ACADEMIC WRITING SKILLS

HEMMA YULFI
What makes a good piece of writing
 It answer the question set
 It demonstrates understanding and clarity of
thought
 It provides evidence of reading and research
 It supports any assertions by evidence
 It is well structured
 It is written in an appropriate style
 It flows logically from one section to another, and
from one paragraph to another
 It is appropriately referenced
 It is interesting to read
WHY SHOULD WE LEARN TO WRITE
WELL?
• Becoming a better physician/clinician
• As part of our professional carrier
• Competing in the job market
• Fame
• Lifestyle
THE NEW CURRICULUM
• To appraise the worth of new information.
• To use the new information.
• Writing a reasonably well scientific paper or
thesis as part of the requirements for a bachelor
of medical science (bachelor of medicine)
degree.
 The Learning Pyramid
Average Retention Rate Method

Lec- 5% Conventional
ture Method

Reading 10 %
Teacher
Audiovisual 20% Centered

Problem
Demonstration 30% Based
Learning
Method
Dicussion group 50 % (PBL)

Practice by doing 75 % Student

Centered
Teach Other 80%

©National Training Laboratories, Bethel, Maine, USA

WRITING IN ACADEMIC LEVEL
• ESSAYS
• REPORT/JOURNAL ARTICLE
• THESIS
WRITING PARAGRAPHS
• A paragraph usually contains a general idea in
one sentence, and 4 - 5 supporting sentences
which expand this idea by giving explanation,
details and/or examples to support the main
idea. Length can vary.
WHY USE PARAGRAPHS?
• To separate main ideas.
• A new paragraph signals to the reader that a new
idea is about to be discussed.
• The break between paragraphs gives the reader
time to take in each idea.
HOW TO WRITE A PARAGRAPH?
 Send a clear message and tell a clear story
 Organization: Deductive paragraph
 Continuity
 Emphasis: emphasize important information
and de-emphasize less important information
DEDUCTIVE PARAGRAPH
General

Specific Specific Specific Specific

HOW IS A PARAGRAPH STRUCTURED?
1. Topic Sentence
This is the first sentence and it expresses the main idea.
2. Supporting Sentences
Details that expand your main idea.
3. Concluding Sentence
A rounding off, possibly by summarizing what has been
said or drawing a logical conclusion from it.
Note that in a piece of writing which is longer than
one paragraph you should leave your conclusion to
the very end!
In brief…
• Say what you are going to say
• Say it!
• Say what you’ve said.
HOW DO YOU MAKE YOUR
PARAGRAPHS FLOW?
• Using linking words and phrases such as:
also, as well as, firstly, next, then, finally, so
thus, as a result, because, therefore, for example,
for instance, in contrast, on the other hand.
• Using pronouns: Once mentioned, Jack Smith
can become he, Dr. Susan Brown can be she, and
the community can be called it, - as long as the
meaning is clear.
• Starting sentences in different ways.
AVOID PLAGIARISM!
TYPES OF CITING
• QUOTING
• SUMMARIZING
• PARAPHRASING
QUOTING
• Write down all the statements without changing
them.
• Use quote unquote (quotation marks).
• Used for very important or memorable
statements of important people’s because
changing the statements will change the
statement value or sense.
• State the author and page of book that is cited by
the end of the quotation.
SUMMARIZING
• Summarize the statement into a shorter
sentence.
PARAPHRASING
• Use own sentence(s) and to rewrite the author’s
statement.
• Criticize, compare, combine, or contrast two or
more statements from different authors/studies
to emphasize or support your argument.
• This is the real critical writing.
REFERENCING
• If you refer your writing to other articles or
authors, you must put them in your reference
list.
• Various type of referencing, e.g. Harvard,
Vancouver.
HOW TO WRITE AN ASSIGNMENT?
• Write one draft of your plan
• Make correction (edit your draft)  proof read
• Rewrite it!
ASSIGNMENT
WRITE AN ESSAY CONSISTS OF 3
PARAGRAPHS ABOUT LEARNING
MEDICINE