LTU @ Mawson Lakes: Remember Possum?

A little while ago, we asked for your votes on best marks for the possum writing examples. Not surprisingly (clever people!) you awarded Example B the highest grade. There are a number of reasons why Example B is better than A as far as academic writing goes.

Firstly, the writer of example B uses a reference. It's not just any old reference, either - it's a recent reference - cutting edge, perhaps. 'A's writer, on the other hand, gives merely their own unsupported opinion.

Despite the formality of example 'B', the writer does show a position. Often the position statement (or thesis statement) is evident in the very first sentence of a paragraph. The position statement may be derived from:

the writers' own personal stance on a particular matter

observations from real life

readings and/or lectures.

Once the writer makes the position statement, he or she then has to come in quickly with a reference to back this up. This is a bit like a goal keeper in a soccer match.

Secondly, the writer of 'B' uses data (evidence) to support the statement. The data gives the statement about possums 'validity' in a way that 'A' does not.

Thirdly, the tone of the writing (as PMac pointed out in the comments from the previous post) is formal. In other words, B does not use the first person 'I', but distances the writer from the points being made.

Sometimes, though, the use of 'I' might be acceptable - such as in the case of writing a journal. Students on a work placement or prac teaching placement might be required to do this for assessment.

However, most types of academic writing require an objective tone. Some academic writing requires a tentative tone to 'suggest' a trend or outcome rather than make a bold statement.

Finally, the writer of 'B' interprets this data to 'round off' the paragraph. This shows the writer's ability to be critical. Again, here's where we see the writer's voice.

Some signals for the Writers' voice are: