{"id":833,"date":"2024-01-19T14:18:05","date_gmt":"2024-01-19T14:18:05","guid":{"rendered":"http:\/\/localhost\/academicwriting\/?page_id=833"},"modified":"2026-08-26T07:14:34","modified_gmt":"2026-08-26T07:14:34","slug":"the-essentials-of-academic-writing-for-international-students-2nd-edition","status":"publish","type":"page","link":"https:\/\/routledgelearning.com\/academicwriting\/teachers-area\/the-essentials-of-academic-writing-for-international-students-2nd-edition\/","title":{"rendered":"The Essentials of Academic Writing for International Students, 2nd Edition"},"content":{"rendered":"\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\"><nav style=\"--separator: &quot;\/&quot;\" class=\"wp-block-breadcrumbs\" aria-label=\"Breadcrumbs\"><ol><li><a href=\"https:\/\/routledgelearning.com\/academicwriting\/\">Home<\/a><\/li><li><a href=\"https:\/\/routledgelearning.com\/academicwriting\/teachers-area\/\">Teachers\u2019 Area<\/a><\/li><li><span aria-current=\"page\">The Essentials of Academic Writing for International Students, 2nd Edition<\/span><\/li><\/ol><\/nav><\/div>\n\n\n<h2 class=\"wp-block-post-title\">The Essentials of Academic Writing for International Students, 2nd Edition<\/h2>\n\n\n<p class=\"wp-block-paragraph\">This page includes instructor resources to support the teaching of <em>The Essentials of Academic Writing for International Students<\/em>. Click the buttons below to download PowerPoints and Teaching Notes for this text. You may also explore the Teaching Notes directly on this page by using the menu at the right or scrolling down.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-vertically-aligned-center is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<figure class=\"wp-block-image aligncenter size-large is-resized\"><img decoding=\"async\" src=\"https:\/\/images.tandf.co.uk\/common\/jackets\/amazon\/978103272\/9781032721705.jpg\" alt=\"\" style=\"width:222px;height:auto\"\/><\/figure>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:66.66%\">\n<h2 id=\"aioseo-powerpoints\" class=\"wp-block-heading\">PowerPoints<\/h2>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/academicwriting\/Teachers-Area\/Essentials-Academic-Writing-2ed-PP.pptx\" style=\"background-color:#0051b6;padding-top:0;padding-bottom:0\">Download PowerPoint slides<\/a><\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h2 id=\"aioseo-a1-developing-critical-approaches\" class=\"wp-block-heading\">Teaching Notes<\/h2>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-background wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/academicwriting\/2025\/AW-Essentials-2e-Teaching-Notes.docx\" style=\"background-color:#0051b6;padding-top:0;padding-bottom:0\" target=\"_blank\" rel=\"noreferrer noopener\">Download Teaching Notes<\/a><\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\">The book is designed to avoid lengthy theoretical instructions. Instead, the emphasis is on involving students as much as possible in writing activities, both individually or in pairs or groups, as teachers choose. In the first unit, for example, each of the first three sections asks students to complete short exercises. Teachers should use their discretion about how closely the book is followed: not all students will need to complete all the exercises.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Note that some exercises could be usefully completed by students working in pairs to discuss the questions, but this is not always included in the instructions. Teachers need to decide when this would be helpful.<\/p>\n\n\n\n<h3 id=\"aioseo-using-the-answer-key\" class=\"wp-block-heading\">Using the answer key<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Teachers will appreciate that while some writing exercises have one definite answer, others are \u2018open\u2019 exercises with many possible responses. In these cases, a model answer is usually provided to give students an accurate example. However, teachers should emphasise that these models are only a guide and that other answers may be equally valid.<\/p>\n\n\n\n<h3 id=\"aioseo-part-1-the-writing-process-and-writing-skills\" class=\"wp-block-heading\">Part 1: The Writing Process and Writing Skills<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">This is organised as a comprehensive introduction to the process of academic writing. Depending on the level of the students, each unit should take two to three hours of classroom time. Extra practice material can be found on the website for some units. The cross references (e.g. <strong><em>See Unit 3.3 Definitions<\/em><\/strong>) are provided for students who require extra detail but are not necessary for completing the exercises.<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.1 Writing Basics<\/summary>\n<p class=\"wp-block-paragraph\">This unit introduces students to the differences between academic writing and other genres. The main features of academic papers are outlined, with their usual formats. Sentence and paragraph structure are also explained. The level may be rather elementary for some students, in which case the unit can be studied briefly as revision material.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 may stimulate discussion on reasons for writing.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 explains what makes academic writing distinctive from other forms of writing.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 &amp; 4 These sections introduce the names of the various tasks that students may have to write as part of their studies, and the format of common assignments.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Note that academic journals will mainly be used by students at master\u2019s level and above.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 Most students know the names of these features, but they are worth revising.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 &amp; 7 Balancing short and longer sentences is dealt with in more detail in Unit 1.12 Style. Writing paragraphs is practised in Unit 1.10. At this stage students just need to be aware of a paragraph\u2019s function and importance.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 The text is deliberately opaque. This section is designed to suggest ways of understanding difficult vocabulary items.