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information with
each set of notes having its own unique and memorable pattern
unlike linear notes, where one set looks like another. It is the note
maker who selects and connects all the ideas and information.
Buzan (1987) argues that it is this selection, reduction and
connection process that brings about active learning. In addition to
this, Buzan recommends an active revision process in conjunction
with note taking so that the information is transferred to the
learner’s long term memory. Therefore, the more active the
learning is, the more the individual learns. If the learner combines
note taking with revision, s/he is able to record, re-arrange and
learn the material in a manner which is unique and active.
topic sentence
expansion
supporting
evidence
further
supporting
evidence
explanation

Explanation of Terms
An introductory sentence is a general statement that is attention-getting and
introduces the broad subject area of the essay.
The thesis sentence tells about the limited subject matter to be discussed in the
essay. Usually, but not always, the thesis sentence is the last sentence in the
introductory paragraph.
The topic sentence in each paragraph tells about the limited subject matter to be
discussed in that paragraph. Usually, but not always, the topic sentence is the first
sentence in the paragraph.
A primary source provides firsthand information about something. Examples include
oral histories, speeches, letters and other original documents.

Section 3: Stylistic conventions of academic writing

Academic English is a particular category of English used for study in the English
language, particularly at university. It is used to express arguments and opinions.
Academic conventions govern how this achieved; opinion is presented in an objective
and impersonal style and must be supported by reputable evidence that is integrated
expertly into the structure of your overall argument.
1. Avoid abbreviations and slang expressions
When writing an essay it is important to avoid slang expressions of any sort,
unless there is a specific contextual reason for doing so.
Do not write using phrases similar to the following:
• This author doesn’t have a clue about the subject.
• The argument proposed is a bit over the top.
• Statements like these are full of hot air.
Try to think of three more formal ways of writing these sentences.
1 ……………………………………………………………………..…………………
2 …………………………………………………………………………..……………
3 ……………………………………………………………………….……………….
It’s also important to write numbers and abbreviations out in full.
What is the complete way of writing the following (numbers are retained for
scientific/statistical work)?
1. Dept. …………………………………………………………………………
2. Re: …………………………………………………………………………..
3. For eg ………………………………………………………………………
4. Isn’t …………………………………………………………………………..
5. 31 % …………………………………………………………………………..
6. 17 years ………………………………………………………………………2. Write in the ‘third person’ or be impersonal
Often in academic writing, we don't want to focus on who is doing an action,
but on who is receiving or experiencing the action.
Examples
In the following sentences, the passive construction is preferable because you want
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