non academic essay writing

The Critical Turkey

Essay Writing Hacks for the Social Sciences

Can I use non-academic sources in my essay?

One issue that can be confusing in social science essay writing is whether or not, and under what circumstances, you can use non-peer-reviewed, non-academic sources such as news articles, blogs, podcasts or youtube videos. Your lecturers and tutors are quick to point out that you shouldn’t, but then there always seem to be exceptions. This blog post looks in more detail at what these exceptions are, how to make use of them, and what pitfalls to avoid.

How academic sources are different

The first thing to be aware of, however, is that academic sources should always form the backbone of your discussion. Non-academic sources should only ever be an addition to this, and should never replace them. This should be reflected in your bibliography. There should be no reduction of academic sources at the expense of non-academic ones.

This is due to one of the principles of academic writing: The starting point of any study, book, journal article or student essay is always to look at what already exists on the topic. What have other scholars written on it, and how does your book/article/essay build on this existing body of knoweldge? In the hierarchy of knowledge claims (at least as academics see it), academic studies, that is ones that were conducted by university-trained staff, usually within the institutional framework of a university, and peer-reviewed before publication, are considered of the highest quality. And it is only on these foundations that your essay or dissertation will be considered a sound and trustworthy piece of writing.

[Quick explainer: ‘Peer-review’ refers to a process that academic journal articles (and to some extent books) need to go through before publication. They are reviewed and validated by ‘peers’, experts in the particular field of study. Many such articles never make it through that process, and most are amended according to the suggestions of the reviewers. This is a method of quality control, and makes sure (at least in theory. It’s not like this method doesn’t have its critics) that whatever data and whatever knowledge claims are published are sound and reliable.]

The use and non-use of non-academic sources

There are essentially three legitimate ways in which you can use non-academic sources. The first is for illustration. This is when you take examples reported in the news that serve as an illustration of a topic you are discussing. This can be a powerful addition to your essay, especially if it adds timely and current examples, and in a way helps contextualise your essay with what is currently going on in the world. However, there are some guidelines you should follow here. First, make sure your news sources are good quality, and, while of course not peer-reviewed-reliable, they should at least be ‘reliable-enough’, reputable sources. Good quality journalism such as The Times, Guardian, Economist etc. are fine. Steer away from the more tabloidy publications. And follow the referencing guidelines outlined below. If you want to cite statistics or other data discussed in the news article, you should always trace this data back to the actual study that was conducted, and cite this study rather than the news article.

The second instance is when you use non-academic sources as the object of your analysis. At its most developed, this can be a systematic discourse analysis, in which you examine the way, for example, social class is discussed in newspaper publications, or how neoliberal ideas were embedded in the political speeches and texts of New Labour (a famous study by Norman Fairclough, this quick 4-page review article (JSTOR) gives a good impression of what such a systematic discourse analysis can look like). My own PhD was a discourse analysis of how corruption was discussed in the formative periods of the modern nation state in Germany and the UK, in newspapers, legal documents, and parliamentary debates. In a more scaled-down version, you can do something similar, even in a short 1,500 word essay, by looking at a few examples of, say, how race is discussed in political speeches, class is discussed in tabloid newspapers, or gender is represented in advertisements [PDF of Goffman’s study] . In this case the quality of the source is not important, and you might even be interested specifically in how low-quality tabloidy news sources represent a specific theme. The difference to the above usage as illustration is that in the above, you observe what is going on in the world (illustration of, for example, racist incidents). Here, you observe the observors, examine how they represent specific topics, and question their motives for doing so in the way they are doing it.

The third, somewhat less common instance of using non-academic sources in your essay is when you want to discuss a claim or hypothesis made in, for example, an editorial of a newspaper, a political speech, or a blog or podcast of a renowned academic. This last example is indeed where it can become confusing, as the person making claims here is an academic (hence this is kind of an academic source), but the format in which it is made is non-academic, and not peer-reviewed. The short answer is that this should be treated like a non-academic source, as the peer-review process trumps the university affiliation. The longer answer, however, is that some sources can be considered more trustworthy than others, and in the hierarchy of trustworthiness, academics tend to be pretty high up. Use your own judgment, though. There are some academics that bullshit their way through the world wide web. You might have heard of Jordan Peterson.

Using such claims or hypothesis from non-academic sources is not very common, as usually academic sources provide us with plenty of such claims and hypothesis. Indeed, their use case tends to be on topics that have not been extensively researched (yet). An example here could be a claim about the impact of some new technology or social media platform, or the effect that a certain new policy has had. The way these hypotheses are then used in an academic essay or research paper is usually to examine whether these claims are true or not, which indeed is what a hypothesis is, a claim to be tested. The same goes for hypotheses that you probably already know you will disagree with, such as a politician’s claim that ‘people are fed up of experts’ or that ‘if you believe you are a citizen of the world, you are a citizen of nowhere’ (sounds like a 1930s Nazi slogan, but was actually Theresa May). These can be used as a linchpin in your essay, where you use this claim in your introduction, and the essay then goes on to show, using evidence and critical reasoning, how this is not the case.

How to reference non-academic sources

In all the above cases, it is important to make explicit in the text of your essay that these are indeed non-academic sources. This could be something like ‘As Monbiot claims in the Guardian’ or ‘The way this is framed in some right-wing media’ or ‘Giddens further discusses this in a blog article’. Explicitly signpost this, as these sources should not appear like the standard academic standard sources (no typo). A less benevolent reader/marker of your essay might otherwise suspect you of trying to sneak non-academic sources into the discussion, and of suggesting rigour when there isn’t.

Final thoughts

I hope this blog post clears up some of the vagaries and confusions regarding the use of non-academic sources in academic essay writing. Are there any examples or usage cases that I have overlooked, though? What is your strategy in using them? What has worked for you, and when has if backfired? Let me know in the comments below.

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Academic Writing vs. Non-Academic Writing

Introduction.

Academic writing is typically found in a post-secondary setting where experts have produced works based on research and used others’ work to validate their findings. These also tend to be peer-reviewed works that are reliable and can be proven. On the other hand, non-academic writing would typically appear in a “magazine-like” work that is usually written by non-experts for the purpose to entertain, inform or persuade you to believe in something or buy something. For this course, you will be producing academic writing by including various other peer-reviewed materials to support your point.

Watch It: What is Academic Writing?

Watch What is academic writing? (3 minutes) on YouTube to review the characteristics of academic writing:

Video source : Lund University. (September 19, 2016). What is academic writing [Video]. YouTube. https://youtu.be/1pE-ohVy9e0

Attribution & References

Except where otherwise noted, “Academic Writing vs. Non-Academic Writing” by Academic and Career Prep, Georgian College, is licensed under CC BY-NC-SA 4.0 .

English for Degree Entrance (EDE) Copyright © by Carrie Molinski and Sue Slessor is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Difference between Academic Writing and Non Academic Writing

1. Academic Writing : Academic writing refers to a piece of writing which focuses on specific academic subject/topic. Through academic writing the writer intends to prove a theory or viewpoint in one way or the other. Mainly academic writings are based on academic findings and academic research and is intended for a scholarly audience. The writer can explain a specific subject matter by providing his/her own point of view. It includes scholarly essays, research papers, dissertations, etc.

For example suppose a professor writing on a concept related to Chemistry and that published on college’s monthly magazine.

2. Non Academic Writing : Non Academic writing refers to a piece of writing which focuses on a general topic rather than any academic topic. It is not intended for an academic audience. It is intended for a lay audience or the mass public. Non academic writing focuses on lay audience or the mass public. These types of articles are mostly personal, impressionistic, emotional, or subjective in nature. It includes magazine articles, personal or business letters, novels, websites, text messages, etc. are some examples of non academic writing.

For example you are an employee of an company and you are writing a business letter to your colleague related to the current project.

Difference between Academic Writing and Non Academic Writing :

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Writing for General, Non-Academic Audiences: Benefits, Opportunities, Issues

September 12, 2017

Scott Montgomery

First Things

1. why write for the public .

Social scientists investigate and write about society. It therefore makes sense that they share this important work with those whom they study, including decision-makers. In truth, the public is very interested in what social science disciplines have to say—about politics, foreign policy, history, economics, area studies, studies of society, culture, and language. People are more aware of how relevant and important knowledge is in these fields than ever before.

A key reason is that they know or sense the world has entered a period of major uncertainty. Major challenges to liberal democracy, for example, have risen in many western nations, including the U.S., even as issues related to terrorism, immigration, climate change, religion, and more have appeared as daily headlines. It is clear that the news media aren’t able to do justice to the complexity of the real world without relying on academics with real expertise in related areas. The internet is also a factor. People spend far more time reading online material than print. Online venues of information are where the public now seeks answers.

This has meant a growing realm of new publishing opportunities. As members of the academia, we have spent years researching, debating, and communicating at the highest levels of knowledge. We are experts in our chosen subjects and are very often the best ones to inform the public about the background and substance to certain issues and to provide it with opinions that have depth and logic. Some might say we have the obligation to do this; others would disagree. But either way, the reality is that there are more avenues than ever before to share our expertise in a greater arena. In short, there are concrete reasons to write for the public. What are they?

Such writing confirms and legitimizes the importance of your work (and you).
It creates and or expands your presence as a worthy, knowledgeable source both nationally and internationally–even globally.
It generates influence and therefore opportunities to make new connections and collaborations, as well as representing your work further.
It helps you think about your work in new ways, suggesting new areas of research.
It will raise your level of confidence, as a scholar and representative of your field.
It can produce valuable ideas for a book or a new course
It will attract the notice of grad students (apprentices)
It is a way to defend against intellectual malfeasance

2. What are the Proven Benefits?

Writing for a general audience develops a powerful new skill. You don’t have to be John Stuart Mill to understand that an ability to communicate with the greatest number provides you with something of considerable utility. But it helps to make this concrete. What specific, proven benefits can it yield?

By creating a track record of publication, scholars have made themselves more attractive to book publishers. It shows you can write well enough and already have an audience. These are actually very important things for a publisher.
By urging (or forcing) you to think about and work on your writing, the stylistic and vocabulary choices you make, it will improve your scholarly writing.
If you work in an area that is controversial or focused on conflict, your research may be misinterpreted or misused by others who write for the public. Representing your own research for general readers is the best way to defend against this or correct it.
Comments from readers can be valuable, suggesting new areas to research or write about; other articles, papers, reports, etc. you may have missed; issues related to your work you may have overlooked; possible collaborators in other countries or other fields. You will also receive compliments from thankful readers—a true and sincere reward.
As your readership will inevitably include other academics, the range and number of citations to your work in journal articles and books may well increase.
Establishing a respected online presence—demonstrating a concern for public understanding—has helped some scholars gain research funding, including from private sources (foundations, institutions, donors).

A common worry holds that non-academic writing won’t count toward tenure or promotion and may even count against them. The first part of this remains true in a significant number of universities, though the second part is less often the case today than in the past. Anyone seeking tenure, of course, must satisfy the requirements their department has set. Yet such requirements are not always fixed or inflexible: there is growing recognition that material published for a broad readership can bring positive attention to a department and institution. Old school bias against writing for the public is eroding today.

It’s also true that not all social scientists decide to remain within the halls of academia. Outside this realm, any publication you do for general audiences is likely to count in your favor, possibly quite strongly. If you work for an NGO, think tank, research institute, foundation, or even a government entity, the ability to communicate with broad audiences could advance your career no small degree.

3. Facts and Knowledge Matter

The title of this section should require little explanation or argument. Yet we know that isn’t the case. It is all too clear that if the most well-informed people don’t come forward to help guide public debate, others will. As is also clear, some of these “others” may have only tentative loyalty to the facts on a particular subject. Social scientists, by adding their voice on subjects directly relevant to their expertise, can help ensure that actual research and knowledge have a solid position in related discussion and debate. These are not small achievements.

Again, this isn’t to argue for any obligation or necessity of activism. The point, instead, is that the national and global conversations about many important issues and topics remain much poorer without the informed participation of social scientists.

This applies not only to the public as a whole but to policy-makers and their staffs. If you have done research on something like the psychological state of people involved in natural disasters, the rise in the number of felons not allowed to vote in the U.S., or the history of Russian nationalism since 1917, you may well have important, helpful things to say about a situation or event that is a focus of international interest.

4. You, Your Institution, and Your Field

We hinted at this above: anytime you publish something online, you expand your presence in the one medium that matters most today. Some call this your intellectual “brand.” As an academic, you may find this term uncomfortable, due to its marketing aroma. Yet “brand” is today applied to any entity that can benefit from a larger scale of recognition, e.g. companies, neighborhoods, cities, activist groups, political parties, celebrities, and institutions, and so on. In the digital universe, “brand” has become synonymous with “recognition.”

Such being the case, whenever you publish online with your affiliation after your name (nearly always, in other words), attention goes to your institution and, if mentioned, your department as well. Because many such publications are now being picked up by other journals, blogs, tweets, and more, this benefit is often multiplied. Indeed, it gains an exponent.

Universities are coming to recognize this advantage. A growing number have begun to encourage it. This is not limited to departments of political science or international studies, whose subjects are often in the news. It can apply to most social science, since departments and colleges not only take pride in their faculty adding to public conversations about important subjects but understand that this kind of activity can increase possibilities for concrete benefits: funding (from both public and private sources), attracting new faculty and graduate students, and also raising the overall level of status and influence of the institution itself.

Beyond yourself, your department, and the institution you work for, it is your chosen field that benefits from your online publication. The historian who writes a piece about textbook changes, the anthropologist who examines American cultural forms in China, the Gender Studies prof who looks at the role of young mothers in the migrations from Syria, all draw attention through their commentary to their background and training. Adding to the perceived legitimacy and value of your discipline is no trivial thing.

5. General Audiences: Who are They and What Do They Want?

Writing for general audiences used to mean making your material as simple as possible. The rule of thumb held that the average reading level of the public was equal to an eighth grader. No more. Such may approximate the truth in some areas of science (molecular genetics?); it is decidedly not the case for social science material.

Today, the overwhelming majority of people who want to read articles, essays, op-eds, commentary, and more about topics related to the larger world is made up of college-educated individuals and students. In broad terms, they are not merely interested in the society around them. They are eager to make sense of it. They are hungry for information, interpretations, ideas, conclusions, and opinion. These are not neatly defined categories, to be sure; they are meant only to provide some notion of the range of material involved. Informal surveys of academic authors who write for the public suggest that the more of these elements you include in a single piece of writing, the more appreciative your audience will be.

6. Policy Makers: A Special Market

Depending on your subject and message, your writing may reach a special subset of educated readers: decision makers, especially in government. If this is one of your goals in writing for non-academic audiences—to inform or sway opinion on matters you feel strongly about or that affect your field or the nation—then by all means seek to join the ranks of those who are doing so. Here are some realities to keep in mind.

Trying to publish an article on a major policy issue in the news will be difficult, unless you already have a proven track record related to the subject. No matter how knowledgeable you may be, if you haven’t published a book or several articles (or both), or if you don’t hail from one of the world’s most elite universities, you’ll be competing against people who have these “qualifications,” including people who may already be known to the editor as competent and reliable. The editorial world, in fact, is fairly conservative when it comes to selecting writers; a particular journal or other venue usually wants to avoid as much risk as possible on a big issue topic. You can sometimes get around this by taking a unique angle on the subject (e.g. using data or information that you have special purview over), or choosing a smaller, corollary issue that you can then use as a basis for advancing your larger point of view.

Of course, think tanks of varied stripe can be a source of competition. Swaying decision makers’ minds is what they attempt to do for a living. Policy makers and their staffs are familiar with the better known among think tanks but also understand that each has its own (limited) point of view. Think tanks purposely choose issue areas and topics highly relevant to government and military concerns. Of course, some places lean heavily right, others left, and still others aim somewhere near the center. If you have the opportunity to write for these places, your work will most likely be read by some people with input to the policy making process. But few, if any, policy makers or their staff rely on think tank material alone.

Here’s an example. You write an article about research you’re doing on a fishing grounds disagreement between Malaysia and Indonesia near the Kepulauan Anambas islands. This article is shared around by some readers and ends up in other publications that cover Southeast Asia. It ends up on the “must read” list for naval staff members of the U.S. 7 th Fleet (Pacific) and a senator on the Armed Services Committee concerned with Chinese territorial claims in the South China Sea. Such interest in your piece is even more likely if you make the connection to regional territorial concerns part of the article. This works on a local level, too. A short piece where you introduce sociological research on life expectancy for certain professions in a particular state, province, or city will be of immediate interest to any government representative (national or provincial) for this area.

Two key points are worth noting. First, people involved in policy making always want the most current, high-quality information available. Second, government staff members and even intelligence agencies, no matter how thorough they may be, do not have a monopoly on such information. As an academic researcher, your work involves generating new knowledge and interpretations that others might utilize. This can put you in a special position to impact debate and opinion and, thereby, in some measure, policy decisions too.

Style and Content

1. familiar territory.

Writing is a skill, and like any skill, it comes from training and practice. But it can be greatly helped by recognizing that this skill is something you are entirely familiar with. You know from your own reading, years of it in fact, what kind of discourse you’re aiming at for a general audience. You’ve read hundreds, perhaps thousands, of op-eds, news items, non-scholarly articles, professional blogs, and much more. You know a good article, well-written and well put together, when you see it.

No less, you already have some skill communicating with non-expert audiences—your teaching, especially to undergraduates. You have real experience with explaining scholarly knowledge to the uninitiated. These days, moreover, with so many foreign students studying in English-speaking countries, you may have revisited your explanatory powers (consciously or otherwise) and adjusted them further.

Like many academics, you may sometimes weave in little stories to your teaching, biographical or historical material, touches of humor, a striking aside or a powerful image, even a bit (if you’re truly daring) of personal experience. Such elements increase your familiarity with communicating to general audiences. If you are at all successful in your teaching, you know a good deal about how to do this.

Fortified with this realization, you may feel a surge of capability to forge ahead and begin writing and publishing brilliant pieces that will inevitably elevate la condition humaine . However possible, this isn’t likely just yet

2. Examples: Useful Comparisons

A good way to show the truth of what has just been said is to compare the difference between an academic piece of writing and its re-written form for general readers. Here, then, is the scholarly piece:

In the social sciences, post-colonial thinkers have done much to overturn standard positive ideas of “civilization” by showing that it was routinely associated with Western imperialism and its promotion of racism, slavery, genocide, genderism, and other such iniquities. 1 However, it is possible to maintain that the term was not always employed in colonial times to reinforce such points of view or to extend them and deepen them further. 1,2 Indeed, historical study reveals that Western attitudes toward colonialism were quite diverse and complex. While a majority of thinkers embraced colonial “adventures” and the profits it brought to the home country, there were others who rejected and even denounced colonialism in various forms, including bitter literary satire.

And here, the non-scholarly version:

What does the term “civilization” mean today? For much of the modern era, it was a positive word, associated with things Western. But for exactly this reason, scholars have recast it as embodying the evils of colonialism, particularly racism, slavery, and genocide. This new view may itself be incomplete. It turns out that European attitudes towards the colonial seizing of territories were complex. While many thinkers did celebrate it, some found it odious and expressed their reaction as bitter satire. Irish author Oliver Goldsmith was one of these.

We can see what has been done here. If we were asked to make a list of the changes that have taken place between paragraphs 1 and 2, it might look like this:

Sentences are shorter.
They also vary in length.
The first sentence poses a question to engage and even intrigue the reader. This is one way to begin.
The style of paragraph 2 is more colloquial (“for exactly this reason,” “It turns out”).
There is a clear logic and flow in the language, with transitions.
Words with more charge have been substituted (“evils,” “seizing,” “hateful,” “angry”).
The message is not dumbed down too much. The style is not condescending; it does not say, in effect: “readers of this article are probably not aware that…”).
Paragraph 2 does not include everything in paragraph 1 (“genderism,” “historical study”), but has enough to convey the essential meaning.
Paragraph 2 is shorter.
No footnote or reference citations are included.
A specific person has been added.

Here, for variety’s sake, is another version, still shorter and more concise. Some publication opportunities demand a piece that is 800 words or less, in which case you’ll need to evaporate a large part of whatever original paper, essay, or thesis you’re translating.

What does “civilization” mean today? Many scholars maintain that, as epitomized by Europe, it has an inerasable bond with colonialism, therefore racism, genocide, and slavery. Accurate as this is, it may not be the whole story. In fact, there were Europeans who didn’t celebrate the colonial “adventure” but saw it deserving of bitter satire. Irish author Oliver Goldsmith was one of these.

As scholars of social reality, we really do know things that can help the general public better understand and even navigate the contemporary world. But to do this, we need to make our knowledge and research accessible. We need to do this in ways that are recognized as credible but also interesting . At some level, we need to make our readers want to know what we know.

3. Tips to Think About

Some important tips emerge from our brief comparison above. They are things to think about as you read general interest articles that have to do with your field or related fields (you should do this kind of reading, if you want to write this kind of material).

The introduction should be brief, about 4-6 lines. It should not simply state something but create interest. It also needs to at least hint at what comes next.
The main body of an article, together with its conclusion, must be able to defeat the worst question directed at any published writing: “So what?” So you need to tell the reader why your material is important and interesting.
But not so important that you deserve to brag in some fashion or trash the work of others in your field. As the author, you are as much a representative as an individual.
To engage readers, it often helps to have one or more people in your narrative, who are involved in doing something, whether in the past, present, or future.
In contrast to academic writing, an article for the general reader needs to have emotion in it. There are a number of ways to do this: using charged words (as shown in paragraph 2 above); adding a bit of human detail; adding emphasis (“this striking idea/discovery/finding”).
If you are arguing a position, briefly mention arguments against it or else possible weaknesses. If relevant, also note the work of others in the field. Being humble and generous is attractive to readers and will generate good will towards your material.

Writing Skill and How to Acquire It

1. good models are good mentors.

All good writers learn their craft from other writers. This is true no matter what type of authorship is involved, whether non-fiction or poetry. Apprenticeship takes place through disciplined emulation, by absorbing and adapting quality work that has been published.

The first step is to identify and save models of excellent writing in your own area or areas you wish to write in. Ask yourself whenever reading an article: is this something I wish I had written? If so, save it to re-read and study later on. Just one or two examples aren’t enough; think in terms of five or more. Think also of replacing early choices with later ones that seem better.

It’s best to expose yourself to a range of articles for a couple of reasons. Quality writing can’t be produced by formulae; there are a number of effective ways to compose any specific article. Also, choosing a fair number allows you to go through them with an even more critical eye and choose the best three or four.

What to look for? An article is divided into:

opening (paragraph 1), starting with the first sentence (readable in 7-10 secs)
conclusion (last paragraph), ending with powerful closing sentence

Examine your models in terms of these parts. The workshop presentations included on this website provide some examples to help you do this. It is a good idea at this point to look through these samples to help sharpen your skill at judging what works best.

Consider asking these kinds of questions: How well does each part work? How do the different parts fit and flow together? Does the opening engage your interest while revealing what the article is about? Does the body follow this up, developing it, adding interesting details while keeping you engaged? Does the conclusion bring everything to a meaningful end, with an effective final sentence? If your answer to any of these questions is “no” or “sort of,” then you need a better model.

2. How to Use Your “Mentors”

Once you’ve chosen several or more model articles, you need to study them. A major goal is to absorb from these temporary “mentors” an awareness of what sounds good and what doesn’t. Another aim is to learn different approaches for writing each section of an article. Ultimately, repeated study of excellence can build over time a kind of internal voice or guide that is able to continually produce options for the next phrase or sentence, for the arrangement of details, and for other aspects of structure and expression.

There are more than a few ways to study your models with these goals in mind. Some are mentioned below, but you may have methods of your own or know of others from friends or writing guides that you feel are more suitable. The key is to find one or more approaches that work well or best for you. This may require some experimenting, which is never a waste of time in this context. Trying out different methods will almost inevitably teach you important things about your own proclivities as a writer. Overall, your models provide material to adapt, emulate, and personalize.

Here, then, are some approaches to consider:

Method 1: Choose one article to work with and simply read it over slowly and carefully, one sentence and paragraph at a time, paying close attention to the style (word choice, sentence length) and to how well each part follows what came before.

Method 2: Either copy the article out, perhaps one part at a time, perhaps selected paragraphs, or recite it in your head. The goal here is to actually reproduce its language and flow. This method has been used by many fiction and non-fiction writers to “try on” the style of a great author and to absorb some of its structures, sounds, and vocabulary.

Method 3: Go one step further and memorize parts of an article so that you have them ready in mind. This approach would focus on specific sentences and paragraphs that you find particularly good. These are pieces that you can use in your own writing by imitating their syntax while using different words. This last—different wording—is important, of course. Plagiarism must be avoided; nothing said here should be understood to suggest that copying is justified. It isn’t. Note that software used to check for plagiarism today is sometimes programmed to identify a succession of as few as 6-8 words as probable stealing from an older publication.

3. Tips and Techniques

The following are a final series of ideas to help you move forward with writing for a general audience.

Assume your audience will know very little about your topic. You’ll need to explain any concepts or theories you want to include. Avoid using any jargon if possible, or else use only one or two terms and define them in the text.
If you are writing about a series of events, the development of a theory, or some other topic with a historical dimension, be sure to “honor chronology,” as the saying goes. Putting things in order this way encourages you to create a story-like narrative, which will be more engaging and successful for a non-academic audience.
If your subject is your own research, keep in mind that a general interest piece is not the place to stake a claim. This is not really the place to demonstrate and demand you be recognized as priority discoverer or developer of something entirely new. You are writing about your work, somewhat similar to a jounalist, except that unlike a third party observer you can’t successfully praise and admire yourself.
Depending on your topic, you might find it helpful to begin with a brief anecdote, vignette, or description of a scene as your opening. You can then follow this with an explanation of what it means or suggests in terms of your main topic, an easy way to move into the body of the article.
As your models show, sentences in general interest articles are generally shorter, often much shorter, than in academic writing. They also use the active tense more often—the subject performs the action of the verb, e.g. “Ruth Coyer, a sociologist at Drake University, wondered about this and decided…”, “Her findings revealed that…”, “Today, most sociologists reject Coyer’s work, but my own research suggests it may have been too easily dismissed.”
One way to think about the body of an article is this: supposing the opening engages the reader’s interest, whatever follows must answer the question “So what?” or, still more blunt, “Tell me why should I care?” These may seem rather brutal questions (and they are), but they accurately convey what’s at stake for you, as the writer.
Pay attention in your models and other quality articles to the use of questions. These are powerful, rhetorically speaking, in terms of engaging the reader. They can be employed in a number of places too—in the title (“Can Christians Truly Understand the Qu’ran?”), as the opening sentence (“Why has the U.S. never signed the Comprehensive Test Ban Treaty for nuclear weapons, a key part of the non-proliferation landscape?”), as a transition within the body (“So what might this tell us about how language is used by teenagers in Singapore?”), and in some cases as the ending (“At present, we still have no final answer to how many species of hominids may have existed in Central Asia.”). Questions can be used several times in a single article, but they can be over-used too. Be aware that they are a rhetorical device with a specific purpose.
Most online journals and other venues want you to pitch an article first. This is helpful, because it can prevent you from wasting much time writing something that isn’t wanted. Some journals ask for a brief (100-150 words) description of the topic, why it’s important, and what your expertise is to write about it. Others provide boxes for you to fill in with this information. Such a pitch is often quite valuable, as it forces you to condense and clarify your subject in as few words as possible (no windy descriptions allowed).
In all cases, your subject will have a much better chance of being accepted by an editor if you tie it to something that is in the news or otherwise a recent or ongoing event. Timeliness is above godliness.
It is very common for editors in general interest online journals to make changes insubmitted articles. They may substitute their own title, delete whole paragraphs, reorganize section, add or erase subtitles, and ask for more information. You should be ready for such hands-on treatment and not take offense. But make sure that important things are not warped or lost and that accuracy is maintained. Editors are not tyrants; they want articles to be as high quality and appropriate to the audience as possible. But they aren’t experts and can make errors of judgment, just as writers can. You want a good relationship with them, so if you need to reject any of their changes it’s best to be direct and friendly and to explain why their suggested change shouldn’t be used.
Last but certainly not least, if you work at a college, university, or research institution, it is very likely they have a media relations office. This will be staffed by knowledgeable, experienced people who know the publishing world quite well and would like nothing better than to help you get an article written and placed. They have other work to do and cannot serve as your mentor, but they can often be good guides and can help jump start your own efforts. By all means, check out this office and what it has to offer. You may want to do this even before you begin to write, to discuss your topic idea and how to approach it. But don’t expect anyone to do your work for you. Moreover, people who work in media relations do not know everything. The landscape of online, general interest publication is highly dynamic and constantly evolving. Exploring it yourself, specifically in relation to your own field, is a good idea. You may well discover resources the media relations people don’t yet know about and will thank you for communicating to them.

This publication was made possible in part by a grant from Carnegie Corporation of New York. The statements made and views expressed are solely the responsibility of the author.

About the Author

Scott L. Montgomery is an author, geoscientist, and affiliate faculty member in the Jackson School of International Studies, University of Washington. He writes and lectures on a wide variety of topics... More

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Non-academic vs academic language.

Academic writing is a distinct genre of writing. It is different from other forms of writing (e.g., a magazine article). It has certain features which classify it as academic. The video below highlights some of the features of academic writing.

Below you will find a variety of sentence forms. Some are academic, while others are non-academic. Drag each sentence into its appropriate box depending on whether you think it's academic or not.

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Writing Tips

How to Write for a Non-Academic Audience

4-minute read

10th March 2019

If you are passionate about your subject area, you may want to share your knowledge with the public. Getting your work read by a wider audience looks great on your resume, too. But writing for a non-academic audience is not like most academic writing , so we have some tips to help you start out:

Think about your audience and tailor your writing style accordingly.
Hook the reader from the opening lines (e.g., by posing a question).
Focus on your main topic and avoid tangents. Think, too, about what you want to achieve with your writing and let this guide you.
Keep your language simple, but don’t talk down to your readers.
Have you article proofread before you submit it to the publisher.

Read on for more advice on writing for a non-academic audience.

1. Know Who Are You Writing For

Remember that your readers may not be familiar with your subject area. As such, you will need to think about who you are writing for and what your audience knows about the topic of the article.

You can do this by reading other articles from the publication you are writing for, which will give you a sense of who it is aimed at and its general tone. You may also want to read articles on similar topics from other publications to gauge the overall level of public knowledge.

If you have an idea for an article without a specific publication in mind, meanwhile, try visiting your school’s media relations department to see if they have advice or contacts to share.

2. Hooking the Reader

When writing for a non-academic audience, you need to hook your reader. You can do this by posing a question. For example, we might begin an article about artificial intelligence by asking:

Could a computer do your job? And what does the rise of AI in the workplace mean for the humans that are being replaced by technology?

As well as setting up what the article will address, this makes the issue personal for the reader. Alternatively, you could begin with an anecdote or structure your article around a personal experience. The aim is to provide an emotional core that readers can relate to.

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3. Keep It Focused

The best articles for non-academic audiences discuss a single issue or idea in clear, focused terms. If you stray too far from your main topic, on the other hand, you risk losing your reader.

Think, too, about what you want to achieve with the article. Is it meant to explain a complicated issue for a non-specialist audience? Or is it an opinion piece where you are seeking to convince readers of something? Whatever your aim, let this guide your writing.

4. Simple, Not Simplistic

Your writing style may depend on the publication (ask if they have a style sheet or author instructions). As a rule, though, you should keep your writing fairly simple and informal. This may mean:

Using everyday language when possible, avoiding unnecessary jargon.
Using shorter sentences and paragraphs than you would in an academic paper . Remember that clarity and concision are vital.
Defining any technical terms you use.
Using subheadings to structure the article and guide the reader.
Using bullet points and formatting to highlight key details.

Remember, too, that using simple language is not the same as dumbing down. You may need to avoid the complex justifications, technical language, and endless footnotes of standard academic writing, but this does not mean you should talk down to your audience.

Instead, treat your readers like undergraduate students. They might not know much about the subject right now, but they are intelligent and eager to learn. Your job is help them do this!

5. Find a Proofreader

Finally, make sure to have your article proofread by someone from outside your field of study. As well as making sure your writing is free from typos, this gives you a “test” reader who can highlight any passages that may be too technical or complex for a non-academic audience. You can then clarify these passages, if required, before you submit your article for publication.

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Academic vs Non-Academic Writing: Understanding the Differences and How to Use Them Effectively

Updated: Jul 17, 2023

Academic writing and non-academic writing are two distinct styles of writing that are used for different purposes and audiences. Understanding the differences between these two styles can help you become a more effective writer, whether you are writing a research paper or a blog post.

One of the main differences between academic and non-academic writing is their purpose. Academic writing is typically used for scholarly purposes, such as in research papers, dissertations, and theses. Its primary purpose is to convey information and ideas in a formal, objective manner. In contrast, non-academic writing is used for more general, everyday purposes and is often more personal and subjective in nature.

Another difference between the two styles is their audience. Academic writing is typically written for a specialized, professional audience of experts in a particular field. Non-academic writing, on the other hand, is often intended for a more general, lay audience.

The tone and language used in academic and non-academic writing also differ significantly. Academic writing is typically more formal and objective in tone, using technical language and jargon specific to the field. Non-academic writing, on the other hand, is often more personal and subjective, using colloquial language and a more conversational tone.

The structure of academic and non-academic writing also varies. Academic writing follows a more structured, formal format, with clear introduction, body, and conclusion sections. Non-academic writing is often more flexible in its structure, with a more casual approach to organization.

Finally, the citation style used in academic and non-academic writing differs. Academic writing typically follows specific citation styles, such as APA or MLA, to properly credit sources and avoid plagiarism. Non-academic writing, on the other hand, may not follow any specific citation style or may not require citations at all.

In conclusion, understanding the differences between academic and non-academic writing styles is important for effective communication. Whether you are writing a research paper or a blog post, being aware of these differences can help you craft your message in a way that is clear, effective, and appropriate for your intended audience.

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How to drive impact: writing for a non-academic audience

Sharing your research with audiences outside the traditional academic sphere has excellent potential to raise awareness of your findings, maximize their usefulness, and drive impact. Oftentimes, however, it’s the people outside of academia that have the potential to put your research findings into action. It’s crucial to remember that non-academic audiences, such as the public, policymakers, or industry practitioners, are unlikely to be as familiar with your research topic as you are. So, how do you communicate your findings to this audience in an easily digestible, engaging way? Read on to uncover three essential tactics for connecting with the hearts and minds of non-academic audiences.

Header image for how to write for a non-academic audience blog

Why should you write for non-academics?

The answer to this question is pretty simple: communicating your research to a non-academic audience paves the way for increased readership and a broader potential impact .

Reaching out to non-academics often means sharing your work and engaging with important stakeholders and decision-makers, including policymakers. Such audiences can use and translate your research into actionable changes and improvements for society at large.

But policymakers aren’t the only stakeholders to keep in mind when presenting your research findings. Getting in touch with and building relations with journalists, media outlets, or the press can help attract media attention and coverage for your research. This is another way to get your work discovered, achieve greater reach, and establish your presence as a credible and experienced researcher in your field.

In addition, interacting with different audiences can support opportunities for connections and collaborations with other stakeholders, such practitioners in the field. Your work can interest, engage, or inspire communities beyond active scientists resulting in further representation of your work through new ideas or discoveries.

When writing for a non-academic audience, it’s really important to think about who you are writing for , how your research will help them , and why they should keep reading and engage with your work.

Tactic #1: Understand who your audience are and what they need

There are two main audience groups outside academia you should consider sharing your research with as they can apply your findings in a variety of ways in their daily work: (a) professionals and practitioners, and (b) policymakers, science writers, journalists, and the public. To effectively communicate your research implications and increase the chances of making an impact , it is essential to understand the different needs of these two important groups.

Professionals and practitioners need to get answers to practical questions and make informed decisions while at their desks, onsite, in the field, or with patients to improve practice. This specialist audience has some understanding of subject-specific terminology, but also limited time to make decisions and take action. When communicating with this group, you should highlight the practical implications of your research.

Policymakers, science writers, journalists, and the public require clear information on the decisions, steps, and actions that can be taken, or pitfalls that can be avoided to make positive change. To effectively communicate with this non-specialist audience, you will need to share the key takeaways of your work using simple language and supporting content, such as videos, infographics, or social media posts.

Tactic #2: Help your audience relate to your research through storytelling

After identifying your audience and their needs, the next step is to understand how they can benefit from your research. Some key things to reflect on are whether your work relates to a current policy issue or if it has relevance to your local community. Plus, you can think about whether your research could help reassess existing practices or aid decision making.

To bring your research to life and help audiences identify with your work, you can employ storytelling techniques. There is evidence to suggest that narratives and storytelling are easier to digest and non-expert audiences find them more engaging than traditional scientific communication.

Following a narrative structure can help your research facts and findings flow more eloquently from one element to the next. This will make it easier for your non-academic audience to understand what your key messages are.

Yet, numbers and data cannot persuade an audience in full on their own. Your research also needs to speak to your audience’s emotions. You can incorporate your research participants’ voices into the narrative or include your own experience as a researcher to make your findings and implications more human. Such individual perspectives can appeal to your audience’s emotions, and support identification and engagement with your research.

Tactic #3: Be concise and add a plain language summary

Communicating your research to a non-academic audience is like talking about your work to a member of your family—you need to keep things simple and clear. Here are some key elements to consider:

What’s more important—what you say or how you say it? When it comes to non-academic audiences, the answer is both. Develop a writing style that is specific and concise. Shorter articles are much easier to absorb. Use active language and definitive statements, and choose an interesting and brief title that clearly describes your research. Moreover, avoid jargon and academic buzzwords that can easily cause confusion. You should also spell out any acronyms—especially in your title—so your research is easy to understand and discover.

You can consider adding a plain language summary (PLS) , especially if your research topic is particularly complex. PLSs are clear, short, standalone documents that summarize the contents of scientific and medical research for non-specialist audiences, including patients, the public, non-native English speaking professionals, media and science communicators, or policymakers. A study analyzing article metrics found that 60% of articles with a PLS were accessed significantly more than those without one.

You should write your plain language summary in a way that is accessible and understandable to a broad, non-expert audience. Plus, your summary should reflect the same scientific messages and conclusions as your scientific paper. You can also consider alternative formats other than text, such as infographics, visual or video abstracts. For instance, there is evidence to suggest that articles with video abstracts have 82% more full-text downloads.

Writing for non-academics can be challenging regardless of your discipline as it requires using a different language style and set of principles. Yet, communicating your research in a way that speaks to the needs of different groups can lead to a more significant impact beyond academia.

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Difference Between Academic Writing & Non-Academic Writing

The main distinction between academic and non-academic writing is that academic writing is a formal and rather impersonal mode of writing intended for a scholarly audience, while non-academic writing targets the mass public. There are significant differences between these two types of writing in terms of their format, audience, purpose, and tone. Academic writing is formal and objective in tone, while non-academic writing is personal and subjective in nature.

Key Takeaways

Academic writing is a formal, impersonal style of writing intended for a scholarly audience, while non-academic writing is an informal, often subjective style of writing aimed at the mass public.
The purpose of academic writing is to inform readers with non-biased facts and solid evidence, whereas non-academic writing can inform, entertain, or persuade the audience.
The style, language, and citation requirements differ significantly between academic and non-academic writing, with academic writing using formal language and citations, while non-academic writing is more casual and may not contain citations or references.

What is Academic Writing?

Academic writing is a formal and rather impersonal mode of writing that is intended for a scholarly audience. It tends to rely heavily on research, factual evidence, and the opinions of educated researchers and scholars. Scholarly essays, research papers, dissertations, etc. are examples of academic writing. All these types of writings have a rigid structure and layout, which includes an introduction, thesis, an overview of topics discussed, as well as a well-written conclusion. The main aim of academic writing is to inform the audience while providing non-biased information and backing up the writer’s claims with solid evidence.

Moreover, academic writing heavily contains vocabulary typical to a specific field. Citations and a list of references or sources are another essential feature in academic writing. Moreover, the tone in academic writing should always be objective and formal. Some Tips for Academic Writing

Always use formal language. Avoid using colloquialism or slang. Don’t use contractions (shortened verb forms). Use the third-person point of view and avoid the first-person point of view. Don’t pose questions; convert the questions into statements. Avoid exaggerations or hyperbole. Don’t make sweeping generalizations Be clear and concise and avoid repeating.

What is Non Academic Writing?

Non-academic writing is writing that is not intended for an academic audience. They are written for a lay audience or the mass public. This type of writing may be personal, impressionistic, emotional, or subjective in nature. The language in non-academic writing is informal or casual. Some types of non-academic writing may even contain slang. Newspaper articles, memoirs, magazine articles, personal or business letters, novels, websites, text messages, etc. are some examples of non-academic writing. The content of these writings is often a general topic, unlike academic writing, which mainly focuses on a specific field. Furthermore, the main aim of a piece of non-academic writing is to inform, entertain, or persuade the readers.

Most non-academic writings do not include references, citations, or a list of sources. Nor are they extensively well-researched as academic writing. Moreover, non-academic writing often does not have a rigid structure as academic writing. It is often free-flowing and reflects the style and personality of the writer.

What is the Difference Between Academic Writing and Non Academic Writing?

Academic writing is a formal and impersonal style of writing that is intended for a scholarly or academic audience, while non-academic writing is an informal and often subjective style of writing that aims the mass public. The difference between academic writing and non-academic writing stems from various factors such as their audience, purpose, language, format, and tone. Academic writing aims academia while non-academic writing aims the mass public. Moreover, the main purpose of academic writing is to inform the readers, with non-biased facts and solid evidence. However, the purpose of academic writing can be to inform, entertain, or persuade the audience. This is a major difference between academic writing and non-academic writing.

Another difference between academic writing and non-academic writing is their style. Academic writing is formal and impersonal, while non-academic writing is personal, impressionistic, emotional, or subjective in nature. We can consider this as the key difference between academic writing and non-academic writing. Moreover, the former uses formal language while avoiding colloquialism and slang, whereas the latter uses informal and casual language. Citations and sources are also a major difference between academic writing and non-academic writing. Academic writing contains citations and references, while non-academic writing does not usually contain citations and references. Some examples of academic writing include research papers, dissertations, scholarly articles, while newspaper and magazine articles, memoirs, letters, digital media, etc. are examples of non-academic writing.

Below is an infographic on the difference between academic writing and non-academic writing, which summarizes the differences comparatively.

Summary – Academic vs Non Academic Writing

Academic writing is a formal and impersonal style of writing that is intended for a scholarly or academic audience, while non-academic writing is an informal and often subjective style of writing that aims the mass public. The difference between academic writing and non-academic writing stems from various factors such as their audience, purpose, language, format, and tone. Reference: 1. “How Is Academic Writing Different?” News | The University of Sydney. Available here 2. “DOs & DON’Ts.” Academic Writing in English, Lund University, 2011. Available here 3. “The Do’s and Don’ts of Writing in an Academic Tone.” Cite This For Me, 26 Jan. 2018. Available here Image Courtesy:1.” Academic” by Nick Youngson (CC BY-SA 3.0) via Alpha Stock Images – The Blue Diamond Gallery 2.”Girl reading a newspaper” by Kaboompics .com.com (CC0) via Pexels

4 Chapter 4 (Non-academic Sources)

There are some sources that a simple search engine will pull up time and again. Most of these sources are poorly vetted or shallow at best or have an agenda or perpetuate errors at worst. However, instead of summarily dismissing them, it is worth diving into sources that some people might be inclined to lean on at first and then exploring why they are problematic.

The best of the worst, references are works that contain facts and information that one can use to “look up” basic information. Most students in K-12 schools are familiar with using references at least to some degree, and they can feel like a comfortable place to start. However, references are a great example of how a “source” can be useful for general interest inquiries but not all that useful for actual research. References are actually not sources in any pure sense. Britannica and Wikipedia do not actually perform research. Instead, they convey the results of the research that others hand conducted, at best.

This does not mean that references are useless. It means that what references can be used for it limited. More often than not, references convey information that is compiled and summarized by a non-expert, using more credible sources at their base. In essence, most encyclopedia entries are far closer in quality to college student papers than they are to expert works.

Consider dictionaries, a staple of the K-12 essay. Even dictionaries are wrong, or at least imprecise, based on editorial practices. For example, as of January 2022, the Merriam-Webster dictionary offered the following definition of carnosaur : “any of a group (Carnosauria) of very large theropod dinosaurs (such as a tyrannosaur)”. The problem with this definition is that tyrannosaurs are not carnosaurs, they are coelurosaurs (a related family that is still a different group), and this has been pretty well-established since the 1990s. Does this make a huge difference? It does if the researcher finds information specific to carnosaurs or tyrannosaurs and mistakenly applies it across both groups.

The same dictionary’s definition of autism also encounters some problems: “a variable developmental disorder that appears by age three and is characterized especially by difficulties in forming and maintaining social relationships, by impairment of the ability to communicate verbally or nonverbally, and by repetitive behavior patterns and restricted interests and activities.” Note the language “appears by age three” and consider what that means. ASD is sometimes not diagnosed until adulthood (some 50-year-olds have received such a diagnosis for the first time), and so this definition can be problematic if the person using the definition over-applies it and assumes that the four words in question have medical significance or represent technically sound specificity.

Encyclopedias (online or otherwise) run into the same problems to a lesser degree. By default, when a non-expert tries to condense technical information, that information begins to lose accuracy. This does not mean that researchers should not use references. It means that they should not use references as sources of information, but rather as a means of better understanding information that has been researched.

List-icles and Opinion Pieces

A number of websites (e.g. ProCon.org) offer lists of ideas for why someone might be in favor of a particular proposition or against it. However, not only are these websites often engaging in the fallacy of a false dichotomy, they seldom actually provide evidence for their claims. Instead, they simply list claims made by individuals without providing the underlying evidence or warrants to support those claims. As a result, all they really establish as “sources” is that some people were able to think of the claims as ideas that might be reasons someone might have a belief. They do not, even, establish that anyone believes such things.

One of the most common mistakes made in college writing is when students mistake finding someone who agrees with their opinions with finding evidence. For example, I might find someone who agrees with me that the Loch Ness monster exists, but that does not mean I have any additional evidence of its existence. Instead, “evidence” is present when someone is able to provide both demonstrable facts in support of a claim and is able to articulate the way in which that evidence supports the claim.

For example, the fact that proto-feathers are present on multiple “raptor” dinosaurs and on non-carnivorous dinosaurs is evidence that feather-like structures likely evolved early in the dinosaur family tree (because it is more likely that the same trait developed once and then spread than that the same trait developed multiple times independently in related species). Note that this does not mean I’ve “won,” because convergent evolution is a real phenomenon. It is, however, evidence for my claim. By contrast, having made a friend on Reddit who agrees that raptors look “dumb” with feathers is not evidence.

Likewise, editorial and opinion pieces are frequently carried by newspapers and other organizations. However, that does not mean that they are reliable sources of information. In fact, opinion pieces are so unreliable that courts have actually found that they are not accountable for accurate presentation of facts. In one case, media personality Tucker Carlson’s own lawyers successfully argued in his favor that he could not be held accountable for statements he made because “any reasonable viewer arrives with an appropriate amount of skepticism about the statements he makes” despite the commentary itself being framed with the claim “remember the facts of the story. These are undisputed.”

The lesson for any researcher is clear—be skeptical of almost any supposed source, and do not assume that just because a source claims to be offering facts that it is, in fact, doing so, even if the source shares a platform with news agencies.

Think back to the Toulmin model discussed in an earlier chapter. If the article in question (be it a list, a blog, or an opinion piece) offers data, warrants, and claims then it might be a worthwhile place to start research and get ideas. However, usually each of these pieces is nothing more than another person’s opinion.

News Reports

Of course, the prior section leads to the issue of news reports themselves. There are often suspect—not because they are wrong , but because they have a very different function than presenting information a complete view of an issue. News outlets frequently run into the same problems as references, in that they are staffed not by experts in individual disciplines but rather by individuals who are simply trying to convey information quickly. Likewise, the pressure to offer a story as soon as possible can frequently lead to inaccuracies in the name of expediency.

