StyleEase Academic Writing and Citation Software

StyleEase For Writing Academic Papers

StyleEase Software For Writing Academic Papers, Theses, And Dissertations In Apa, Mla, Chicago/Turabian, And Seminary Styles. StyleEase Automates Everything From The Title Page To The Bibliography, And Makes It Easy To Focus On Content! Style Ease automatically formats academic papers in the appropriate style. You can start new documents directly from the Windows Start menu (or Mac Word Project Gallery only Apa version). StyleEase lets you effortlessly insert references and citations. The application database stores all created references and empowers you to use the same references in later documents. StyleEase also makes it easy to add figures, tables, new pages and chapters. Once you are finished with the document, the references get automatically sorted in accordance with the required standard; table of contents, list of tables, and list of figures are updated.

StyleEase For Writing Academic Papers Summary


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Level Social aspects of academic writing

Academic writing does not take place in a social vacuum, and the motives for writing are mixed and various. Today's academics are expected to produce papers, and their livelihood depends upon it. This affects what is researched, who does it, who writes it up, where it is published, and so on. Figure 1.1.1 presents the reasons for writing listed by Orhan Pamuk, winner of the 2006 Nobel Prize in Literature. Murray and Moore (2006) describe academic writing as consisting of advances and retreats. There are things that drive us on such as creating new knowledge, and gaining approval and there are things that hold us back such as difficulties in getting started, revising the text, finding our voice and generally feeling inadequate. Then there are inordinate delays in the publishing process, together with referees' comments that can be quite dispiriting. Writing for publication can be thoroughly enjoyable at times, and nasty and competitive at others. Figure 1.1.2 A social model of academic...

Academic Writing and Publishing

This lively and readable guide will be invaluable for postgraduates, lecturers and researchers new to academic writing and publishing. Academic Writing and Publishing guides the reader through the process of writing and publishing. Packed with examples and evaluations of recent work, the book is presented in short chapters to reflect the writing and publishing process. Written in a lively and personal style, the advice is direct and practical. Divided into four parts, this accessible text discusses the nature of academic writing and examines how different individuals tackle the task examines other types of academic writing books, theses, conference papers, letters to the editor etc. describes other aspects of academic writing dealing with publishing delays, procrastination and collaborating with others.

Listing Characteristics

When you write a paragraph, you first tell your reader in the topic sentence what you are going to say. Then you say it in the supporting sentences. Finally, you tell them what you said in the concluding sentence. This may seem clumsy and repetitious to you. However, clear academic writing in English requires all of these parts.

Writing Alternate Style

Why is academic writing so cut and dried, so dull Why can't it be more fun to read and write Fragment sentences suggest fragmented stories. Stories different from the stories told by conventional subject-verb-object sentences. Fragmented information. Fragment sentences, of course, are used judiciously in conventional writing even academic writing, so long as the purpose is crystal clear and your fragment is not mistaken for fragmentary grammatical knowledge. However, creative nonfiction writers use fragments audaciously and sometimes with abandon to create the special effects they want.A flash of movement. A bit of a story. A frozen scene. Fragments force quick reading, ask for impressionistic understanding, suggest parts rather than wholes. Like snapshots, fragments invite strong reader participation to stitch together, to move toward clear meaning.

Using written feedback

If your assignment is returned to you, it is a very good idea to review your work at that point. You may not feel like doing this because it now feels as if it is all in the past, but it is a good way to develop and build on what you have done. If you have not managed to talk with a fellow student before, try to do so now. Read each other's assignments and compare and discuss any comments you have received. This is also useful because it is not always easy to know what a tutor means. In order to understand written comments you often already have to have a feel for the conventions of the subject or of academic writing more generally. So, talking this over with other students will help. It can also be difficult to know what to do with the comments you receive. Some tutors can find it difficult to understand the problems that students have with writing, so that their advice is sometimes well intentioned but difficult to put into practice. Again, discuss this with another student or with...

