HE20510/ HE20610 Bachelor of

Early Childhood Education and

Care (Birth-5yrs)
2026 SEMESTER 1
TOPIC:
Session 1 - Academic Writing
- FEATURES OF ACADEMIC WRITING
- TOOLS FOR ACADEMIC WRITING
- SENTENCE STRUCTURE
- PARAGRAPH STRUCTURE
Academic Writing is…
❑ Academic writing is one of the most important skills in academic contexts.

❑ The main2,method
Semester 2023 of academic communication relates to context, meaning and
understanding.
TAFENSW – Glendale Campus
❑ Academic writing follows the same writing process as other types of texts, but
has specific conventions in terms of content, structure and style and is used in
Session 2 and scholarly publications.
universities

(Cottrell, 2019)
Cottrell, S. (2019). The study skills handbook (5th ed.).
Lecturer - Dr Merryl Sykes
Bloomsbury Publishing.
(See Chapters 13, 14 & 15).

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Academic Writing is… Formal and unbiased

• The goal of academic • It’s important to represent the work

writing is to convey of other researchers and the results
information in an of your own research fairly and
impartial way. accurately to avoid any form of bias.

• Based on valid • When setting out your document,

arguments and evidence ensure it is clearly outlined,
sourced, all claims made following standard academic
by the writer should be protocols, stating the methodology
supported with relevant used and limitations of the research
evidence. being undertaken.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

 Academic Writing is… Well-sourced

• Academic writing • It is important to consider which

uses sources to sources are credible and appropriate
support its claims. to use in academic writing and you
must always cite any source
information used.

• Sources are other • You must acknowledge whenever you

texts that the author quote or paraphrase another
analyses or uses as author’s/researcher’s work by
evidence to support including a citation in the text and a
or qualify their claims. reference list at the end.
Features of Academic Writing

• Structure
• Evidence
• Critical
• Balanced
• Precise
• Objective
• Use of Formal language
(Gillett, 2025a)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Academic Writing Overall Structure

❑ Always include an introduction and a conclusion

❑ Divide longer texts into chapters or sections with clear headings
❑ Make sure information is presented in a logical order
❑ Paragraph structure
❑ Start a new paragraph when you move on to a new idea
❑ Use a topic sentence at the start of each paragraph to indicate what
it’s about and make clear transitions between paragraphs
Academic Writing Overall Structure (continued)

❑ Make sure every paragraph is relevant to your argument or question

❑ Sentence structure
❑ Use transition words to express the connections between different
ideas within and between sentences
❑ Use appropriate punctuation to avoid sentence fragments or run-on
sentences
❑ Use a variety of sentence lengths and structures
Features of Academic Writing: Structure
Academic writing follows a structure derived from the type of writing being
undertaken.

1. A Report will have an introduction (including the aim or aims), a method

section, and a discussion section.

2. An Essay will have an introduction (including a thesis statement) clear body

and paragraphs with topic sentences clearly defined and a conclusion.

Writing must be clear with logical progression throughout.

(Marshall & Rowland, 2014).
Marshall, L., & Rowland, F. (2014). A guide to learning
independently (5th ed.). Pearson.
(See Chapters 8 and 9).

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Structure (continued)

Each section of the writing should be clearly connected with careful organisation
and planning a fundamental part of the process.

Before writing you must ensure that the document is well structured and has a
clear focus with a logical progression of ideas.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Focused and well-structured
An academic text must have a clear purpose.

It needs to start with a relevant research question or thesis statement, which is then
used to develop a focused and valid argument.

Pay attention to the structure at 3 levels:

✓ the structure of the whole text,

✓ paragraph structure, and

✓ sentence structure.

Only include information that is relevant to your overall purpose.

Features of Academic Writing: Evidence

Providing evidence in respect of one’s opinions or arguments is fundamental to

good academic writing.

As good academic writing is often based on the writings or opinions of ‘experts’ in

the field, it is important to ensure we provide references to acknowledge those
academics and validate our work.

Using in-text citations and a reference list is an essential part of academic

writing (American Psychological Association, 2020).
Features of Academic Writing: Critical

Academic writing does not simply relate or describe but analyses and evaluates
information.

