Academic Master


the benefits of using an academic writing style while considering this genre’s structure, strengths, conventions, and limitations.

The purpose of this essay is to explore the benefits of using an academic writing style while considering this genre’s structure, strengths, conventions, and limitations.

When we write in academic form, the purpose is usually to communicate ideas and arguments with other professionals or academics. Therefore, it is generally agreed that the purpose of writing in academic form is to communicate complex ideas to a carefully selected audience, as academic language uses specialized grammar and vocabulary, and is often written at a more advanced level than everyday writing. To achieve this end, the writer has to use appropriate language and academic conventions (Leki, 1998). The selected audience, therefore, is the academic community or members of the educated public to help related individuals understand the subject being discussed. Moreover, another important purpose of academic writing is to provide evidence for arguments and conclusions accurately and effectively.

As students in high school, many of us are taught how to write in a formal academic style. I have also written academic essays as per the demand of the courses and instructors but whenever I think of academic writing, I usually imagine dense and technical papers that are written by professors. Personally, I am a student who enjoys writing academic papers after doing a lot of research on a certain topic but often finds myself struggling to produce quality work. As someone who has used academic writing in the past, I have to say that the Work/Life Imbalance Sample paper was relatively easy to read and understand compared to other papers I have previously read or asked to be written. The paper itself was well written and easy to follow as the writer clearly stated the thesis, followed it throughout the essay, and also concluded it while restating the thesis and summarizing the argument.

A five-paragraph essay has many strengths as well as limitations. Its advantages include its brevity, ability to provide a structure for developing an argument, and ability to capture complex arguments in a concise format. Although the 5-paragraph essay is a common format for writing about literature or academics, it has certain limitations. The five-paragraph essay is too short to develop a complex argument effectively and its rigid structure can be constraining for both the readers and writers. The limitations of the five-paragraph essay also include the essay’s reliance on generalizations, oversimplification of complex topics, and lack of development of counterarguments (Sawaki et al., 2013). Despite its limitations, a five-paragraph essay can be a useful tool for teaching students how to develop and structure an argument effectively.

One important difference between academic writing and other forms of writing is that academic writers are expected to adhere to a specific format. This format typically includes an introduction, body paragraphs, and a conclusion. In contrast, many forms of writing in everyday life do not follow a set format. For example, a letter to a friend does not need to include an introduction, body paragraphs, and a conclusion. Furthermore, academic writing is different from other kinds of writing. Writers usually begin their work by first stating the purpose of the paper and then presenting background information to support that purpose.

In conclusion, writing an academic essay needs to adopt a formal style that adheres to the conventions of the academic community. Writing an academic essay can be a daunting task for a student but in the academic world, writing is a necessary skill for any student hoping to attain success in their field.


Leki, I. (1998). Academic writing: Exploring processes and strategies. Cambridge University Press.

Sawaki, Y., Quinlan, T., & Lee, Y.-W. (2013). Understanding learner strengths and weaknesses: Assessing performance on an integrated writing task. Language Assessment Quarterly, 10(1), 73–95.



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