Defining Academic Writing at the College Level
from https://ldc.org/sites/default/files/LDC_academic_writing_final.pdf
The term “academic writing” is often used to describe the kind of writing students are asked to do at the college level. Unfortunately, genres differ significantly from one discipline to the next, which means that what is considered “good” academic writing in one classroom may not be considered so in another.
We can, however, identify three traits of “good” academic writing1 that span all disciplines and genres:
1. Reason over emotion • The student’s claims are made with adequate supporting evidence. • The student isn’t hyperbolic in his or her claims. • The student presents a clear line of reasoning to support his or her argument.
2. Evidence of being open-minded and disciplined • The student, where appropriate, includes and acknowledges opposing views. • The student includes a variety of credible sources.
3. The written product assumes a rational reader • The reader will look for gaps in the student’s argument and the student anticipates this. • The student assumes the reader is willing to be persuaded. The student, therefore, offers a clear line of reasoning in an effort to persuade.
from https://ldc.org/sites/default/files/LDC_academic_writing_final.pdf
The term “academic writing” is often used to describe the kind of writing students are asked to do at the college level. Unfortunately, genres differ significantly from one discipline to the next, which means that what is considered “good” academic writing in one classroom may not be considered so in another.
We can, however, identify three traits of “good” academic writing1 that span all disciplines and genres:
1. Reason over emotion • The student’s claims are made with adequate supporting evidence. • The student isn’t hyperbolic in his or her claims. • The student presents a clear line of reasoning to support his or her argument.
2. Evidence of being open-minded and disciplined • The student, where appropriate, includes and acknowledges opposing views. • The student includes a variety of credible sources.
3. The written product assumes a rational reader • The reader will look for gaps in the student’s argument and the student anticipates this. • The student assumes the reader is willing to be persuaded. The student, therefore, offers a clear line of reasoning in an effort to persuade.