When including other research or publications in your work, ensure it is:

• Valid

• Accurate

• Trustworthy

Writing critically requires the writer to be introspective and undertake extensive

research to develop a deep understanding of the topic.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Balanced

Academic writing should be balanced.

All sides of any issue should be adequately researched and discussed to avoid bias
particularly when all research can be subject to challenge.

When writing academically it is important to put your point of view in respect of a

specific subject forward clearly, providing supporting evidence and arguments to
support your claims.

Through the use of ‘hedges’ or phrases, we can support our claims (Gillett, 2025a):

For example: ‘the evidence suggests... or this could be caused by..., or boosters, that is, phrases
such as clearly or the research indicates.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Precise
Academic writing should use precise language and be clear in its meaning to
ensure the reader understands the content and context.

It should include evidence and arguments using subjective academic/Meta

language to convey the meaning in a precise and detailed way.

When required clear explanations should be provided in respect of technical

vocabulary to ensure they are readily understood by the reader.

(Gillett, 2025a)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Objective

Academic writing is objective in nature with the emphasis on the content with
supporting arguments and information having validity.

Academic writing uses nouns and noun phrases more than verbs and adverbs using
more of a passive structure than an active one.

Example: The water was heated rather than I heated the water.

(Gillett, 2025a)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

 Features of Academic Writing: Formal Language Use

Following formal social science research conventions used in academic writing

ensures your research is presented consistently and can be objectively assessed
and compared with other research.

When undertaking academic writing, avoid informal language, particularly slang,

clichés, and conversational phrases (Hipwell & Carter, 2016).

Example:

Also, a lot of the findings are a little unreliable.

Moreover, many of the findings are somewhat unreliable.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Formal Language Use: Clarity

It’s important to be specific when writing academically and avoid vague language.

Example:

People have been interested in this thing for a long time.

Researchers have been interested in this phenomenon for at least 10

years

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Formal Language Use: Clarity (continued)

Reflect on your word choice and avoid using words like “perhaps” as it puts
doubt on your claims. Ensure what you write is accurate and directly conveys
your meaning.
Example:
This could perhaps suggest that…

This suggests that…

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Formal Language Use

Specialist language or academic/industry jargon is common and sometimes a

necessary part of academic writing but should only be used to make your writing
more concise and accurate.

A specialist term should be used when:

•It conveys information more precisely than a comparable non-specialist term.

•Your reader is likely to be familiar with the term.
•The term is commonly used by other researchers in your field.
•The best way to familiarise yourself with the kind of jargon used in your field is
to read papers by other researchers and pay attention to their language.
(Hipwell & Carter, 2016)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Formal Language Use

Academic writing is not…Personal

• Avoid personal information.

• Focus on the research and not on yourself.

• Although you can refer to yourself, it should only be done if relevant.

(Hipwell & Carter, 2016)

Features of Academic Writing: Formal Language Use

Academic writing is not…Personal (continued)

You can position yourself and describe what you did during the research but avoid
inserting your personal thoughts and feelings unless relevant.

Examples:
In my opinion…
I think that…
I like/dislike…
I conducted interviews with…
I hope to achieve… (Hipwell & Carter, 2016)
 Features of Academic Writing: Formal Language Use

• Avoid addressing the reader directly as i.e., ‘you’

• Use the impersonal pronoun “one” or an alternate phrase.

• The use of the first-person pronoun “I” can also be used in academic
writing, depending on the subject.

(Cottrell, 2019)
Features of Academic Writing: Formal Language Use

Don’t be Long-winded

Academic writing should be concise and direct.

If a term or phrase can be replaced with a more straightforward one without

affecting your meaning do so.

Avoid replacing phrasal verbs with their one-word equivalents.

(Hipwell & Carter, 2016)

Features of Academic Writing: Formal Language Use

Avoid unnecessary repetition

Although repetition is a necessary part of academic writing it’s important to

make sure that none of your sentences are repeating a point you’ve already
made.

Summarising earlier information in your conclusion is a normal process in

academic writing.
Features of Academic Writing: Formal Language Use
Don’t be Emotive and Grandiose

Avoid appeals to emotion and making inflated claims.

