non academic text example essay

What Are Some Examples of Non-Academic Text?

In the modern world, non-academic texts are far more common than their academic counterparts.

Examples of non-academic text include news articles, blog posts, personal essays, literature, poetry, scripts, and much, much more.

While there are strict requirements for what can be considered academic writing, non-academic text essentially encompasses everything that does not fall under the academic umbrella.

The average person reads non-academic information from a wide variety of sources every day, primarily via their computer or phone.

In order to understand what non-academic text is really defined as it’s important to know what defines academic works.

Table of Contents

What is academic text?

Academic writing refers explicitly to works that are written by a professional (or group of professionals) in a specific field and discusses a clearly defined subject within or related to that field.

The text often appears in a scholarly journal, but it may be published by any academic source and often undergoes years of revisions and peer reviews.

It’s also worth noting that the intended audience consists of other people in the academic field, including professors, researchers, and students.

Academic text is strict when it comes to style, and “flowery” writing is not generally acceptable because the point is the factual subject matter and findings rather than any underlying message or creative storytelling.

Any outside sources used will be clearly referenced and listed in a specially-designated format used by other academics (like MLA or APA style).

The work itself will often go on to be cited as a source for future research papers and other academic texts.

How is non-academic text different from academic text?

Non-academic text is virtually anything that does not meet academic standards. This is particularly true when it comes to being a scholarly article published in an academic journal, as non-academic works may still contain properly cited sources in a similar fashion to academic writing.

They may also cover a niche topic but may or may not be the work of a professional researcher in that subject.

Nevertheless, academic text varies greatly in tone, length, subject, and research extent. Most news and blog posts cover more general subjects and come from people who write on a wide variety of topics that they are not experts on (though experts may be quoted).

These articles also typically fall between 500 and 2,000 words, whereas academic writing tends to be significantly longer.

What is the purpose of non-academic writing?

While academic writing is published to inform (usually on new discoveries or a reinforced hypothesis), non-academic writing’s primary purpose is to entertain and/or persuade the reader.

It can, however, still be informative, and it is often designed to have more visual appeal than academic text.

What kinds of subjects does non-academic text cover?

Non-academic writing can theoretically cover any topic. Articles can even be written about academic publications and use published research as sources, but they will still be considered non-academic because the language is more colloquial, and the audience is general rather than strictly professional or scholarly.

What is the writing style of non-academic text?

Non-academic text has a wide range when it comes to writing style, and it largely all depends on where it is being published.

Social media posts, for example, don’t require any specific writing style (aside from minimum or maximum word counts on some platforms).

News articles, meanwhile, follow AP style in most publications (like newspapers and online renditions) and Chicago style in others (like magazines).

Compared to academic writing, non-academic text is considered informal.

What are examples of non-academic publications?

There are many thousands of non-academic publications that are active today. Some widespread mainstream examples include the following:

• Time Magazine
• The New Yorker
• Cosmopolitan
• Men’s Health

For comparison, an example of an academic publication would be The American Journal of Public Health .

As a general rule, any newspaper or religious text (like the Bible and the Torah) are considered non-academic sources.

What are examples of unpublished non-academic text?

Non-academic writing isn’t just limited to publications. There’s a good chance you see it every day in other forms. Some examples include:

• Business letters and memos
• Text messages
• Diary entries
• Press releases
• Public online reviews

Some legal documents may also be considered non-academic writing. However, legal writing is considered its own specialization, and the text may be considered academic if published in a legal journal or used for scholarly pursuits.

Can non-academic text be a reliable source?

There’s a lot of debate over what kinds of non-academic texts may be considered reliable sources.

Social media posts and creative works rely primarily on personal opinions, for example, blog and news articles that do claim to be heavily researched and “non-biased” are often still written with pre-meditated angles.

This is in direct contradiction to academic writing, which depends on study data and research results for its information.

As a result, non-academic text is not generally considered a reliable source for scholarly articles or publications in academic journals.

However, they may be used as a reference in other non-academic works if deemed reliable by the writer.

Likewise, some academic collegiate papers may cite news articles if they support the subject argument and are considered sufficiently researched.

How can readers spot non-academic text that is reliable?

Non-academic text will never be considered as reliable as academic articles. However, those that strive to be accurate and informative will include clear sources (usually with in-text links, if published online) and explore different sides of an argument.

The writer will also be open about any potential conflicting interests.

Nevertheless, what one reader deems reliable, another may decide isn’t. Because non-academic text is often written to persuade (and may come from a publication known to promote certain opinions), individual articles may be judged first by their publisher and second by their actual content.

Does SEO affect non-academic text?

Search Engine Optimization (SEO) is another thing that sets non-academic text apart from its academic counterparts.

While academic publications will never be written for SEO purposes (even if published online), non-academic text often is.

This has a direct effect on the wording choices used throughout the work and its structural organization, making it easier for search engines like Google to decipher.

SEO is the reason that list-format articles have become so prominent across the world of non-academic publications.

It is also why photos tend to be more common in non-academic works (though scholarly articles will use images if relevant to the information being explained).

Can non-academic text still come from scholarly sources?

Scholarly publications do not publish non-academic articles. However, non-academic texts may include academic ones as primary sources.

If an interesting discovery is published in a science journal, for instance, a journalist may adapt it for wider audiences via a features article.

It is not uncommon to see blog posts and news articles linked to both scholarly sources and other non-academic sources.

Is this article academic or non-academic text?

While reading this, you might wonder what writing category this article falls into. While it does use a variety of sources and strives to be as informative as possible, what you are reading is still an example of non-academic text.

It is written for a general audience rather than an academic one, and it discusses a broad subject rather than a highly specific one.

Related posts:

The Critical Turkey

Essay Writing Hacks for the Social Sciences

Can I use non-academic sources in my essay?

One issue that can be confusing in social science essay writing is whether or not, and under what circumstances, you can use non-peer-reviewed, non-academic sources such as news articles, blogs, podcasts or youtube videos. Your lecturers and tutors are quick to point out that you shouldn’t, but then there always seem to be exceptions. This blog post looks in more detail at what these exceptions are, how to make use of them, and what pitfalls to avoid.

How academic sources are different

The first thing to be aware of, however, is that academic sources should always form the backbone of your discussion. Non-academic sources should only ever be an addition to this, and should never replace them. This should be reflected in your bibliography. There should be no reduction of academic sources at the expense of non-academic ones.

This is due to one of the principles of academic writing: The starting point of any study, book, journal article or student essay is always to look at what already exists on the topic. What have other scholars written on it, and how does your book/article/essay build on this existing body of knoweldge? In the hierarchy of knowledge claims (at least as academics see it), academic studies, that is ones that were conducted by university-trained staff, usually within the institutional framework of a university, and peer-reviewed before publication, are considered of the highest quality. And it is only on these foundations that your essay or dissertation will be considered a sound and trustworthy piece of writing.

[Quick explainer: ‘Peer-review’ refers to a process that academic journal articles (and to some extent books) need to go through before publication. They are reviewed and validated by ‘peers’, experts in the particular field of study. Many such articles never make it through that process, and most are amended according to the suggestions of the reviewers. This is a method of quality control, and makes sure (at least in theory. It’s not like this method doesn’t have its critics) that whatever data and whatever knowledge claims are published are sound and reliable.]

The use and non-use of non-academic sources

There are essentially three legitimate ways in which you can use non-academic sources. The first is for illustration. This is when you take examples reported in the news that serve as an illustration of a topic you are discussing. This can be a powerful addition to your essay, especially if it adds timely and current examples, and in a way helps contextualise your essay with what is currently going on in the world. However, there are some guidelines you should follow here. First, make sure your news sources are good quality, and, while of course not peer-reviewed-reliable, they should at least be ‘reliable-enough’, reputable sources. Good quality journalism such as The Times, Guardian, Economist etc. are fine. Steer away from the more tabloidy publications. And follow the referencing guidelines outlined below. If you want to cite statistics or other data discussed in the news article, you should always trace this data back to the actual study that was conducted, and cite this study rather than the news article.

The second instance is when you use non-academic sources as the object of your analysis. At its most developed, this can be a systematic discourse analysis, in which you examine the way, for example, social class is discussed in newspaper publications, or how neoliberal ideas were embedded in the political speeches and texts of New Labour (a famous study by Norman Fairclough, this quick 4-page review article (JSTOR) gives a good impression of what such a systematic discourse analysis can look like). My own PhD was a discourse analysis of how corruption was discussed in the formative periods of the modern nation state in Germany and the UK, in newspapers, legal documents, and parliamentary debates. In a more scaled-down version, you can do something similar, even in a short 1,500 word essay, by looking at a few examples of, say, how race is discussed in political speeches, class is discussed in tabloid newspapers, or gender is represented in advertisements [PDF of Goffman’s study] . In this case the quality of the source is not important, and you might even be interested specifically in how low-quality tabloidy news sources represent a specific theme. The difference to the above usage as illustration is that in the above, you observe what is going on in the world (illustration of, for example, racist incidents). Here, you observe the observors, examine how they represent specific topics, and question their motives for doing so in the way they are doing it.

