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The main characteristics of good academic writing in English

2/3/2012

  The principle characteristics of excellent academic creating in English, language discourse functions, and problems that Arab college students face                    

1. Introduction

Many college students and researchers are nevertheless baffled about the best way to compose fantastic academic papers of several distinct kinds in English. Academic creating will have to be distinguished from other formal designs of writing such as official and company as stated by Jordan (1986 p. 18). The primary qualities of "good academic writing" happen to be the concentrate of much debate within the common field of writing competencies, as possess the significance of language discourse functions and also the essential part that they play in regards to making "good academic writing", 30 wall mount range hood. This essay will define what "academic writing" is and determine the key traits of "good academic writing". The ultimate aim of this essay will likely be to analyse the function that language discourse functions have in this kind of texts and give tips on how to overcome the difficulties that might arise from such characteristics and functions for non-native speakers of English.

2. What's "academic creating?"

First of all, we will have to define what "academic writing" would be to identify its options. Jordan (1999, p. 8) states that "academic writing" must be written in a correct formal design.Hamp-Lyons and Poole (2006, p. 16-17) also define "academic writing" when it comes to formality. They state that academic writing is usually a formal piece of paper for which credit needs to be offered towards the writer and the get the job done will contain specific grammatical patterns, organisation and argument.They outline the formality of academic creating suggesting it originates from its readers who ought to be academics. Its contents that have to be a serious thought and it really should be constructed employing several different complicated grammatical structures which have no errors. The vocabulary utilised should really be varied and of a technical level suitable for the topic matter. This will be talked about additional in Section three.

Moreover, Anderson and Poole (2001, p. 9) give attention to defining the problem in academic creating. They assert that the first stage will have to be to define the issue which requires identifying what is becoming asked in the question or the title.

As talked about prior to, I can summarise that Academic writing could be defined as ?the way that we express our strategies, expertise and data obviously with regards to discussing an academic issue. It should deal with a topic or title clearly. It has some characteristics that need to be addressed in the text such as accuracy, organisation, argument, coherence, cohesion, appropriateness and referencing. These traits aid the reader to know the academic predicament inside a critical way by discussing many points of view relating to it.

3. The main characteristics of "good academic writing"

There are lots of traits of "good academic writing". Lots of researchers this kind of as Anderson and Poole (2001), Jordan (1986, 1999), Hamp-Lyons and Heasley (2006), Treciak (2000), Greetham (2001), Brown and Hood (1998) and Carter (1999) focus on individuals attributes in various approaches. I've outlined the principle qualities below the following sub-headings:

3.1. Organisation

When we speak about organisation in academic creating, we seriously should concentrate on a clear introduction, physique and conclusion. The progression of concepts and paragraphing need to be clear and supported with examples. We also really need to present a fair quantity of different factors of view and to obtain a sense of argumentation.

Greetham (2001, p. 182-202) focuses around the value with the introduction, paragraphs and conclusion that should be clear and coherent. He thinks that the introduction can be a key component in which the writer need to interpret the title or question and inform the readers the map that they may be gonna observe by means of the piece of creating.

He also emphasises the paragraphs, which are while in the main entire body on the academic writing, have to stick to the map the writer outlined inside the introduction. He recommends the writer need to possess a topic sentence for each paragraph which offers the reader a brief description about what exactly is gonna stick to. Regarding conclusions, Greetham (2001 p. 197) says:

"The opinions you express inside the conclusion will have to reflect the power and stability with the arguments that have preceded them in the entire body of your essay."

Anderson and Poole (2001, p. 17) recommend that we need to have an introduction, physique and conclusion. They think the introduction must begin with an apparent statement on the predicament and give the readers with all necessary data that is definitely to observe. Anderson and Poole (2001, p. 17) argue that the body "should be an attempt at a progressive remedy for the issue stated in the introduction".They believe the conclusion need to present the outcomes in the investigation and offer a answer to the difficulty that has been set. ?Furthermore, the conclusion is usually used to propose further places of investigation.

Although each Greetham (2001) and Anderson and Poole (2001) typically emphasise the significance of organisation inside the academic text at the similar degree, I strongly agree with Anderson and Poole especially when it comes to getting an argument in the entire body. I really feel that academic writing is produced to get an argument that have to be formulated all through the physique specifically at postgraduate humanities degree. I also believe that examples play a significant part to convince the readers together with your perspective.