Academic writing should clearly communicate ideas, information, and arguments,

not to inspire an emotional response.

Avoid using emotive or subjective language

Example:
This horrible tragedy was obviously one of the worst catastrophes
in construction history.

The injury and mortality rates of this accident were among the
highest in construction history.
Features of Academic Writing: Formal Language Use
Don’t try and support your claims with exaggerated, unsupported claims and
flowery language.

Use specific grounded arguments, don’t overstate your point and ensure you
have evidence to support your claim.

Example:
Jane Austen was the greatest writer of the Victorian period and
influenced all subsequent literature.

Jane Austen was one of the best-known writers of the Victorian

period and has had a significant influence on the development
of the English Novel.
Tools for Academic Writing

Paraphrasing tool

• AI writing tools like ChatGPT and Grammarly are paraphrasing tools and are
considered unacceptable in academic study.

• Although they can help you rewrite the text so that your ideas are clearer and you
don’t repeat yourself, they are banned in academic institutions.

• It is crucial to give credit to all sources in the right way to prevent plagiarism.

Note. Further information about the misuse of AI in

relation to academic integrity will be provided in Week 3.
Tools for Academic Writing

Grammar checker

• Some writing tools can scan your text for punctuation, spelling, and grammar
mistakes.

• When it detects a mistake the grammar checker will give instant feedback and
suggest corrections, helping you write clearly and avoid common mistakes.

• Currently, Grammarly and a number of other grammar-checking software are

banned from use due to AI implications.
Tools for Academic Writing
Summariser

• You can use a summariser if you want to condense text into its most important
and useful ideas.

• With a summariser tool, you can make it easier to understand complicated

sources.

• You can also use the tool to make your research question clearer and summarise
your main argument.

• Again, due to AI and plagiarism concerns, please carefully check any software
tools you may wish to use.
Types of Academic Writing
Academic writing is divided into two types:

• Student academic writing - used as a form of assessment at university,

as well as at schools; and

• Expert academic writing - writing intended for publication in an academic

journal or book.

Both types of academic writing must adhere to the same standards of excellence.

You will be expected to write your research paper, and essay dissertation using an
academic style.

(Marshall & Rowland, 2014)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY
Types of Academic Writing

Academics primarily write for publication or as part of a research project

to be published as academic books, journal articles, reports or chapters in
edited collections.

Students are required to write for specific purposes as part of their

academic studies.

(Marshall & Rowland, 2014)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Sentence Structure

A sentence is incomplete if it does not express a complete thought, even if it contains a subject
and a verb. It is known as a sentence fragment.

A complete sentence has:

• a subject,
• a verb, and
• expresses a complete thought.

It begins with a capital letter and ends with an appropriate punctuation

(i.e. full stop, question mark or exclamation mark).

(Gillett, 2025b)
TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY
Features of Academic Writing: Sentence Structure (continued)
Every sentence must be grammatically complete.

Each sentence should consist of a complete thought that makes sense on its own.

It consists of:

• A subject - tells you who or what the sentence is about (i.e. a noun phrase, which can be
a single word or group of words)

• A verb - tells you about the subject – can be a complement if required (i.e. a verb phrase,
which can be a single word or group of words), and

• A compliment or complete thought (a group of words) that provides additional information

about the verb

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Sentence Structure (continued)

• A simple sentence • These consist of essential information

consists of only one and make sense on their own
clause and can be made
up of a group of words
that contain a subject and
a verb. • A simple sentence can be a
combination of independent and
• Many sentences consist dependent clauses that do not
of more than one clause necessarily contain essential
and may contain two or information but are dependent on the
more independent main clause to express a complete
clauses. thought.
(Hopkins & Reid, 2018)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Sentence Structure (continued)

Active and passive sentences

• Active sentence: the subject performs the action.

• Passive sentence: the subject receives the action.

Example: An active sentence and its passive construction:

• Active: TAFE conducted the study in 2012.

• Passive: The study was conducted by TAFE in 2012.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Sentence Structure (continued)

• The active voice is the

• Using the passive voice also allows you to:
way we usually learn to
construct sentences in
o direct the audience to focus on the
English; it has the
information or argument being
advantage of being clear
presented, and not on the writer or
and direct.
speaker
• In situations where you
o omit any mention of the actor or agent
want to be less direct and
where it is unimportant
more tactful, you would
want to use the passive
voice. (Hopkins & Reid, 2018)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

 Features of Academic Writing: Common errors in sentence structure

1. Sentence fragments

• A sentence fragment is a group of words that does not express a complete idea and
cannot make sense on its own.

To complete the sentence, additional information needs to be added.

Examples:

• Incorrect: Although the result of the study was inconclusive.

• Correct: Although the result of the study was inconclusive,

the committee decided to implement the policy.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Common errors in sentence structure

1. Sentence fragments (continued)

• It is usually an incomplete idea, consisting of a dependent clause.

• When a sentence begins with a conjunction (e.g. after, although, as,

because, before, since, unless, until, when, which, while, etc.), it is a
dependent clause.

A sentence can also be a fragment if it does not contain a subject and/or a verb.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC WRITING

Features of Academic Writing: Common errors in sentence structure

2. Run-on sentences

A run-on sentence occurs when two independent clauses (of two complete thoughts)
are blended into one without proper punctuation.

Examples:

• The survey shows that more than 80% of the population agrees that racism is
rife however only 12% of the population admits that they are racist.

• More than 80% of the population agrees that racism is rife, 12%
of the population admits that they are racist.
(Hopkins & Reid, 2018)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Common errors in sentence structure

To repair run-on sentences:

Place a full stop between the two independent clauses;

• Incorrect: The survey shows that more than 80% of the population agrees that
racism is rife however only 12% of the population admits that they are racist.

• Correct: The survey shows that more than 80% of the population agrees that
racism is rife. However, only 12% of the population admits that they are racist.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Common errors in sentence structure

To repair run-on sentences (continued):

Place a semi-colon between the two independent clauses:

• Incorrect: More than 80% of the population agrees that racism is rife, and
12% of the population admits that they are racist.

• Correct: More than 80% of the population agrees that racism is rife; 12% of
the population admits that they are racist.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Common errors in sentence structure

To repair run-on sentences (continued):

Place a comma and a linking word (e.g. which, and) between the two.

Change the less important complete idea of the two into a dependent clause, thereby creating a
complex sentence:

• Incorrect: More than 80% of the population agrees that racism is rife, and 12% of the
population admits that they are racist.

• Correct: Although more than 80% of the population agree that racism is rife, only
12% of the population admits that they are racist.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Common errors in sentence structure

3. Subject-verb agreement

All subjects in English sentences are either singular or plural.

• A singular subject needs a singular verb, and

• A plural subject needs a plural verb.

Ignore words (within the commas) that come between the subject and verb.

Examples: The textbook, as well as these journal articles, is essential for the assignment.

These journal articles, along with the textbook, are essential for the assignment.

(Hopkins & Reid, 2018)

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Paragraph structure

Every piece of academic writing is structured by paragraphs and headings.

The number, length and order of your paragraphs will depend on what you’re
writing—but each paragraph must be:

• Unified: all the sentences relate to one central point or idea.

• Coherent: the sentences are logically organised and clearly connected.

• Relevant: the paragraph supports the overall theme and purpose of the
paper.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Paragraph structure

Paragraphs vary depending on your aim.

They may:

• Combine information that seems very different from each other, but have
one key point in common.

• Include only one key piece of evidence (such as a quotation or statistic)

and analyse it in depth over several sentences.

• Break down a concept or category into various parts to help the reader
understand it.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of
Academic
Writing:
Paragraph
structure

This Photo by Unknown Author is licensed under

CC BY
Features of Academic Writing: Paragraph structure

Starting a new paragraph

Before you start a new paragraph, consider how you will transition between ideas.

A new paragraph should consist of a ‘new idea’, one not previously discussed in
your document.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Paragraph structure

Starting a new paragraph (continued)

To determine if your paragraph is complete, ask yourself:

• Do all your sentences relate to the topic sentence?
• Does each sentence make logical sense in relation to the one before it?
• Have you included enough evidence or examples to demonstrate your point?
• Is it clear what each piece of evidence means and why you have included it?
• Does all the evidence fit together and tell a coherent story?