More importantly than those structural issues, however, is a deeper problem with news outlets. If a paleontologist discovers a new fossil and reports it to the news, the news outlet does not actually perform an examination of the fossil. Instead, it conveys what the paleontologist says about the fossil. If a politician tries to support a new law, the news outlet does not perform a deep analysis of the implications of the law—it quotes what the politician has to say about the law. Sometimes, in the interest of parity, the news outlet will take an additional step to find a paleontologist who disagrees with the first or to find a political opponent who dislikes the law. This might create an illusion of doubt where it does not exist among experts, but it might also force the discussion into binaries when a range of options exist. Note that the word used for news is medium (the plural being media), a word that actually refers to the role that news plays—it’s a bridge between the actual source and the reader. It is only as accurate as the original source, and then only if the bridge itself conveys the information reliably.

Frequently, news articles run into the problem that their sources of information are people who are biased on the news being reported. They might learn about a new business venture from a mega corporation from a press release put out by that very same corporation. A mayor might announce a new city-wide project and discuss all the benefits without explaining the drawbacks. In these cases, the news outlet does not always engage in fact-checking. Frequently, it will simply say “so-and-so says the project will bring new jobs,” and then expect the reader to evaluate whether or not the mayor in question was being honest.

An additional complication that comes from news sources is that sometimes they face pressure to provide “fair” reporting of politically charged subjects. Often, this means finding individuals with differing viewpoints and giving both individuals equivalent time or space. People receiving these two seemingly balanced reports might conclude that there are equal chances of each perspective being valid. That is seldom the case. The seeming parity is an artifact of how the subject is presented, not how much evidence there is to support each claim.

Activist Websites and Private Projects

One of the most concerning issues with a web search is how easy it is to confuse quantity with quality, and how easy it is to be led astray. It is very easy to come across private websites promoting individual causes, or else works that exist to further one particular person’s viewpoint. Some of these websites might even look “official” or professionally done. That does not mean that the information on these websites is correct.

Consider the issue of vertebrate evolution and David Peters, a paleo artist with a scientifically trained background. A simple search engine check would show that he seems to have some credentials in the subject of evolution and he has multiple published books. Maybe his work should be fine for “just facts,” especially since his website can be on the first page of sources? No. While Peters updates his webpage actively (helping it move up in search engine algorithms) and while his work in the 1980s, 1990s, and even a little bit afterward tended to represent scientific consensus, at some point he started pushing a number of unsupported claims about animal evolution, and he did so despite the fact that multiple experts offered correction on his mistakes. Most of his claims were unsupported and obviously inaccurate. However, a researcher unaware of this background could be misled.

Note that the same steps that were introduced in previous chapters would be highly useful, here. Is there independent confirmation? No. Transparency? Not really.

On the subject of neurodiversity, the organization Autism Speaks is one of the largest organizations that addresses ASD. However, the organization has frequently been criticized by members of the ASD community, specifically for furthering negative portrayals of neurodiversity and for excluding voices of the ASD themselves. It has been steadily criticized for privileging the viewpoint of its founders and not taking into consideration the current state of research. Here, the popularity and the high profile of this organization can lead to other problems, because it is relatively easy to find other sources that have gained their information from Autism Speaks . Therefore, tracing each source back to its origin is essential to finding quality research.

Unfortunately, a number of students have learned to trust .org and .gov websites due to overly simplistic one-size-fits-all guidelines from their childhood. However, .orgs are often transparently partisan websites, representing politically motivated organizations that actively seek to spread their own version of information as part of a persuasive effort to convert others to their cause–PETA.org, NRA.org, youthrights.org, and so on. Additionally, .gov websites are by definition overseen by those in political office, at least indirectly, and it’s probably unrealistic to expect whitehouse.gov to offer a nuanced account of the agenda of the chief executive.

Similarly, videos might be persuasive (they engage senses and are accompanied by clear charts or graphics, or else other images). Those videos, however, are often produced with funding or resources of those with an agenda. They are then written and directed by individuals with personal opinions and investment in the subject. They are seldom backed up with clear references or objective analysis. All videos (and many activist documentaries) really represent are editorials turned into video form.

Consider one widely distributed documentary that was aimed at the fast food industry in the 2000s. Supposedly a chronicle of one person’s journey through eating fast food, it left out a number of details: the star and his romantic partner were both Vegans, which likely had an impact on his body’s reaction to the food involved, his psychological responses to the diet, and even his motives for the documentary; he had a prior history of a chronic health condition that was left out of the movie; and he forced himself to eat past the point of being full (which is not how most people eat). When challenged, the documentary maker refused to share his food logs, however, and no one else was able to match his results–either in terms of weight gain or side effects–using the same protocol. The documentary was unquestionably persuasive, but it does not actually provide any actual evidence. Instead, it represents a deliberate attempt to attack an industry. It being a successful attack does not increase the factual validity of its claims.

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Free Essay On Academic And Non-Academic Writing

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Topic: Literature , The Reader , Information , Writing , Skills , Belief , Books , Life

Published: 01/29/2020

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Academic and Non-Academic Writing

Writing skills organize ad transfer information at various levels of communication. They are used in various documents depending on the type of writing and the author’s intentions (Pak-Tao, 2004). There are two principle types; academic and non-academic which are in several formats. Academic writings are formal and often used by authors who intend to pass facts to the readers. Non-academic writing, on the other hand, shows the author’s own personal opinions and experiences (Bayley, 2006). They may be used to pass information but, this is not their main function. In comparing these two writing skills, I have analyzed writings by Frehse (2003) and Tyson (1998) both of which are academic writings. Chapter 4 of Frehse’s book focuses on the provision of information that is vital for the improvement of performance through motivation. Its format, beginning with the title “Discover your purpose” aims at directing the reader’s interest towards a specific subject according to Bayley (2006). This text shows a formality evident through the vocabulary choice relating to the workplace such as; purpose, career and intellectual action. Its format is organized in titles and subtitles to identify the ideas discussed in every section; this can also be seen in Tyson’s work. The information in the writings has been taken from reliable sources such as famous authors like Henri David and the Encyclopedic World Dictionary. This proves the information as factual and reliable for use by the reader (Bayley, 2006). However, it is crucial to note that aspects of non-academic writing are also evident in the writings. Parts of the text show the writer’s own opinions on the subject matter through the use of pronoun ‘I’. Academic writings should be based on facts yet; some sections show his personal opinions. A good example of this would be, “We all hunger for a sense of purpose in life. We need to feel at our very center that we matter” This information lacks facts. His use of pronouns ‘you’ and ‘we’ appeal to the reader by making him or her feel like a part of the situation. This is contrary to academic writings with avoids personalization and approach content from a broader view (Pak-Tao, 2004). In academic writing, the information is directed at a specific audience; for instance, Tyson’s work focuses on individuals in management positions and how they can deal with conflicts. This is contrary to non-academic which takes a general nature. Frehse’s work focuses on having a sense of purpose in life that would be useful no matter what career one is in. Writing skills are involved in every area of our lives. These exist in many forms, for instance, in; news reports, biographies, stories and articles. No matter the skills used, the writings are prepared with one thing in mind; to serve their intended purpose. This purpose is the effective communication of information to the reader. The acquisition of these skills boosts an individual’s ability to express his/her ideas, facts, and experiences with readers who are able to understand the work.

Bayley, S. (2006) Academic Writing: A handbook for international students. Rutledge Publishers. ISBN 0203087909. Available: . [Accessed March 25th 2013] Pak-Tao, P. N. (2004) Effective Writing: A guide for Social Science students. Chinese University Press. ISBN 9629961164. Available: . [Accessed March 25th 2013]

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Guaranteed Original Writing: Delivering Non-Plagiarized Essays

Novella Rosely

Our Organization

Myperfectwords.com

What is the name of your solution?

Provide a one-line summary of your solution..

Their service guarantees original essays, ensuring non-plagiarized content every time.

In what city, town, or region is your solution team headquartered?

In what country is your solution team headquartered.

United Arab Emirates

What type of organization is your solution team?

Film your elevator pitch., what specific problem are you solving.

Plagiarism can result in failing grades, academic probation, suspension, or even expulsion. It tarnishes the reputation of educational institutions and devalues the degrees and qualifications they confer. Moreover, plagiarism undermines the purpose of education, which is to foster critical thinking, original research, and the development of new knowledge.

Guaranteed Original Writing: Delivering Non-Plagiarized Essays" specifically addresses the issue of plagiarism in academic writing, which compromises academic integrity, minimizes the significance of original research, and carries severe penalties for those found guilty.

MyPerfectWords.com and CollegeEssay.org are similar platforms that offer writing services, including assistance with academic essays. They both aim to help students produce high-quality written content tailored to their needs. However, they may differ in terms of specific features, pricing, and guarantees. Both platforms strive to maintain high standards of quality and professionalism, but individuals considering using these services should conduct thorough research and consider factors such as reputation and customer reviews. It's also important to ensure that any assistance sought is in line with academic integrity guidelines.

What is your solution?

The solution is to provide a reliable service that ensures the delivery of original, non-plagiarized essays and written content. This addresses the problem of plagiarism in academic writing, maintaining academic integrity, and avoiding the associated consequences.

MyPerfectWords.com:

MyPerfectWords.com is a best essay writing service catering to students seeking original writing assistance at an affordable rate. With a team of expert writers proficient in various subjects and academic levels, MyPerfectWords.com ensures the delivery of high-quality and customized essays. The platform offers round-the-clock customer support, a plagiarism-free guarantee backed by advanced detection tools, and transparent pricing structures tailored to accommodate different budgets and assignment requirements. Additionally, MyPerfectWords.com provides a money-back guarantee, reinforcing customer satisfaction and confidence in their service.

Expert Writers: MyPerfectWords.com boasts a team of skilled writers with expertise in various subjects and academic levels, ensuring high-quality and customized essays.

24/7 Customer Support: They provide round-the-clock customer support, allowing clients to get assistance and updates whenever needed.

Plagiarism-Free Guarantee: MyPerfectWords.com guarantees originality in all essays, utilizing plagiarism detection tools to ensure content authenticity.

