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Academic language: a Practical Guide

Formal language

Explore the nuances of Academic Language with our comprehensive guide.

Formal language

Academic language is typically formal, which means it should not have an informal or conversational tone. This is because academic language needs to be clear, precise, and structured, avoiding the potential ambiguities of conversational and informal language, in order to communicate research effectively. Formal language also helps make that research understandable to an international academic community.

It's a lot like the difference between news reporting (like you might get in a news bulletin) and news commentary (like you might get in a newspaper column): the commentary might be chatty, conversational and emotive, but the news reporting is formal because of a need to be clear, concise, and impartial.

That doesn't mean that formal language can't be persuasive (as we'll see when we look at the analytical and critical features of academic language) — by embracing formal language, you can effectively communicate your research and ideas, ensuring your work is indeed persuasive and understood universally.


To ensure that your writing is formal, here's some things to avoid:

Avoid contractions

Contractions are often avoided in academic writing because writing the complete words is more clear and less ambiguous. Ideas of formality are constantly shifting, but generally academic tends to use complete words:


Contraction Full Form
Aren't are not
Can't cannot
Didn't did not
Doesn't does not
Hasn't has not
Haven't have not
I'd I would / have
I'll I will
Isn't is not
It’s it is
Shouldn't should not
They'll they will
They're they are
We'll we will
We're we are
Weren't were not
Won't will not
Wouldn't would not
You're you are

(All that said, if you're especially struggling to meet a wordcount, contractions can be a desperate but effective last resort!)


Avoid colloquialisms

Colloquial language relates to informal expressions often used in casual conversation rather than in formal speech or writing.

Colloquial language can detract from the clarity and formality required in academic writing. It may make the text appear less serious or less researched, potentially undermining the credibility of your arguments.

Some common forms of colloquialism:

(Select to expand)

Slang

Definition:

Slang consists of very informal language, usually spoken by particular groups of people.

Why avoid?

Slang can make your academic writing less accessible to a broader audience and also makes it feel less professional.

Some groovy examples:

Slang: "That new phone is so lit!"
Non-Slang: "The new mobile phone model exhibits impressive features."

Slang: "The kid nicked a fiver."
Non-Slang: "The young person stole a five-pound note."

Slang: "The man was nailed for stealing the car."
Non-Slang: " The individual was convicted for stealing the car."

Slang: "I can't handle cramming for tests."
Non-Slang: "I find it hard to engage in intensive revision for tests."



Clichés

Definition:

Clichés are phrases or expressions that are overused to the point that they have lost their impact and originality. They tend to be predictable and can suggest a lack of original thought.

Why avoid?

Clichés can make your writing seem uninspired or lazy. They do not add value to your arguments and can make your work less engaging and less persuasive.

All the examples under the sun:
  • "It’s an uphill battle"
  • "You can’t judge a book by its cover"
  • "Think outside the box"
  • "The grass is always greener on the other side"
  • "There are plenty more fish in the sea"
  • "Ignorance is bliss..."

Idioms

Definition:

Idioms are phrases where the words together have a meaning that is different to the immediate surface meaning. They are culturally specific and often non-literal.

Why avoid?

Idioms can be confusing for readers not familiar with the cultural context, leading to misinterpretation of the text. Their informal nature may also detract from the academic tone of your writing.

Let's not beat around the bush; here's some examples:
  • "A drop in the ocean"
  • "Kill two birds with one stone"
  • "Cut to the chase"
  • "Let the cat out of the bag"
  • "A piece of cake"



Avoid phrasal verbs

What are phrasal verbs?

“A combination of a verb and an adverb or a verb and a preposition, or both, in which the combination has a meaning different from the meaning of the words considered separately.”

(Cambridge Dictionary)

Examples of phrasal verbs:

  • Add up: to make sense; to seem to be logical or true
  • Catch on: to understand
  • Come up against: to be faced with or opposed by
  • Cut down on: to reduce in number or size
  • Run out of: to have no more of something
  • Set off: to start a journey.

Why avoid phrasal verbs?

In academic writing it is preferable to use single-word English or Latin-derived verbs rather than these multi-word phrasal verbs. This is because phrasal verbs can be:

  • Ambiguous: Phrasal verbs often carry multiple interpretations depending on the context. This can introduce ambiguity into academic texts, making it harder for readers to grasp the intended message. Like idioms, they can also pose problems for an international audience.
  • Informal: Phrasal verbs are frequently used in spoken and colloquial language, making academic writing seem less formal and authoritative.

As a helpful side-effect, using a single word instead of a multi-word phrasal verb is also a good way of keeping down your wordcount!

An example of the ambiguity problem:

The phrasal verb ‘to make up’ can have several meanings, depending on context:

  • Sue made up a story about her mom’s illness to extend her essay deadline. (made up: fabricated; invented)
  • John and Julia had several arguments, but after they discussed their financial concerns calmly with each other, they made up. (made up: resolved their differences and decided to be friendly again)
  • The high sales of plane tickets in the school holiday period made up for the poor sales in the winter. (made up: compensated).

English and Latin-based verbs

Using single-word English (or Latin-derived) verbs in academic writing enhances clarity, precision, and formality, making the text more universally accessible. It also reduces the ambiguity of phrasal verbs.

A considerable benefit to using vocabulary with Latin etymology is that variants of them can be encountered in a multiplicity of common European languages (for instance French and Spanish), potentially aiding comprehension for an international audience. That previous sentence was almost entirely composed of Latin-derived words! That said, there's better things to worry about than the etymology of words, so don't lose sleep on whether or not something was once used in Rome!

Making amends on our 'made up' problem:

If we use a single-word English or Latin-based verb instead of ‘to make up’ to re-write the examples above, the language would be more specific and seem more formal and appropriate for academic writing:

  • Sue fabricated a story about her mom’s illness to extend her essay deadline.
  • John and Julia had several arguments, but after they discussed their financial concerns calmly with each other, they resolved the issue.
  • The high sales of plane tickets in the school holiday period compensated for the poor sales in the winter.

Avoid overdoing it

Academic writing isn't about impressing people with ‘big words’ or being overly formal. The main aim is to be clear, concise and objective so that you can communicate your ideas effectively.

Compare these two sentences - they contain the same information, but the better style example is much shorter, simpler and easier to understand:

Poor style: The primary ambition of expressing concepts in an academic fashion is to provide assistance for the audience of the piece in comprehending the information being conveyed in an expeditious and accessible manner.

Better style: Effective academic writing helps readers understand your points quickly and easily.

Instead of being too overblown, academic writing uses neutral words and avoids informal, conversational or colloquial language. For example, 'many factors' is more academic than 'loads of things'.

  • Break down long, complex sentences into shorter, clearer sentences.
  • Don’t use formal or unusual words where you can use a ‘normal’ one.

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