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">9 It is worth emphasising that not all new vocabulary needs to be learned. Students need to prioritise.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">10 illustrates some common pairs of similar items. Teachers may have other examples.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">11 These phrases do not need to be learned but are provided for reference<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.2 Understanding Essay Questions and the Planning Process<\/summary>\n<p class=\"wp-block-paragraph\">This unit provides practice for both exam and coursework planning, although in the latter case there is time to modify the outline. The planning process should help students to write better answers by carefully analysing the titles of essays.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 &amp; 2 emphasise the importance of planning and introduce some of the most important instruction words. (2) explains that many essay titles have two parts.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 practises instruction words and could be completed in pairs to promote discussion. Note that some of the meanings are quite similar.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 explains brainstorming in the context of exam essays.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 discusses the issue of essay length. It is important to decide how much space to give to each part of the answer, so that time is not wasted. However, the answers to the exercise can only be approximate.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 provides models of outlines in alternative formats.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 Examining causes and effects is a common academic task. The flow chart illustrates the process.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 &amp; 9 explain the different structures using verbs and conjunctions. Practice B provides a variety of examples.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">10 asks students to provide likely effects and causes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">11 &amp; 12 These exercises offer further practice if needed. You may choose to leave out 11 if students seem confident.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.3 Reading: Finding Suitable Sources<\/summary>\n<p class=\"wp-block-paragraph\">This unit deals with the need to be selective when searching for reliable sources, in order not to waste time reading unsuitable material.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 This could also be completed in pairs or small groups, and ideally the teacher would show students examples of some of these sources.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 Much depends on the subject a student is studying, but it is helpful for all students to be aware of the three resource levels. Ideally the students should be shown examples of relevant journals, either online or on paper.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 This contrasts two texts on the topic of water scarcity. Students could be asked to work in pairs, each student reading one text and sharing their opinion with their partner.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 &#8211; 6 Students need to practise using search engines by themselves after studying these sections.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 Reading abstracts should be linked to the introduction to journals in section 2 above. Remind students that abstracts allow them to choose which articles are worth reading.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 &amp; 9 develop the topic of understanding new vocabulary introduced in Unit 1. Students will be familiar with some prefixes but 9 provides a fuller list. Again, this does not need to be learned but is given for reference.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">11 &amp; 12 Suffixes are most useful in indicating word class. Again, some students may not need to complete both practice exercises.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.4 Reading: Developing Critical Approaches<\/summary>\n<p class=\"wp-block-paragraph\">Learning effective reading methods is vital for students at this level. The practice exercise (11) will reinforce this approach.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Adopting a critical approach to sources involves questioning and evaluating what is read, rather than just accepting it. To do that, students must achieve a good level of understanding of the texts.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 explains that reading for study requires a different reading method compared with everyday reading. This involves a five-stage approach as shown in the diagram.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 highlights the text features that help students assess a text.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 asks students to assess texts in terms of objectivity: whether texts mix opinion with fact, and whether the facts are true.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 provides a comparison examples of two internet sources, one of which is plainly unreliable.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 offers further practice in the critical reading of texts and could usefully be tackled in pairs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 Discussion-type writing assignments are common in academia, and this section introduces some basic vocabulary.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 &amp; 8 illustrate the two most common structures for this type of paper and offer practice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">9 provides further phrases for developing a discussion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">10 &amp; 11 introduce the importance of counter-arguments in presenting a case, and give examples.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">12 introduces ways of referencing sources to support your position, a subject developed in Unit 1.9 Contrasting Sources.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.5 Finding Key Points and Note-making<\/summary>\n<p class=\"wp-block-paragraph\">Good note-making depends on students identifying the key sections of a text which are relevant to their area of interest. Students should avoid copying sections of text or writing notes in their own language. Although initially note-making may be a slow process, once these skills are developed it becomes a valuable technique.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 can be completed in pairs or groups.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 demonstrates that key ideas are often found in the first sentence of a paragraph.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 explains that students need to focus only on the points relevant to their research.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 provides an example of the note-making process.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 gives guidelines and suggestions for good practice in note-making.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 links back to the text in (3) to practice the techniques given in (5).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 introduces various types of abbreviations.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 &amp; 9 demonstrate some common abbreviations used in academia and academic writing. Note that these lists are far from complete and are just given as examples; students should not try to learn them all but can use them for reference.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.6 Summarising and Paraphrasing<\/summary>\n<p class=\"wp-block-paragraph\">Although it is simpler to teach these two activities separately, in practice they tend to be employed together, and this should be explained to students. This unit deals with summarising first and then moves on to paraphrasing.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 introduces the subject by demonstrating that summarising is an activity that everyone uses in normal life.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 establishes the order in which a summary is carried out. It would be useful to do this exercise in pairs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 compares three summaries of a text and asks students to rank them. Again, this could be completed in pairs or small groups.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 revises finding key points and then goes on to use these to build the summary, emphasising the flexible nature of summaries, which can be shortened or lengthened according to the writer\u2019s needs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 introduces paraphrasing, with an example.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 asks students to evaluate three paraphrases of a short text. As with (3) this is suitable for pair work.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 demonstrates three techniques that are widely used in paraphrasing. Although these can be taught separately, students should be told that it is common to use them together.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 practise paraphrasing techniques and revises summarising.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">9 demonstrates the use of synonyms and explains that not all synonyms are equally valid.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">10 presents many common academic synonyms. Again, these lists are not exhaustive, and students do not need to learn them all.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">11 &amp; 12 provide further practice with the use of synonyms.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.7 References and Quotations<\/summary>\n<p class=\"wp-block-paragraph\">Referencing is an essential skill at any level of higher education and this unit provides examples of accurate referencing. However, as this is such a complex subject students need to use a more detailed source for full details of the referencing system used by their school or department &#8211; see website for links.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 reminds students of the reasons for referencing. The exercise could be completed in pairs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 presents the methods of giving citations for summaries and quotations.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 explains the range of reference systems. Individual students need to follow this up by studying the details of the system that their department expects them to use.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 explains how quotations can be employed in students\u2019 work. As with other sections, there is a lot of detail here which students will want to refer to when they are writing assignments.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5, 6 &amp; 7 deal with three further issues in this area: the special abbreviations used in citations, giving secondary references and internet references.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 focuses on writing a list of references for the end of a paper. The example is of the Harvard system, which will not apply to all students, but most aspects of this model are relevant to the other systems.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Note that although this exercise introduces most common features of referencing, many more types of sources (e.g. oral testimony) may need to be referenced, which is why students need to use a comprehensive website for full details.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">9 &amp; 10 illustrate and practise reference verbs (or verbs of reference) which are generally used when mentioning sources. Using these suitably can only be achieved with practice, but these sections attempt to introduce the subject.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.8 Avoiding Plagiarism<\/summary>\n<p class=\"wp-block-paragraph\">This unit introduces students to the problems of plagiarism, an issue of wide concern in academia. It explains different types of plagiarism and illustrates acceptable ways of acknowledging sources through citation.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 defines plagiarism and explains why students need to understand its dangers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 provides an example of the commonest form of plagiarism.