The third, somewhat less common instance of using non-academic sources in your essay is when you want to discuss a claim or hypothesis made in, for example, an editorial of a newspaper, a political speech, or a blog or podcast of a renowned academic. This last example is indeed where it can become confusing, as the person making claims here is an academic (hence this is kind of an academic source), but the format in which it is made is non-academic, and not peer-reviewed. The short answer is that this should be treated like a non-academic source, as the peer-review process trumps the university affiliation. The longer answer, however, is that some sources can be considered more trustworthy than others, and in the hierarchy of trustworthiness, academics tend to be pretty high up. Use your own judgment, though. There are some academics that bullshit their way through the world wide web. You might have heard of Jordan Peterson.

Using such claims or hypothesis from non-academic sources is not very common, as usually academic sources provide us with plenty of such claims and hypothesis. Indeed, their use case tends to be on topics that have not been extensively researched (yet). An example here could be a claim about the impact of some new technology or social media platform, or the effect that a certain new policy has had. The way these hypotheses are then used in an academic essay or research paper is usually to examine whether these claims are true or not, which indeed is what a hypothesis is, a claim to be tested. The same goes for hypotheses that you probably already know you will disagree with, such as a politician’s claim that ‘people are fed up of experts’ or that ‘if you believe you are a citizen of the world, you are a citizen of nowhere’ (sounds like a 1930s Nazi slogan, but was actually Theresa May). These can be used as a linchpin in your essay, where you use this claim in your introduction, and the essay then goes on to show, using evidence and critical reasoning, how this is not the case.

How to reference non-academic sources

In all the above cases, it is important to make explicit in the text of your essay that these are indeed non-academic sources. This could be something like ‘As Monbiot claims in the Guardian’ or ‘The way this is framed in some right-wing media’ or ‘Giddens further discusses this in a blog article’. Explicitly signpost this, as these sources should not appear like the standard academic standard sources (no typo). A less benevolent reader/marker of your essay might otherwise suspect you of trying to sneak non-academic sources into the discussion, and of suggesting rigour when there isn’t.

Final thoughts

I hope this blog post clears up some of the vagaries and confusions regarding the use of non-academic sources in academic essay writing. Are there any examples or usage cases that I have overlooked, though? What is your strategy in using them? What has worked for you, and when has if backfired? Let me know in the comments below.

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Academic Text vs. Non-Academic Text

What's the difference.

Academic texts and non-academic texts differ in several key aspects. Firstly, academic texts are typically written by experts in a specific field and are intended for a scholarly audience. They are characterized by their formal tone, use of technical language, and extensive referencing to support claims. In contrast, non-academic texts are often written for a general audience and aim to entertain, inform, or persuade. They tend to have a more conversational style, use simpler language, and may rely on personal anecdotes or storytelling techniques. Additionally, academic texts are expected to adhere to rigorous research standards and undergo peer review, while non-academic texts may prioritize creativity and subjective viewpoints.

Further Detail

Introduction.

Academic text and non-academic text are two distinct forms of writing that serve different purposes and target different audiences. While both types of texts convey information, they differ in terms of language, structure, tone, and intended audience. In this article, we will explore the attributes of academic text and non-academic text, highlighting their unique characteristics and discussing their respective strengths and weaknesses.

One of the primary differences between academic text and non-academic text lies in the language used. Academic texts are characterized by their formal and technical language, often incorporating discipline-specific terminology. The vocabulary used in academic writing is precise and specific, aiming to convey complex ideas accurately. In contrast, non-academic texts employ a more conversational and accessible language. They use everyday language that is easily understood by a general audience, avoiding jargon or technical terms that may be unfamiliar to non-experts.

In academic texts, the language is often objective and impersonal, focusing on facts and evidence rather than personal opinions or emotions. Non-academic texts, on the other hand, may include subjective language, personal anecdotes, and emotional appeals to engage the reader on a more personal level.

The structure of academic text and non-academic text also differs significantly. Academic texts typically follow a standardized structure, including an introduction, literature review, methodology, results, discussion, and conclusion. This structure allows for a logical flow of ideas and ensures that the information is presented in a systematic and organized manner. Additionally, academic texts often include citations and references to support the claims made.

Non-academic texts, on the other hand, have a more flexible structure. They may follow a narrative structure, such as a story or personal account, or they may adopt a persuasive structure, presenting arguments and supporting evidence. Non-academic texts often prioritize engaging the reader and may use headings, subheadings, and bullet points to break up the information and make it more accessible.

The tone of academic text and non-academic text also sets them apart. Academic texts maintain a formal and objective tone, focusing on presenting information in an unbiased and scholarly manner. The tone is often detached and authoritative, emphasizing the importance of evidence-based arguments and logical reasoning. The use of first-person pronouns is generally avoided in academic writing to maintain objectivity.

Non-academic texts, on the other hand, adopt a more conversational and subjective tone. They may include personal opinions, anecdotes, and rhetorical devices to engage the reader emotionally. The tone can vary depending on the purpose of the text, ranging from informative and instructional to persuasive and entertaining.

Intended Audience

Academic texts are primarily intended for an audience of experts, scholars, and researchers in a specific field. They are written with the assumption that the reader has a certain level of background knowledge and familiarity with the subject matter. As a result, academic texts often delve into complex theories, methodologies, and research findings that may be challenging for a general audience to comprehend.

Non-academic texts, on the other hand, target a broader audience that may not have specialized knowledge in a particular field. They aim to inform, entertain, or persuade a general audience, using language and examples that are relatable and accessible to a wide range of readers. Non-academic texts often prioritize clarity and simplicity to ensure that the information is easily understood by the intended audience.

In conclusion, academic text and non-academic text differ in terms of language, structure, tone, and intended audience. Academic texts employ formal and technical language, follow a standardized structure, maintain an objective tone, and target an audience of experts and scholars. Non-academic texts, on the other hand, use conversational language, have a more flexible structure, adopt a subjective tone, and target a general audience. Understanding the attributes of each type of text is crucial for effective communication and ensuring that the information is appropriately tailored to the intended audience.

Comparisons may contain inaccurate information about people, places, or facts. Please report any issues.

Academic vs. Nonacademic Writing Styles

Academic and nonacademic writing are distinct styles with different characteristics and purposes. Academic writing is formal, evidence-based, and aimed at scholarly audiences, while nonacademic writing is informal, personal, and intended for a wider audience. Choosing the appropriate style depends on the target audience and the writer's specific purpose.

Updated on September 5, 2023

Academic and nonacademic writing are two different writing styles with distinct characteristics and purposes. Each style has its own conventions and best practices. Writers must understand and adhere to these conventions to best communicate with their intended audience.

The key factor to keep in mind here is your target audience .

Academic writing

The language used in academic writing is precise and often technical. It follows a standard structure, which typically includes introduction, background, methodology, results, discussion and conclusion sections. 

Academic writing generally includes a list of cited references and figures showing the data and data analyses performed over the course of research. A few examples of academic writing include journal articles, research papers, and theses /dissertations.

Characteristics of academic writing

The fundamental characteristics of academic writing are described as follows:

• Clear and concise : Academic writing is clear and concisely written. The use of jargon and excessive wordiness are not effective means of communicating through academic writing.
• Evidence-based content : Academic writing is based on evidence and research. Credible sources are used and they are cited appropriately.
• Formal tone : Academic writing uses a formal tone and avoids contractions, colloquial language, and informal expressions.
• Structured writing : Academic writing has a clear structure, such as introduction, methodology, and conclusion sections.
• A uniform citation style : Different fields have their own citation styles, and it is important to follow the specific citation style required by your institution or field.
• Proofread and edit : Always proofread and edit your work before submitting it for review. For assistance with this step, AJE can help with all of your proofreading, editing and translation needs. 
• Avoid plagiarism : Plagiarism can be avoided by properly citing sources, paraphrasing, and summarizing.

To communicate with a general audience, nonacademic writing styles are the best bet. In contrast to academic writing, nonacademic writing has an informal tone, a personal approach, and often uses emotions to convey the message. Nonacademic writing is aimed at a general audience and is used to entertain, inform, and persuade people. The language used in nonacademic writing is not usually technical and is considered to be accessible to a wider audience. Examples of nonacademic writing include newspaper articles, blog posts, and creative writing, such as fiction and poetry.

