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Task 13

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By Jill Diachuk September 16, 2019 - 7:24pm

The best way for me to understand the options given in Task 13 is to first start by defining what academic writing is to give a clearer picture of what it is made of. 


The University of Sydney defines academic writing as “Itis impersonal and objective by avoiding direct reference to people or feelings, and instead emphasising objects, facts and ideas. It is technical by using vocabulary specific to the discipline”, (Writing, 2019).



From there I start to break it down into manageable pieces of what it is comprised of. The first key word is “facts”.  Which would have the most readily available research and guide the paper to bring out a question and answer? Are there any that stand out that may not have a variety of reliable sources to support a paper? 


When I read through these expressions each of them has some form of ability to grow into an academic paper. More information would need to be provided to guide them in a direction that would be of value. 


One of the topics of discussion is about the word choice. Who is the audience we are writing to? Are they experts in automotive, carpentry or computer engineers? Rereading the expressions looking for words that help direct the topic to the specific audience. Terminology and definitions will change who the paper is directed for future reference for papers. For example wording in a paper done by undergrads and to PHD students will vastly change. 


After asking myself these questions and making my way through the expressions I was able to narrow what I thought were more favourable expressions. Visually laying out how the papers would follow the academic writing process helped come to a conclusion. “Crash test dummies, “Texting” and “Music” had the potential to grow into papers that had a question to bring flow. When choosing words that give a less casual tone in the expressions it made considerable difference in how the entirety of the expression was read. A formal tone was taken when “integral” was chosen over important for example. It follows the idea that the paper is in a third person, appropriate word choices to the audience and gives flow to the paper. 


Using the correct structure, set out in the textbook to write the academic paper will give direction to myself in my future papers and writing on here. Understanding the purpose and organization of how to move forward with the different prompts and topics along with utilizing the Writing Site focus in my writing. Feedback from the instructor on the editing sheet I have put together will be an additional aid to focusing on setting up papers. 


“Writing.” The University of Sydney, 11 Apr. 2019,



Swales, John M., and Christine B. Feak. Academic Writing for Graduate Students. 3rd ed., University of Michigan Press, 2012.



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