3.2. Task achievement /Relevanceto Query (title)

In academic creating, your operate will have to be directly appropriate towards the title. You have to method the job in a direct and productive way. The development with the argument must be appropriate, precise and appropriate.

Davies (2008) believes that successful academic writing should deal with a subject or title obviously. He suggests that writers will have to be cautious what data they comprise of while in the essay noting that "interesting information" may not necessarily be orientated towards the question that is definitely staying asked. When executing a last evaluate of your operate, it is vital to give attention to the relationships amongst the concepts that have been talked about.

In addition, on the internet assets could be invaluable as a way to supply excellent definitions of important words such as analyse, define, criticize, focus on, describe, describe, justify, illustrate and numerous more.

3.3. Accuracy

In accuracy, we've to possess high standards of grammar, word alternative, vocabulary, spelling and punctuation.

Brown and Hood (1998, pp. 26-34) believe that spelling and punctuation are creating sub-skills. Hence, they provide several examples, workout routines and techniques to prevent owning errors that typically lead to confusion. By way of example, using comma within the following statements changes the which means as shown below:

"1.The passengers, who travelled early, had been killed within the accident. (It means all passengers)

2. The passengers who travelled early were killed while in the accident. (It usually means only some passengers)'' (Altakhaineh, 2008, p. 135).

In addition, Jordan (1986, pp. 10-18) also provides several examples and workouts that reveal the importance of grammar, vocabulary, spelling and punctuation. The misuse of tenses alterations the meaning and spelling blunders causes confusion. I tend not to think it is the reader's task to guess what words the writer chose. He also distinguishes the differences in between some verbs cause confusion such as lend' and borrow', rise', arise', raise' and increase', make' and do' and say' and tell' as being a part of taking care of word preference plus the use of words.

3.4. Range and style

It is vital to show a fantastic selection of vocabulary and sentence structures and also to steer clear of repetition, buy range hood. The message should be clear to observe without effort around the part in the reader by using an excellent fashion.

In my expertise, the use of limited vocabulary and inadequate sentences structures really are a sign of a writer's weakness. On top of that, repetition can seem awkward and inappropriate in English as when compared with some other languages this kind of as Arabic.

In terms of design, Davies (2008) mentions five constituents for "good style" which I have summarised as follows:

I assume these five capabilities are very crucial in an academic text because it just isn't written for a precise personal but for the benefit of many. It ought to be written in a way which can be accessible and understandable to people in many academic circles.

3.5. Coherence and cohesion

In an academic context, it truly is vital to possess good use of linking words to join the ideas inside and between sentences and paragraphs, and an excellent utilization of signposting words' to present the advancement of one's argument. This is referred to as cohesion.

Defining coherence, Carter (1999, p.245) states "A text is perceived as coherent when it can make consistent sense, with or with out the aid of devices of cohesion".? He defines cohesion as "the demonstrable pattern with the text's integrity, the marks of its hanging together'". In other words, coherence implies the text ought to make sense and cohesion means that it ought to be appropriately structured and interlinked by suitable signposts and linking words. As an illustration, In the next section we will...' and As we've got argued previously...' are superior examples of signposts. Linking words include moreover', however', therefore' and several other individuals.

3.6. Appropriateness and referencing

The language should be suitable towards the given topic within an academic context. The writers need to make suitable use of supply texts and of immediate and indirect quotations too. In addition they should offer adequate references and/or bibliography information.

Jordan (1986, p. 18) points out quite possibly the most crucial functions in academic creating. He outlines them as follows stating that written academic English rarely consists of the following:
Contractions: ( I usually do not agree..) would be employed in place of ( I don't agree); (I am making an attempt..) as opposed to ( I am trying) Hesitation fillers: (er, um, properly, you understand, that are prevalent in spoken English)Acquainted language that would be inappropriate in the academic texts:
Some phrasal verbs are a lot more suitable utilised informally:

Formal : search, raise

Informal : look for , go up
The use of individual pronouns such as I, you, we should be avoided.

However, in my working experience, when the writer is asked to supply private evidence or experience, the use of personal pronouns is crucial. This leads to the writer's greater involvement within the text. The writer's viewpoint is important particularly in research so that you can discover the remedy and aid others investigate additional. Nevertheless, I also believe the writer must be cautious not to be too opinionated and look to be interesting to the audience. That is supported by Smalzer (1996). He provides two example texts to recognize an opinionated view which are:

1. The possible for abuse in the proposed voluntary euthanasia legislation, quite

clearly necessitates that every last state in Australia reject the proposal outright.