Characteristics of nonacademic writing

Nonacademic writing is not intended for an academic audience or purpose. Some of the characteristics of nonacademic writing are described as follows:

• Colloquial language : Nonacademic writing often uses colloquial language, slang, and contractions. This means the writing often comes across as more conversational. 
• Informal tone : Nonacademic writing typically has a more informal tone than academic writing.
• Personal opinions : A writer's personal opinions and feelings are often included in this style of writing.
• Less formal structure : There is usually no strict structure or format to nonacademic writing styles.
• Less emphasis on research : Writers often rely more on personal experience and anecdotes in this style of writing.
• Use of humor and figurative language : Humor and figurative language can make writing content more engaging.
• Less or no citation requirement : Nonacademic writing often doesn't require citations and references.
• Simplicity and brevity : Writing is often simple and brief, as it is designed to be easily understood by a wider, general audience.

Both styles of writing have their own unique strengths and weaknesses, and it is important for writers to understand and use the appropriate style for their specific purpose and audience. While academic writing is essential for scholarly research and analysis, nonacademic writing is essential for communicating information and ideas to a general audience.

Final thoughts

In summary, academic writing is formal, objective, and evidence-based, while nonacademic writing is informal, personal, and emotional. The purpose and audience for each style of writing are also different, with academic writing being written for scholarly audiences and nonacademic writing being written for wider audiences. The key element in choosing a writing style is the intended audience.

Eliza McKowan, MS

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Academic Writing vs. Non-Academic Writing

Introduction.

Academic writing is typically found in a post-secondary setting where experts have produced works based on research and used others’ work to validate their findings. These also tend to be peer-reviewed works that are reliable and can be proven. On the other hand, non-academic writing would typically appear in a “magazine-like” work that is usually written by non-experts for the purpose to entertain, inform or persuade you to believe in something or buy something. For this course, you will be producing academic writing by including various other peer-reviewed materials to support your point.

Watch It: What is Academic Writing?

Watch What is academic writing? (3 minutes) on YouTube to review the characteristics of academic writing:

Video source : Lund University. (September 19, 2016). What is academic writing [Video]. YouTube. https://youtu.be/1pE-ohVy9e0

Attribution & References

Except where otherwise noted, “Academic Writing vs. Non-Academic Writing” by Academic and Career Prep, Georgian College, is licensed under CC BY-NC-SA 4.0 .

English for Degree Entrance (EDE) Copyright © by Carrie Molinski and Sue Slessor is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• Writing Tips

How to Write for a Non-Academic Audience

4-minute read

• 10th March 2019

If you are passionate about your subject area, you may want to share your knowledge with the public. Getting your work read by a wider audience looks great on your resume, too. But writing for a non-academic audience is not like most academic writing , so we have some tips to help you start out:

• Think about your audience and tailor your writing style accordingly.
• Hook the reader from the opening lines (e.g., by posing a question).
• Focus on your main topic and avoid tangents. Think, too, about what you want to achieve with your writing and let this guide you.
• Keep your language simple, but don’t talk down to your readers.
• Have you article proofread before you submit it to the publisher.

Read on for more advice on writing for a non-academic audience.

1. Know Who Are You Writing For

Remember that your readers may not be familiar with your subject area. As such, you will need to think about who you are writing for and what your audience knows about the topic of the article.

You can do this by reading other articles from the publication you are writing for, which will give you a sense of who it is aimed at and its general tone. You may also want to read articles on similar topics from other publications to gauge the overall level of public knowledge.

If you have an idea for an article without a specific publication in mind, meanwhile, try visiting your school’s media relations department to see if they have advice or contacts to share.

2. Hooking the Reader

When writing for a non-academic audience, you need to hook your reader. You can do this by posing a question. For example, we might begin an article about artificial intelligence by asking:

Could a computer do your job? And what does the rise of AI in the workplace mean for the humans that are being replaced by technology?

As well as setting up what the article will address, this makes the issue personal for the reader. Alternatively, you could begin with an anecdote or structure your article around a personal experience. The aim is to provide an emotional core that readers can relate to.

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3. Keep It Focused

The best articles for non-academic audiences discuss a single issue or idea in clear, focused terms. If you stray too far from your main topic, on the other hand, you risk losing your reader.

Think, too, about what you want to achieve with the article. Is it meant to explain a complicated issue for a non-specialist audience? Or is it an opinion piece where you are seeking to convince readers of something? Whatever your aim, let this guide your writing.

4. Simple, Not Simplistic

Your writing style may depend on the publication (ask if they have a style sheet or author instructions). As a rule, though, you should keep your writing fairly simple and informal. This may mean:

• Using everyday language when possible, avoiding unnecessary jargon.
• Using shorter sentences and paragraphs than you would in an academic paper . Remember that clarity and concision are vital.
• Defining any technical terms you use.
• Using subheadings to structure the article and guide the reader.
• Using bullet points and formatting to highlight key details.

Remember, too, that using simple language is not the same as dumbing down. You may need to avoid the complex justifications, technical language, and endless footnotes of standard academic writing, but this does not mean you should talk down to your audience.

Instead, treat your readers like undergraduate students. They might not know much about the subject right now, but they are intelligent and eager to learn. Your job is help them do this!

5. Find a Proofreader

Finally, make sure to have your article proofread by someone from outside your field of study. As well as making sure your writing is free from typos, this gives you a “test” reader who can highlight any passages that may be too technical or complex for a non-academic audience. You can then clarify these passages, if required, before you submit your article for publication.

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Scholarly Communications

Non-academic publishing.

• Publishing Academic Articles
• Publishing Academic Monographs
• Publishing Edited Collections
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Why Non-Academic Publishing?

Popular/mass media outlets.

• OA Journals
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• Open Educational Resources (OER)

What Is Non-Academic Publishing?

Non-Academic works are written for the mass public. They are published quickly and can be written by anyone. Their language is informal, casual, and may even contain slang. It can focus on any general topic. Its purpose is to inform, entertain or persuade the readers.

Examples of non-academic writing:

• Newspapers articles
• Book Reviews
• Magazine articles

Why Non-Academic publishing?

It is important to be the voice of cultural discourse. You have to reach outside of your academic circle and persuade a wider audience in order to make a difference in your field. In order to be relevant, it's important to stay abreast of current events. Think like a journalist.

Ask Yourself: Are you ready?

When you publish to a wider audience, there is risk involved. You could make yourself a target, not only for other authors in your field, but public criticism as well. There could be other articles written in response to yours that could be potentially harmful for your career.

Where to publish?

• The Conversation

Think: What are the primary magazines in your field?

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Writing for General, Non-Academic Audiences: Benefits, Opportunities, Issues

September 12, 2017

Scott Montgomery

First Things

1. why write for the public  .

Social scientists investigate and write about society. It therefore makes sense that they share this important work with those whom they study, including decision-makers. In truth, the public is very interested in what social science disciplines have to say—about politics, foreign policy, history, economics, area studies, studies of society, culture, and language. People are more aware of how relevant and important knowledge is in these fields than ever before.

A key reason is that they know or sense the world has entered a period of major uncertainty. Major challenges to liberal democracy, for example, have risen in many western nations, including the U.S., even as issues related to terrorism, immigration, climate change, religion, and more have appeared as daily headlines. It is clear that the news media aren’t able to do justice to the complexity of the real world without relying on academics with real expertise in related areas. The internet is also a factor. People spend far more time reading online material than print. Online venues of information are where the public now seeks answers.

This has meant a growing realm of new publishing opportunities. As members of the academia, we have spent years researching, debating, and communicating at the highest levels of knowledge. We are experts in our chosen subjects and are very often the best ones to inform the public about the background and substance to certain issues and to provide it with opinions that have depth and logic. Some might say we have the obligation to do this; others would disagree. But either way, the reality is that there are more avenues than ever before to share our expertise in a greater arena. In short, there are concrete reasons to write for the public. What are they?

• Such writing confirms and legitimizes the importance of your work (and you).
• It creates and or expands your presence as a worthy, knowledgeable source both nationally and internationally–even globally.
• It generates influence and therefore opportunities to make new connections and collaborations, as well as representing your work further.
• It helps you think about your work in new ways, suggesting new areas of research.
• It will raise your level of confidence, as a scholar and representative of your field.
• It can produce valuable ideas for a book or a new course
• It will attract the notice of grad students (apprentices)
• It is a way to defend against intellectual malfeasance

2. What are the Proven Benefits?

Writing for a general audience develops a powerful new skill. You don’t have to be John Stuart Mill to understand that an ability to communicate with the greatest number provides you with something of considerable utility. But it helps to make this concrete. What specific, proven benefits can it yield?

