Module 9 :

Characteristics of
Academic Writing
Presented by Group 4
OBJECTIVES: AT THE END OF THE PERIOD,
STUDENTS MUST BE ABLE TO

EXPLAIN THE CHARACTERISTICS OF

ACADEMIC WRITING
APPLY THE BASIC KNOWLEDGE
WHAT IS ACADEMIC WRITING?
REFERS TO A STYLE OF EXPRESSION THAT
ALLOWS RESEARCHERS TO DEFINE THE
BOUNDARIES OF THEIR DISCIPLINES AND
SPECIFIC AREAS OF EXPERTISE.
ACADEMIC WRITING MUST BE CLEAR, CONCISE,
AND STRUCTURED, AND THERE SHOULD BE
ABACKUP BY EVIDENCE. THE PURPOSE OF THIS
IS TO UNDERSTAND THE READERS.
 WHAT MAKES ACADEMIC WRITING
FORMAL?
THE NUMBER OF LANGUAGES MAKES ACADEMIC
WRITING APPEAR TO BE FORMAL
1. VOCABULARY CHOICE

THIS CAN MAKE YOU DEVELOP A BORDER TO

YOUR ACADEMIC VOCABULARY AS YOU READ
WHEN YOU COME ACROSS A WORD YOU’RE NOT
SURE OF, OR YOU MUST CHECK THE DICTIONARY
TO FIND OUT THE MEANING OF THE UNFAMILIAR
WORDS. AND THINK ABOUT HOW YOU EXPLAIN
THE UNFAMILIAR WORDS TO THE LISTENER OR
READER.
CAUTION! WRITERS MUST BE CAREFUL
NOT TO MAKE OVERLY STRONG CLAIMS.
LIKE THE WORDS “MAY” AND “MIGHT”.
2. IMPERSONALITY
EXCEPTION OF REFLECTIVE WRITING, WRITE IN THE 3RD
PERSON. DO NOT USE “I”, AND “YOU”.

3. RELEVANCE
ONLY INCLUDE INFORMATION THAT IS RELEVANT TO THE
QUESTION. A COMMON MISTAKE IS TO GIVE SO MANY
UNNECESSARY DESCRIPTIVE DETAILS, LIKE USING TOO
MANY WORDS. WHILE NOT DEMONSTRATING A CRITICAL
UNDERSTANDING OF THE ISSUE.
4. PRECISION
RELATES TO FORMALITY. WORDS AND TERMS HAVE
VERY SPECIFIC MEANINGS AND YOU MUST USE THEM
CORRECTLY. DO NOT USE A WORD THAT YOU ARE NOT
SURE ABOUT THE MEANING OF IT.

5. CONCISENESS
TO WRITE WITHIN THE WORD COUNT YOU MUST NEED
TO WRITE IT CONCISELY
 AVOID REPEATING YOURSELF - YOU MUST NOT REPEAT
THE IDEA, BECAUSE THIS MAKES THE READER OR
LISTENER THINK THAT YOU ARE SHOWING IMPORTANT
DETAILS
USE AS FEW WORDS AS YOU CAN WITHOUT MEANING OF
COMPLEXITY, WE USE MORE WORDS IN SPOKEN THAN
WRITTEN ENGLISH WRITINGS OFTEN FINDING
ALTERNATIVE WORDS TO USE EVERY DAY.
EDIT YOUR WORK CAREFULLY - TO FIND WAYS THAT
REDUCE THE WORD COUNT.
6. GRAMMATICAL COMPLEXITY

WE MUST AVOID COMPLEXITY REFERS TO OUR

GRAMMAR. TO AVOID DIFFICULTY OR
UNDERSTAND THE IDEA.
A SIMPLE SENTENCE EXPRESSES ONE
GRAMMATICAL IDEA. THE DOG ATTACKED THE
MAN A COMPLEX SENTENCE CONTAINS MORE
THAN ONE GRAMMATICAL IDEA.
THE SENTENCES BELOW INCREASE IN GRAMMATICAL
COMPLEXITY:

THE DOG ATTACKED THE MAN AS HE CAME INTO THE

HOUSE
THE DOG ATTACKED THE MAN WHO LIVED OPPOSITE
THE DOG ATTACKED THE MAN WHO LIVES OPPOSITE WHEN
HE TRIED TO GIVE HIM A BISCUIT
EVEN THOUGH THE DOG KNOWS THE MAN WELL, HE
ATTACKED HIM WHEN HE CAME INTO THE HOUSE
YESTERDAY
 ACADEMIC TEXTS ARE KNOWN FOR HAVING DENSE
SENTENCES, WHICH MEANS THEY CONTAIN MANY
GRAMMATICALLY COMPLEX SENTENCES. IT IS IMPORTANT
TO KEEP THIS IN MIND AND WORK ON EXPANDING YOUR
VOCABULARY AND KNOWLEDGE OF DIFFERENT
GRAMMATICAL STRUCTURES WHILE UNDERSTANDING
THEIR MEANINGS. HOWEVER, IT IS NOT RECOMMENDED
TO USE WORDS AND PHRASES THAT YOU ARE
UNFAMILIAR WITH JUST TO MAKE YOUR WRITING
APPEAR MORE "ACADEMIC."
 WHAT ARE THE
CHARACTERISTICS OF
ACADEMIC WRITING?
ACADEMIC WRITING IS CHARACTERIZED BY A FORMAL TONE,
THE PREDOMINANT USE OF THETHIRD-PERSON PERSPECTIVE, A
DISTINCT FOCUS ON THE RESEARCH PROBLEM, AND
PRECISELANGUAGE.
SIMILAR TO SPECIALIZED LANGUAGES IN PROFESSIONS LIKE
LAW OR MEDICINE, ACADEMIC WRITING SERVES TO
COMMUNICATE AGREED-UPON MEANINGS ABOUT INTRICATE
IDEAS TO A COMMUNITY OF SCHOLARLY EXPERTS.
IN THE SOCIAL SCIENCES, THE ACCEPTED FORM OF ACADEMIC
WRITING CAN VARY BASED ONTHE METHODOLOGICAL
FRAMEWORK AND TARGET AUDIENCE. COLLEGE-LEVEL
RESEARCHPAPERS GENERALLY DEMAND METICULOUS
ATTENTION TO SPECIFIC STYLISTIC ELEMENTS.
I. THE BIG PICTURE
ACADEMIC WRITING IS FORMAL AND LOGICAL, WITH COHESIVE ORGANIZATION AND
NARRATIVE LINKS FOR READER COMPREHENSION. THE INTRODUCTION OUTLINES THE
PAPER'S ORGANIZATION AND PROPER CITATION IS ESSENTIAL.

II. TONE
ACADEMIC WRITING REQUIRES PRESENTING OTHERS' ARGUMENTS IMPARTIALLY AND
WITH A NEUTRAL TONE. ACCURACY IS KEY WHEN ADDRESSING OPPOSING VIEWS,
AVOIDING BIASED LANGUAGE. AUTHORS SHOULD APPROACH THE RESEARCH PROBLEM
AUTHORITATIVELY, STATING THEIR ARGUMENTS ARE CONFIDENTLY WITH NEUTRAL
LANGUAGE.

EXAMPLE:
- THE FAMILY WAS INVITED TO THE PICNIC BUT DIDN'T CHOOSE TO GO.
III. DICTION
- CHOOSE YOUR WORDS CAREFULLY AS WORDS CAN HAVE DIFFERENT MEANINGS DEPENDING
ON THE CONTEXT. IN ACADEMIC WRITING, USE SPECIFIC WORDS THAT CONVEY A PARTICULAR
MEANING. IF IT CANNOT BE DONE WITHOUT CONFUSION, EXPLAIN THE MEANING WITHIN THE
CONTEXT OF THE DISCIPLINE.

EXAMPLE:
- HANK TOLD US THE TEST WOULDN'T GIVE US THE RIGHT RESULTS.

