Institutional Expectations
Students are aware that it is not only what they write that affects their marks but also how they write. Most students agree that structure, style and language shape their writing as much as their argumentation and content. But many students find it difficult to assess what their department and their tutors expect from them – how they are supposed to structure their essays or which use of language is appropriate. These implicit expectations can create confusion and anxiety. Especially non-native students who have studied in different academic cultures might find it difficult to adjust to the specific stylistic expectations of their department and discipline. If you are unsure what is expected of you in terms of structure, style and language, ask your tutor for help or have a look at previous successful essays to get a feeling for the institutional expectations. Departmental handbooks might also provide guidelines for writing course assessments.
I knew that I was expected to write an academic text but I was not really told how it should look like. I can imagine that if you would have no typos, no grammatical mistakes, a consistent style and make a good point, you will write a good text. Nevertheless, in some cases I felt my teachers expected more - but it was never made clear to me what exactly. Some of my essays have been very casual and very colorful in the choice of language and in others have been very academic. Both styles have been successful.
MA Global Media student from Thailand
In the end, there are no safe rules for writing a successful essay as it is the combination of all aspects within the framework of the course that creates the overall impression. Rather than looking out for rules, it might be helpful to be aware how all aspects of a text work together and how to improve each of them.
Each discipline has its own language
Besides institutional expectations, each discipline has its own specific terms and use of vocabulary. Whereas power might have a clear meaning in physics, there are many facets to it in Cultural Studies. The disciplinary vocabulary poses a challenge to both native and non-native speakers and students have to acquire a sensitivity towards the complex meanings of particular terms within heir field of study.
Certainly, when you are studying something like ... a really basic word like 'difference' it has so many meanings in the context of Cultural Studies. You have to read several books just to understand what difference means in the context of post-structuralism. So, it is like each discipline has different registers or languages or jargons.
MA Cultural Industries student from the UK
Space for developing your proofreading skills
Within most departments academic writing is considered a developmental issue and students are given space to learn the language and style of their discipline. Especially in relation to international students whose first language is not English, they are met with a certain flexibility in regard to their use of English and given support to develop their writing skills. But supervisors often do not have the time and capacity to assist students in their writing and proofreading skills in details.I think at postgrad level there is a certain standard. The evolution of writing skills can mainly be found at undergraduate level. But given that in many cases one has to have an undergrad degree in order to do a postgrad, you would expect that students would reach a certain level of writing as a consequence of doing their undergraduate studies. So, I would say there is less flexibility at the postgraduate level.
MA Social Research student from the UK
It is always helpful to ask for advice or for an explanation but most supervisors will refer students to the Language Studies services to work on their skills in detail. But please bear in mind that language tutors don't see themselves as proofreaders.
Whereas there is more flexibility and space for development at the undergraduate level, expectations rise with the level of education. At the posgraduate or doctoral level, students are required to have advanced writing skills - both in terms of spelling and grammar but also in terms of style and sophisticated use of language. This can become a challenge for non-native speakers who start studying in the UK at postgraduate level as they might be expected to adjust to British academic English within a very short time.