Course 2: Academic Writing the British Way

Course Aim

To introduce students particularly those from international or non-British academic backgrounds to the conventions of academic writing within UK universities. The session will focus on essay structure, tone, and interpreting assignment briefs to support the development of clear, coherent, and academically appropriate written work.

Introduction

Academic writing in the United Kingdom follows specific conventions and expectations that differ markedly from other global academic traditions. Developing the ability to write in a structured, formal, and critical manner is essential for success in university assignments. This session explores common structures used in essay writing, particularly the PEEL paragraph model as well as the distinction between formal and informal tones, and strategies for deconstructing assignment briefs. Mastery of these skills supports academic achievement, enhances communication, and contributes to long-term academic progression.

Essay Structures: Introductions, PEEL Paragraphs, and Conclusions

UK academic writing requires a logical structure that enables the writer to present arguments clearly, supported by evidence and critical analysis. The most taught approach to structuring body paragraphs is the PEEL model:

• P – Point: Begin with a clear topic sentence that introduces the main idea of the paragraph.
• E – Evidence: Support the point using scholarly sources, research data, or case examples.
• E – Explanation: Provide analysis or interpretation, explaining the significance of the evidence.
• L – Link: Connect the paragraph to the question and to the subsequent section or argument.

This format ensures clarity, focus, and progression, which are highly valued in UK academic culture. The QAA (2021) stresses that clarity and critical engagement are key indicators of academic achievement.

Introductions in UK essays serve to contextualise the topic, outline the scope of the essay, define key terms (where necessary), and state the main argument or thesis. A well-crafted introduction sets expectations for the reader and defines the structure of the discussion.

Conclusions, by contrast, should not introduce new information. Instead, they summarise key points, restate the central argument in light of the discussion, and—where appropriate, reflect on implications or recommendations. As per Cottrell (2019), a strong conclusion reinforces the analytical journey taken by the writer and leaves the reader with a clear understanding of the position held.

Good academic writing is not simply about stating facts, but about making a coherent, persuasive argument supported by critical evaluation of evidence. Therefore, structure is essential in maintaining logical flow and demonstrating reflective thinking.

Formal vs Informal Tone.

Academic writing in the UK requires a formal and objective tone, which distinguishes it from every day or conversational communication. This formality reflects the seriousness of academic inquiry and promotes clarity and professionalism.

Informal tone may involve contractions (e.g., “don’t”), personal anecdotes, slang, overly emotive language, or unsubstantiated claims. Such styles may be common in personal blogs or spoken presentations but are inappropriate in academic essays. For example, a phrase like “I think climate change is really bad” would be considered too simplistic and informal. Instead, one might write: “Climate change presents significant environmental and socio-economic challenges, as evidenced by recent IPCC reports (IPCC, 2023).”

Writers should avoid first-person pronouns (unless instructed otherwise), maintain grammatical precision, and use subject-specific terminology appropriately. According to the University of Manchester Academic Phrasebank (2022), formal tone involves the use of cautious language (hedging), referencing authoritative sources, and maintaining neutrality and balance in argumentation.

Academic style also avoids rhetorical questions, excessive exclamation marks, or colloquialisms. For instance, saying “Lots of people think this is a big deal!” should instead be written as: “This issue has generated significant public and scholarly attention (Brown, 2020).”

Developing a formal academic tone takes practice, but it becomes easier as students engage with journal articles, textbooks, and feedback from academic staff.

Breaking Down Assignment.

Understanding what an assignment brief requires is a critical academic skill. Many students struggle not because of their knowledge but due to misinterpreting the task. UK universities expect students to demonstrate an ability to analyse, plan, and respond precisely to questions posed.

Assignment briefs typically include:

• Command words (e.g., evaluate, analyse, discuss, compare): These dictate the academic task and level of critical engagement required. For instance, “describe” indicates lower-order thinking, while “critically evaluate” demands depth of analysis and balanced judgement.
• Content focus: This refers to the topic or issue under investigation (e.g., “the impact of staffing on patient safety”).
• Scope and boundaries: Students should note any limitations—such as a focus on specific time periods, populations, or locations.

According to Race (2020), one useful strategy is to rewrite the assignment question in one’s own words to ensure understanding. Students should also highlight key terms and cross-reference with marking criteria, which often provide insight into what lecturers are looking for.

Universities often provide assignment briefs alongside assessment rubrics. These rubrics detail how marks are allocated across categories such as structure, critical engagement, referencing, and presentation. Making use of this document can help students tailor their work to meet expected standards.

Furthermore, academic support teams and personal tutors can help clarify requirements. The National Union of Students (NUS, 2022) recommends that students seek clarification early, as assumptions can lead to misdirected efforts and lower grades.

Conclusion.

Academic writing within UK higher education demands structure, formality, and clarity. Through understanding the PEEL paragraph method, maintaining a formal academic tone, and effectively interpreting assignment briefs, students can significantly enhance the quality of their written work. These practices not only contribute to higher academic attainment but also build valuable transferable skills in communication and critical thinking. With consistent practice, engagement with feedback, and support from university resources, students will gain confidence and proficiency in academic writing the British way.

References

Cottrell, S. (2019) The Study Skills Handbook. 5th edn. London: Red Globe Press.

IPCC (2023) Climate Change 2023: Synthesis Report. Intergovernmental Panel on Climate Change. Available at: https://www.ipcc.ch

QAA (2021) The UK Quality Code for Higher Education. Available at: https://www.qaa.ac.uk

Race, P. (2020) The Lecturer’s Toolkit: A Practical Guide to Assessment, Learning and Teaching. 5th edn. Abingdon: Routledge.

University of Manchester (2022) Academic Phrasebank. Available at: https://www.phrasebank.manchester.ac.uk

NUS (2022) Supporting Academic Transition for International Students. Available at: https://www.nus.org.uk