2. The pain that legalising euthanasia would bring to unwitting victims of such

legislation far outweighs the pain of any terminal illness and as a result this kind of legislation

should be rejected straight away.

He states the second example is not really academic writing because it utilizes emotive words like unwitting victims' and pain'.

Thurstun and Candlin (1998, pp. 19-52) point out the significance of referencing along with the use of suitable vocabulary whilst referring to others' do the job by utilizing words like suggest', claim' and state'. Furthermore, Trzeciak (2000, pp. 56-57) says "The inclusion of references and quotations in academic function is definitely an essential aspect of your respective writing, specifically in analysis work". He thinks referencing is crucial simply because:

It exhibits that writers have performed considerable amounts of studying and analysis into the topic they are discussing and are in a position to choose suitable details from this. It offers credit to function that other folks have performed and display how writers have approached their perform.

He also focuses on the use of quotation, paraphrasing, footnotes and references or bibliography information. On the other hand, Trzeciak (2000, p. 59) only supports the use of quotation while in the exceptional circumstance that it's not probable to express an author's words in another way or, the manner in which it's expressed is in particular concise and exclusive. He adds that the writer may possibly misrepresent the supply materials or the wording with the unique.

Paraphrasing could be defined as making use of your own personal words to describe other people's opinions.? The usage of quotation could be an easy way out, in other words, writers might use quotation in preference to paraphrasing because they consider the quote supports their work but are unable to know it sufficiently to paraphrase it. I believe paraphrasing is better, it proves the writer understands the author's function.

Regarding footnotes, Trzeciak (2000, p. 60) believes that their purpose should be to give added data with regards to the author on the bottom with the page.

There are several referencing conventions in existence. Probably the most popular is the Harvard process. Despite the fact that there are a lot of others, probably the most important point will be to retain the identical technique by means of a person piece of work i.e., a single must not change from one particular procedure to a further within the same text.

4. The function that language discourse functions have in academic writing:

Discourse functions perform a considerable function in academic creating. Jordan (1986, pp. 28-68), Jordan (1999, pp. 14-63) and Hamp-Lyons and Heasley (2006, pp. 25-102) talk about how the helpful use of language discourse functions can help writers generate good perform. I will now give attention to seven of these functions and focus on the function they play in producing great texts.

4.1. Description:

Jordan (1999, p. 21) observes that there are three sorts of descriptions that take place in academic creating:

Physical description that may appear in many disciplines and subjects.Descriptions of people, locations, relationships, jobs, along with other social and institutional strategies will likely be made by anthropologists and sociologists.Descriptions of apparatus, devices and procedures happen in the science field.

He comments that the present easy energetic he has extended hair / they wear / she seems like.' and present uncomplicated passive it is described / it is actually very well known/ it's located.' verbs are normally used in all these descriptions.

The use of those grammar structures in this discourse function permits writers to quickly describe all of the over. The role of this discourse function could be to introduce and describe strategies and subjects, one example is, in the introduction. I think it offers the reader with an overview. I also imagine description may be utilized in other elements from the academic text in which expected.

4.2. Definition

Jordan (1999, pp. 34-35) believes that definition is extremely critical in academic creating. He claims definition can make our strategies clear to the reader. He gives an instance sentence construction which may be made use of as follows:

(A instructor can be a person who imparts understanding or offers instruction to at least a single person.)

Hamp-Lyons and Heasley (2006, pp. 50-51) imagine definitions are needed for the reason that readers may well not often possess a very good understanding of a specialised area. For this reason, they define definitions as "the simple tool for guaranteeing clarity in referring to concepts. Definitions are critical for the reason that wherever we write and specially when we publish academic texts- we should be clear".

They suggest a common structure with the definition that is almost the identical as Jordan. Having said that, in addition they propose a simple construction that will turn what exactly is uncovered in a dictionary into an academic definition. By way of example the Cambridge On line Dictionary http://dictionary.cambridge.org/define.asp?key=100740&dict=CALD&topic=physical-and-chemical-processes states for (nuclear fusion):

(the process of joining two nuclei to create energy)

In academic creating the definition could be as follows:

(Nuclear fusion is really a process that joins two nuclei to be able to make energy)

This discourse function plays an essential function. It helps the readers to know the which means of particular words that may possibly be unknown to them. I also truly feel that it makes the text more comprehensible and unambiguous, and it can motivate the reader to continue reading the text.