Flexible Pricing: The platform offers transparent and flexible pricing structures, accommodating different budgets and assignment requirements, as an cheap essay writing service.

Money-Back Guarantee: They may offer a refund policy, ensuring customer satisfaction and confidence in the service.

CollegeEssay.org:

CollegeEssay.org also offers a solution to the problem of plagiarism in academic writing. Some key features of CollegeEssay.org include:

Specialized Writers: CollegeEssay.org may specialize in certain subject areas or types of assignments, providing tailored expertise to meet specific academic needs as a professional essay writing service .

Quality Assurance: The platform likely employs quality assurance measures to maintain high standards of writing, ensuring accuracy, coherence, and originality.

Timely Delivery: CollegeEssay.org may prioritize timely delivery of essays, helping students meet deadlines without compromising on quality.

Customer Reviews and Testimonials: Potential clients can access customer reviews and testimonials to gauge the reliability and effectiveness of the service as a best rated research paper writing service.

Discounts and Promotions: CollegeEssay.org might offer discounts or promotions to make their services more accessible to students with varying budgets as an affordable research paper writing service.

In summary, both MyPerfectWords.com and CollegeEssay.org provide solutions to the problem of plagiarism by offering original writing assistance tailored to academic needs. While their specific features and approaches may vary, both platforms aim to uphold academic integrity and provide reliable support for students seeking non-plagiarized essays from a legitimate research paper writing service.

Who does your solution serve, and in what ways will the solution impact their lives?

The solution impacts the lives of its users by providing a reliable and ethical means of obtaining original written content. It alleviates the pressures associated with plagiarism, promotes academic and professional integrity, and facilitates learning, research, and professional success. By ensuring the delivery of non-plagiarized essays, the solution empowers individuals to achieve their academic and professional goals while upholding the highest standards of honesty and integrity.

Students: For students, the solution provides relief from the stress of academic writing, ensuring they receive non-plagiarized essays that adhere to academic integrity standards. This can lead to improved grades, reduced anxiety, and a better overall learning experience.

Researchers: Researchers benefit from the solution by ensuring that their work is original and free from plagiarism, enhancing the credibility and impact of their research findings. It enables them to contribute meaningfully to their field without concerns about academic misconduct.

Professionals: Professionals in various fields, such as publishing, journalism, and content creation, can rely on the solution to produce original written content that upholds ethical standards and maintains the integrity of their work. This can enhance their reputation, credibility, and success in their respective industries.

Writers: Writers who may struggle with generating original ideas or meeting tight deadlines can use the solution to access professional assistance and ensure the authenticity of their work. This can lead to increased productivity, improved writing skills, and greater confidence in their abilities.

How are you and your team well-positioned to deliver this solution?

Our team comprises skilled writers, editors, and quality assurance specialists who are committed to upholding the highest standards of quality and integrity in our work.

Expertise: Our team members possess expertise in various subjects and academic disciplines, allowing us to tackle a wide range of writing assignments with confidence and proficiency.

Experience: With years of experience in the writing industry, we have honed our skills in research, writing, editing, and proofreading to deliver high-quality and original content consistently.

Quality Assurance: We have robust quality assurance processes in place to ensure that every piece of writing meets our stringent standards for originality, accuracy, and coherence. This includes utilizing plagiarism detection tools and conducting thorough reviews before delivering the final product to our clients.

Customer Satisfaction : We prioritize customer satisfaction and strive to exceed our clients' expectations with every project. Our dedicated customer support team is available around the clock to address any concerns or inquiries promptly.

Adaptability: We understand that each client and project is unique, and we tailor our approach to meet individual needs and preferences. Whether it's meeting tight deadlines, accommodating specific requirements, or providing ongoing support, we are adaptable and responsive to our clients' needs.

Ethical Standards: We are committed to upholding ethical standards in our work and promoting academic and professional integrity. Our team members adhere to strict guidelines regarding citation, attribution, and originality to ensure that our clients receive non-plagiarized essays that meet the highest ethical standards.

In summary, our team's expertise, experience, commitment to quality assurance, focus on customer satisfaction, adaptability, and adherence to ethical standards uniquely position us to deliver the solution of "Guaranteed Original Writing: Delivering Non-Plagiarized Essays" effectively and reliably. We are dedicated to helping our clients achieve their academic and professional goals while upholding the principles of honesty, integrity, and excellence in writing.

Which dimension of the Challenge does your solution most closely address?

Which of the un sustainable development goals does your solution address.

4. Quality Education

What is your solution’s stage of development?

Please share details about why you selected the stage above..

One of the most important skills that a student should acquire during their academic career is the art of academic writing.

Why are you applying to Solve?

MyPerfectWords.com is your ultimate solution for all academic writing requirements. With a team of more than 280 proficient writers, we ensure top-notch quality, original papers delivered punctually. Our service proudly holds a SiteJabber rating of 4.8 and ResellerRatings of 4.9, demonstrating our dedication to exceeding customer expectations.

In which of the following areas do you most need partners or support?

Public Relations (e.g. branding/marketing strategy, social and global media)
Technology (e.g. software or hardware, web development/design)

Who is the Team Lead for your solution?

What makes your solution innovative.

Advanced Technology Integration: We leverage cutting-edge plagiarism detection software to ensure the originality of every piece of writing. This technology allows us to thoroughly scan content and identify any instances of plagiarism, thereby guaranteeing the authenticity of the work delivered to our clients.

Customized Approach: Unlike one-size-fits-all solutions, we take a customized approach to each project, tailoring our services to meet the specific needs and requirements of individual clients. Whether it's adhering to particular citation styles, accommodating unique research methodologies, or addressing specific content preferences, we ensure that every aspect of the writing aligns with the client's expectations.

Quality Assurance Protocols: Our stringent quality assurance protocols set us apart by ensuring that every essay meets our exacting standards for originality, accuracy, and coherence. Through meticulous editing, proofreading, and review processes, we guarantee that our clients receive premium-quality work that reflects the highest standards of academic and professional writing.

Transparent Communication: We prioritize transparent communication with our clients throughout the writing process. From initial consultation to final delivery, we keep clients informed and involved every step of the way, fostering trust, collaboration, and accountability.

Commitment to Continuous Improvement: We are dedicated to continuous improvement and innovation, constantly seeking ways to enhance the effectiveness, efficiency, and value of our services. By staying abreast of emerging trends, technologies, and best practices in the writing industry, we remain at the forefront of innovation in academic and professional writing services.

In summary, our solution stands out for its innovative integration of technology, customized approach, rigorous quality assurance protocols, transparent communication, and commitment to continuous improvement. By combining these elements, we deliver a truly innovative and reliable solution that meets the evolving needs of our clients and sets new standards for excellence in writing services.

Describe in simple terms how and why you expect your solution to have an impact on the problem.

By offering this service, we help individuals avoid the negative consequences associated with plagiarism, such as failing grades, academic probation, damage to reputation, or legal issues. Instead, they can confidently submit original work that upholds academic integrity and ethical standards.

Our solution impacts the problem by:

Promoting Academic Integrity: By delivering non-plagiarized essays, we help students and researchers maintain academic integrity and uphold ethical standards in their work.

Preventing Consequences: Our service helps individuals avoid the negative consequences of plagiarism, such as failing grades, academic penalties, or legal repercussions.

Enhancing Credibility: For professionals and writers, our solution enhances credibility by ensuring that their work is original and trustworthy, thereby bolstering their reputation and success in their respective fields.

Alleviating Stress: Our service alleviates the stress and pressure associated with producing original content by providing reliable assistance and support.

Overall, our solution offers a practical and effective way to address the problem of plagiarism, benefiting individuals across various sectors and ensuring the integrity and authenticity of written work.

What are your impact goals for your solution and how are you measuring your progress towards them?

Customer Satisfaction: We measure customer satisfaction through feedback surveys, testimonials, and reviews. Positive feedback indicates that our solution is meeting the needs and expectations of our clients, while any areas for improvement are addressed promptly.

Quality Assurance Metrics: We track metrics related to the quality of our writing, such as the accuracy, coherence, and originality of the content produced. This includes using plagiarism detection software to ensure that every piece of writing meets our strict standards for authenticity.

Retention and Repeat Business: We monitor retention rates and the frequency of repeat business to gauge client loyalty and satisfaction. A high rate of retention and repeat business suggests that our solution is effective and valued by our clients.

Academic Performance Improvement: For students, we may track improvements in academic performance, such as higher grades or increased academic achievement. This can be measured through academic transcripts, feedback from educators, or self-reported progress from clients.

Ethical Compliance: We ensure that our solution adheres to ethical guidelines and standards for academic and professional writing. This includes compliance with citation rules, copyright laws, and academic integrity policies.

Market Share and Growth: We assess our market share and business growth over time to determine the reach and impact of our solution. This includes tracking metrics such as revenue, market penetration, and customer acquisition.

By regularly monitoring these KPIs and assessment methods, we can evaluate our progress towards our impact goals, identify areas for improvement, and make data-driven decisions to optimize the effectiveness and value of our solution. Ultimately, our goal is to continually enhance academic integrity, prevent plagiarism, and provide valuable support to our clients through our innovative writing service.

Describe the core technology that powers your solution.

Plagiarism Detection Software: We utilize cutting-edge plagiarism detection tools that scan written content against vast databases of academic journals, publications, websites, and other sources. These tools employ algorithms to identify any instances of text similarity, paraphrasing, or direct copying, helping us ensure the originality and authenticity of every piece of writing we deliver.

Online Platform: Our online platform serves as a central hub for clients to submit writing requests, communicate with our team, and receive completed assignments. The platform is user-friendly, intuitive, and secure, allowing for seamless collaboration and efficient workflow management.

Quality Assurance Processes: Behind the scenes, we have robust quality assurance processes in place to review, edit, and proofread every piece of writing before it is delivered to the client. This involves human oversight from experienced editors and proofreaders who meticulously check for errors, inconsistencies, and adherence to client specifications.

