From Oral to Academic

I think one of the main reasons why it is difficult for students to transition from oral language to written academic language is because the latter is like a whole new language of its own.  Written academic language has rules, a format and vocabulary that is different from spoken language and new writers regardless of their backgrounds all have to lean these differences. I know as a native speaker of English that when I first started academic writing I would write what I would say right on the page. I still have to edit my writing to make sure I am not breaking this rule. Another difficulty is being aware that you should not use idiomatic expressions or contractions in academic writing. These are all things that novice writers have to learn through their composition classes and other writings they do in class. One of my graduate professors helped me think in terms of writing academically by calling it an economy of words. I believe there is a book by the same name, but just that title has helped me be mindful of the words I use in my papers as a writing student.

I think generation 1.5 students probably have the most difficulty moving from informal oral language to that of academic writing because they could have gaps in their education and may not have had formal grammar instruction. They have also acquired English primarily through listening to the language so it would feel natural to just write what they have heard in their papers. I think international students may also have some difficulty with this transition because they haven’t had many opportunities with using English orally. Combined with being unfamiliar with the structure of written academic English these students are learning how to write through trial and error and may incorporate what they hear into their writing.

I would explain to all novice writers that learning academic language is similar to learning a new language and that it is a process that every writer has to go through to become skillful. I would use my difficulties with making the transition to academic writing as examples of what is acceptable and what is not in written essays. I would urge my students and tutees to become familiar with academic vocabulary through actively reading and making note of common words that are used in their given disciplines. I would have my students write early and often to get them used to writing academically and remind them that they can learn from their mistakes.