (Where?)
where I like to shop where prices are low.
wherever I try to shop wherever there is a sale.
anywhere You can find bargains anywhere you shop.
everywhere I use my credit card everywhere I shop.
Manner (How?)
as, just as as I love to get flowers(,) as most women do.
if/ as though You look as if you didn't sleep at all last night.
She acts as though she doesn't know us.
as I can't take evening classes(,) as I work at night.
because since I can't take evening classes because I work at night.
II. STANDARD COMPONENTS OF A SCHOLARLY PAPER
 II. STANDARD COMPONENTS OF A SCHOLARLY PAPER

A scholarly paper involves standard components in a prescribed order.

These are forms of structure and organization that follow a scholarly
tradition, and they are in place to ensure that the paper achieves its purpose
and guides the reader. The standard formula for presenting one’s work
generally includes title, abstract, introduction, literature review,
method, results, discussion, conclusion, references, and appendices.
However, this formula should be regarded as less of a technical procedure
and more of a general framework. That is to say, there are numerous
variables that can have an impact on the necessary components and
organization of any given manuscript. The traditions of one’s discipline
or field of study may require the use a particular writing style, and this
will be reflected in the relative professional literature.
1. TITLE
 1. Title

The reader’s first impression of a given work

A simple and concise summary of the main idea argued or
presented in the paper.
A succinct, almost terse, statement of the main topic and the
variables or issues involved, fully explanatory and
understandable to the reader.
It should leave the reader with curiosity to read on.
 Examples

• A Case Study on the Use of Classroom Clickers to Improve Student

Learning Outcomes in Undergraduate Library Instruction
NOTE
• Each journal has its own unique style, which is reflected in the titles
of their published articles. Some journals actually have specific
• Elements of a Scholarly Paper rules for manuscript titles. For example,
the journal Library Hi Tech stipulates, “A title of not more than 16
words should be provided”.
2. ABSTRACT
 2. Abstract

Definition
An abstract is a concise but thorough summary of the information
presented in a scholarly paper. In essence, it is a hyper-condensed version
of a paper’s overall content.

“A well-prepared abstract can be the most important single paragraph in

an article”
NOTE: Many journals have specific rules for the construction, content,
and presentation of abstracts.
 Purpose

• it provides potential readers with a quick overview, allowing them to

decide whether they wish to read the entire work
• Better-written and more compelling abstracts attract more readers,
leading to greater exposure, higher citation rates, and increased
impact.
• a very useful instrument for connecting with journal editors.
• provides the necessary information for editors to determine whether
the work is appropriate for a journal, and it can be the key component
to generating their interest.
• helps authors to remain focused on the trajectory their own work,
particularly during the writing and revising processes.
Ingredients of a Good Abstract

The ingredients of a good abstract are the same as those of a good

manuscript, except that they are distilled down to bare essential elements.
1. Topic :What is the article about?
2. Purpose :Why is the article necessary?
3. Method :How was the project or study conducted? How was the
data collected?
4. Results :What were the results?
5. Conclusions :What conclusions can be drawn, and what are the
implications?
 Avoid The Common Mistakes In Writing An Abstract

introducing the topic of the manuscript

 stating what authors hope to accomplish.
 including statements that begin with language similar to “This paper
intends to… ” or “The authors wish to show… .”
adding citations or footnotes, quotations, abbreviations, and acronyms or
from including too much data.
 EXAMPLE: Abstract for Research Paper

This study analyzed 2005–2006 Web of Science bibliometric data from

institutions belonging to the Association of Research Libraries (ARL) and
corresponding ARL statistics to find any associations between indicators
from the two data sets. Principal components analysis on 36 variables
from 103 universities revealed obvious associations between size-
dependent variables, such as institution size, gross totals of library
measures, and gross totals of articles and citations. However, size-
independent library measures did not associate positively or negatively
with any bibliometric indicator. More quantitative research must be done
to authentically assess academic libraries’ influence on research
outcomes.
3. INTRODUCTION
 2. Introduction

