1. Writing in an Academic Style: Sentences and Paragraphs
This workshop will:
Provide guiding principles when writing for assessment at the sentence level 
Explain the structure of paragraphs for academic writing 
Offer practical follow-on resources for enhancing your academic style when writing
Complete register and LHS grid on feedback sheet
Is aimed at Level 1 undergraduates
Louise Livesey
Academic Skills Adviser

2. Guidelines to sentence content and length
The Plan…
Guidelines to sentence content and length
Adding impact to your sentences
Structure of paragraphs
4.Resources for enhancing your academic writing style
All appear on click

3. no sentence is longer than 1 ½ lines
1.Guidelines to sentence
content and length
no sentence is longer than 1 ½ lines
there is one point for each sentence
words are not repeated unnecessarily
punctuation is used appropriately

4. 1.Guidelines to sentence content and length
It is possible to argue that almost all advertisements are informative. Indeed, as we have already seen, some appear to be wholly concerned with this. Although government bodies, releasing warnings about smoking or the use of domestic fire alarms, are clearly intent on changing our behaviour, they are still concerned to give the public what they believe is vital information.

5. 1.Guidelines to sentence content and length
Activity 1
But here lies the problem: we seem to talk about three different things when we describe something as a ‘need’. First, there is the strongest case: the need for certain things, like food and water, to maintain the minimum biological levels necessary for survival. Second, there are those things we need in order to maintain a good quality of life, like adequate education, housing and a clean environment, to which we believe we are entitled. Finally, there are those things we might describe as ‘social needs’ created by living in a particular society or part of the world where these things are normal. Some are created by advertising, others by governments and organisations that influence our expectations. Advertisers lead us to believe that we all need annual holidays, fast cars, the latest fashions, even smart phones and table computers, while governments promote our need for national identity and a sense of community.

6. 2.Adding impact to your sentences End of a sentence
LOW IMPACT: You’ve never had it so good, thanks to my government. BETTER IMPACT: Thanks to my government, you’ve never had it so good. BEST IMPACT: You’ve never had it so good. MAKE YOUR POINT AND STOP: DON’T WRITE ANYMORE

7. Introductory sentence – makes the topic of the paragraph clear
3.Structure of paragraphs
Introductory sentence – makes the topic of the paragraph clear
Middle sentences – develop the theme, provide evidence, and follow each other logically
Last sentence – summarises and/or leads into next paragraph

8. 3.Structure of paragraphs
On the outbreak of the Crimean War, Mary volunteered her services to the British Army. Although she had worked for the army before, at its own request, this time she was turned down. Undaunted, Mary made her own way to the war zone. Once in the Crimea, she not only nursed the soldiers, but also ran a hotel and sold food, wine and medicines.

9. 3.Structure of paragraphs
Activity 2
Student numbers and the diversity of the student population have increased considerably in the UK in recent years. This diversity poses a great challenge to universities to ensure the progression of students from different educational backgrounds and abilities. The post-1992 universities in particular, with their larger share of students from non-traditional backgrounds, have introduced a range of strategies to support student learning (Paczuska, 2002; Thomas, 2002). A common approach to providing learning support is by extra-curricular ‘study skills’ courses, often offered in dedicated learning support centres (Gamache, 2002; Haggis & Pouget, 2002). This approach is referred to as ‘bolt-on’ (Bennett et al., 2000), as opposed to the ‘built-in’ or embedded approach where learning is developed through the subject teaching. As will be discussed in more detail below, the bolt-on approach has severe limitations, mainly because it separates study skills from the process and content of learning.

10. http://www.phrasebank.manchester.ac.uk/ http://www.chompchomp.com/
4.Resources for enhancing your academic writing style

11. References
Cottrell, S. (2001) Teaching Study Skills and Supporting Learning. Palgrave Study Guides. 4th ed. Basingstoke: Palgrave Macmillan Ltd.
Cottrell, S. (2013) The Study Skills Handbook. Palgrave Study Guides. 4th ed. Basingstoke: Palgrave Macmillan Ltd.
Coyle, M. and Peck, J. (2005) Write It Right: A handbook for students. Palgrave Study Guides. Basingstoke: Palgrave Macmillan Ltd.
Greetham, B. (2013) How to Write Better Essay. 3rd ed. Palgrave Study Guides. Basingstoke: Palgrave Macmillan Ltd.
Neville, C. (2009) How to Improve Your Assignment Results. Maidenhead: OUP.
Wingate, U. (2006) Doing away with ‘study skills’. Teaching in Higher Education. Vol. 11:4. pp [online] Available at: [Accessed ]

12. Academic Skills Advice Service
Where are we? Chesham Building B0.23
What do we do? Support undergraduate students with their academic skills by running clinics and workshops, having bookable appointment slots, and enabling students to drop-in for Instant Action.
Who are we? Michael and Helen specialise in Maths Support; Lucy and Russell advise students on academic study skills; and I (Louise) deliver the workshops
When can you come for help? Everyday both face to face and on-line
How do I get in touch? or website

13. Any questions?