The Documented Essay on a

Concept
MELANIE G. DELDA
Objectives

 In this lesson you will learn how to write in the register of academic discourse by
planning and drafting a documented essay on a concept of social and cultural significance.
You will also be mentored through the process of writing a documented essay on a
concept, moving from the planning and research stage to the drafting stage, peer review,
and revision.
1. Read sample documented essays and concept papers in a variety of formats, from local
and global context.
2. Do research on a concept of their audience.
3. The final output is a documented concept paper that you will read or present in a mock
conference on Philippine culture.
Academic Research and the Documented
Essay in the 21st Century
 Before Reading Tasks:
To articulate your perceptions about research papers, documented essays, and academic
writing in general, try the following exercises:
1. Write one or two paragraphs, any style you prefer, speculating about what it would be like to
go out on a date with someone who talks like an academic paper. Describe both the
experience and the person; What would he or she talk about? How would he or she talk?
What place or places would you go to or visit? What would you eat during that date? End by
speculating about whether or not this would be an enjoyable experience.
2. Then, consider what you believe to be the characteristics of an academic paper in the light of
the experience you just narrated.
 Academic Writing

 Many people, students included, believe that academic writing means “sounding like a
research paper”, which they associate with (1)“highfaluting” or “jargon-filled language”,
(2) a stiff style and the absence of the writer’s voice or opinion, and (3) boring and
rehashed topics. These are common misconceptions. In truth, the label “academic” refers to
a student’s informed, scholarly, and insightful contribution to ongoing discussions of
relevant topics or issues. Thus, it is important to clear such misconceptions about academic
writing.
Specific and Clear Language

 Academic writing should not sound pompous. Pompous language meaning, as given in this
example:
Scintillate, scintillate, globule aurific
Fair would I fathom thy nature specific
Loftily perched in the ether capacious
Strongly resembling a gem carbonaceous
The highly technical and scientific words, for example, “carbonacaeous gem” for “diamond” hide
the very simple meaning of a stanza, a paraphrase of the nursery rhyme ‘Twinkle, Twinkle, Little Star’.
Specific and Clear Language

 Academic writing should not be difficult to read because academic knowledge is meant to be shared
with others. Besides, obscure and pompous prose is irritating. Instead of using unnecessarily difficult
words- or falling prey to the “thesaurus syndrome” of looking for the longest possible synonym for a
word- students aim for precise and appropriate language.
 Specifically, one should write in the register or style of academic writing. This means following the
rules of Standard English or avoiding usages that are considered ungrammatical or nonstandard. This
also means avoiding language used in colloquial or conversation and informal contexts.
E.g. Contractions such as “I’m” (I am), “don’t” (do not), “kinda” (kind of), “sorta” (sort of),
“wanna” (want to”
Specific and Clear Language

 Certain discourse communities or groups of communicators with common goals or

interests (organizations, sports enthusiasts, network gamers, fan fiction writers etc.)
typically used slang terms or in a group expressions that are either unique to that
community or have a different definition for that community than for other users.
E.g. “shippers” in the slang of fan communities or fandom has nothing to do with sea
vessels; it derived from “relationshippers” or “people who care deeply about the romantic
relationships between their favourite characters.
 Informal/Non-standard versus Formal/Standard Usages

Informal/Non Standard Usages More Formal/Precise Equivalents

Alright, alot, result to, discuss about, cope up with (non- All right, a lot, result in, discuss, cope with (acceptable
standard, informal, or unique to certain varieties of usages in Standard written English)
English)

can’t, won’t, she’s Cannot, will not, she is

Anyways, boring as hell, ASAP, BTW, SOP Anyway, boring or uninterested, as soon as possible, by
the way, standard operating procedures

Lol, afk, nrn, #feels Laughing out loud, away from keyboard, no reply
necessary, a wave of emotions
A Balanced and Credible Voice

 Academic writing should not be stiff or stilted and somber in tone. The voice should
sound credible and therefore balanced, objective, and not overly emotional. This means
doing away with emotive punctuation marks like exclamation points, whether single or
multiple, dramatic ellipses (…)
 Emoticons should not be used in academic writing.
 Socially and Culturally Relevant Topics
Academic papers should deal with topics or research areas in light of their social and
cultural significance. Questions like: Does their significance extend beyond the writer’s
personal stake in them? Do they matter to larger contexts like one’s local community, the
larger region, the nation, a group of countries?
 Application Exercises:
For each of the items that follow, list one or two topics that are particularly interesting and relevant for you. The write
something about you have selected in one page bond paper (Arial, 11)
 A person
 A teenager
 A man or woman
 A heterosexual, homosexual, bisexual, or transgender among others
 A student
 A son/daughter, grandson/granddaughter, or brother/sister among others
 A Christian, Catholic, Protestant, or Muslim among others
 A Filipino from a particular region or community
 A member of global community