7 Common Academic Writing Errors

Scholarly writing can be a daunting task! You need skill to share expert knowledge of complex ideas in an understandable way to an audience that, often, lacks the same level of knowledge about the topic. 

Typically, little sympathy exists for the person who needs to be reminded of critical writing fundamentals. Beyond the occasional grammar error or stylistic faux-pas that surfaces in lengthy documents, scholarly writing should be clear, coherent and polished. Therefore, the quicker you become familiar with these seven common writing mistakes, the sooner you can learn to identify and eliminate these errors from your academic writing. 

1. Inconsistent Verb Tense 

Often, the past, present and future tenses are all located within a few pages of a document. While it is understandable how someone describing possible future research while sharing past scholarship can easily move from the future tense to the past tense, the practice is unacceptable in scholarly writing. An occasional change in tense may be warranted for a lengthy document; nevertheless, writing convention dictates that verbs be written in a consistent tense throughout a document so as not to confuse the reader. 

When incorporating past research or hypothesizing about a future outcome, present the information in the same verb tense. If this is too uncomfortable or you are in the midst of research, consider bolding the verbs throughout the document so that you can review verb tense consistency once you have completed all revisions.

2. Paragraph Length Thesis

In longer works, academic writers tend to deviate from a steadfast writing norm: stating the central idea concisely. In fact, many scholars point to an entire paragraph as the main idea of their writing. However, nearly all writing guides recommend that the thesis statement be expressed in one sentence, whether the document is a 15-page conference paper, 8-page review or 225 book manuscript! 

If you cannot succinctly express your central argument, position or claim in one statement, the rest of your document most likely will lack unity, organization and cohesion. Thesis statements longer than a few sentences tend to include several main ideas, thus diluting the central point and leading the reader responsible for pinpointing the main position.

3. Redundancy

In lengthy works, scholarly writers often repeat the same information in separate parts of a document. Or, they begin an idea in one section, switch to a different idea and return to the previous idea paragraphs or pages later. However, similar supports need to be situated within the same area of discussion. Proper flow and organization of ideas are essential for a reader to follow an argument, claim or assertion.

While repetition of key ideas is necessary to create coherence, any repeated information should reflect writing strategy, not an oversight in writing organization.

4. Including Inessential Information 

Since scholars invest a significant portion of time researching information within their areas of expertise, they become emotionally connected to and invested in the research sources they gather, whether it supports their position or not. Therefore, they tend to incorporate all of the interesting, engaging or noteworthy information they have collected either somewhere in their document. 

Remember, the details, examples, case students, statistics and prior scholarship included in your writing project should contribute to an understanding of the argument, background and/or issues raised in the work. If not, this information should be omitted regardless of how insightful you think the information may be. 

5. Non-existent Transitions

Transitional words, phrases and clauses should be as integral to scholarly writing as a clear, concise thesis statement. Since academic writers write about complex, interdisciplinary, multi-disciplinary and/or sophisticated topics, they have the task of showcasing relationships among various types of information. 

As the composer of the work, you are responsible for weaving ideas together for the reader. Transitions create the connections needed; without them, ideas appear disjointed, awkward and/or unclear. An understanding and utilization of subordinating conjunctions, conjunctive adverbs and other transitions are absolutely necessary for scholars.

6. Unclear Pronoun Usage

The referencing of outside sources permeates academic writing, in the form of case studies, prior research and seminal scholars. Instead of repeatedly naming individuals, writers use pronouns to create variety and prevent redundancy. However, when two female experts or three male participants in a research study have been mentioned and the only following identifier is “she” or “he,” the writer has just confused the reader, leaving the audience to ponder, “Which of the two female scholars or three male participants is being referenced?” 

You must ensure that all pronouns have a clear noun reference; if not, the pronoun either should be replaced with the noun or the sentence rewritten to clarify which noun the pronoun references.

7. Comma Misusage

The period and comma are the most widely used punctuation marks. Unlike the period, however, the comma can be used in numerous ways. One of the most frequent grammar errors present in academic writing relates to comma usage, whether it is overuse of the comma, misuse of the comma or omission of a needed comma. However, the good news is rules govern the use of the comma, so investing time to learn proper comma usage will enhance your scholarly writing. 

Conclusion

Part of being a scholar is mastering the English language so that you can share your expertise clearly in written works. By correcting the common errors mentioned above, you will have eliminated seven mistakes made by many of your colleagues. If you're looking for a writing coach or to improve your academic writing, contact us to schedule your free consultation.