4.3. Narrative

Jordan (1999, p. 27) emphasises the form of narrative is definitely an vital portion in academic writing since the introductions to a lot of pieces of academic writing contain some types of "historical background or development". He defines narrative as an account or description of events in the past which entails following a description in chronological purchase.

He also factors out the language that is certainly commonly utilized in narrative is while in the past easy active such as (it recognised / they identified) and past straightforward passive this kind of as (it was established / it was built.) and past perfect active (it had improved.).

The following phrases and words may also help to create very good chronological purchase which is an essential element in narration:

Sequence: Firstly, secondly, after that, then.finally.Connectives: in advance of, after, when, while, during, as soon as

The part of this discourse function will be to give a logical sequence of an action or event. Consequently it will make the text far more organised and coherent. It has a lot of similarities to "description" and I would consider it as being a type of description since it describes events in sequence.

4.4. Bring about and effect

Jordan (1999, p. 58) states that numerous events and actions are often linked by trigger and impact in academic creating. He feels that the language that's applied to create cause-effect relationships plays a significant part of creating a superb academic text. He shows essentially the most important connectives of this discourse function as proven under.

Alex worked hard; therefore/ accordingly /thus /, he got a high mark

2. Due to the fact, as, since + trigger (Verb phrase), effect

For example,

Because /as /since James worked hard, he got a high mark.

Due to / for the reason that of working hard, James got a large mark

3. Cause + causes, benefits in, results in, produces + effect

For example,

Studying hard leads to higher marks.

In addition, the effect could be named ahead of the lead to or vice versa as abide by:

Y (effect) is caused by X (cause)

Many deaths are caused by air pollution. (Passive verb)

X (lead to) causes Y (effect)

Air pollution causes a lot of deaths. (Energetic verb)

The role of this discourse function would be to explain why something happens. It helps to persuade the reader of the writer's point of view by giving the reasons behind his hypothesis. It is actually really important to support our argument by providing proof consisting of cause and effect.

4.5. Comparison and contrast

Jordan (1999, p. 51) focuses around the significance of comparison and contrast in most academic subjects especially when we study tables along with other statistical data. He adds that it is actually important to point out the similarities and variations in such texts. In my experience, comparison and contrast support the reader comprehend the text by making the idea really clear. I really feel that they contribute to making the text coherent. Highlighting the primary factors can manual the reader for the most appropriate and essential details.

Jordan (1999, p. 56) suggests many different structures and vocabulary aids and Hamp-Lyons and Heasley (2006, p. 39) also add some examples. The usage of these can be exemplified as follows:

(Crime rates are considerably higher in London than in other smaller cities in England.)

(Mount Everest is definitely the highest mountain while in the World but it is not the tallest. Mauma Kea in Hawaii is four,436 feet taller.)

The birth rate in England and France are the identical.'

These examples show equivalence (i.e. the identical), non-equivalence (i.e. not exactly the same) and one item compared with a group (i.e. the best, the most, the highest). It is clear the language which is utilized relies on comparative or superlative statements.

This discourse function has two most important functions. The first is always to present the similarities and differences in concepts or information which has already been presented or, it is often introduced as new details. The 2nd is always to highlight essentially the most important variations which give weight to an argument.

4.6.Argument

Jordan (1986, p. 66) thinks that argument is incredibly vital in academic creating. He claims that it's the way that writers discuss positive and detrimental points about a specific idea. The writers should assess the distinct opinions, comparing and contrasting, and eventually give their views.

Hamp-Lyons and Poole (2006, p. 104) say "knowledge is established by unique analysis, and authentic study requires unique thinking. If someone would be to imagine originally, they must consider critically and be able to argue". They believe that it can be crucial the academic argument starts with a thesis which is debatable. In other words, it really is an idea you believe in, but other people may possibly disagree. He also states the writers' goal should be to persuade their readers from the correctness of their thesis by providing evidence.

In my opinion, there is no academic writing devoid of argument since it focuses on an academic predicament and wherever we've a dilemma, we've different opinions. Like a result, we've an argumentation.