• By creating a track record of publication, scholars have made themselves more attractive to book publishers. It shows you can write well enough and already have an audience. These are actually very important things for a publisher.
• By urging (or forcing) you to think about and work on your writing, the stylistic and vocabulary choices you make, it will improve your scholarly writing.
• If you work in an area that is controversial or focused on conflict, your research may be misinterpreted or misused by others who write for the public. Representing your own research for general readers is the best way to defend against this or correct it.
• Comments from readers can be valuable, suggesting new areas to research or write about; other articles, papers, reports, etc. you may have missed; issues related to your work you may have overlooked; possible collaborators in other countries or other fields. You will also receive compliments from thankful readers—a true and sincere reward.
• As your readership will inevitably include other academics, the range and number of citations to your work in journal articles and books may well increase.
• Establishing a respected online presence—demonstrating a concern for public understanding—has helped some scholars gain research funding, including from private sources (foundations, institutions, donors).

A common worry holds that non-academic writing won’t count toward tenure or promotion and may even count against them. The first part of this remains true in a significant number of  universities, though the second part is less often the case today than in the past. Anyone seeking tenure, of course, must satisfy the requirements their department has set. Yet such requirements are not always fixed or inflexible: there is growing recognition that material published for a broad readership can bring positive attention to a department and institution. Old school bias against writing for the public is eroding today.  

It’s also true that not all social scientists decide to remain within the halls of academia. Outside this realm, any publication you do for general audiences is likely to count in your favor, possibly quite strongly. If you work for an NGO, think tank, research institute, foundation, or even a government entity, the ability to communicate with broad audiences could advance your career no small degree. 

3. Facts and Knowledge Matter

The title of this section should require little explanation or argument. Yet we know that isn’t the case. It is all too clear that if the most well-informed people don’t come forward to help guide public debate, others will. As is also clear, some of these “others” may have only tentative loyalty to the facts on a particular subject. Social scientists, by adding their voice on subjects directly relevant to their expertise, can help ensure that actual research and knowledge have a solid position in related discussion and debate. These are not small achievements.

Again, this isn’t to argue for any obligation or necessity of activism. The point, instead, is that the national and global conversations about many important issues and topics remain much poorer without the informed participation of social scientists.

This applies not only to the public as a whole but to policy-makers and their staffs. If you have done research on something like the psychological state of people involved in natural disasters, the rise in the number of felons not allowed to vote in the U.S., or the history of Russian nationalism since 1917, you may well have important, helpful things to say about a situation or event that is a focus of international interest.

4. You, Your Institution, and Your Field

We hinted at this above: anytime you publish something online, you expand your presence in the one medium that matters most today. Some call this your intellectual “brand.” As an academic, you may find this term uncomfortable, due to its marketing aroma. Yet “brand” is today applied to any entity that can benefit from a larger scale of recognition, e.g. companies, neighborhoods, cities, activist groups, political parties, celebrities, and institutions, and so on. In the digital universe, “brand” has become synonymous with “recognition.”

Such being the case, whenever you publish online with your affiliation after your name (nearly always, in other words), attention goes to your institution and, if mentioned, your department as well. Because many such publications are now being picked up by other journals, blogs, tweets, and more, this benefit is often multiplied. Indeed, it gains an exponent.

Universities are coming to recognize this advantage. A growing number have begun to encourage it. This is not limited to departments of political science or international studies, whose subjects are often in the news. It can apply to most social science, since departments and colleges not only take pride in their faculty adding to public conversations about important subjects but understand that this kind of activity can increase possibilities for concrete benefits:  funding (from both public and private sources), attracting new faculty and graduate students, and also raising the overall level of status and influence of the institution itself.

Beyond yourself, your department, and the institution you work for, it is your chosen field that benefits from your online publication. The historian who writes a piece about textbook changes, the anthropologist who examines American cultural forms in China, the Gender Studies prof who looks at the role of young mothers in the migrations from Syria, all draw attention through their commentary to their background and training. Adding to the perceived legitimacy and value of your discipline is no trivial thing.

5. General Audiences:  Who are They and What Do They Want?

Writing for general audiences used to mean making your material as simple as possible. The rule of thumb held that the average reading level of the public was equal to an eighth grader. No more. Such may approximate the truth in some areas of science (molecular genetics?); it is decidedly not the case for social science material.

Today, the overwhelming majority of people who want to read articles, essays, op-eds, commentary, and more about topics related to the larger world is made up of college-educated individuals and students. In broad terms, they are not merely interested in the society around them. They are eager to make sense of it. They are hungry for information, interpretations, ideas, conclusions, and opinion. These are not neatly defined categories, to be sure; they are meant only to provide some notion of the range of material involved. Informal surveys of academic authors who write for the public suggest that the more of these elements you include in a single piece of writing, the more appreciative your audience will be.

6. Policy Makers: A Special Market

Depending on your subject and message, your writing may reach a special subset of educated readers: decision makers, especially in government. If this is one of your goals in writing for non-academic audiences—to inform or sway opinion on matters you feel strongly about or that affect your field or the nation—then by all means seek to join the ranks of those who are doing so. Here are some realities to keep in mind.

Trying to publish an article on a major policy issue in the news will be difficult, unless you already have a proven track record related to the subject. No matter how knowledgeable you may be, if you haven’t published a book or several articles (or both), or if you don’t hail from one of the world’s most elite universities, you’ll be competing against people who have these “qualifications,” including people who may already be known to the editor as competent and reliable. The editorial world, in fact, is fairly conservative when it comes to selecting writers; a particular journal or other venue usually wants to avoid as much risk as possible on a big issue topic. You can sometimes get around this by taking a unique angle on the subject (e.g. using data or information that you have special purview over), or choosing a smaller, corollary issue that you can then use as a basis for advancing your larger point of view.

Of course, think tanks of varied stripe can be a source of competition. Swaying decision makers’ minds is what they attempt to do for a living. Policy makers and their staffs are familiar with the better known among think tanks but also understand that each has its own (limited) point of view. Think tanks purposely choose issue areas and topics highly relevant to government and military concerns. Of course, some places lean heavily right, others left, and still others aim somewhere near the center. If you have the opportunity to write for these places, your work will most likely be read by some people with input to the policy making process. But few, if any, policy makers or their staff rely on think tank material alone.

Here’s an example. You write an article about research you’re doing on a fishing grounds disagreement between Malaysia and Indonesia near the Kepulauan Anambas islands. This article is shared around by some readers and ends up in other publications that cover Southeast Asia. It ends up on the “must read” list for naval staff members of the U.S. 7 th Fleet (Pacific) and a senator on the Armed Services Committee concerned with Chinese territorial claims in the South China Sea. Such interest in your piece is even more likely if you make the connection to regional territorial concerns part of the article. This works on a local level, too. A short piece where you introduce sociological research on life expectancy for certain professions in a particular state, province, or city will be of immediate interest to any government representative (national or provincial) for this area.

Two key points are worth noting. First, people involved in policy making always want the most current, high-quality information available. Second, government staff members and even intelligence agencies, no matter how thorough they may be, do not have a monopoly on such information. As an academic researcher, your work involves generating new knowledge and interpretations that others might utilize. This can put you in a special position to impact debate and opinion and, thereby, in some measure, policy decisions too.

Style and Content  

1. familiar territory.

Writing is a skill, and like any skill, it comes from training and practice. But it can be greatly helped by recognizing that this skill is something you are entirely familiar with. You know from your own reading, years of it in fact, what kind of discourse you’re aiming at for a general audience. You’ve read hundreds, perhaps thousands, of op-eds, news items, non-scholarly articles, professional blogs, and much more. You know a good article, well-written and well put together, when you see it.  

No less, you already have some skill communicating with non-expert audiences—your teaching, especially to undergraduates. You have real experience with explaining scholarly knowledge to the uninitiated. These days, moreover, with so many foreign students studying in English-speaking countries, you may have revisited your explanatory powers (consciously or otherwise) and adjusted them further.

Like many academics, you may sometimes weave in little stories to your teaching, biographical or historical material, touches of humor, a striking aside or a powerful image, even a bit (if you’re truly daring) of personal experience. Such elements increase your familiarity with communicating to general audiences. If you are at all successful in your teaching, you know a good deal about how to do this.

Fortified with this realization, you may feel a surge of capability to forge ahead and begin writing and publishing brilliant pieces that will inevitably elevate la condition humaine . However possible, this isn’t likely just yet

2. Examples: Useful Comparisons

A good way to show the truth of what has just been said is to compare the difference between an academic piece of writing and its re-written form for general readers. Here, then, is the  scholarly piece:

In the social sciences, post-colonial thinkers have done much to overturn standard positive ideas of “civilization” by showing that it was routinely associated with Western imperialism and its promotion of racism, slavery,  genocide, genderism, and other such iniquities. 1 However, it is possible to maintain that the term was not always employed in colonial times to reinforce such points of view or to extend them and deepen them further. 1,2 Indeed, historical study reveals that Western attitudes toward colonialism were quite diverse and complex. While a majority of thinkers embraced colonial “adventures” and the profits it brought to the home country, there were others who rejected and even denounced colonialism in various forms, including bitter literary satire.

