Types of Academic Texts

Objectives:

1. identify the six types of academic texts;

2. differentiate each type from each other; and
3. analyze given texts according to its genre, audience, and purpose.
Academic Texts
Key Terms

 Structure: To refer to the way the text is organised.

 Audience: To refer to the author's intended readers of the text.
 Purpose: To refer to the author's reason for writing the text.
 Cite: To refer to an author or work in order to provide evidence or justification for an
argument, usually in an academic text.
 Tone: The general attitude of a piece of writing.
 Formality: The following of conventions.
 Interpretation: An explanation or way of explaining.
 Appendix: An extra section of writing at the end of a book or piece of academic writing.
 Context: The situation within which a thing exists or occurs, and that can help explain it.
6 Main Types of Academic Texts

1. Textbooks
 are specifically designed to help the
learner. For example, they might have
summaries or review quizzes.
 vary in style, tone and level
depending on their audience.
 are a good place to start when
learning about a new topic.
6 Main Types of Academic Texts

2. Shorter
 Student essays vary in length and
formality, but they usually contain
three sections: Introduction, Main

student texts: 
body, Conclusion.
They usually need to include citation

essays of sources. Essays help teachers to see

what students have learnt and how
deeply.
*Try to read examples of student essays in
your discipline to become more familiar
with what is expected of you.
6 Main Types of Academic Texts

3. Longer  You will probably have to write longer

texts at postgraduate level. Longer
texts include dissertations (typically

student texts: 10,000 to 20,000 words) at Master's

level, and theses (typically 60,000 to
80,000 words) at Doctor's level (PhD).
dissertations  These texts are the result of a long
period of reading, research and
and theses reflection – perhaps several months or
years. The structure and style varies
across disciplines but is likely to include
the following:
6 Main Types of Academic Texts

Longer student
 Introduction
 Background

texts: 


Literature Review
Research Design/Methodology

dissertations 


Results/Findings
Discussion/Interpretation

and theses 


Recommendations
Conclusion
6 Main Types of Academic Texts

4. Research
 Research articles are written mainly for
a specialist audience – researchers,
academics and postgraduate

articles students. They usually contain the

following:
6 Main Types of Academic Texts

Research articles 


Introduction to the research
Literature review
 Background to the research and method
 Results or main findings
 Discussion, including authors' interpretation of
the results
 Recommendations: ideas for future research
 Conclusion
 Bibliography
 Appendix (optional) to give information such
as tables of raw data from the research
6 Main Types of Academic Texts

5.Case studies
 Case studies may be found in any discipline,
though they are most common in disciplines
such as business, sociology and law. They are
primarily descriptive. A typical structure is as
follows:
• Context (what is the focus, where, when?)
• Description of the setting (person, company or
place)
• An account of how this changed over the
period of time under investigation
• Headings help the audience work through the
text
6 Main Types of Academic Texts

6.Reports  The purpose of reports is to describe what

happened (e.g. in a piece of research) and
discuss and evaluate its importance. Reports
are found in different disciplines, such as
science, law and medicine. They typically
include some or all of the following:
• Context/Overview (Title, Contents etc.)
• Introduction
• Methodology/Description of the event (e.g.
piece of research)
• Findings/Main points
• Discussion/Evaluation
• Conclusion
Miss and Match!

1. Textbooks A. These could be 80,000 words long for PhD

students.
2. Shorter student texts: essays B. These describe changes or developments,
e.g. within a company or social group.
3. Longer student texts:
dissertations and theses C. These are written for readers who have expert
knowledge of a topic.
4. Research articles D. This is a good place to start your research.
5. Case studies E. Access these to find out about writing in your
discipline.
6. Reports
F. These show the importance of a piece of
research.
It’s a match!

1. Textbooks A. These could be 80,000 words long for PhD

students.
2. Shorter student texts: essays B. These describe changes or developments,
e.g. within a company or social group.
3. Longer student texts:
dissertations and theses C. These are written for readers who have expert
knowledge of a topic.
4. Research articles D. This is a good place to start your research.
5. Case studies E. Access these to find out about writing in your
discipline.
6. Reports
F. These show the importance of a piece of
research.
It’s a match!

1. Textbooks A. These could be 80,000 words long for PhD

students.
2. Shorter student texts: essays B. These describe changes or developments,
e.g. within a company or social group.
3. Longer student texts:
dissertations and theses C. These are written for readers who have expert
knowledge of a topic.
4. Research articles D. This is a good place to start your research.
5. Case studies E. Access these to find out about writing in your
discipline.
6. Reports
F. These show the importance of a piece of
research.
It’s a match!

1. Textbooks A. These could be 80,000 words long for PhD

students.
2. Shorter student texts: essays B. These describe changes or developments,
e.g. within a company or social group.
3. Longer student texts:
dissertations and theses C. These are written for readers who have expert
knowledge of a topic.
4. Research articles D. This is a good place to start your research.
5. Case studies E. Access these to find out about writing in your
discipline.
6. Reports
F. These show the importance of a piece of
research.
It’s a match!

1. Textbooks A. These could be 80,000 words long for PhD

students.
2. Shorter student texts: essays B. These describe changes or developments,
e.g. within a company or social group.
3. Longer student texts:
dissertations and theses C. These are written for readers who have expert
knowledge of a topic.
4. Research articles D. This is a good place to start your research.
5. Case studies E. Access these to find out about writing in your
discipline.
6. Reports
F. These show the importance of a piece of
research.
It’s a match!

1. Textbooks A. These could be 80,000 words long for PhD

students.
2. Shorter student texts: essays B. These describe changes or developments,
e.g. within a company or social group.
3. Longer student texts:
dissertations and theses C. These are written for readers who have expert
knowledge of a topic.
4. Research articles D. This is a good place to start your research.
5. Case studies E. Access these to find out about writing in your
discipline.
6. Reports
F. These show the importance of a piece of
research.
It’s a match!

1. Textbooks A. These could be 80,000 words long for PhD

students.
2. Shorter student texts: essays B. These describe changes or developments,
e.g. within a company or social group.
3. Longer student texts:
dissertations and theses C. These are written for readers who have expert
knowledge of a topic.
4. Research articles D. This is a good place to start your research.
5. Case studies E. Access these to find out about writing in your
discipline.
6. Reports
F. These show the importance of a piece of
research.
It’s a match!

1. Textbooks A. These could be 80,000 words long for PhD

students.
2. Shorter student texts: essays B. These describe changes or developments,
e.g. within a company or social group.
3. Longer student texts:
dissertations and theses C. These are written for readers who have expert
knowledge of a topic.
4. Research articles D. This is a good place to start your research.
5. Case studies E. Access these to find out about writing in your
discipline.
6. Reports
F. These show the importance of a piece of
research.
How to analyse a text?

 Genre  The term 'genre' refers to the typical

structure and organisational patterns
of a text, its intended audience and its
purpose.
How to analyse a text?

 Audience  All texts are written to communicate

with a specific audience –
* this audience could be experts, or it
could be newcomers to the topic. The
audience becomes part of a community
when interacting with the genre, based
partly on what they expect from it and
their understanding of its purpose.
How to analyse a text?

 Purpose  The purpose of a particular genre

might be to:
 Present and explain information
 Persuade the audience to accept a
new argument
 Describe a process.
Take note!

 At a greater level of detail, the purpose of a particular genre could be to:

 Present a claim → offer citations to support the claim → provide
explanation and examples to help understanding → evaluate this
material.
 You will be able to manage your studies more effectively when you have
developed a good understanding of the main types of text you will read
(and listen to), as well as those you need to write (and speak).
Peer-to-peer Activity

This activity will help you to develop your approach to academic texts.
Step 1
 Work on your own or with a partner. Read the following key questions to help
you approach an academic text:
 What is the title of the text?
 When was it published?
 Who are the authors, and what can you find out about them?
 Who is the intended audience of the text?
 How long is the text?
 How is the text structured, e.g. does it have chapters/sections/headings/sub-
headings or sub-sections?
Let’s check your understanding!

Read the four text extracts. In the questions which follow,

you will be asked to identify the genre, audience and
main purpose ('G – A – P') of each text. Choose one of
the possible answers. Remember that you do not have to
understand every word of the texts – just focus on
identifying the G – A – P.
Text 1

Sustainable transport for a large business: the case of Leeds Metropolitan University
There were 2,287,540 students in UK higher education in 2004/2005. A high percentage live
away from home, or come from abroad (some 318,395) and they are heavy consumers of
transport. There were 109,625 full-time academic staff, and 51,030 part-time staff, plus many
administrative and support staff. Higher education is a large foreign currency earner. It is big
business. But some universities are massive, and equate with very large corporations both in
their financial turnover, and in the environmental footprint generated by their transport
activities.
Leeds Metropolitan University is a good example. It is one of the largest universities in the UK,
with 52,000 students and 3,500 staff. Its turnover is about £135 million per annum. Of course,
its economic impact is far larger than this, as the student body is not an insignificant
proportion of the total population of the city, and they are all consumers and spenders. The
university has three major campuses. One of the campuses is on the edge of the city, on a
restricted site. A second campus is five miles north from the city centre, on an outstanding
but inaccessible parkland site, while a third campus is fifteen miles away in Harrogate.
Source: Wetherly & Otter, 2008, p.221
Text 2

What are the main effects of the global financial crisis of 2007-8? Discuss with reference to at
least two sectors of the global economy.
The global financial crisis of 2007-8 has had a number of major interrelated effects. These
effects are important and wide-ranging. This global financial crisis was arguably the most
major crises of its type since the great depression of the 1920s and 1930s (Crotty 2009), and
was caused by various factors including the US sub-prime lending phenomenon, high
consumer debt in many of the major advanced economies, and banking practices. This
essay examines the most serious effects following the crisis and argues that their impact was
not only financial and economic but also social and environmental (Peters, Marland, Le
Quere, Boden, Canadell & Raupach 2012).
First and foremost the crisis was financial, but it was also social. In other words, the impacts
were felt by ordinary people in serious ways. For instance, there was a significant tightening
in the lending behaviour of banks in western economies, particularly the USA and the UK.
Many people were no longer able to get loans to buy houses, with access to credit made
more difficult.
Text 3

The role of grazing

Many of the world's greatest grasslands have long been grazed by wild animals, such as the
bison of North America or the large game of East Africa, but the introduction of pastoral
economies also affects their nature and productivity (Figure 2.7) (Coupland, 1979).
Light grazing may increase the productivity of wild pastures (Warren and Maizels, 1976).
Nibbling, for example, can encourage the vigor and growth of plants, and in some species,
such as the valuable African grass, Themeda triandra, the removal of the coarse, dead
stems permits succulent sprouts to shoot. Likewise the seeds of some plant species are
spread efficiently by being carried in cattle guts, and then placed in favorable seedbeds of
dung or trampled into the soil surface. Moreover, the passage of herbage through the gut
and out as feces modifies the nitrogen cycle, so that grazed pastures tend to be richer in
nitrogen than ungrazed ones. Also, like fire, grazing can increase species diversity by
opening out the community and creating more niches.
Source: Goudie, 2006, p.30
Text 4

Mutation analysis of the candidate genes SCN1B-4B, FHL1, and LMNA in patients with
arrhythmogenic right ventricular cardiomyopathy
Introduction: Arrhythmogenic right ventricular cardiomyopathy (ARVC) is a genetically
determined heart disease characterized by fibrofatty infiltrations in the myocardium, right
and/or left ventricular involvement, and ventricular tachyarrhythmias. Although ten genes
have been associated with ARVC, only about 40% of the patients have an identifiable
disease-causing mutation. In the present study we aimed at investigating the involvement of
the genes SCN1B- SCN4B, FHL1, and LMNA in the pathogenesis of ARVC. Methods: Sixty-five
unrelated patients (55 fulfilling ARVC criteria and 10 borderline cases) were screened for
variants in SCN1B- 4B, FHL1, and LMNA by direct sequencing and LightScanner melting curve
analysis. Results: A total of 28 sequence variants were identified: seven in SCN1B, three in
SCN2B, two in SCN3B, two in SCN4B, four in FHL1, and ten in LMNA. Three of the variants were
novel. One of the variants was non-synonymous. No disease-causing mutations were
identified. Conclusions: In our limited sized cohort the six studied candidate genes were not
associated with ARVC.
Source: Refsgaard et al, 2012, p.44
Let’s find out!

Text 1: Sustainable transport for a large A. Case study

business: the case of Leeds Metropolitan
B. Research article
University
C. Student essay
What is the genre of this text?
Let’s find out!

Text 1: Sustainable transport for a large A. Case study

business: the case of Leeds Metropolitan
B. Research article
University
C. Student essay
What is the genre of this text?
Notice the focus on a specific case (in
this text it's a university). There is sufficient
description of the main features of the
case, such as background and statistical
information.
Let’s find out!

Text 1: Sustainable transport for a large A. Researchers

business: the case of Leeds Metropolitan
B. People who live in Leeds
University
C. Students in the discipline of the topic
Who is the audience of this text?
Let’s find out!

Text 1: Sustainable transport for a large A. Researchers

business: the case of Leeds Metropolitan
B. People who live in Leeds
University
C. Students in the discipline of the topic
Who is the audience of this text?
Let’s find out!

Text 1: Sustainable transport for a large A. To request a better transport system

business: the case of Leeds Metropolitan
B. To offer a detailed account of a
University
particular organisation
What is the main purpose of this text?
C. To encourage students to attend
Leeds Metropolitan University
Let’s find out!

Text 1: Sustainable transport for a large A. To request a better transport system

business: the case of Leeds Metropolitan
B. To offer a detailed account of a
University
particular organisation
What is the main purpose of this text?
C. To encourage students to attend
Leeds Metropolitan University
Let’s find out!

Text 2: What are the main effects of the A. Textbook

global financial crisis of 2007-8? Discuss
B. Case study
with reference to at least two sectors of
the global economy. C. Student essay
What is the genre of this text?
Let’s find out!

Text 2: What are the main effects of the A. Textbook

global financial crisis of 2007-8? Discuss
B. Case study
with reference to at least two sectors of
the global economy. C. Student essay
What is the genre of this text? This is an extract from a student essay. The
style is appropriate for a student essay,
with initial background information to
contextualise the topic, followed by a
statement of aims/thesis statement. The
student integrates citations to add
support to his/her argument.
Let’s find out!

Text 2: What are the main effects of the A. Experts in the area of finance
global financial crisis of 2007-8? Discuss
B. Undergraduate students
with reference to at least two sectors of
the global economy. C. A lecturer and/or other examiner
Who is the audience of this text?
Let’s find out!

Text 2: What are the main effects of the A. Experts in the area of finance
global financial crisis of 2007-8? Discuss
B. Undergraduate students
with reference to at least two sectors of
the global economy. C. A lecturer and/or other examiner
Who is the audience of this text?
Let’s find out!

Text 2: What are the main effects of the A. To demonstrate understanding for the
global financial crisis of 2007-8? Discuss purpose of assessment
with reference to at least two sectors of
B. To provide useful information for
the global economy.
financial planners
What is the main purpose of this text?
C. To share the results of the writer's own
research project
Let’s find out!

Text 2: What are the main effects of the A. To demonstrate understanding for the
global financial crisis of 2007-8? Discuss purpose of assessment
with reference to at least two sectors of
B. To provide useful information for
the global economy.
financial planners
What is the main purpose of this text?
C. To share the results of the writer's own
research project
Let’s find out!

Text 3: The role of grazing A. Dissertation or thesis

What is the genre of this text? B. Textbook
C. Case study
Let’s find out!

Text 3: The role of grazing A. Dissertation or thesis

What is the genre of this text? B. Textbook
C. Case study
This is an extract from a textbook. The
extract clearly presents information on
the topic (grazing) with plenty of
supporting examples and citations as
necessary. The writers aim to make the
information understandable for the
audience.
Let’s find out!

Text 3: The role of grazing A. People who raise animals in Africa

Who is the audience of this text? B. Experts in the field of agriculture
C. Students in the discipline of the topic
Let’s find out!

Text 3: The role of grazing A. People who raise animals in Africa

Who is the audience of this text? B. Experts in the field of agriculture
C. Students in the discipline of the topic
Let’s find out!

Text 3: The role of grazing A. To present and explain information on

a topic, taken from multiple sources
What is the main purpose of this text?
B. To encourage farmers to practise
grazing as a means to greater production
C. To share the results of an extensive
research project with fellow experts
Let’s find out!

Text 3: The role of grazing A. To present and explain information on

a topic, taken from multiple sources
What is the main purpose of this text?
B. To encourage farmers to practise
grazing as a means to greater production
C. To share the results of an extensive
research project with fellow experts
Let’s find out!

Text 4: Mutation analysis of the candidate A. Research article

genes SCN1B-4B, FHL1, and LMNA in
B. Student essay
patients with arrhythmogenic right
ventricular cardiomyopathy C. Textbook
What is the genre of this text?
Let’s find out!

Text 4: Mutation analysis of the candidate A. Research article

genes SCN1B-4B, FHL1, and LMNA in
B. Student essay
patients with arrhythmogenic right
ventricular cardiomyopathy C. Textbook
What is the genre of this text? This abstract to a research article
contains a large amount of information
presented in a dense format. It moves
from the Introduction and background
through Method and Results to the
Conclusion. The style is technical.
Let’s find out!

Text 4: Mutation analysis of the candidate A. Undergraduate students

genes SCN1B-4B, FHL1, and LMNA in
B. Other researchers, academics and
patients with arrhythmogenic right
postgraduate students
ventricular cardiomyopathy
C. People who have heart disease
Who is the audience of this text?
Let’s find out!

Text 4: Mutation analysis of the candidate A. Undergraduate students

genes SCN1B-4B, FHL1, and LMNA in
B. Other researchers, academics and
patients with arrhythmogenic right
postgraduate students
ventricular cardiomyopathy
C. People who have heart disease
Who is the audience of this text?
Let’s find out!

Text 4: Mutation analysis of the candidate A. To provide medical advice

genes SCN1B-4B, FHL1, and LMNA in
B. To give an overview of the topic
patients with arrhythmogenic right
ventricular cardiomyopathy C. To present a summary of a piece of
research
What is the main purpose of this text?
Let’s find out!

Text 4: Mutation analysis of the candidate A. To provide medical advice

genes SCN1B-4B, FHL1, and LMNA in
B. To give an overview of the topic
patients with arrhythmogenic right
ventricular cardiomyopathy C. To present a summary of a piece of
research
What is the main purpose of this text?
Take note!

Although there are many genres, you will probably have to read a
limited number; the genres you have to write will be different again.
Thinking about the relationship between the writer and the intended
reader of a text will help you understand why the different genres
that you read and write have different characteristics.
Individual Activity:

1. The reason why an author wrote a text is the (audience, genre, purpose, structure) of the
text.
2. If one text is serious and another is funny, they can be described as being different in
(context, interpretation, structure, tone).
3. Textbooks, essays and reports are three examples of (context, genre, purpose, tone).
4. An analysis of the meaning and importance of a text is the author's (audience, context,
genre, interpretation) of the text.
5. The (context, appendix, formality, tone) of a piece of research shows the background to
the research, why it was done, and what previous researchers have found.
6. The language in a research article often has a higher level of (audience, formality,
genre, structure) than the language in a textbook.
7. Information like research data is often found at the end of a text in an (appendix,
audience, interpretation, purpose) .
Remember that…

1. The reason why an author wrote a text is the purpose of the text.
2. If one text is serious and another is funny, they can be described as being
different in tone.
3. Textbooks, essays and reports are three examples of genre.
4. An analysis of the meaning and importance of a text is the author's
interpretation of the text.
5. The context of a piece of research shows the background to the research,
why it was done, and what previous researchers have found.
6. The language in a research article often has a higher level of formality than
the language in a textbook.
7. Information like research data is often found at the end of a text in an
appendix.
Reference

Unit 1: Types of academic English: Differences and key features. Retrieved

from
https://eas.epigeum.com/courses/eas/45/course_files/html/uta_3_10.html