DDBA-8005 Handout
What is Scholarly Writing?

If you are just beginning your graduate studies, much of the next few years of your life will be devoted to scholarly writing. You will be reading, discussing, and producing scholarly writing. You will get feedback from peers, instructors, and the Writing Center staff about how to adapt to the expectations of scholarly writing. You hear about it so much, in fact, that you may hesitate to ask the basic question: "What is scholarly writing?"

Scholarly writing is a type of writing rather than a level of writing (there is no hierarchy in writing genres). Scholarly writing is not any better than journalism, fiction, or poetry; it is just a different category. As with any type of writing, scholarly writing has traditions and expectations that you know about only if you read or write in that style. Because most of us do not use scholarly writing in our daily practice, it can feel unfamiliar and intimidating, but it is a skill that can be learned. The more you are immersed in it, the more you will get a feeling for its hallmarks. Here are a few of the most common characteristics of scholarly writing:

• The wording in scholarly writing is specialized, requiring previous knowledge on the part of the reader. You will not be able to pick up a scholarly journal in another field and easily understand its contents (although you should be able to follow the writing itself). Scholarly authors assume that their audience is familiar with fundamental ideas and terms in their field, and they do not typically define them for the reader.

• Scholarly writing communicates original thought, whether through primary research or analysis that presents a unique perspective on previous research. In a scholarly work, the author is expected to have insights on the issue at hand, but those insights must be grounded in research and analysis rather than personal experience or opinion. • Scholarly writing includes careful citation of sources and the presence of a bibliography or reference list. The writing is informed by and shows engagement with the larger body of literature on the topic at hand, and all assertions are supported by peer-reviewed, current sources.

• Formal language is expected in scholarly writing, although the definition of formal varies over time and by field. Most current fields agree, however, that colloquialisms, slang, contractions, biased language, rhetorical questions, and second person pronouns should be avoided.

Writing at the Doctoral Level
Writing at the doctoral level can appear to be confusing and intimidating. It can be difficult to determine exactly what the scholarly voice is and how to transition to graduate-level writing. But, there are some elements of writing to consider when writing to a scholarly audience: Word Choice, Tone, and Evidence Usage. If you understand and employ scholarly voice rules, you will master writing at the doctoral level.

Word Choice
When writing for faculty and your peers at Walden, you will be addressing a formal audience and you will want to use scholarly language. This means you should use simple and concise language, and eliminate unnecessary information. According to APA (2010), "Say only what needs to be said" (p. 67).

• Avoid casual language. Eliminate contractions (can't, won't), metaphors or figures of speech (her writing was as clear as mud), slang expressions or cliché phrases (she'll get over it), and adjectives and qualifiers (very, major).

• Eliminate pronoun usage (you, we, us, our). Generally, you also want to avoid using the personal I in an academic paper unless you are writing a reflection paper or are referring to research that you have conducted.

• Use shorter sentences. Do not use big words for the sake of sounding scholarly. "The individuals utilized their writing utensils in order to complete the learning tools in the learning institution." It would be easier to instead say, "The students used pencils to fill out the answers on the test at school."

• Be consistent with your labels. Call people what they want to be called. Use gender inclusive language (policeperson). Avoid placing gender identifiers in front of nouns (male nurse, female doctor).

Tone
You should speak as an objective social scientist. This means that everything you say must be unbiased, scholarly, and supported by evidence. According to APA (2010), "arguments should be presented in a noncombative manner" (p. 66).

• Avoid making broad generalizations (always and never).

• Avoid using over-sweeping adjectives (outstanding, obvious).

• Avoid using adverbs (really, clearly).

• Avoid qualifiers (a little, definitely).

• Avoid emotional language (It is heartbreaking that so many are starving).

• Avoid inflammatory language (Smith's study was terrible, sickening, sad).

Use of Evidence
Everything you say must be supported by evidence. When you make an assertion, a citation should be nearby to help prove your assertion.

• Avoid using block quotes, or many direct quotes in your paper. You should have less than 10% direct quotes in your paper. You should paraphrase instead. If you do use a direct quote, you should provide analysis before and after the quote. Do not begin or end a paragraph with a direct quote.

• Paraphrase whenever possible. Paraphrasing demonstrates your critical engagement with the text and strengthens your academic argument.

• Evidence should be from peer-reviewed journals, books, and scholarly websites.

Before you write something, ask yourself the following:

• Is this objective?

• Am I speaking as a social scientist? Am I using the literature to support my assertions?

• Could this be offensive to someone?

• Could this limit my readership?

Employing these rules when writing will help ensure that you are speaking as a social scientist. Your writing will be clear and concise, and this will allow your content to shine through.