And here, the non-scholarly version:

What does the term “civilization” mean today? For much of the modern era, it was a positive word, associated with things Western. But for exactly this reason,  scholars have recast it as embodying the evils of colonialism, particularly racism, slavery, and genocide. This new view may itself be incomplete. It turns out that European attitudes towards the colonial seizing of territories were complex. While many thinkers did celebrate it, some found it odious and expressed their reaction as bitter satire. Irish author Oliver Goldsmith was one of these.

We can see what has been done here.  If we were asked to make a list of the changes that have taken place between paragraphs 1 and 2, it might look like this:

• Sentences are shorter.
• They also vary in length.
• The first sentence poses a question to engage and even intrigue the reader. This is one way to begin.
• The style of paragraph 2 is more colloquial (“for exactly this reason,” “It turns out”).
• There is a clear logic and flow in the language, with transitions.
• Words with more charge have been substituted (“evils,” “seizing,” “hateful,” “angry”).
• The message is not dumbed down too much. The style is not condescending; it does not say, in effect:  “readers of this article are probably not aware that…”).
• Paragraph 2 does not include everything in paragraph 1 (“genderism,” “historical study”), but has enough to convey the essential meaning.
• Paragraph 2 is shorter.
• No footnote or reference citations are included.
• A specific person has been added.  

Here, for variety’s sake, is another version, still shorter and more concise. Some publication opportunities demand a piece that is 800 words or less, in which case you’ll need to evaporate a large part of whatever original paper, essay, or thesis you’re translating.

What does “civilization” mean today? Many scholars maintain that, as epitomized by Europe, it has an inerasable bond with colonialism, therefore racism, genocide, and slavery. Accurate as this is, it may not be the whole story. In fact, there were Europeans who didn’t celebrate the colonial “adventure” but saw it deserving of bitter satire. Irish author Oliver Goldsmith was one of these.

As scholars of social reality, we really do know things that can help the general public better understand and even navigate the contemporary world. But to do this, we need to make our knowledge and research accessible. We need to do this in ways that are recognized as credible but also interesting . At some level, we need to make our readers want to know what we know.

3. Tips to Think About

Some important tips emerge from our brief comparison above. They are things to think about as you read general interest articles that have to do with your field or related fields (you should do this kind of reading, if you want to write this kind of material).

• The introduction should be brief, about 4-6 lines. It should not simply state something but create interest.  It also needs to at least hint at what comes next.
• The main body of an article, together with its conclusion, must be able to defeat the worst question directed at any published writing: “So what?” So you need to tell the reader why your material is important and interesting.
• But not so important that you deserve to brag in some fashion or trash the work of others in your field. As the author, you are as much a representative as an individual.
• To engage readers, it often helps to have one or more people in your narrative, who are involved in doing something, whether in the past, present, or future.
• In contrast to academic writing, an article for the general reader needs to have emotion in it. There are a number of ways to do this: using charged words (as shown in paragraph 2 above); adding a bit of human detail; adding emphasis (“this striking idea/discovery/finding”).
• If you are arguing a position, briefly mention arguments against it or else possible weaknesses. If relevant, also note the work of others in the field. Being humble and generous is attractive to readers and will generate good will towards your material.

Writing Skill and How to Acquire It

1. good models are good mentors.

All good writers learn their craft from other writers. This is true no matter what type of authorship is involved, whether non-fiction or poetry. Apprenticeship takes place through disciplined emulation, by absorbing and adapting quality work that has been published.

The first step is to identify and save models of excellent writing in your own area or areas you wish to write in. Ask yourself whenever reading an article:  is this something I wish I had written? If so, save it to re-read and study later on. Just one or two examples aren’t enough; think in terms of five or more. Think also of replacing early choices with later ones that seem better.

It’s best to expose yourself to a range of articles for a couple of reasons. Quality writing can’t be produced by formulae; there are a number of effective ways to compose any specific article. Also, choosing a fair number allows you to go through them with an even more critical eye and choose the best three or four.

What to look for? An article is divided into:

• opening (paragraph 1), starting with the first sentence (readable in 7-10 secs)
• conclusion (last paragraph), ending with powerful closing sentence

Examine your models in terms of these parts. The workshop presentations included on this website provide some examples to help you do this. It is a good idea at this point to look through these samples to help sharpen your skill at judging what works best.

Consider asking these kinds of questions:  How well does each part work? How do the different parts fit and flow together? Does the opening engage your interest while revealing what the article is about? Does the body follow this up, developing it, adding interesting details while keeping you engaged? Does the conclusion bring everything to a meaningful end, with an effective final sentence? If your answer to any of these questions is “no” or “sort of,” then you need a better model.  

2. How to Use Your “Mentors”

Once you’ve chosen several or more model articles, you need to study them. A major goal is to absorb from these temporary “mentors” an awareness of what sounds good and what doesn’t. Another aim is to learn different approaches for writing each section of an article. Ultimately, repeated study of excellence can build over time a kind of internal voice or guide that is able to continually produce options for the next phrase or sentence, for the arrangement of details, and for other aspects of structure and expression.

There are more than a few ways to study your models with these goals in mind. Some are mentioned below, but you may have methods of your own or know of others from friends or writing guides that you feel are more suitable. The key is to find one or more approaches that work well or best for you. This may require some experimenting, which is never a waste of time in this context. Trying out different methods will almost inevitably teach you important things about your own proclivities as a writer. Overall, your models provide material to adapt, emulate, and personalize.

Here, then, are some approaches to consider:

Method 1: Choose one article to work with and simply read it over slowly and carefully, one sentence and paragraph at a time, paying close attention to the style (word choice, sentence length) and to how well each part follows what came before.

Method 2: Either copy the article out, perhaps one part at a time, perhaps selected paragraphs, or recite it in your head. The goal here is to actually reproduce its language and flow. This method has been used by many fiction and non-fiction writers to “try on” the style of a great author and to absorb some of its structures, sounds, and vocabulary.

Method 3:  Go one step further and memorize parts of an article so that you have them ready in mind. This approach would focus on specific sentences and paragraphs that you find particularly good. These are pieces that you can use in your own writing by imitating their syntax while using different words. This last—different wording—is important, of course. Plagiarism must be avoided; nothing said here should be understood to suggest that copying is justified. It isn’t. Note that software used to check for plagiarism today is sometimes programmed to identify a succession of as few as 6-8 words as probable stealing from an older publication. 

3. Tips and Techniques

The following are a final series of ideas to help you move forward with writing for a general audience.

• Assume your audience will know very little about your topic. You’ll need to explain any concepts or theories you want to include. Avoid using any jargon if possible, or else use only one or two terms and define them in the text.
• If you are writing about a series of events, the development of a theory, or some other topic with a historical dimension, be sure to “honor chronology,” as the saying goes. Putting things in order this way encourages you to create a story-like narrative, which will be more engaging and successful for a non-academic audience.
• If your subject is your own research, keep in mind that a general interest piece is not the place to stake a claim. This is not really the place to demonstrate and demand you be recognized as priority discoverer or developer of something entirely new. You are writing about your work, somewhat similar to a jounalist, except that unlike a third party observer you can’t successfully praise and admire yourself.
• Depending on your topic, you might find it helpful to begin with a brief anecdote, vignette, or description of a scene as your opening. You can then follow this with an explanation of what it means or suggests in terms of your main topic, an easy way to move into the body of the article.  
• As your models show, sentences in general interest articles are generally shorter, often much shorter, than in academic writing. They also use the active tense more often—the subject performs the action of the verb, e.g. “Ruth Coyer, a sociologist at Drake University, wondered about this and decided…”, “Her findings revealed that…”, “Today, most sociologists reject Coyer’s work, but my own research suggests it may have been too easily dismissed.”
• One way to think about the body of an article is this:  supposing the opening engages the reader’s interest, whatever follows must answer the question “So what?” or, still more blunt, “Tell me why should I care?” These may seem rather brutal questions (and they are), but they accurately convey what’s at stake for you, as the writer.
• Pay attention in your models and other quality articles to the use of questions. These are powerful, rhetorically speaking, in terms of engaging the reader. They can be employed in a number of places too—in the title (“Can Christians Truly Understand the Qu’ran?”), as the opening sentence (“Why has the U.S. never signed the Comprehensive Test Ban Treaty for nuclear weapons, a key part of the non-proliferation landscape?”), as a transition within the body (“So what might this tell us about how language is used by teenagers in Singapore?”), and in some cases as the ending (“At present, we still have no final answer to how many species of hominids may have existed in Central Asia.”). Questions can be used several times in a single article, but they can be over-used too. Be aware that they are a rhetorical device with a specific purpose.
• Most online journals and other venues want you to pitch an article first. This is helpful, because it can prevent you from wasting much time writing something that isn’t wanted. Some journals ask for a brief (100-150 words) description of the topic, why it’s important, and what your expertise is to write about it. Others provide boxes for you to fill in with this information. Such a pitch is often quite valuable, as it forces you to condense and clarify your subject in as few words as possible (no windy descriptions allowed).  
• In all cases, your subject will have a much better chance of being accepted by an editor if you tie it to something that is in the news or otherwise a recent or ongoing event. Timeliness is above godliness.
• It is very common for editors in general interest online journals to make changes insubmitted articles. They may substitute their own title, delete whole paragraphs, reorganize section, add or erase subtitles, and ask for more information. You should be ready for such hands-on treatment and not take offense. But make sure that important things are not warped or lost and that accuracy is maintained. Editors are not tyrants; they want articles to be as high quality and appropriate to the audience as possible. But they aren’t experts and can make errors of judgment, just as writers can. You want a good relationship with them, so if you need to reject any of their changes it’s best to be direct and friendly and to explain why their suggested change shouldn’t be used.
• Last but certainly not least, if you work at a college, university, or research institution, it is very likely they have a media relations office. This will be staffed by knowledgeable, experienced people who know the publishing world quite well and would like nothing better than to help you get an article written and placed. They have other work to do and cannot serve as your mentor, but they can often be good guides and can help jump start your own efforts. By all means, check out this office and what it has to offer. You may want to do this even before you begin to write, to discuss your topic idea and how to approach it. But don’t expect anyone to do your work for you. Moreover, people who work in media relations do not know everything. The landscape of online, general interest publication is highly dynamic and constantly evolving. Exploring it yourself, specifically in relation to your own field, is a good idea. You may well discover resources the media relations people don’t yet know about and will thank you for communicating to them.  

