Capstone Project Checkpoint
 
Paragraphs and Sentences
1. Writing Standards

2. Paragraphs and Sentences

3. Grammar

4. Words and Phrases

More information

Thesaurus.com
(Finding Synonyms)

Excercise of academic writing
(From ICOSA, HKBU)

Organize your writing into paragraphs

A paragraph presents one theme, so it helps readers to distinguish one idea from another. A good paragraph usually starts with a topic sentence and ends with a sentence concisely presenting the conclusion of the theme. You can use various techniques to keep your theme neat in paragraphs, including:
  • chronology,
  • comparison and contrast,
  • analysis and synthesis,
  • cause and effect,
  • process (a sequence or cycle),
  • generality to specificity, and
  • specificity to generality.
Use paragraph transitions

In addition to the internal organization of paragraphs, academic writing needs paragraph transitions to connect your ideas. You can use the following words to introduce a transition in the topic sentence of a paragraph:
  • In addition to
  • Further to
  • Proceeding from
  • Following on
  • Having considered
  • In contrast to
  • Unlike
  • As a result
  • Meanwhile
  • Next
  • After
Use signposts to achieve clarity

In academic writing, signposting language is to inform readers of authors’ aims, positions, arguments and connections of ideas. It is quite useful to ensure explicitness in writing and clarity of ideas. Signpost language has two broad categories: linking words and phrases (e.g. first(ly), … / second(ly), … / finally, … /) and signpost expressions (e.g. the aim of this study is to…). More signpost expressions are provided in the page of "resources".

Use matadiscourse markers to make claims or commentary

Hedges withhold the writer’s full commitment to a proposition.

  • Weaker level: …might result in… / It is possible that…/ …would seem to have…/ …may have contributed to…
  • Middle level: may result in…  / It is likely/ probable that…/ seems to have…/ …is contributed to…/ …indicates…
  • Stronger level: …will result in…/ It is certain that/… shows…

Boosters emphasize force or the writer’s certainty in a proposition.

  • in fact/definitely/it is clear that

Attitude markers express the writer’s attitude towards a proposition.

  • unfortunately/ I agree/surprisingly

Engagement markers explicitly refer to or build a relationship with the reader.

  • consider/note that/you can see that

Self-mentions make explicit reference to writers.

  • I/we/my/our/ the researcher
Use nominalization

A nominalization is a noun phrase derived from another word class, a verb usually.  It is useful due to the ability of (1) conveying impersonal and objective tone and (2) packing abundant information in few words.

Example:
The removal of reduced sulphur compounds from in-mill processes and the prevention of anaerobic formation of reduced sulphur compounds will improve both air and effluent quality (Sfu.ca, 2015).

Use pre-and post-modifers

Most nouns in academic writing are proceeded or followed by a number of words or expressions, in order to make the text clarity.

Example:
The unexpected decline in species that had previously thrived in the area was attributed to a sharp rise in temperature.
(From New castle University, 2015)

Place adverbs within the verb in a sentence

Academic writing needs to place adverbs in the midpoint rather than in the initial or final position of a sentence.

Avoid personal pronouns such as we or you to address readers