Academic writing in English presents unique challenges for learners, particularly those who use English as a foreign language. Unlike everyday communication, academic English requires precision, objectivity, and adherence to conventions of structure and style. Many capable students, including those I have taught as a private teacher at BestKru English, find that while they can converse in English with relative ease, they struggle when required to produce formal written work such as essays, reports, or research papers.

This article identifies some of the most common pitfalls learners encounter in academic writing and suggests practical strategies to overcome them. The aim is not only to highlight frequent errors, but also to provide a framework for clearer, more effective scholarly communication in English.

Pitfall 1: Writing in a Conversational Style

One of the most frequent issues is transferring spoken English directly into academic writing. While conversational phrases are appropriate in daily interaction, they weaken the formal tone required in academic contexts.

Example of a conversational sentence:

“I think technology is very good for education because many students like it.”

Improved academic version:

“Technology enhances education by increasing student engagement and providing access to diverse resources.”

The second version avoids personal pronouns such as I think and replaces vague descriptors (very good) with precise academic vocabulary.

Recommendation: When drafting, consider whether each sentence would be acceptable in a published article. If not, revise for clarity and formality.

Pitfall 2: Reliance on Limited Vocabulary

Learners often overuse a small set of common adjectives such as good, bad, big, small. Such terms lack specificity. Academic writing demands precise word choice.

Example:

“Pollution is a big problem.”

Improved version:

“Pollution is a significant environmental challenge that disproportionately affects urban populations.”

Recommendation: Build a repertoire of academic collocations – word partnerships commonly used in scholarly contexts. Examples include conduct research, provide evidence, draw a conclusion. Mastering such combinations improves both accuracy and naturalness.

Pitfall 3: Weak Organization and Structure

Effective academic writing is structured around a logical framework: introduction, body paragraphs, and conclusion. Students who neglect this structure often produce writing that resembles a narrative rather than an argument.

Recommendation: Before drafting, prepare an outline that specifies the function of each paragraph. Clear organization not only strengthens the argument but also improves readability for the academic audience.

Pitfall 4: Direct Translation from the Native Language

When students translate directly from Thai or other languages into English, the result may be grammatically correct yet stylistically inappropriate. Idiomatic expressions rarely transfer smoothly.

Recommendation: Instead of translating, think in English. When unsure about phrasing, consult reliable academic corpora such as the British Academic Written English (BAWE) corpus to observe authentic usage.

Pitfall 5: Inconsistent Use of Tenses

Tense use in academic English is not random; it follows established patterns. For instance:

• Present simple: General truths (Water boils at 100°C.).

• Present perfect: Previous research (Several studies have investigated this issue.).

• Past simple: Methods and results (The survey was conducted in 2023.).

Recommendation: Review published articles in the relevant field and note how tenses are applied in introductions, literature reviews, and methodology sections. Mimicking these patterns can help learners align with disciplinary conventions.

Pitfall 6: Overly Complex Sentences

In an attempt to sound academic, learners sometimes produce unnecessarily long sentences that obscure meaning. Clarity, not complexity, should guide writing.

Example of over-complex style:

“Education, which in many countries including Thailand has been regarded as a crucial factor that either directly or indirectly contributes to national development, must be improved.”

Improved version:

“Education is a crucial factor in national development and must be improved.”

Recommendation: Break long sentences into shorter units. Ensure each conveys one main idea.

Pitfall 7: Lack of Hedging

Academic writing often requires cautious, measured statements. Overly strong claims can reduce credibility.

Problematic version:

“This proves that technology is essential for education.”

Improved version:

“This suggests that technology may play an essential role in education.”

Recommendation: Use hedging devices such as may, might, suggests, appears to, is likely to. These express academic humility and acknowledge complexity.

Pitfall 8: Limited Cohesion and Coherence

Without appropriate linking devices, texts can feel disjointed. Cohesive devices (e.g., however, therefore, in contrast, moreover) guide the reader and create logical flow.

Example without cohesion:

“Mobile phones are popular among students. They have disadvantages.”

Improved version:

“Mobile phones are popular among students. However, they also present several disadvantages.”

Recommendation: Incorporate discourse markers judiciously. Overuse can be distracting, but absence results in abrupt transitions.

Pitfall 9: Weak Introductions and Conclusions

Introductions that are too broad (“Since the beginning of time…”) or too personal (“I will write about the Internet because I like it”) undermine academic tone. Similarly, conclusions that merely repeat without offering synthesis fail to add value.

Recommendation:

• In the introduction: define the scope, establish relevance, and state the thesis or research aim.

• In the conclusion: summarize key findings and indicate implications, but avoid introducing new arguments.

Pitfall 10: Resistance to Feedback

Perhaps the most persistent obstacle is reluctance to accept and apply feedback. Writing is iterative, and improvement depends on responding constructively to critique.

From my own experience as a teacher, I have seen learners make significant progress only after embracing feedback as part of the learning process. Those who revise repeatedly demonstrate far greater improvement than those who rewrite mechanically without reflection.

Recommendation: View corrections not as criticism but as guidance. Keep a record of recurring errors and focus on eliminating them in subsequent drafts.

Conclusion

Mastering English for academic writing requires more than grammar knowledge; it demands an awareness of conventions that distinguish academic texts from everyday communication. By avoiding common pitfalls – such as conversational tone, vague vocabulary, poor organization, direct translation, inconsistent tenses, over-complex sentences, lack of hedging, weak cohesion, ineffective introductions and conclusions, and resistance to feedback – learners can significantly enhance their writing competence.

Academic English is, above all, a tool for clarity of thought. When used effectively, it allows ideas to be communicated persuasively and professionally, ensuring that content rather than language remains at the center of scholarly discourse.