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 explains that plagiarism can take many forms, some less obvious than others. It should be answered by students working in groups or pairs to promote discussion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 gives examples of summarising and paraphrasing a short text, in both acceptable and unacceptable ways. This illustrates some of the situations in (3).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 provides revision of the citation process.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 presents phrases for introducing examples for illustration and support, with a model text.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 &amp; 9 practice a range of suitable phrases for this function.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">10 illustrates the use of restatement.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.9 Contrasting Sources<\/summary>\n<p class=\"wp-block-paragraph\">This unit explains that in the introductory section of a paper it is usual to refer to the work of other writers on a topic. These writers may deal with various aspects of the same subject. Students are expected to follow this pattern in their own writing.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 gives an example of this format, on the subject of student expectations of higher education, which students are asked to analyse. As an introductory exercise this could be completed in pairs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 This is a follow-up exercise using the same topic. It could be set as homework.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 presents a range of phrases for presenting and contrasting sources.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 involves reading three texts which present differing approaches to the subject of globalisation, and then writing a paragraph which contrasts the different viewpoints. Before the writing task is attempted students must fully understand texts 4.1, 4.2 and 4.3, so it might be worth setting up groups of three to discuss each text in turn. The writing can then be done individually.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 introduces the theme of cohesion in writing by examining how reference words work in texts.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6, 8 &amp; 9 offer practice with reference words, though stronger students may not need to complete all of these.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.10 Organising Paragraphs<\/summary>\n<p class=\"wp-block-paragraph\">Paragraphs were briefly introduced in Unit 1.1, and here the focus is on their organisation. Students will write more coherently if they think in terms of building an argument in a series of well-linked paragraphs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 analyses an example paragraph on the topic of urban decentralisation, but it should be explained that paragraphs have no set structure and can consist of many different sentence types \u2013 as shown in (2) and (3).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 &amp; 3 both use paragraphs on the same subject of decentralisation (it may be necessary to explain this concept to some students). In (2) students have to organise the structure of the paragraph by thinking about the function of each sentence. In (3) they have to find the functions, and also identify the cohesion of the paragraph.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 gives phrases for beginning paragraphs and joining them together.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 asks students to write two paragraphs on trams, using the notes, to practice organising their structure using conjunctions and other phrases.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 illustrates the use of conjunctions in paragraph structure.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 demonstrates the six different types of conjunctions and how they function.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 could be completed in pairs, with students sharing their knowledge.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">9 provides further practice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">10 deals with possible confusion with \u2018while\u2019 and \u2018since\u2019.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">11 examines perhaps the most difficult types of conjunction, conjunctions of opposition.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.11 Introductions and Conclusions<\/summary>\n<p class=\"wp-block-paragraph\">Unit 1.2 discussed the space needed for introductions and conclusions. Here the aim is to clarify the components generally found in these sections of an essay, along with the standard order in which they are presented. However, it should be explained that there is no \u2018normal\u2019 format, and much will depend on the length and purpose of the paper. It is worth reminding students that for coursework introductions are normally written after the main body is completed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 a) is best completed in pairs, to give opportunity for discussion. Part (b) may be better studied individually at first and then discussed by the whole class.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 gives an example introduction, containing the seven components generally found in introductions. Again, it should be stressed that not every essay introduction will contain all of these.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 deals with a common difficulty &#8211; getting started on writing. By practising with some of these titles (or others selected by the teacher) this difficulty may be overcome. Get students to compare their sentences and criticise each others\u2019 suggestions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 &amp; 5 follow the same pattern as (1) with conclusions. There is perhaps more variation with the structure of conclusions than with introductions and much depends on the topic. However, it should be stressed that every paper needs a final section that includes most of these components.