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of
Academic
Writing:
Paragraph
structure
Features of Academic Writing: Paragraph Structure Steps

Step 1: Identify the paragraph’s purpose

You need to know the central idea that will organise this paragraph.

If you have already made a plan or outline of your paper’s overall structure, you should
already have a good idea of what each paragraph will aim to do.

You can start by drafting a sentence that sums up your main point and introduces the
paragraph’s focus. This is often called a topic sentence.

It should be specific enough to cover in a single paragraph, but general enough that you can
develop it over several more sentences.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Paragraph Structure Steps

Step 2: Show why the paragraph is relevant

The topic sentence tells the reader what the paragraph is about—If this isn’t already clear
from your first sentence, you can explain and expand on its meaning.

Step 3: Give evidence

Support your point with evidence and examples.

“Evidence” here doesn’t just mean empirical facts—the form it takes will depend on your
discipline, topic and approach.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Paragraph Structure Steps

Common types of evidence used in academic writing include:

• Quotations from literary texts, interviews, and other primary sources.

• Summaries, paraphrases, or quotations of secondary sources that provide information or

interpretation in support of your point.

• Qualitative or quantitative data that you have gathered or found in existing research.

• Descriptive examples of artistic or musical works, events, or first-hand experiences.

Make sure to properly cite your sources; Remember a citation proves or qualifies your
statement.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Paragraph Structure
structure Steps

Step 4: Explain or interpret the evidence

Now you have to show the reader how this evidence adds to your point.

How you do so will depend on what type of evidence you have used:

•If you quoted a passage, give your interpretation of the quotation.

•If you cited a statistic, tell the reader what it implies for your argument.

•If you referred to information from a secondary source, show how it develops the
idea of the paragraph.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Features of Academic Writing: Paragraph Structure Steps

Step 5: Conclude the paragraph

Conclude the paragraph by returning to your main point and showing the overall
consequences of the evidence you have explored.

Step 6: Read through the whole paragraph

Once you are satisfied you have fully developed your point, read through the final result
to make sure each sentence follows smoothly and logically from the last and adds up to
a coherent whole.

Then re-read for clarity.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Access the TAFE NSW LibGuides: Study Skills (Writing Skills) & Plagiarism
Links
[Link]
[Link]

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

 References

American Psychological Association. (2020). Publication manual of the American Psychological Association: The official guide

to APA style (7th ed.).

Cottrell, S. (2019). The study skills handbook (5th ed.). Bloomsbury Publishing.

Gillett, A. (2025a). Academic Writing: Features of academic writing. UEfAP. Retrieved January 25, 2026, from

[Link]

Gillett, A. (2025b). English for academic purposes: Grammar in EAP. UEfAP. Retrieved January 25, 2026, from

[Link]

Hipwell, P., & Carter, L. (2016). How to write what you want to say…at university: A guide for those who know what they want

to say but can’t find words. Boolarong Press.

Hopkins, D., & Reid, T. (2018). The academic skills handbook: Your guide to success in writing, thinking and communicating at

university. Sage.

TAFE NSW ECIAS200A - INTRODUCTION TO ACADEMIC STUDY

Marshall, L., & Rowland, F. (2014). A guide to learning independently (5th ed.). Pearson.

McCombes, S. (2023, March 27). Academic paragraph structure: Step-by-step guide & examples. Scribbr. Retrieved

December 13, 2025, from [Link]

Staffordshire University Library and Learning Services. (2020, August). Academic writing [Fact sheet]. Retrieved December

13, 2025, from [Link]

TAFE NSW. (2025a, July 7). Academic integrity policy (Version 3.0). Retrieved December 13, 2025, from

[Link]

TAFE NSW. (2025b, July 8). Academic integrity procedure (Version 1.0). Retrieved December 13, 2025, from

[Link]

TAFE NSW Libraries. (2025, August). A guide to TAFE NSW referencing: APA 7 style. NSW Government, TAFE NSW.

Retrieved January 21, 2026, from [Link]

University of New South Wales. (2025). Grammar & writing essentials. Retrieved December 13, 2025, from

[Link]
 The end

ECIAS200A - INTRODUCTION TO ACADEMIC WRITING