相信只要用英文读过书或者考过雅思托福等考试的朋友们，都遭遇过学术写作（Academic Writing），有人欢喜有人愁。比如，所有在留学中遇到的essay, report, research proposal, summary, presentation, reflective writing&degree thesis等以上全部都是学术写作。下面Hotessay小编为大家简单总结一些学术写作的明显特征，留学新生们可以参考参考！

      1.No Contraction(不要缩写) 

      - can’t (不可接受)—— cannot（正确）

      - isn’t（不可接受）——is not (正确)

      2.No Colloquial Language / Slang 禁用口语或者俚语

      - a couple of /a lot of (不可接受) ----several (可以使用)

      3.短语动词（动词＋介词／副词）尽量避免，取而代之的应当是单个动词

      - set up (不够好) --- establish (比较好)

      - bring about (不够好) --- effect (比较好)

      4.勿用感叹号 & etc.

      学术英语写作讲的是严谨的论证，客观的分析，看中的是你阐明观点时的理论依据，而不是用一个苍白无力的感叹号来表达你内心的喜怒哀乐，没有相应的理论支持没人会在意你多绝望。

      当然你的interview中引用interviewee的话中有可能会出现感叹号，除此之外，在academic writing中你可以不要考虑感叹号的感受，直接忽略它的存在。

      虽然你在学术刊物中会看到etc.的身影，但是一位教授在小编的作业中明确指出不可以用etc.，所以这个词还是别出现的好！

      5.避免第一人称I/We的实用

      尽管有些写作书上明令禁止第一人称在学术英语中出现，但是如果只是单纯应付你平时的essay／report很大程度上取决于你的导师或者专业。据说心理学专业就要求避免这类词的出现，但是我们教育评估专业的教授就说第一人称可以接受甚至有时不可避免。

      6.名词短语优于动词短语 e.g.

      1) Many factors must be considered toexplain how quickly the population has grown in developing countries.(不够好)

      Many factors must be considered to explain the rapid growth of population in developing countries. (比较好)

      2) As a teacher, it is essential to explain what new set of symbols mean. (不够好)

      As a teacher, it is essential to explain themeaning of a new set of symbols. (比较好)

      其他比如文献的格式等，文章的框架等，会在以后得内容里不断的分享给大家。下面是Hotessay小编整理的一些高分的academic writing句型，供大家学习。

      Argue
      a. Along similar lines, [X] argues that ___.
      b. There seems to be no compelling reason to argue that ___.
      c. As a rebuttal to this point,hotessay.cn it could be argued that ___.
      d. There are [three] main arguments that can be advanced to support ___.
      e. The underlying argument in favor of / against [X] is that ___.
      f. [X]’s argument in favor of / against [Y] runs as follows: ___.

      Data 
      a. The data gathered in the [pilot study] suggest that ___.
      b. The data appears to suggest that ___.
      c. The data yielded by this [study] provide strong / convincing evidence that ___. 
      d. A closer look at the data indicates that ___.
      e. The data generated by [X] are reported in [table 1].
      f. The aim of this [section] is to generalize beyond the data and ___.

      Discussion 
      a. In this section / chapter, the discussion will point to ___.
      b. The foregoing discussion implies that ___.
      c. For the sake of discussion, I would like to argue that ___.
      d. In this study, the question under discussion is ___.
      e. In this paper, the discussion centers on ___.
      f. [X] lies at the heart of the discussion on ___.

      Literature
      a. [X] is prominent in the literature on [Y].
      b. There is a rapidly growing literature on [X], which indicates that ___.
      c. The literature shows no consensus on [X], which means that ___.
      d. The (current) literature on [X] abounds with examples of ___.

      Research
      a.This study draws on research conducted by ___.
      b. Although there has been relatively little research on / into [X], ___.
      c. In the last [X] years, [educational] research has provided ample support for the assertion that ___.
      d. Current research appears / seems to validate the view that ___.
      e. Research on / into ___ does not support the view that ___.
      f. Further research in this area may include ___ and ___.
      g. Evidence for [X] is borne out by research that shows ___.
      h. There is insufficient research on / into ___ to draw any firm conclusions about / on ___.