This publication was made possible in part by a grant from Carnegie Corporation of New York. The statements made and views expressed are solely the responsibility of the author.

About the Author

Scott L. Montgomery is an author, geoscientist, and affiliate faculty member in the Jackson School of International Studies, University of Washington. He writes and lectures on a wide variety of topics... More

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4 Chapter 4 (Non-academic Sources)

There are some sources that a simple search engine will pull up time and again. Most of these sources are poorly vetted or shallow at best or have an agenda or perpetuate errors at worst. However, instead of summarily dismissing them, it is worth diving into sources that some people might be inclined to lean on at first and then exploring why they are problematic.

The best of the worst, references are works that contain facts and information that one can use to “look up” basic information. Most students in K-12 schools are familiar with using references at least to some degree, and they can feel like a comfortable place to start. However, references are a great example of how a “source” can be useful for general interest inquiries but not all that useful for actual research. References are actually not sources in any pure sense. Britannica and Wikipedia do not actually perform research. Instead, they convey the results of the research that others hand conducted, at best.

This does not mean that references are useless. It means that what references can be used for it limited.  More often than not, references convey information that is compiled and summarized by a non-expert, using more credible sources at their base. In essence, most encyclopedia entries are far closer in quality to college student papers than they are to expert works.

Consider dictionaries, a staple of the K-12 essay. Even dictionaries are wrong, or at least imprecise, based on editorial practices. For example, as of January 2022, the Merriam-Webster dictionary offered the following definition of carnosaur : “any of a group (Carnosauria) of very large theropod dinosaurs (such as a tyrannosaur)”. The problem with this definition is that tyrannosaurs are not carnosaurs, they are coelurosaurs (a related family that is still a different group), and this has been pretty well-established since the 1990s. Does this make a huge difference? It does if the researcher finds information specific to carnosaurs or tyrannosaurs and mistakenly applies it across both groups.

The same dictionary’s definition of autism also encounters some problems: “a variable developmental disorder that appears by age three and is characterized especially by difficulties in forming and maintaining social relationships, by impairment of the ability to communicate verbally or nonverbally, and by repetitive behavior patterns and restricted interests and activities.” Note the language “appears by age three” and consider what that means. ASD is sometimes not diagnosed until adulthood (some 50-year-olds have received such a diagnosis for the first time), and so this definition can be problematic if the person using the definition over-applies it and assumes that the four words in question have medical significance or represent technically sound specificity.

Encyclopedias (online or otherwise) run into the same problems to a lesser degree. By default, when a non-expert tries to condense technical information, that information begins to lose accuracy. This does not mean that researchers should not use references. It means that they should not use references as sources of information, but rather as a means of better understanding information that has been researched.

List-icles and Opinion Pieces

A number of websites (e.g. ProCon.org) offer lists of ideas for why someone might be in favor of a particular proposition or against it. However, not only are these websites often engaging in the fallacy of a false dichotomy, they seldom actually provide evidence for their claims. Instead, they simply list claims made by individuals without providing the underlying evidence or warrants to support those claims. As a result, all they really establish as “sources” is that some people were able to think of the claims as ideas that might be reasons someone might have a belief. They do not, even, establish that anyone believes such things.

One of the most common mistakes made in college writing is when students mistake finding someone who agrees with their opinions with finding evidence. For example, I might find someone who agrees with me that the Loch Ness monster exists, but that does not mean I have any additional evidence of its existence. Instead, “evidence” is present when someone is able to provide both demonstrable facts in support of a claim and is able to articulate the way in which that evidence supports the claim.

For example, the fact that proto-feathers are present on multiple “raptor” dinosaurs and on non-carnivorous dinosaurs is evidence that feather-like structures likely evolved early in the dinosaur family tree (because it is more likely that the same trait developed once and then spread than that the same trait developed multiple times independently in related species). Note that this does not mean I’ve “won,” because convergent evolution is a real phenomenon. It is, however, evidence for my claim. By contrast, having made a friend on Reddit who agrees that raptors look “dumb” with feathers is not evidence.

Likewise, editorial and opinion pieces are frequently carried by newspapers and other organizations. However, that does not mean that they are reliable sources of information. In fact, opinion pieces are so unreliable that courts have actually found that they are not accountable for accurate presentation of facts. In one case, media personality Tucker Carlson’s own lawyers successfully argued in his favor that he could not be held accountable for statements he made because “any reasonable viewer arrives with an appropriate amount of skepticism about the statements he makes” despite the commentary itself being framed with the claim “remember the facts of the story. These are undisputed.”

The lesson for any researcher is clear—be skeptical of almost any supposed source, and do not assume that just because a source claims to be offering facts that it is, in fact, doing so, even if the source shares a platform with news agencies.

Think back to the Toulmin model discussed in an earlier chapter. If the article in question (be it a list, a blog, or an opinion piece) offers data, warrants, and claims then it might be a worthwhile place to start research and get ideas. However, usually each of these pieces is nothing more than another person’s opinion.

News Reports

Of course, the prior section leads to the issue of news reports themselves. There are often suspect—not because they are wrong , but because they have a very different function than presenting information a complete view of an issue. News outlets frequently run into the same problems as references, in that they are staffed not by experts in individual disciplines but rather by individuals who are simply trying to convey information quickly. Likewise, the pressure to offer a story as soon as possible can frequently lead to inaccuracies in the name of expediency.

More importantly than those structural issues, however, is a deeper problem with news outlets. If a paleontologist discovers a new fossil and reports it to the news, the news outlet does not actually perform an examination of the fossil. Instead, it conveys what the paleontologist says about the fossil. If a politician tries to support a new law, the news outlet does not perform a deep analysis of the implications of the law—it quotes what the politician has to say about the law. Sometimes, in the interest of parity, the news outlet will take an additional step to find a paleontologist who disagrees with the first or to find a political opponent who dislikes the law. This might create an illusion of doubt where it does not exist among experts, but it might also force the discussion into binaries when a range of options exist. Note that the word used for news is medium (the plural being media), a word that actually refers to the role that news plays—it’s a bridge between the actual source and the reader. It is only as accurate as the original source, and then only if the bridge itself conveys the information reliably.

Frequently, news articles run into the problem that their sources of information are people who are biased on the news being reported. They might learn about a new business venture from a mega corporation from a press release put out by that very same corporation. A mayor might announce a new city-wide project and discuss all the benefits without explaining the drawbacks. In these cases, the news outlet does not always engage in fact-checking. Frequently, it will simply say “so-and-so says the project will bring new jobs,” and then expect the reader to evaluate whether or not the mayor in question was being honest.

An additional complication that comes from news sources is that sometimes they face pressure to provide “fair” reporting of politically charged subjects. Often, this means finding individuals with differing viewpoints and giving both individuals equivalent time or space. People receiving these two seemingly balanced reports might conclude that there are equal chances of each perspective being valid. That is seldom the case. The seeming parity is an artifact of how the subject is presented, not how much evidence there is to support each claim.

