What do you think professors at American colleges and universities want in college writing?

Writing for a U.S. Academic Audience

Important Words:believable– adjective to describe that which most people find to be an existing truth (may or may not be an actual or real truth)

generalize—to group different people or things in a common category (that may or may not fit)

Important Words:unique– an adjective meaning different or original

source—someone or something with information

solid—full of support (in this case of facts)

Important Words:convincing– something that can help someone to believe something

objective—backed by fact, not opinion

linear– straight and directly forward to the point, like a line

Important Words:vagueness– very unclear

ambiguous—could have multiple meanings; unclear

prominent– qualified, visible

Common Rules to live by:1. Do not generalize: using “all” or “every” will frustrate many professors…

Common Rules to live by:…since many Americans believe that people are unique, person to person.

2. American academic audiences like solid facts.

“Prove it!” is a common phrase by American academic audiences.

Proof needs to be sources, facts, and/or figures…

What you think or feel is not convincing in American writing unless others agree who are more prominent.

American academic audiences do not necessarily utilize wisdom from respected elders or religious traditions.

If they do appeal to these, it is because their facts, not their emotions, are important.

3. American audiences like examples of objective truths.

For example, it would be acceptable to explain that it is common for language tutors to find math difficult… (point)

…if I can find other believable sources (in this case, tutors) who have experienced this situation (data, support)

…with me, myself, as an example of that truth.(survey results[data])

4. Americans like point-by-point order with support per point.

In other words, if I have a topic, I must prove each part by….

…telling the reader what I mean to say, why I am saying it and how I can support it…

I cannot go to my next point until I have fully and successfully supported the point that I am currently on.

This “topic, point 1, explain, support, point 2, explain, support, point 3, explain, support, conclude” pattern…

…is typical “linear” thinking for the American reader (and therefore, your professor).

According to Gary Althen, who was an advisor to foreign students at the University of Iowa, in his book American Ways…

Some cultures “have a tradition of eloquent emotion-filled speech…

They seek to move their audiences…because of the human feelings they share.”(32)

He also explains that other cultures “are likely to attach more weight to ideas or theories”(32)

Some cultures use stories to convey the thoughts they have in mind. (Althen 32)

Other cultures “are characterized by vagueness and ambiguity.” (Althen 32)

BUT…

WARNING

American academic language is different!

“It is not enough to make a point, according to the typical American notion…

…a responsible speaker or writer is also expected to prove…

…that the point is true, accurate, or valid” (Althen 32)

Therefore,

Do not generalize

Prove your point with facts and figures

Appeal to emotion only if your professor wants it

Make your point, explain your point, support your point

Try to be as specific as possible without wandering.

Use believable sources…

In other words, on an essay about MLDA (drinking age)…

…which is common in ESL 103, you will want to cite…

…someone who has researched the topic in depth…

…rather than someone like Macklemore or Jay-Z.

Realize that incomplete points frustrate US academic readers.

Finally, BE DIRECT. American audiences LOVE direct points.

Now, it’s your turn…

Please look over your sentences/paragraph and make any changes based on what an American academic audience wants. You may use the internet for supporting research, if you want.