Working from first thoughts

In academic writing this is normally based on evidence or reasoning, including your own use of relevant and appropriate sources. This is something we discuss in the next chapter. Often issues are not clear-cut and you will have to acknowledge this. However, most academic work does end up by making a claim even though this might emerge slowly as you develop your case. Very often a student essay has to answer a question. At first glance this can draw an immediate response, either positive or negative. For example, keeping within the theme of the family, the response to the question 'Does marriage encourage family stability ' might be either 'Marriage encourages family stability' or 'Marriage does not encourage family stability'. Obviously, these are very strong assertions that you would rarely expect to find in academic writing, which would be more circumspect for example, 'A recent study suggests that families with married parents are more stable than those of unmarried...

Reviewing your work redrafting and editing

We are linking the terms redrafting' and editing' in this chapter although, in practice, they are usually thought of as rather different activities. It is usually assumed that redrafting takes place at an earlier stage than editing and that it may involve a more comprehensive rewrite. A first draft could, for example, be a piece of non-stop practice writing in which you quickly write as much as you can of your whole assignment (see Chapter 2). You then rewrite it, and this may involve a lot of change. One way of thinking about the difference between redrafting and editing is that redrafting is usually done by the writer themself when they work towards getting down what they really think they want to say. This may take place throughout the writing process, especially if you are using a computer, which makes it very easy to redraft as you write. Certainly this may be the case if you are the sort of writer who writes in order to find out what you think and where you are with your...

From the personal to the academic

One way of thinking about the specificity of academic writing is to compare it with what we can broadly term 'personal' writing, where the writer is obviously at its centre and there seems to be a clear relationship between what is written and the writer. Then you can think of writing for university as a shift from a personal to an academic way of thinking and writing, involving shifts in the writer's sense of 'I' in their writing in specific ways. The following

Developing a thesis statement

In this chapter we will address the notion of 'argument' in student writing. We will attempt to make the idea of 'argument' more accessible by analysing various ways it is seen in academic writing and we will relate it to the idea of a central 'thesis statement'. To illustrate disciplinary difference we will look at what students on different courses have to say about argument. There are many ways of conceiving argument in student writing, depending on the discipline.

Commentary on Passage

In Passage 3 also there is no use of 'I', and again we seem to know nothing about the writer as a person. We might have to turn to the title page of the book to find out that she is a woman. However, the passage is written from a feminist perspective for example, it uses the term 'sexual politics' in the first section and the whole passage is about the sexual politics of the family. Although there is no 'I' character or even a sense of an individual writing, we are presented with a strongly expressed perspective on the family as a place of 'struggle' for Elizabeth Barrett. We might assume that because it is a feminist text this means that the writer is a woman, which is in fact true, but of course it need not be the case. But a particular point of view obviously comes from somewhere - and someone. Interestingly, there are two 'writer characters' in this passage - the author character, who is not expressed as 'I', and Elizabeth, who appears as the 'I' writer of her diary, where she...

Can you be original in your university writing

University teachers sometimes seem to be asking for two contradictory things in their students' assignments. They say that they want to know what you are thinking, and, at the same time, insist that you make use of what academic writers have said. What they really mean is first you have to get into our way of looking at things and then you can begin to say it in your own way. This is not such a contradiction as it sounds, because, of course, all our ideas have 'come' from somewhere else. At university much of your 'experience' and knowledge come from reading what other people have said. As we have stressed in previous chapters, what is important is that you are able to make your own use of your sources when you re-form them for your own purposes for writing. So, although it is true that when you write for university you have to draw on what others have said, this does not necessarily mean that you have to give up your own ideas, but you do have to clarify what you think and present...

Activity Twelve Global reading

By the time you have finished your reading you should have a number of very general summary sentences which should be able to give you an overall picture of what your reading is about. Be warned, this is not easy to do. It is often very hard indeed to tease out the key ideas from academic writing but this exercise is a starting point for any new piece of reading. It is what we call a 'global reading strategy' and it should point you in the right direction for making initial notes. Once you have mastered this global strategy you will

Activity Thirtytwo The use of I in course materials

Underlying these questions is your position in relation to your material. Most importantly, if you do use 'I' and bring your own opinions into your university writing, you are still meant to stand outside your material and to be able to be objective about it, to think about it without being emotional or onesided in your opinions. This distance from the subject matter is a mark of academic writing, even when it is clear that the writer has a strong view about their subject. Yet it is still possible for you to have a sense of ownership of your material and authority in your writing if you are confident about using the subject matter. However, it can be difficult to get enough confidence to think that what you write will be adequate when you are dealing with a new subject. It is therefore equally difficult to claim the 'right' to write as 'I' when you don't yet have a clear sense of your identity as a writer of that subject. In general, if you are not told otherwise, our advice is to use...