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 Definitions are often needed in introductions, as shown in (8), but these examples introduce the topic.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 introduces category words, useful in many definitions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 &amp; 9 provide more academic examples. It would be useful to ask students to define subjects from their own area of study.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>1.12 Editing and Proofreading<\/summary>\n<p class=\"wp-block-paragraph\">This unit explains the final stages of the writing process. Editing is clearly not possible in exams, but proofreading should be attempted both in exams and for coursework.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 &amp; 2 suggest guidelines for editing and provide an example of a flawed introduction which students are asked to comment on. This is followed by an improved version which contains some of the suggestions made above. It might be helpful to ask students to complete (2) in pairs or groups.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 continues the same introduction and requires students to repeat the process of criticism and rewriting (academic style is dealt with later in this unit).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 introduces proofreading. The difficulty that students face here is identifying relatively minor errors which can, nevertheless, confuse the reader.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 is designed to raise student awareness of the most common areas of error.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 &amp; 7 practise proofreading at both sentence and paragraph level.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">8 Style is a difficult subject to teach, but as an introduction examples of good and bad style can be compared.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">9 Suggests guidelines that are generally applicable, although, as ever, exceptions may be found.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">10 offers more examples of unsuitable style.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">11 deals with the common tendency to include redundant material.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">12 suggests that varying sentence length creates a better style. It may be argued that many journal articles contain lengthy sentences, but these are not ideal models for aspiring writers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">13 &amp; 14 explain the importance of using a cautious style, especially in certain situations, and provide practice.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Test your progress A<\/summary>\n<p class=\"wp-block-paragraph\">Teachers should use these questions to establish how well students have assimilated the preceding sections. However, they do not have to be treated as an exam. They could be completed in pairs, to promote discussion, or for homework, as teachers see fit.<\/p>\n<\/details>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<h3 id=\"aioseo-part-2-elements-of-writing\" class=\"wp-block-heading\">Part 2: Elements of Writing<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">In contrast to part 1, the components of part 2 are included to provide remedial material as and when required either by the teacher or individual students. This part is not intended to be taught from end to end, and students should be told that it is organised alphabetically to help them find the materials they need.<\/p>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.1 Academic Vocabulary: Nouns and Adjectives<\/summary>\n<p class=\"wp-block-paragraph\">1 &amp; 2 The list of nouns is not exhaustive but offers a useful starting point. Students should discuss any which are unclear with a partner, so they feel confident in using them in their work.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 These related adjectives should be easy to understand given the previous<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">exercise on nouns. But writing example sentences is a demanding task and could be attempted in pairs or groups.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 Learning adjectives in pairs of opposites is an efficient method. Students can be asked to write further examples to practise any adjectives they are unsure of.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 The adjectives in the table are quite common, but can still cause problems, so are worth revising.&nbsp; Students should be able to tackle this individually.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 provides additional practice with nouns and adjectives.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.2 Academic Vocabulary: Verbs and Adverbs<\/summary>\n<p class=\"wp-block-paragraph\">1 Students need to learn to identify main verbs as the key to understanding sentences. This unit introduces the rather formal kind of verbs often used in academic work. Note that synonyms are examined in Unit 1.6.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 The exercise should be attempted in pairs. Note that as with the nouns, not all the synonyms provided in the Answer Key are exact.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 It is worth mentioning that adverbs commonly employed in narrative e.g. \u2018luckily\u2019 or \u2018surprisingly\u2019 are not generally suitable for more objective writing. Students do not need to memorise all the examples, just to understand their main uses in written work.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 provides practice in using the adverbs from the table in (3) at sentence level.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.3 Definite articles<\/summary>\n<p class=\"wp-block-paragraph\">1 revises the use of definite and indefinite articles.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 provides the main rules for using definite articles.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 explains the main difficulty faced by students: deciding when a noun phrase is specific and so needs the definite article.