Activist Websites and Private Projects

One of the most concerning issues with a web search is how easy it is to confuse quantity with quality, and how easy it is to be led astray. It is very easy to come across private websites promoting individual causes, or else works that exist to further one particular person’s viewpoint. Some of these websites might even look “official” or professionally done. That does not mean that the information on these websites is correct.

Consider the issue of vertebrate evolution and David Peters, a paleo artist with a scientifically trained background. A simple search engine check would show that he seems to have some credentials in the subject of evolution and he has multiple published books. Maybe his work should be fine for “just facts,” especially since his website can be on the first page of sources? No. While Peters updates his webpage actively (helping it move up in search engine algorithms) and while his work in the 1980s, 1990s, and even a little bit afterward tended to represent scientific consensus, at some point he started pushing a number of unsupported claims about animal evolution, and he did so despite the fact that multiple experts offered correction on his mistakes. Most of his claims were unsupported and obviously inaccurate. However, a researcher unaware of this background could be misled.

Note that the same steps that were introduced in previous chapters would be highly useful, here. Is there independent confirmation? No. Transparency? Not really.

On the subject of neurodiversity, the organization Autism Speaks is one of the largest organizations that addresses ASD. However, the organization has frequently been criticized by members of the ASD community, specifically for furthering negative portrayals of neurodiversity and for excluding voices of the ASD themselves. It has been steadily criticized for privileging the viewpoint of its founders and not taking into consideration the current state of research. Here, the popularity and the high profile of this organization can lead to other problems, because it is relatively easy to find other sources that have gained their information from Autism Speaks . Therefore, tracing each source back to its origin is essential to finding quality research.

Unfortunately, a number of students have learned to trust .org and .gov websites due to overly simplistic one-size-fits-all guidelines from their childhood. However, .orgs are often transparently partisan websites, representing politically motivated organizations that actively seek to spread their own version of information as part of a persuasive effort to convert others to their cause–PETA.org, NRA.org, youthrights.org, and so on. Additionally, .gov websites are by definition overseen by those in political office, at least indirectly, and it’s probably unrealistic to expect whitehouse.gov to offer a nuanced account of the agenda of the chief executive.

Similarly, videos might be persuasive (they engage senses and are accompanied by clear charts or graphics, or else other images). Those videos, however, are often produced with funding or resources of those with an agenda. They are then written and directed by individuals with personal opinions and investment in the subject. They are seldom backed up with clear references or objective analysis. All videos (and many activist documentaries) really represent are editorials turned into video form.

Consider one widely distributed documentary that was aimed at the fast food industry in the 2000s. Supposedly a chronicle of one person’s journey through eating fast food, it left out a number of details: the star and his romantic partner were both Vegans, which likely had an impact on his body’s reaction to the food involved, his psychological responses to the diet, and even his motives for the documentary; he had a prior history of a chronic health condition that was left out of the movie; and he forced himself to eat past the point of being full (which is not how most people eat). When challenged, the documentary maker refused to share his food logs, however, and no one else was able to match his results–either in terms of weight gain or side effects–using the same protocol. The documentary was unquestionably persuasive, but it does not actually provide any actual evidence. Instead, it represents a deliberate attempt to attack an industry. It being a successful attack does not increase the factual validity of its claims.

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Welcome to Student Learning Te Taiako

Non-academic vs academic language.

Academic writing is a distinct genre of writing. It is different from other forms of writing (e.g., a magazine article). It has certain features which classify it as academic. The video below highlights some of the features of academic writing.

Below you will find a variety of sentence forms. Some are academic, while others are non-academic. Drag each sentence into its appropriate box depending on whether you think it's academic or not.

• pdf 234.4KB Reporting verbs

Sample Essays

The breadth of Georgetown’s core curriculum means that students are required to write for a wide variety of academic disciplines. Below, we provide some student samples that exhibit the key features the most popular genres. When reading through these essays, we recommend paying attention to their 

1. Structure (How many paragraphs are there? Does the author use headers?) 

2. Argument (Is the author pointing out a problem, and/or proposing a solution?) 

3. Content (Does the argument principally rely on facts, theory, or logic?) and 

4. Style (Does the writer use first person? What is the relationship with the audience?)

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Difference between Academic Writing and Non Academic Writing

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1. Academic Writing : Academic writing refers to a piece of writing which focuses on specific academic subject/topic. Through academic writing the writer intends to prove a theory or viewpoint in one way or the other. Mainly academic writings are based on academic findings and academic research and is intended for a scholarly audience. The writer can explain a specific subject matter by providing his/her own point of view. It includes scholarly essays, research papers, dissertations, etc.

For example suppose a professor writing on a concept related to Chemistry and that published on college’s monthly magazine.

2. Non Academic Writing : Non Academic writing refers to a piece of writing which focuses on a general topic rather than any academic topic. It is not intended for an academic audience. It is intended for a lay audience or the mass public. Non academic writing focuses on lay audience or the mass public. These types of articles are mostly personal, impressionistic, emotional, or subjective in nature. It includes magazine articles, personal or business letters, novels, websites, text messages, etc. are some examples of non academic writing.

For example you are an employee of an company and you are writing a business letter to your colleague related to the current project.

Difference between Academic Writing and Non Academic Writing :

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GEOG 1000 Bibliography Assignment Guide

Find a non-academic source, assignment instructions, library lab exercise, find a non-peer reviewed academic source, find a peer reviewed academic source, about peer review process.

• APA Citation Style Guide (7th Edition) This link opens in a new window

General Assignment Tips

Creating permalinks in discover.

The GEOG 1000 Bibliography Assignment isn’t an overly difficult one, but it will take some time, and it does incorporate many definitions, skills, and specific tasks you will need to complete. Your best bet? Break it down into these STEPS.

• Read the entire assignment . It contains a lot of important information that you need to know in order to successfully complete this assignment.  In fact, it probably wouldn’t hurt to read it over for a second time!
• Consult the flowchart on the Library Lab Exercise tab and keep it handy--you may want to refer to it often.
• Brainstorm for a list of words and phrases you might use to research your topic.
• With your search terms try your hand at finding a non-academic source. This will help you better understand the topic, and might lead you to additional search terms.
• Next, find a non-peer-reviewed academic source.
• Then, find the two peer-reviewed academic sources.
• Ensure that you have three (3) different sources for your bibliography.  Remember that only one source can be non-academic, one must be academic but not peer reviewed, and other must be academic peer-reviewed.
• Create a bibliography of your three (3) sources using APA citation style. Make sure that you have addressed the Bibliography Assignment requirements by as outlined in the assignment
• Screenshot instructions for PC and Mac

The Library Lab Exercise is designed to prepare students to do the GEOG 1000 Library assignment. For each of the following sources, use the flowchart to determine if it is:

• Non-academic
• Academic but not peer reviewed
• Peer reviewed
• The influence of urban development dynamics on community resilience practice in New York City after Superstorm Sandy: Experiences from the Lower East Side and the Rockaways
• Houston's Flood is a Design Problem
• The High-Mountain Cryosphere: Environmental Changes and Human Risks
• Changes in snow, ice, and permafrost across Canada
• Disentangling the impacts of human and environmental change on catchment response during Hurricane Harvey

• Printable Flowchart

For the purposes of this assignment, your popular (non-academic) sources might include:

• Newspaper or magazine articles
• Webpage or blog entries
• Books that do NOT have in-text citations

You can find popular articles and websites using Google . Even Wikipedia will work for this part of the assignment.  You can find books using the Library's Discover Service.  Most of the books in the TRU library are academic, but some of them are not, and you can tell that they are non-academic because they do not have in-text citations.

Remember the flowchart and the three characteristics of academic sources; if you can show evidence that your source does NOT meet any one of these three criteria, then it is non-academic. In other words, you have a non-academic source if you can demonstrate just ONE of the following:

• There are NO in-text citations
• There is NO bibliography
• The author is NOT an expert who is paid to do the research. If you cannot determine who the author is, then you have met this criterion!

For the purposes of this assignment, your non-peer-reviewed academic source will probably be either a book or a government document. (Non-peer reviewed academic articles do exist, but they are often difficult to find in article databases.)

Use Google Advanced Search to find a government document. Enter your keywords, then in the "site or domain" field enter ".gc.ca" to (to find Canadian sources) or ".gov" (to find U.S. sources), then select pdf as the file type. Many (but not all!) government reports will meet the criteria for non-peer-reviewed academic sources.

For books, use the Library's Discover service to locate both print and electronic books.   [You might be able to find an academic book through Google Books, but the TRU Library is likely to be your best source, as you usually cannot print or email content found within Google Books.]

