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The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organised according to the main sections of a research paper or dissertation (see the top menu ).
Academic Phrasebank / Introducing work. Introducing work. There are many ways to introduce an academic essay or short paper. Most academic writers, however, appear to do one or more of the following in their introductions: establish the context, background and/or importance of the topic.
About Academic Phrasebank. Theoretical Influences. The Academic Phrasebank largely draws on an approach to analysing academic texts originally pioneered by John Swales in the 1980s. Utilising a genre analysis approach to identify rhetorical patterns in the introductions to research articles, Swales defined a ‘move’ as a section of text that ...
Referring to sources. One of the distinguishing features of academic writing is that it is informed by what is already known, what work has been done before, and/or what ideas and models have already been developed.
Being critical. As an academic writer, you are expected to be critical of the sources that you use. This essentially means questioning what you read and not necessarily agreeing with it just because the information has been published.
Explore Phrasebank, our general resource for academic writers, providing you with some of the phraseological 'nuts and bolts' of writing: Phrasebank (Open Access) Visit The University of Manchester Library's 'My Learning Essentials' page for tips on presenting: Presentations and Public Speaking.
Writing conclusions. Conclusions are shorter sections of academic texts which usually serve two functions. The first is to summarise and bring together the main areas covered in the writing, which might be called ‘looking back’; and the second is to give a final comment or judgement on this.