IV. LANGUAGE
- WHEN CONDUCTING RESEARCH IN SOCIAL SCIENCES, USING UNAMBIGUOUS LANGUAGE IS
CRUCIAL. YOUR WRITING SHOULD BE CONCISE, FORMAL, AND WELL-STRUCTURED. AVOID VAGUE
EXPRESSIONS, ABBREVIATIONS, AND UNSPECIFIC DETERMINATE WORDS FOR EXAMPLE,
["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 USE PUNCTUATION MARKS DELIBERATELY TO ESTABLISH THE
NARRATIVE TONE OF THEIR WORK. EXCLAMATION POINTS ARE RARELY
USED, WHILE DASHES SHOULD BE LIMITED TO ADDING EXPLANATORY
COMMENTS IN A SENTENCE. HYPHENS ARE USED TO CONNECT PREFIXES TO
WORDS OR FORM COMPOUND PHRASES. SEMICOLONS REPRESENT A PAUSE
BETWEEN A COMMA AND A PERIOD. THEY ARE USED WHEN A SECOND
CLAUSE EXPANDS OR EXPLAINS THE FIRST CLAUSE, TO DESCRIBE A
SEQUENCE OF ACTIONS, TO MARK OFF A SERIES OF PHRASES OR CLAUSES
CONTAINING COMMAS, OR BEFORE CLAUSES BEGINNING WITH
"NEVERTHELESS," "THEREFORE," "EVEN SO," AND "FOR INSTANCE." IF UNSURE,
REWRITE USING SHORTER SENTENCES OR REVISE THE PARAGRAPH.
VI. ACADEMIC CONVENTION
CITING SOURCES AND PROVIDING A LIST OF REFERENCES IS CRUCIAL IN ACADEMIC WRITING.
IT HELPS ACKNOWLEDGE THE SOURCE OF IDEAS AND RESEARCH AND ALLOWS READERS TO
VERIFY AND ASSESS YOUR FINDINGS. OTHER IMPORTANT ACADEMIC CONVENTIONS INCLUDE
USING PROPER HEADINGS, AVOIDING SLANG, AND EMOTIVE LANGUAGE, AND USING FIRST
AND SECOND-PERSON PRONOUNS ONLY WHEN NECESSARY.

VII. EVIDENCE-BASED REASONING

ACADEMIC WRITING REQUIRES OPINIONS TO BE BASED ON EVIDENCE-BASED REASONING,
A SOUND UNDERSTANDING OF THE PERTINENT BODY OF KNOWLEDGE, AND ACADEMIC
DEBATES. YOU NEED TO SUPPORT YOUR OPINION WITH EVIDENCE FROM SCHOLARLY
SOURCES. THE CHALLENGE IS TO CONVINCE THE READER OF THE VALIDITY OF YOUR
OPINION THROUGH A WELL-DOCUMENTED, COHERENT, AND LOGICALLY STRUCTURED PIECE
OF WRITING.
VIII. THESIS-DRIVEN
ACADEMIC WRITING STARTS WITH A PARTICULAR PERSPECTIVE, IDEA, OR POSITION
APPLIED TO THE CHOSEN TOPIC OF INVESTIGATION TO ESTABLISH, PROVE, OR DISPROVE
SOLUTIONS TO RESEARCH QUESTIONS. A PROBLEM STATEMENT ALONE DOES NOT QUALIFY
AS ACADEMIC WRITING BECAUSE IT DOESN'T INDICATE HOW YOU WILL CONTRIBUTE TO
SOLVING THE PROBLEM OR SUGGEST A METHOD FOR GATHERING DATA.

IX. COMPLEXITY AND HIGHER-ORDER IX. COMPLEXITY AND HIGHER-ORDER

ACADEMIC WRITING INVOLVES HIGHER-ORDER THINKING SKILLS SUCH AS CRITICAL,
REFLECTIVE, LOGICAL, AND CREATIVE THINKING. IT REQUIRES COGNITIVE PROCESSES THAT
HELP TO SOLVE PROBLEMS AND COMPREHEND AND EXPRESS COMPLEX IDEAS. AS A
WRITER, YOU NEED TO SUMMARIZE COMPLEX INFORMATION INTO A WELL-ORGANIZED
SYNTHESIS OF IDEAS THAT CONTRIBUTE TO A BETTER UNDERSTANDING OF THE RESEARCH
PROBLEM.
 UNDERSTANDING
ACADEMIC WRITING AND
TIS JARGON
UNDERSTANDING ACADEMIC WRITING AND ITS JARGON