Books tend to be about the big picture, so your search will typically need to be broader than the one that you would use to find articles. For example, if you were researching about wildfires and how climate change may be impacting their severity, you could search for articles using the search terms "climate change" AND "wildfires."  To search for books or reports (i.e., academic, non-peer reviewed sources) you can use a similar search ("climate change" AND "wildfire")  If you get too many results, try searching just one term, a different term (fire instead of wildfire) or use other limiters within the Discover tool to focus your search. 

Once you have found a book or government document, check to make sure that:

a) it IS academic and

b) it is NOT peer-reviewed. 

Remember that, for the purposes of this assignment, a book is considered to be academic if it meets ALL of the following criteria:

A. The author is an expert in the field who is paid to do the research. B. There is a bibliography. C. There are in-text citations.

A. Is the Author an Expert? Someone is an expert in a field if they are paid by a university, government, or other institution to do the research. (Sometimes an independent scholar will publish a book, in which case, check to see if the scholar a) has a PhD in the subject or b) has published at least one peer reviewed article on the subject.)  Most books and reports will give information about the authors and their affiliations.

If the book doesn't tell you about the authors and their affiliations, use Google to find out more.

B. Is there is a bibliography? A quick scan should answer this. Remember that "references" or "works cited" are other terms for bibliography. 

C. Are there are In-text Citations? Again, a quick scan should determine this.

If you have found EVIDENCE for A , B and C then you have an academic book.  If you are missing evidence for ANY of these criteria, then you need to find another book and start over.

Has the Source been Peer Reviewed? Finally, you need to check for evidence that the source has been peer reviewed. A peer reviewed source will generally say, either in the front or back matter of the document, that it has been peer reviewed (or "refereed," which means the same thing). If you find explicit mention that the title has been peer-reviewed, then you’ll need to find a different book for this part of the assignment .  (On the other hand, you will have found one of your peer-reviewed resources!) However, you can limit your search for evidence to the book itself; you are not required to dig through the publisher’s online editorial policies! If there is NO mention of a peer review process in the book itself, then this lack of evidence is your evidence.  Take a clear photo or screenshot (instructions:  PC or Mac ) of the front pages of the book to show that it does not mention peer review.

You’ve just established that you have a non-peer reviewed academic source!

Most (if not all) of your peer reviewed academic sources will be articles published in scholarly journals.  Start your search with the library's Discover service.  If you don't find what you need (or if you are just the sort of person who really likes to do things thoroughly) try some of the library's databases.

Remember that you are looking for research articles .  Scholarly journals mostly publish research articles, but they also publish things like editorials, letters and book reviews, which are excellent sources (and would satisfy the requirement for a non-peer reviewed academic article) but may not satisfy the requirements for this part of the assignment - because even in a peer reviewed publication, these other types of writing do not always go through the peer review process.

For an article to be considered peer reviewed, it must meet all of the criteria for an academic source, plus the one more: 

A. The author is an expert in the field who is paid to do the research. B. There is a bibliography. C. There are in-text citations. D. The article has been reviewed by one or more of the authors' peers (i.e., experts in the same or a closely related field).

A. Is the Author an Expert? Someone is an expert in a field if they are paid by a university, government or other institution to do the research.  Scholarly articles will almost always give the authors' affiliations -- i.e. who they they work for -- at either on the top or the bottom of the first or last page.

B. Is there is a bibliography? A quick scan should answer this. Remember that "references" or "works cited" are other terms for bibliography. 

C. Are there are In-text Citations? Again, a quick scan should determine this.  

If you have found EVIDENCE for a, b, & c, then you have an academic article. Now you just need to confirm whether it is a peer-reviewed source.

D. Is there evidence that the article has been reviewed by the authors' peers? There are two kinds of evidence that an article has been peer reviewed. One form of evidence is dates on the article itself indicating when it was originally received by the journal, when it was revised , and when it was finally accepted for publication. If there is just an "accepted" date, then you don't have sufficient evidence that it actually went through peer-review prior to publication.

If there is insufficient evidence on the article itself, then you will need to search online for the journal's editorial policy.  Often this will be on the journal's home page (usually found with a Google search of the journal title) under a section called  About, Journal Information , Instructions for Authors (or something similar).

Example: Google search for PLOS ONE journal home page

Example: PLOS ONE journal home page "About" and "Journal Information" sections

Example: Publisher's peer review statement for PLOS ONE journal

About the peer review process

APA Citation Style Guide (7th Edition)

• Your sources can be current, but they do not have to be. So long as your three (3) sources meet all stated assignment criteria, the research can be from any year of publication.
• Yes, “expert” is a kind of fuzzy term. Is someone an expert if you’re reading their first peer reviewed publication? If they’re writing about Biology but are normally Philosophy faculty? Don’t get stuck on defining and debating the term; use the definition being used IN THIS COURSE, FOR THIS ASSIGNMENT: “someone who was either paid to do the research or has published peer reviewed material based on the research.” If you think you have evidence of this, and can explain or defend your decision to use the evidence, then you’ve done your work – there isn’t going to be one right answer.

Other guides helpful for this assignment:

The following guides will provide you with more information about the research skills required to complete this assignment.

• APA Citation Style Guide (7th Edition) by Ben Mitchell Last Updated Mar 26, 2024 64347 views this year
• Developing Effective Search Strategies
• Searching the article databases by KEYWORD
• Academic Journals: More than Peer-Reviewed Articles
• Annotated Bibliography- What is it? This guide shows you how to write an annotated bibliography- just be sure to check your assignment criteria for the points your instructor wants you to address.

Discover has the permalink in two locations

On Search Results page

• Click on the permalink icon
• On the resulting popup box, copy the entire URL
• Paste the URL in your desired location

For example

On Full Record

• On the search results page, click on the title of the article
• On the right-hand side of the screen, you will see a link for "Permalink." Click on this link.
• The Permalink will appear at the top of the record, just below your search boxes.
• Copy the entire URL in the permalink box

• Last Updated: Oct 31, 2023 5:13 PM
• URL: https://libguides.tru.ca/geog1000

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Free Essay On Academic And Non-Academic Writing

Type of paper: Essay

Topic: Literature , The Reader , Information , Writing , Skills , Belief , Books , Life

Published: 01/29/2020

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Academic and Non-Academic Writing

Writing skills organize ad transfer information at various levels of communication. They are used in various documents depending on the type of writing and the author’s intentions (Pak-Tao, 2004). There are two principle types; academic and non-academic which are in several formats. Academic writings are formal and often used by authors who intend to pass facts to the readers. Non-academic writing, on the other hand, shows the author’s own personal opinions and experiences (Bayley, 2006). They may be used to pass information but, this is not their main function. In comparing these two writing skills, I have analyzed writings by Frehse (2003) and Tyson (1998) both of which are academic writings. Chapter 4 of Frehse’s book focuses on the provision of information that is vital for the improvement of performance through motivation. Its format, beginning with the title “Discover your purpose” aims at directing the reader’s interest towards a specific subject according to Bayley (2006). This text shows a formality evident through the vocabulary choice relating to the workplace such as; purpose, career and intellectual action. Its format is organized in titles and subtitles to identify the ideas discussed in every section; this can also be seen in Tyson’s work. The information in the writings has been taken from reliable sources such as famous authors like Henri David and the Encyclopedic World Dictionary. This proves the information as factual and reliable for use by the reader (Bayley, 2006). However, it is crucial to note that aspects of non-academic writing are also evident in the writings. Parts of the text show the writer’s own opinions on the subject matter through the use of pronoun ‘I’. Academic writings should be based on facts yet; some sections show his personal opinions. A good example of this would be, “We all hunger for a sense of purpose in life. We need to feel at our very center that we matter” This information lacks facts. His use of pronouns ‘you’ and ‘we’ appeal to the reader by making him or her feel like a part of the situation. This is contrary to academic writings with avoids personalization and approach content from a broader view (Pak-Tao, 2004). In academic writing, the information is directed at a specific audience; for instance, Tyson’s work focuses on individuals in management positions and how they can deal with conflicts. This is contrary to non-academic which takes a general nature. Frehse’s work focuses on having a sense of purpose in life that would be useful no matter what career one is in. Writing skills are involved in every area of our lives. These exist in many forms, for instance, in; news reports, biographies, stories and articles. No matter the skills used, the writings are prepared with one thing in mind; to serve their intended purpose. This purpose is the effective communication of information to the reader. The acquisition of these skills boosts an individual’s ability to express his/her ideas, facts, and experiences with readers who are able to understand the work.

Bayley, S. (2006) Academic Writing: A handbook for international students. Rutledge Publishers. ISBN 0203087909. Available: . [Accessed March 25th 2013] Pak-Tao, P. N. (2004) Effective Writing: A guide for Social Science students. Chinese University Press. ISBN 9629961164. Available: . [Accessed March 25th 2013]

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