Activity Thirtythree Writing from a personal perspective

Personal writing Academic writing particular passages because they show how there are both differences and similarities between what we are calling 'personal' and 'academic' writing, and in order to give you an idea of ways in which you can move between these different kinds of writing. We will suggest that there is more of a continuum than a complete break between personal and academic writing and that there are various different ways for you to 'own' your university writing. The three passages below are all related to the topic of the family and are all written by women. The first is a 'personal' piece of writing which recounts an event in the writer's childhood, while the other two are different kinds of academic writing.

Referencing and plagiarism

Before we begin to explore some of the difficulties you might encounter around using sources, citation and referencing we want to remind you of our discussions around note taking in Chapter 5. The two methods of note taking we explored there took you away from the original academic text in order to help you to develop notes and ideas that were in your own words and made sense to you. Nevertheless, we cannot stress enough that it is very important that you always make reference to the authors from whom you got the ideas in the first place. As we suggested above you will need to keep some kind of record of what you have read along with your own notes this means that you will always be able to use your sources correctly in your writing. One of the 'rules' of academic writing is that you must always attribute ideas that 'belong' to somebody else. Put another way, you must never try to pass off as your own ideas that 'belong' to somebody else and that did not originate from you,...

Activity Thirtysix Investigating introductions

Our examples are written by people who are experienced in the ways of academic writing and whose introductions display both confidence in what they are saying and a sense of self in their work. The reader may never know how unsure the author may be feeling about the work underneath. Example 3, above, is about a project 'that has not been evaluated', but this doesn't prevent the author from writing about it Nevertheless, this introduction works successfully because the author has decided what the whole piece is about and what she wants to say about it, and that she has a 'right' to say it. Once more it is a matter of making use of your material confidently for your own thought-out purpose. This is another reason for writing the introduction after you have written the whole assignment because by then you have had more of an opportunity to take on the language and thinking of the subject, so that you will be in a better position to write the...


Note that this student claims to be able to speak for sciences in general and to compare sciences with law. However, this view is different from that of the law student, above, who writes about the academic study of law. This science student seems to refer to a court of law where a barrister has to try to persuade a jury by using a mix of fact and persuasion. This view of argument as making and trying to win a case through persuasive argument is nearer to our everyday meaning of 'having an argument', as well as what goes on in courts of justice. Although the idea of making a strong case also often underlies academic writing requirements, the writer is always expected to be 'balanced' in presenting different viewpoints even when she or he ends up on one side.

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For example, imagine you are watching a television program on advertising. The host makes some comments on nationalistic commercials, saying that they always produce an emotional reaction and that is why they are effective. Is this source useful for an academic investigation If you answered no, then you would, in some circumstances, be correct. But the important question to ask is 'Why '. Let us contrast this hypothetical television program with a more usual source academic writing. The trustworthiness of academic writing is based on the idea that the person doing the writing is an expert in that area, through their close study of the topic, their skills as a researcher, their careful, long-term analysis, and their involvement in a system in which articles and books are published only after the scrutiny of other qualified academics to determine if they are 'right' or not. In other words, the claims are trustworthy because an institutionalised method makes them trustworthy. It is a...

Writing As A Genre

One interesting possibility to consider here is that the more complex text in Table 4.5.1 is typically labelled 'masculine' (as academic and legal text was originally written by men), and that the less complex text is typically labelled 'feminine' (as this type of fiction is written more frequently by women). Whatever the case, when we turn to academic writing, it is clear - from these measures - that academic writing

Writing A Thesis

Writing a thesis is like writing an academic article, only worse. The thesis is much longer. Unfortunately, students normally write their thesis before they start on articles, and they only write one. Thus, thesis writers typically have less practice and are less skilled at academic writing than are the more experienced authors of papers. Furthermore, many Ph.D. students writing their theses in English are non-native speakers of the language.