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 offers further practice at paragraph level.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.4 Generalisations<\/summary>\n<p class=\"wp-block-paragraph\">Basic generalising is quite simple and can be useful, but in an academic context it is important to avoid over-generalising, thus creating simplification.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 introduces the need for caution in generalisations. The exercise could be completed in pairs, to encourage discussion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 Note that the first structure, using the plural, is both more normal and probably easier for students to use.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 offers practice in writing simple generalisations.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 illustrates the use of generalisation in a text and shows how they tend to be supported by examples.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 demonstrates how an introductory generalisation is developed. In the writing exercise students should be able to find a topic related to their experience or studies.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.5 Comparisons<\/summary>\n<p class=\"wp-block-paragraph\">As a warmer for this subject ask students to compare weather\/prices\/food in two different places e.g. \u2018the weather here is wetter and warmer than in my country\u2019. This will be echoed in the final exercise in the unit comparing Barcelona with a city known to the student.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 offers revision of the basic structures of comparison. Note that Unit 2.6 Numbers offers more practice with quantitative comparison.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 This exercise illustrates the use of comparison in a short text.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 reminds students of the use of superlatives.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 revises the structures presented in the first section.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 provides further revision by asking students to identify errors. This could be usefully completed in pairs.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 provides extra practice; a strong group may not need to complete this.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">7 asks students to write a comparison of Barcelona with a city they know, perhaps the capital of their country. Clearly, they do not need to know all the details of their city: these can be invented if necessary.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.6 Numbers<\/summary>\n<p class=\"wp-block-paragraph\">In most fields of study students are expected to include statistical evidence to support their ideas. This is particularly important in fields such as Business and Economics but may be met in almost any discipline.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 deals with the basic vocabulary of numbers. Non-native speakers may find numbers a challenging topic, so it may be worth providing more examples for weaker students, or practising with simple questions: \u2018what\u2019s the population of your country?\u2019<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 Many students find percentages a confusing subject, but as they are critical in many areas they may need further revision.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 provides a range of expressions which can be used to simplify numerical information. Students should be clear that these are effective in some, but not all situations, but familiarity with them will improve reading comprehension.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 gives practice in writing about statistical data.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 provides further practice if the teacher feels it necessary.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.7 Passives<\/summary>\n<p class=\"wp-block-paragraph\">Teaching the appropriate use of the passive and active voices might be best done on a remedial basis, when students feel confident and can produce quite accurate work.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 highlights the most common use of the two voices.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 explains how passive phrases are constructed.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 demonstrates the most common uses of the passive in academic work.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 introduces the common use of adverbs in passive constructions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 The intention of this exercise is to show how a text can be made more interesting by a mixture of passive and active. But make clear there are no hard-and-fast rules or definite answers.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.8 Prepositions<\/summary>\n<p class=\"wp-block-paragraph\">It may be useful to teach this unit thoroughly with certain classes, but in other cases individual students may find the subject helpful on a remedial basis.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 emphasises the importance of using prepositions correctly. Some students may find the range of prepositional phrases overwhelming, but the table presents a method of having a clear overview of the topic.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 reinforces the ideas in (1).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3, 4 &amp; 5 practice some of the most common uses of prepositions with nouns, in phrases, and for place and time. Students could be encouraged to add to the examples of prepositions in phrases.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">6 &amp; 7 Verbs and prepositions are probably the most difficult area for students. The list given here is not exhaustive but includes many common combinations.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.9 Punctuation<\/summary>\n<p class=\"wp-block-paragraph\">This unit provides a lot of detailed information which weaker students may find hard to process at first; they can be encouraged to use it as a reference source as their writing develops.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1-8 Although some areas of punctuation are in a state of flux, notably the use of capitals, commas and hyphens, it is still useful to know the rules which apply to most areas. Correct punctuation is important to help the reader understand the writer\u2019s ideas, and is especially critical with lists of references, to demonstrate an awareness of academic conventions.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">9 This exercise is suitable for completion in pairs.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.10 Singular or plural?<\/summary>\n<p class=\"wp-block-paragraph\">When to use plural forms can be confusing for some, but this is another topic which students could be referred to on a remedial basis.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 These five areas are the most common cause of difficulty.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 introduces a range of \u2018group\u2019 phrases that can cause errors.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 One problem with teaching countable and uncountable nouns is that there is a trend to make some uncountable nouns as plurals e.g. \u2019accommodations\u2019 is quite common in American English. The final section, on the changes of meaning, is worth focusing on.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 &amp; 5 provide further practice at both sentence and paragraph level.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.11 Time Markers<\/summary>\n<p class=\"wp-block-paragraph\">In many disciplines students may need to write an account of events happening in a sequence. In order to make clear the order of events \u2018time markers\u2019 are used. This unit introduces and practises these words.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 provides an example paragraph and guide to the main uses of these markers.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 Note that in this exercise both alternatives are sometimes possible but with different meanings e.g. in g) \u2018while giving the lecture\u2019 suggests she was interrupted throughout the lecture, which would be unusual!<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 explains where the present perfect tense is used, in comparison with the simple past or present tenses.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 This exercise requires study of the main stages of Napoleon\u2019s life before completing the paragraph.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>2.12 Visual information<\/summary>\n<p class=\"wp-block-paragraph\">This unit illustrates the more common types of visual devices, but students may meet more complex examples in textbooks and journals.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1 asks students to match nine basic types of visuals with the examples.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2 presents the language of line graphs. International students may have problems with some of the irregular past tenses e.g. grow\/ grew. For further practice students could be asked to describe some of the charts in (1).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">3 provides some language for describing charts and offers a model.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">4 explains that correct labelling is important, especially in longer papers with many visuals.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">5 provides further practice with describing charts. Students can be reminded that they should only mention the most significant features.<\/p>\n<\/details>\n\n\n\n<details class=\"wp-block-details is-layout-flow wp-block-details-is-layout-flow\"><summary>Test your progress B<\/summary>\n<p class=\"wp-block-paragraph\">The same comments apply here as in the previous set of questions.&nbsp; Teachers should feel free to use these in any way they want, including, of course, a basiccheck on the understanding of individual students or the entire class.<\/p>\n<\/details>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:33.33%\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\">\n<nav aria-label=\"Table of Contents\" class=\"wp-block-table-of-contents\"><ol><li><a class=\"wp-block-table-of-contents__entry\" href=\"https:\/\/routledgelearning.com\/academicwriting\/teachers-area\/the-essentials-of-academic-writing-for-international-students-2nd-edition\/#aioseo-powerpoints\">PowerPoints<\/a><\/li><li><a class=\"wp-block-table-of-contents__entry\" href=\"https:\/\/routledgelearning.com\/academicwriting\/teachers-area\/the-essentials-of-academic-writing-for-international-students-2nd-edition\/#aioseo-a1-developing-critical-approaches\">Teaching Notes<\/a><ol><li><a class=\"wp-block-table-of-contents__entry\" href=\"https:\/\/routledgelearning.com\/academicwriting\/teachers-area\/the-essentials-of-academic-writing-for-international-students-2nd-edition\/#aioseo-using-the-answer-key\">Using the answer key<\/a><\/li><li><a class=\"wp-block-table-of-contents__entry\" href=\"https:\/\/routledgelearning.com\/academicwriting\/teachers-area\/the-essentials-of-academic-writing-for-international-students-2nd-edition\/#aioseo-part-1-the-writing-process-and-writing-skills\">Part 1: The Writing Process and Writing Skills<\/a><\/li><li><a class=\"wp-block-table-of-contents__entry\" href=\"https:\/\/routledgelearning.com\/academicwriting\/teachers-area\/the-essentials-of-academic-writing-for-international-students-2nd-edition\/#aioseo-part-2-elements-of-writing\">Part 2: Elements of Writing<\/a><\/li><\/ol><\/li><\/ol><\/nav>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>This page includes instructor resources to support the teaching of The Essentials of Academic Writing for International Students.<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":214,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"no-title","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-833","page","type-page","status-publish","hentry"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 5.0.1.1 - aioseo.com -->\n\t<meta name=\"description\" content=\"This page includes instructor resources to support the teaching of The Essentials of Academic Writing for International Students. 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