FIRST, WE NEED TO KNOW THE DEFINITION OF JARGON, A

LANGUAGE SPECIFIC TO A PARTICULAR SUB-GROUP OF PEOPLE. IT
REPRESENTS THE SPECIFIC LANGUAGE AND MEANING ASSIGNED
TO WORDS AND PHRASES SPECIFIC TO A DISCIPLINE OR AREA OF
STUDY. IT CAN BE SEEN AS A TYPE OF ‘PROFESSIONAL SLANG’ IN
SOME WAYS.
PROBLEMS WITH
OPAQUE WRITING
PROBLEMS WITH OPAQUE WRITING
- OPAQUE WRITING REFERS TO TEXT THAT IS DIFFICULT TO UNDERSTAND DUE TO
ITS COMPLEXITY, AMBIGUITY, OR USE OF COMPLICATED LANGUAGE. WHEN
WRITING, AVOID PROBLEMS ASSOCIATED WITH OPAQUE WRITING BY KEEPING IN
MIND THE FOLLOWING:

1. EXCESSIVE USE OF SPECIALIZED TERMINOLOGY:

AVOID EXCESSIVE USE OF SPECIALIZED TERMINOLOGY IN ACADEMIC
WRITING. WHILE FORMAL LANGUAGE IS APPROPRIATE, OVERUSING
COMPLEX WORDS AND COMPLICATED SENTENCE STRUCTURES CAN
OBSCURE YOUR MESSAGE AND UNDERMINE YOUR CREDIBILITY. AIM FOR
CLEAR AND ELEGANT PROSE THAT PRIORITIZES SUBSTANCE OVER STYLE.
PROBLEMS WITH OPAQUE WRITING

2. INAPPROPRIATE USE OF SPECIALIZED TERMINOLOGY:

WHEN DELVING INTO CONCEPTS, RESEARCH, AND DATA
WITHIN YOUR FIELD, IT'S ESSENTIAL TO EMPLOY THE
TECHNICAL LANGUAGE RELEVANT TO YOUR AREA OF
STUDY. HOWEVER, MISAPPLYING A TERM OR CONCEPT
CAN SWIFTLY DISCREDIT YOUR STUDY. REFRAIN FROM
USING TERMS IF YOU'RE UNCERTAIN OF THEIR MEANING;
INSTEAD, SEEK CLARIFICATION FROM SPECIALIZED
DICTIONARIES TAILORED TO YOUR DISCIPLINE.
 ADDITIONAL
PROBLEMS TO AVOID
ADDITIONAL PROBLEMS TO AVOID
THERE ARE OTHER ASPECTS OF ACADEMIC WRITING IN SOCIAL SCIENCES
THAT YOU SHOULD BE AWARE OF. THESE INCLUDE:

1. PERSONAL NOUNS
OVERUSING PERSONAL NOUNS LIKE "I," "ME," "YOU," AND "US" MAY
CREATE THE IMPRESSION OF SUBJECTIVITY IN YOUR STUDY. SUCH
LANGUAGE MIGHT SEEM LIKE AN ATTEMPT TO SIDESTEP PRESENTING
EMPIRICAL EVIDENCE. RESERVE PERSONAL NOUNS FOR DESCRIBING
ACTIONS YOU DIRECTLY TOOK, SUCH AS "I INTERVIEWED TEN TEACHERS..."
PERSONAL NOUNS TYPICALLY APPEAR IN THE DISCUSSION SECTION,
WHERE YOU INTERPRET AND DESCRIBE YOUR WORK AS THE
AUTHOR/RESEARCHER.
2. INFORMAL, CONVERSATIONAL TONE USING SLANG AND IDIOMS
ACADEMIC WRITING RELIES ON EXCELLENT GRAMMAR AND PRECISE
WORD STRUCTURE. IT SHOULD NOT INCLUDE REGIONAL DIALECTS OR
SLANG TERMS AS THEY CAN BE OPEN TO INTERPRETATION; BE DIRECT
AND CONCISE USING STANDARD ENGLISH.