Hamp-Lyons and Heasley (2006, p. 109) mention examples from the language of argument which can be utilized including, argumentative verbs, emotionally charged words, personalization utilizing pronouns, formulaic phrases and connectives.

Some individuals strongly agree the death penalty is fair, on the other hand, I feel that is not the case'.

In my working experience this idea has definitely changed'.

Argument is definitely an crucial discourse function because it is employed to show the writer agrees or disagrees with something, someone or an idea. It truly is a way of showing how or why the writer agrees or disagrees by providing reasons or examples to prove a hypothesis.

4.7. Exemplification

Jordan (1999, p. 39) announces that exemplification is useful in definitions.? I agree with him within this point but I also imagine it can be additional useful when we use it to support our argument. I imagine that exemplification is definitely the gateway to convince the readers of our point of view by providing examples

Jordan (1999, p. 32) mentions the popular language that is utilized for this purpose. Examples of its use could be:

A vehicle is actually a means of transport utilized on roads such like a car or a bus.'

Studying abroad is extremely useful when learning another language. One example is, 90% of jobs were obtained by people who spoke two languages'

Some people argue that death penalty is really a fair punishment. Treason that ?contributes to killing 100 people today in..is a fantastic instance which supports this argument'

This discourse function is helps the writer with clarifying definitions. I can, as I've proven above be, utilised to support an argument.

4.8. Classification

"The classification is normally made according to criterion or several criteria (requirements or principles on which judgments are based", (Jordan 1999, p. 43).

The most common language utilized in texts which have classification as their objective could be seen while in the following example.

There are three categories within this group and they is usually classified as......I'll discuss them more inside the following section.'

This discourse function's part is outlined by Jordan who states that we have to have classification when we divide things into classes or groups. Classification could be employed with the beginning of an essay like a usually means of sub-dividing matters which are going to be mentioned. That is a form of mapping' and it helps guide the reader.

5. The problems that may arise from such qualities and functions for Arab students

There are a lot of issues which arise from the qualities and language discourse functions for non-native speakers of English. Paltridge (2004: 88) discusses the get the job done of Ballard and Clanchy (1997), which says academic creating is harder for non-native speakers since they lack familiarity with English. Al-Mukhareg (1985, p. four) states that mother tongue interference causes most of issues in academic creating. Additionally, I also imagine the reason these problems arise is frequently for the reason that of electronic illiteracy. I will focus on the most common issues that I encountered since my mother tongue is Arabic. My discussion depends on some of Al-Mukhareg's thoughts as nicely as my very own encounter like a learner of English for ten years and as an English teacher for four years in Jordanian Ministry of Education.

5.1. Punctuation and spelling

Punctuation is very important as it helps the reader to understand text. To put it differently, the reader might be baffled if he reads an unpunctuated text. Arab college students find it difficult to use commas and full stops due to them being utilized less frequently in Arabic. Arabic also favours long sentences joined by and'. As being a result, they encounter difficulties inside the use of commas and full stops. For example, in Arabic, we can replace commas by dashes and full stops by a series of dots like the following sentences:

First------- we went to school.' for First, we went to school.'

I lived in England. I was a student at Salford University.' for I lived in England. I was a student at Salford University.'

In terms of spelling, Arabic does not have capital letters, so Arab college students could not capitalise exactly where vital in English. By way of example, i lived in London. last year, i went to york with my family' for I live in London. Last year, I went to York with my family'. Additionally, you'll find no silent letters in Arabic; every letter that may be pronounced will have to be spelt. As being a consequence, Arab students tend to guess the letter (e) at the end with the word in English. English has a lot of silent letters this kind of as k' within the word ��knight', ��w' while in the word ��write', e' within the word ��site'. It's clear that any problems within the previous words will make the meaning of the following sentences unclear as adhere to:

I do not know exactly where will be the sit of��..' for' I tend not to know in which is the site of.'

I will rite / rit the essay.' rather than 'I will create the essay'

I hope to become a night' for ��I hope to be a knight.'

5.2. Misuse of words

Arab college students tend to misuse some English words. For instance, these are baffled about applying words this kind of as also' and either'. They may possibly say Alex was not happy with the party. He did not want to see Steph, also' for Alex was not happy at the party. He did not want to see Steph, either' as in Arabic, also' is used in the positive and detrimental statements. Consequently, Arab students could apply the Arabic rule into English while creating. In English, also' is only used in positive statements.