Because the purpose of a scholarly paper is to contribute new knowledge, it

requires an introduction in which the author presents a topic and describes
an approach to addressing it. Typically, the author presents a problem,
and then describes a strategy for studying or solving it
 An effective introduction will successfully address the following in one to two pages of text:

Importance: Why is the main topic or problem important to the discipline

and to the reader?
Relativity: Have other works been devoted to the same problem?
Noteworthiness: How does the paper differ from other works?
Objective: What does the author want to accomplish?
Method: How does the author attempt to accomplish the objective?
Hypothesis: How are the objective and method relative to one another?
Implications: What does the main topic or problem mean for the
discipline and for the reader?
 EXAMPLE: Introduction
E-books have become more prevalent in academic library collections, yet the
current literature suggests that academic users have not wholeheartedly embraced
this format. Differences in the extent of e-book use are influenced by differences in
academic disciplines. Much of the literature suggests that business researchers, a
population composed of business students and faculty, were early and rapid adopters
and continue to be heavy users of e-books. At the same time, other social sciences
and humanities disciplines lag behind in their usage of e-books.
This article will explore the reasons why the usage rate of e-books is so
consistently high for business researchers. The premise of this article is that the
information-seeking behaviors of business researchers and the structure of e-books
are perfectly aligned. This structure enables business researchers to quickly locate,
identify, and extract specific data. E-books also facilitate business researchers by
allowing them overcome the obstacles presented by the fragmented nature of
business publishing. For business researchers, all e-books become reference books,
enabling them to locate “just the facts.” (Simon, 2011, p. 263–264)
4. L
I TE
RA
TU
R ER
EV
IEW
A literature review is a summary of scholarly contributions to a field of
practice or study that are related and relevant to the topic argued or
presented in an author’s work; its purpose is to provide evidence from
the professional literature that shows the scholarly path to and the
logical need for the work. This is a pivotal part of the paper in which an
author demonstrates his or her case for filling a gap in the literature by
addressing its shortcomings, extending the momentum of previous
works, or correcting the errors of previous works. Simply stated, a
thoroughly researched, organized, and well-written literature review
effectively sets the stage for the presentation of the manuscript’s subject
matter.
Relevant Recommendations For Writing Literature

 Avoid over-reliance on disciplinary online periodical databases.

 Consult the print literature
Consult the monographic literature.
Consult the literature of related disciplines.
 Writing the Literature Review

• A literature review builds the case for their own work by way of
citing and giving credit to previous related works.
• Beyond simply citing and giving credit to previous works, authors
must aptly describe the relevant applications and implications to
their own work.
• Authors must make a convincing case for how previous works are
aligned, how they build on one another, and, ultimately, how they
lead to the main topic that authors have to argue or present in
their own papers.
• Its length and breadth will be dictated by how long it takes and how far
afield an author must go to construct a concise, logical argument for
the importance of the paper in which it appears.
• Exhaustive, incomplete, and unfocused presentations of the related
literature are among the most common manuscript mistakes.
• Exhaustive historical accounts of related literature are cumbersome and
frustrating to readers; they bog down the flow and momentum of the
argument or case presented.
• Incomplete accounts fail to provide the strong foundation that is
necessary for the argument or case presented to be considered as a
useful addition to the literature.
• Unfocused accounts lead the reader astray and significantly weaken the
author’s overall argument or presentation.
Review and abide by the following standards while writing literature:

Assume readers understand the basic premise and subject matter

 Cite only works that are pertinent to the manuscript’s specific subject
matter.
Summarize cited works.
Show the logic.
Avoid over-citing individual sources.
Avoid citing citations.
Cite primary and secondary sources.
Cite all attributable statements.
Avoid repetition in descriptions of cited sources.
(e.g., “Lavin states that… ,” “Wells states that… ,” “Cooper states that…”).
5. METHOD