3. WORDINESS
FOCUS ON BEING CONCISE, STRAIGHTFORWARD, AND DEVELOPING A
NARRATIVE THAT DOES NOT HAVE CONFUSING LANGUAGE. ELIMINATING
THE POSSIBILITY OF THE READER MISINTERPRETING THE DESIGN AND
PURPOSE OF THE STUDY.
 4. VAGUE EXPRESSIONS (E.G., "THEY," "WE," "PEOPLE," "THE COMPANY," "THAT
AREA," ETC.)
BEING CONCISE IN WRITING INCLUDES AVOIDING VAGUE REFERENCES TO
PERSONS, PLACES, OR THINGS. MAKE SURE THE STATEMENTS ARE
CONTEXTUAL AND HAVE SPECIFICITY.

5. NUMBERED LISTS AND BULLETED ITEMS

USE OF BULLETED ITEMS OR LISTS SHOULD BE USED ONLY IF THE
NARRATIVE DICTATES A NEED FOR CLARITY. HOWEVER, IN ACADEMIC
WRITING, THIS MUST THEN BE FOLLOWED BY DETAILED EXPLANATION AND
ANALYSIS OF EACH ITEM. 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.
 6. DESCRIPTIVE WRITING
CONTEXTUALIZING A STUDY BY DESCRIBING THE RESEARCH PROBLEM IS
CRUCIAL. HOWEVER, PRIORITIZE METHODOLOGY, ANALYSIS, AND
IMPLICATIONS OF FINDINGS OVER EXTENSIVE BACKGROUND INFORMATION
OR TANGENTIAL.

7. PERSONAL EXPERIENCE
UTILIZING PERSONAL EXPERIENCES, SUCH AS TRAVELING ABROAD OR
CARING FOR SOMEONE WITH ALZHEIMER'S DISEASE, CAN EFFECTIVELY
INTRODUCE A RESEARCH PROBLEM AND ENGAGE READERS. HOWEVER,
LIMIT PERSONAL ANECDOTES TO EXAMPLES, AS ACADEMIC WRITING
NECESSITATES EVIDENCE-BASED RESEARCH RATHER THAN STORYTELLING.

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.
 IMPROVING
ACADEMIC WRITING
TO IMPROVE ACADEMIC WRITING SKILLS, FOCUS ON THESE THREE KEY AREAS:

1. CLEAR WRITING - BEFORE WRITING, THE PROCESS OF THINKING IS ESSENTIAL.

GOOD WRITERS INVEST TIME IN DISTILLING AND REVIEWING INFORMATION
FROM THE LITERATURE THEY'VE STUDIED. CREATING DETAILED OUTLINES AIDS IN
ORGANIZING THOUGHTS EFFECTIVELY. SOLID PLANNING IS KEY TO EFFECTIVE
ACADEMIC WRITING, SO MANAGE YOUR TIME WISELY.