Another instance would be the misuse of the verb know'. Arab students are likely to produce errors by using know', in place of discover', learn' or find out' since the verb know' is employed to indicate discover', learn' and find out' in Arabic as within the following sentences :

I will know English if I live in England', for I will learn English if I live in England'

He will know his errors 1 day' for He will uncover his mistakes 1 day'

She will know the solutions for her problems' for she will find out the solutions for her problems'

These statements are examples of how Arab students might translate from their mother tongue into English.

5.3. Misuse of tense and omitting of your verb (to be)

Arab college students can make blunders when they use continuous tense forms (present continuous, past continuous, present perfect continuous and future continuous) with verbs that are practically never utilized in the continuous forms. These verbs include state verbs this kind of as verbs of possession like the verb have', verbs of perception like the verb hear' and verbs of esteem like the verb love'. As an illustration, they are loving each other.' for they love just about every other. This issue could arise as the easy present and the uncomplicated present continuous are expressed within the very same way. By way of example,Ivan cuts the trees.  (Back translation Ivan he-cuts the-trees)Ivan is cutting the trees. (Back translation Ivan he-cuts the-trees)

Arab students are also acquainted with omitting the verb (to become). By way of example, This book mine for This book is mine'. Each of them possess the exact same meaning in Arabic. This kind of error may possibly be created since there is no equivalent to the English copula (to become) in Arabic. Due to the fact of this, Arab students may possibly apply the Arabic rule to English.

5.4. Task achievement and repetition

In Arabic, it's preferable to create a lot of statements in advance of going to the primary point. Because of this, Arab college students are generally criticised for not going directly towards the primary target of their academic function. In English, it's quite important to approach the project within a direct and productive way. For this reason, Arab college students lose a single in the principal characteristics in academic creating that is project achievement.

In terms of repetition, it truly is normal to use words again within a text in Arabic. It can be also usual to present the strategies several times. Also, several Arab college students will not have large English vocabulary bank since there is actually a big gap concerning these two languages. One example is, there is no match involving Arabic letters and English at all if we compare English with other languages this kind of as French and Spanish. Because of this, it's very difficult for Arab students to memorise a lot of English words.

However, in comparison with English, this is not the case. We now have to avoid repeating our strategies and working with exactly the same words several times within the text.

5.5. Referencing

In English, we have to compose some facts regarding the writer inside the text either before the quotation or after paraphrasing. Furthermore, we can use footnotes in English. Trzeciak (2000, p. 60) points out that footnotes is often utilised to present added explanations from the writer's operate within the primary part from the text. In Arabic however, this really is not the case. We have to use footnotes by putting various signs, which are usually raised amount, prior to or after the quotations. Then, we create the information and facts regarding the author within the footnotes. We will not must create any information and facts in regards to the writer inside the text.

5.6. Electronic illiteracy

Arab students can utilise electronic media this kind of as the Internet though writing an academic paper.They can download articles, journals and books to aid them present a great piece of work. Jarvis (2001, p. 208) figures out the vital significance of employing sites. He says "Students now possess a array of sites offering language do the job and study capabilities advice".

It is clear that English may be the language in the internet and since it can be considered like a foreign language in Arab countries, they may well have problems exploring and surfing the Internet. They might not have the ability to interpret some phrases and words which might lead them to avoid using the Internet. I imagine most Arab students usually do not use electronic media due towards the difficulty of not understanding English.

Another reason that could induce electronic illiteracy will be the lack of encounter that Arab college students have in exploiting electronic fields. We are not normally asked to use the Internet whilst we are undergraduates because on the limitation of Internet access in Arabic universities in comparison with European ones.

6. Conclusion

To conclude, it is actually clear that "good academic writing" occupies numerous researchers finding out about its main qualities along with the role that language discourse functions perform in such texts. Quite a few of individuals researchers such as Jordan, Anderson, Hamp-Lyons and Trzeciak also point out the problems that college students could encounter, specially Arabic college students to achieve accuracy in writing academic texts. These characteristics might be utilised by the writers to draw their readers' attention to follow the growth from the argument. Finally, I strongly agree with the crucial significance of having the qualities over specially acquiring a logical argument during the text.

Acknowledgements

Many thanks to Mr Huw Jarvis who helped me improve my academic creating capabilities around the English for Academic Purposes Module at Salford University.

I am also grateful to my close friend, Faisal Albisher, for everything.