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From grammar and punctuation, to proofreading and fixing mistakes, this is your one-stop guide to improving your academic writing to achieve better grades at university.
Including quotes from tutors and examples of good and bad practice, this book provides step-by-step guidance on
Student Success is a series of essential guides for students of all levels. From how to think critically and write great essays to boosting your employability and managing your wellbeing, the Student Success series helps you study smarter and get the best from your time at university.
"Practical, accessible, and comprehensive (...) a step-by-step guide to meeting academic requirements. (...) GenAI can provide quick and convenient solutions, but developing good, critical, and authentic writing skills is a process and takes time. Learning more about the academic conventions which guide it in the context of student learning can allow students (and academics) to write with authority and intent. Reading a piece of good writing can also be enjoyable. This is a point Osmond demonstrates, rather than makes." - Issue 31, Journal of Learning Development in Higher Education (https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1360/890)
From grammar and punctuation, to proofreading and fixing mistakes, this is your one-stop guide to improving your academic writing to achieve better grades at university.
Including quotes from tutors and examples of good and bad practice, this book provides step-by-step guidance on
Student Success is a series of essential guides for students of all levels. From how to think critically and write great essays to boosting your employability and managing your wellbeing, the Student Success series helps you study smarter and get the best from your time at university.
"Practical, accessible, and comprehensive (...) a step-by-step guide to meeting academic requirements. (...) GenAI can provide quick and convenient solutions, but developing good, critical, and authentic writing skills is a process and takes time. Learning more about the academic conventions which guide it in the context of student learning can allow students (and academics) to write with authority and intent. Reading a piece of good writing can also be enjoyable. This is a point Osmond demonstrates, rather than makes." - Issue 31, Journal of Learning Development in Higher Education (https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1360/890)