Writer Management System: We have a sophisticated writer management system that enables us to match client assignments with the most suitable writers based on expertise, subject matter knowledge, and availability. This system streamlines the assignment process, optimizes resource allocation, and ensures that clients receive high-quality, tailored writing assistance.

Communication Tools: Our platform includes communication tools such as messaging systems and virtual meeting capabilities that facilitate real-time collaboration and feedback exchange between clients and our team. This promotes transparency, responsiveness, and effective communication throughout the writing process.

Data Security Measures: We prioritize data security and implement robust measures to protect client information, intellectual property, and sensitive data. This includes encryption protocols, secure payment gateways, and adherence to privacy regulations to safeguard client confidentiality and trust.

In summary, the core technology powering our solution combines advanced plagiarism detection software, a user-friendly online platform, quality assurance processes, writer management systems, communication tools, and data security measures. Together, these components enable us to deliver original, non-plagiarized essays and written content effectively and efficiently while ensuring a seamless and secure experience for our clients.

Which of the following categories best describes your solution?

A new business model or process that relies on technology to be successful

Please select the technologies currently used in your solution:

If your solution has a website or an app, provide the links here:.

https://myperfectwords.com/

In which countries do you currently operate?

Which, if any, additional countries will you be operating in within the next year.

United States

How many people work on your solution team?

Our solution team consists of a diverse group of professionals, including writers, editors, quality assurance specialists, customer support representatives, and technical staff. The exact number of team members can vary depending on factors such as project volume, client demand, and organizational structure. However, on average, our team comprises anywhere from 20 to 50 individuals who collaborate closely to deliver high-quality and reliable writing solutions to our clients.

How long have you been working on your solution?

Our team has been dedicated to refining and delivering our solution for several years now, constantly evolving and adapting to meet the changing needs of our clients and the writing industry. While the exact duration may vary, our commitment to providing guaranteed original writing and non-plagiarized essays remains steadfast, ensuring that we continue to deliver excellence to our clients year after year.

Tell us about how you ensure that your team is diverse, minimizes barriers to opportunity for staff, and provides a welcoming and inclusive environment for all team members.

We believe in diversity and fairness at work. We hire people from different backgrounds and make sure everyone gets a fair chance. Our training helps everyone grow. We create a friendly environment where everyone feels welcome and respected. We listen to feedback and always try to improve.

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IMAGES

Difference Between Academic Writing and Non Academic Writing
24 Greatest College Essay Examples
Academic vs. Non-academic Writing Styles -010
Ending the Essay: Conclusions
Difference Between Academic Writing and Non Academic Writing
College Essay Format: Simple Steps to Be Followed

VIDEO

Academic Essay writing Tips
1. Essay : Intro
How to write academic essay & elements of drama
Academic Writing Styles
Style of Academic Writing| Academic vs Non-Academic Writing|Characteristics of Academic Writing
Writing without Plagiarism

COMMENTS

How to write for a non-academic audience
Be honest, but don't over-caveat. Another difference between academic and popular writing is how each handles uncertainty. In academic writing, it's important to center caveats and limitations of any research study. This is also important when writing for a general audience, but caveats should be handled with care.
Can I use non-academic sources in my essay?
A less benevolent reader/marker of your essay might otherwise suspect you of trying to sneak non-academic sources into the discussion, and of suggesting rigour when there isn't. Final thoughts. I hope this blog post clears up some of the vagaries and confusions regarding the use of non-academic sources in academic essay writing.
Academic Writing vs. Non-Academic Writing
Introduction. Academic writing is typically found in a post-secondary setting where experts have produced works based on research and used others' work to validate their findings. These also tend to be peer-reviewed works that are reliable and can be proven. On the other hand, non-academic writing would typically appear in a "magazine-like ...
Difference between Academic Writing and Non Academic Writing
01. Academic writing refers to a piece of writing which focuses on specific academic subject/topic. Non Academic writing refers to a piece of writing which focuses on a general topic. 02. Academic writings are based on academic findings and academic research etc. Non Academic writings are based on any general conversation or topic.
Academic vs. Nonacademic Writing Styles
Academic writing is formal, evidence-based, and aimed at scholarly audiences, while nonacademic writing is informal, personal, and intended for a wider audience. Choosing the appropriate style depends on the target audience and the writer's specific purpose. Updated on September 5, 2023. Academic and nonacademic writing are two different ...
Writing for General, Non-Academic Audiences: Benefits, Opportunities
If you are writing about a series of events, the development of a theory, or some other topic with a historical dimension, be sure to "honor chronology," as the saying goes. Putting things in order this way encourages you to create a story-like narrative, which will be more engaging and successful for a non-academic audience.
Non-academic vs Academic language
Non-academic vs Academic language. Academic writing is a distinct genre of writing. It is different from other forms of writing (e.g., a magazine article). It has certain features which classify it as academic. The video below highlights some of the features of academic writing.
How to Write for a Non-Academic Audience
But writing for a non-academic audience is not like most academic writing, so we have some tips to help you start out: Think about your audience and tailor your writing style accordingly. Hook the reader from the opening lines (e.g., by posing a question). Focus on your main topic and avoid tangents. Think, too, about what you want to achieve ...
Chapter 8 (Non-academic Writing)
8. Chapter 8 (Non-academic Writing) Beyond the Essay. While research-based academic arguments are the focal point of college composition courses, there are other forms of writing that students should be familiar with in general. One key thing that should be remembered about written communication is that it frequently has legal significance ...
How to Write for a Non-Academic Audience
Writing for a non-academic audience can either be scary and difficult, or fun and enriching. In order to reach the latter stage, academics are well-advised to take on board a few writing tips. The most useful piece of advice is simple yet effective: practice. Anyone who wants to master the art of non-academic writing needs to do it regularly ...
What Are Some Examples of Non-Academic Text?
In the modern world, non-academic texts are far more common than their academic counterparts. Examples of non-academic text include news articles, blog posts, personal essays, literature, poetry, scripts, and much, much more. While there are strict requirements for what can be considered academic writing, non-academic text essentially encompasses everything that does not fall under the ...
Academic Writing vs. Non Academic Writing: What's the Difference?
Academic writing is characterized by a formal tone, precise word choice, and an emphasis on evidence-based arguments. It typically includes research papers, theses, and scholarly articles. Non-academic writing, however, adopts a more relaxed and conversational tone, often seen in blogs, magazines, and personal essays.
How do you write a non-academic essay? : r/writing
The biggest difference, however, is that in academic essays you are trying to write something long enough for your length minimum - in non-academic essays, you're going to want to try to write something short enough for your length maximum. The old "I am sorry to write such a long letter, I didn't have time to write a shorter one" boondoggle. 4.
Academic vs Non-Academic Writing: Understanding the ...
Academic writing and non-academic writing are two distinct styles of writing that are used for different purposes and audiences. Understanding the differences between these two styles can help you become a more effective writer, whether you are writing a research paper or a blog post.One of the main differences between academic and non-academic writing is their purpose. Academic writing is ...
How to drive impact: writing for a non-academic audience
Tactic #1: Understand who your audience are and what they need. There are two main audience groups outside academia you should consider sharing your research with as they can apply your findings in a variety of ways in their daily work: (a) professionals and practitioners, and (b) policymakers, science writers, journalists, and the public.
What are the similarities and differences between academic and non
Quick answer: Academic writing is generally formal and written for a scholarly purpose; examples of academic writing include class essays, dissertations, and reports. Non-academic writing is less ...
PDF ACADEMIC WRITING
Academic writing is built upon three truths that aren't self-evident: - Writing is Thinking: While "writing" is traditionally understood as the expression of thought, we'll redefine "writing" as the thought process itself. Writing is not what you do with thought. Writing is thinking. - Writing is a Process: Both the ...
Difference Between Academic Writing & Non-Academic Writing
The distinction between academic writing and non-academic writing lies in the fact that academic writing is a formal, structured, and evidence-based style of communication used in academic and scholarly settings, while non-academic writing is a more casual, flexible, and subjective form of expression employed in non-scholarly contexts. Learn the difference here.
Chapter 4 (Non-academic Sources)
4. Chapter 4 (Non-academic Sources) There are some sources that a simple search engine will pull up time and again. Most of these sources are poorly vetted or shallow at best or have an agenda or perpetuate errors at worst. However, instead of summarily dismissing them, it is worth diving into sources that some people might be inclined to lean ...
Academic And Non Academic Writing English Language Essay
Academic writing is generally used in items such as scholarly essays, business reports and textbooks. In contrast, non-academic writing is commonly employed in newspaper reports, Internet postings and novels. This analysis defines these categories and contrasts them in terms of readership, structure and style. Two extracts, each of which offers ...
Free Essay On Academic And Non-Academic Writing
Academic writings are formal and often used by authors who intend to pass facts to the readers. Non-academic writing, on the other hand, shows the author's own personal opinions and experiences (Bayley, 2006). They may be used to pass information but, this is not their main function.
What Is Academic Writing?
Academic writing is a formal style of writing used in universities and scholarly publications. You'll encounter it in journal articles and books on academic topics, and you'll be expected to write your essays, research papers, and dissertation in academic style. Academic writing follows the same writing process as other types of texts, but ...
Words and Phrases to Avoid in Academic Writing
Words and Phrases to Avoid in Academic Writing. Published on February 6, 2016 by Sarah Vinz.Revised on September 11, 2023. When you are writing a dissertation, thesis, or research paper, many words and phrases that are acceptable in conversations or informal writing are considered inappropriate in academic writing.. You should try to avoid expressions that are too informal, unsophisticated ...
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Academic Writing vs. Non-Academic Writing

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Academic vs Non-Academic Writing: Understanding the Differences and How to Use Them Effectively

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Difference Between Academic Writing & Non-Academic Writing

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What is the Difference Between Academic Writing and Non Academic Writing?

Summary – Academic vs Non Academic Writing

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