The concept of academic English is central to success in higher education. Unlike everyday communication, academic English is characterised not by the ideas themselves but by the way those ideas are presented and expressed (Wilson, n.d.). It provides a structured, evidence-based, and formal mode of communication that aligns with the conventions of the academy. This essay explores the defining features of academic English, focusing on the presentation of ideas, expression of arguments, and the use of appropriate style and vocabulary. Examples will illustrate how academic English functions in practice, drawing on textbooks, scholarly journals, and guidance from reputable educational sources.
Presenting Ideas in Academic English
One of the hallmarks of academic English is the logical organisation of ideas. According to Wilson (n.d.), ideas should follow a structured order, beginning with a plan, grouping related points, and supporting each paragraph with a topic sentence that introduces its focus. This emphasis on logical flow ensures that arguments are easy to follow and coherent.
For example, in a research paper examining the effectiveness of speed cameras in preventing road traffic accidents published in the British Medical Journal (BMJ, 2005), the authors structured their argument carefully: presenting a clear topic sentence, supporting it with evidence from randomised controlled trials, and offering cautious alternatives where evidence was insufficient. This systematic ordering allowed the audience to follow a complex debate with clarity.
This approach reflects Swales’ (1990) influential concept of the “moves” in academic discourse, where writing progresses through identifiable stages such as establishing territory, identifying a niche, and occupying that niche. Without such structure, ideas risk becoming fragmented and less persuasive.
Using Evidence
Academic English is distinguished by its reliance on evidence rather than personal opinion. Students are expected to draw upon reliable sources, compare viewpoints, and acknowledge areas of agreement and disagreement (Wilson, n.d.). This reflects the broader principle of knowledge construction in academia, which values argumentation based on verifiable data.
Cottrell (2019) emphasises that critical analysis in academic writing requires synthesising material from multiple authors rather than relying on a single source. For example, when discussing climate change, an academic essay would not simply state that “climate change is bad,” but would cite scientific consensus from the Intergovernmental Panel on Climate Change (IPCC, 2021) alongside counter-arguments from economists concerned about adaptation costs. This balanced approach demonstrates both breadth and depth of understanding.
Importantly, evidence must be referenced appropriately, using recognised citation styles such as the Harvard system, which reinforces transparency and academic integrity (Pears and Shields, 2019).
Objectivity in Academic English
Another crucial feature of academic English is its objectivity. Writers are advised to avoid emotional or subjective statements, instead presenting measured suggestions (Wilson, n.d.). For instance, rather than asserting, “Speed cameras are absolutely essential to saving lives,” an academic author might write, “Evidence suggests that speed cameras may contribute to a reduction in traffic-related fatalities, though further research is required.” Such cautious phrasing avoids overstatement and acknowledges uncertainty.
Hyland (2005) notes that hedging—the use of cautious language like may, could, or suggests—is a defining feature of academic discourse. Hedging allows scholars to present claims without overstating certainty, reflecting the tentative and evolving nature of knowledge. This contrasts with journalistic writing, which often seeks definitive statements to capture attention.
Formal Language
Academic writing avoids colloquial expressions and employs formal, complete sentences without abbreviations or contractions (Wilson, n.d.). For example, rather than writing “don’t”, an academic text would use “do not.” Similarly, slang terms like “kids” would be replaced with “children.”
Bailey (2018) stresses that academic writing is also characterised by impersonal constructions. Passive voice, while often discouraged in other contexts, can be useful in academic English because it removes personal bias. For instance, “The experiment was conducted to test the hypothesis” focuses on the process rather than the researcher.
Specialist Vocabulary
The use of specialist vocabulary is another defining trait. Wilson (n.d.) recommends students familiarise themselves with technical terms used in their discipline, observing how they appear in books and journal articles. For example, in medicine, terms like randomised controlled trial or systematic review are standard and must be employed accurately. Misuse of such terminology can undermine credibility.
Hyland and Tse (2007) argue that mastering discipline-specific lexis is part of developing academic identity, signalling belonging within a scholarly community. This reflects the idea of “discourse communities” (Swales, 1990), where specialised language marks membership and expertise.
Expected Words and Phrases
Academic writing also employs signposting language that guides readers through arguments. Common phrases such as “on the one hand”, “in contrast”, and “therefore” provide clear cues about logical relationships between ideas. These markers are not optional but expected by academic readers (Wilson, n.d.).
Additionally, academic writing often uses cautious phrases like “it appears that” or “the evidence suggests.” This reflects the epistemological stance of academia, where knowledge is provisional and open to challenge (Hyland, 2005). By adopting such language, students align themselves with academic conventions and demonstrate awareness of scholarly norms.
Practical Steps for Students
Developing academic English is a process that requires practice and support. Wilson (n.d.) suggests students can improve by attending writing workshops, enrolling in short courses, and engaging actively with academic reading.
Lea and Street’s (1998) academic literacies model highlights that learning academic writing is not just a matter of mastering technical skills but involves adapting to new cultural and epistemological practices. For example, a student transitioning from high school to university may initially struggle with avoiding personal opinions or providing sufficient evidence. Over time, however, they can acquire the conventions of academic discourse through feedback and reflection.
In summary, academic English is distinguished by its structured presentation of ideas, reliance on evidence, objectivity, formal style, specialist vocabulary, and use of expected signposting language. These features are not merely stylistic but reflect the values of the academic community: precision, rigour, and openness to dialogue. Mastering academic English equips students to participate effectively in scholarly conversations, construct persuasive arguments, and succeed in their studies. Ultimately, as Wilson (n.d.) reminds us, becoming proficient in academic writing takes practice, but it is a skill that underpins success across disciplines.
References
Bailey, S. (2018). Academic Writing: A Handbook for International Students. 5th ed. London: Routledge.
British Medical Journal. (2005). Effectiveness of speed cameras in preventing road traffic collisions and related casualties: systematic review. BMJ, 330(7487), 331–336.
Cottrell, S. (2019). The Study Skills Handbook. 5th ed. London: Red Globe Press.
Hyland, K. (2005). Metadiscourse: Exploring Interaction in Writing. London: Continuum.
Hyland, K. & Tse, P. (2007). Is there an “academic vocabulary”? TESOL Quarterly, 41(2), pp. 235–253.
Intergovernmental Panel on Climate Change (IPCC). (2021). Climate Change 2021: The Physical Science Basis. Cambridge: Cambridge University Press.
Lea, M. R. & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), pp. 157–172.
Pears, R. & Shields, G. (2019). Cite Them Right: The Essential Referencing Guide. 11th ed. London: Macmillan.
Swales, J. (1990). Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
Wilson, R. (n.d.). What makes English academic? [PowerPoint]. Birkbeck, University of London.