2. EXCELLENT GRAMMAR - ENGLISH GRAMMAR IS CHALLENGING AND

INTRICATE; EVEN TOP SCHOLARS REQUIRE YEARS TO MASTER ITS MAJOR POINTS.
DEDICATE TIME TO UNDERSTAND BOTH MAJOR AND MINOR ASPECTS OF
GRAMMAR. PRACTICE WRITING REGULARLY AND SEEK DETAILED FEEDBACK
FROM PROFESSORS TO IMPROVE. PROFICIENT PUNCTUATION AND THOROUGH
PROOFREADING CAN GREATLY ENHANCE ACADEMIC WRITING.
3. CONSISTENT STYLISTIC APPROACH - REGARDLESS OF YOUR
PROFESSOR'S PREFERENCE, SELECT EITHER MLA, APA, OR THE CHICAGO
MANUAL OF STYLE AND ADHERE TO IT CONSISTENTLY. EACH MANUAL
OFFERS GUIDELINES ON FORMATTING NUMBERS, REFERENCES,
CITATIONS, FOOTNOTES, AND LISTS. CONSISTENT ADHERENCE TO A
SPECIFIC STYLE ENHANCES THE NARRATIVE FLOW AND READABILITY
OF YOUR PAPER. KEEP IN MIND THAT CERTAIN DISCIPLINES, SUCH AS
EDUCATION, MAY REQUIRE A PARTICULAR STYLE LIKE APA. AS YOU
WRITE MORE PAPERS WITHIN YOUR MAJOR, YOUR FAMILIARITY WITH
THE CHOSEN STYLE WILL IMPROVE.
 EVALUATING
QUALITY OF WRITING
EVALUATING QUALITY OF WRITING
WHEN EVALUATING THE QUALITY OF YOUR ACADEMIC WRITING, CONSIDER
KEY ELEMENTS FROM THE READER'S PERSPECTIVE. ENSURE YOUR PAPER
REVOLVES AROUND A CLEAR RESEARCH PROBLEM, ELUCIDATING ITS
IMPORTANCE AND ADDRESSING EXISTING LITERATURE AND RESEARCH
GAPS. PROVIDE COMPELLING EVIDENCE AND EXPLAIN THE METHODOLOGY
AND THEORETICAL FRAMEWORK USED. MAINTAIN CLARITY AND
COHERENCE THROUGH WELL-STRUCTURED PARAGRAPHS AND CLEAR
DELINEATION OF EACH SECTION'S RELEVANCE TO THE RESEARCH PROBLEM.
ADDRESS COUNTERARGUMENTS AND PRESENT CONCLUSIONS THAT
SUMMARIZE ARGUMENTS AND ACKNOWLEDGE LIMITATIONS, INDICATING
AVENUES FOR FUTURE RESEARCH. OVERALL, PRIORITIZE A CLEAR,
ORGANIZED NARRATIVE THAT ENGAGES THE READER EFFECTIVELY.
 CONSIDERING THE
PASSIVE VOICE IN
ACADEMIC WRITING
CONSIDERING THE PASSIVE VOICE IN ACADEMIC WRITING
IN ACADEMIC WRITING, THE PASSIVE VOICE SERVES SEVERAL PURPOSES:
IT SHIFTS FOCUS ONTO THE PERSON, PLACE, OR THING AFFECTED BY THE
ACTION OR THE ACTION ITSELF; IT DE-EMPHASIZES THE DOER OF THE
ACTION WHEN IT'S UNIMPORTANT; AND IT CONTRIBUTES TO A SENSE OF
FORMALITY OR IMPERSONALITY. THEREFORE, AUTHORS EMPLOY THE
PASSIVE VOICE TO HIGHLIGHT THE IMPACT OF ACTIONS, DOWNPLAY THE
ACTOR'S SIGNIFICANCE, OR MAINTAIN A FORMAL TONE IN THEIR WRITING.
FORM THE PASSIVE VOICE BY:
TO CONSTRUCT THE PASSIVE VOICE, FOLLOW TWO KEY STEPS: FIRST,
TRANSFORM THE OBJECT OF THE ACTIVE SENTENCE INTO THE
SUBJECT OF THE PASSIVE SENTENCE. NEXT, MODIFY THE VERB INTO
A PASSIVE FORM BY INCORPORATING THE APPROPRIATE FORM OF
THE VERB "TO BE" ALONG WITH THE PAST PARTICIPLE OF THE MAIN
VERB. BY EXECUTING THESE ADJUSTMENTS, THE PASSIVE VOICE
CAN BE EFFECTIVELY UTILIZED TO CONVEY INFORMATION IN
WRITING.
CONCLUSION
CONCLUSION
UNDERSTANDING THE CHARACTERISTICS OF ACADEMIC WRITING
IS CRUCIAL FOR CLEAR AND PRECISE COMMUNICATION,
ENSURING CREDIBILITY THROUGH PROPER CITATION AND
REFERENCING. IT FACILITATES EFFECTIVE ENGAGEMENT WITHIN
THE SCHOLARLY COMMUNITY, PROMOTES CRITICAL ANALYSIS, AND
CONTRIBUTES TO THE ADVANCEMENT OF KNOWLEDGE. IT IS A
FOUNDATIONAL SKILL FOR SUCCESS IN ACADEMIC AND
RESEARCH ENVIRONMENTS.
THANK
YOU