Academic Writing Nursing Essay.
This essay examines the relationship between test anxiety in university students
and their performance in examinations. Typically, universities use examinations
to test part or even all the knowledge of students, particularly in first-year
courses. As Burns (2004, p. 120) noted, examination results can determine if a
student passes a course or can progress onto further study, and may even
influence employment opportunities. Understandably, educators are concerned that examinations are a fair indication of a student’s knowledge. One area of special interest is the role anxiety plays in relation to examination performance. Academic Writing Nursing Essay.
This essay argues that in general, test anxiety lowers performance slightly,
although this is not evident in all situations, nor with all types of students.
Further, it is argued that the main mechanism for this result appears to be that
test anxiety leads to the development of interfering thoughts, which prevent a
proper focus on examination tasks. The essay also points out that although many
factors impact on examination performance, test anxiety is of particular interest
as it appears to lead directly to unfair results.
Test anxiety is normally understood as a form of debilitating anxiety, although
how it is measured varies. Early research indicated there were two forms of test
anxiety: facilitative and debilitative. Facilitative anxiety is understood as a type of
anxiety that students recognise as being helpful. For example, students answer
positively to a question such as “Nervousness during a test helps me to do
better” (Alpert & Haber, 1960, p. 213). Facilitative anxiety helps students
succeed and has been found to be present in students with better results in tests
of all kinds (Hembree, 1988, p. 59). However, since the 1960s, it is debilitative
anxiety that has come to be called ‘test anxiety’. It is defined by Sarason (1984)
as the anxiety experienced in “one important definable class of threatening
situations, those in which people are evaluated” (p. 929). Most researchers have
recognised that test anxiety is complex.Academic Writing Nursing Essay. It can involve a large range of features,
including thoughts, emotions, behaviours and body reactions such as tension or
headache (Sarason, 1984, p. 931). Following from the work of Liebert and Morris
(as cited in Hembree, 1988, p. 48) test anxiety has generally been examined in
terms of ‘worry’ or ’emotionality’, or some extension of these. Worry covers the
worrying thoughts that interfere either with examination preparation or with the General statement of the essay topic Background from the literature
processing of examination tasks. Emotionality captures the awareness of bodily
reactions to anxiety.
ORDER A CUSTOM-WRITTEN PAPER HERE
Evidence points to the fact that, in general, test anxiety lowers performance
slightly. This relationship has been studied for well over 60 years. During that
time, some studies have reported that test anxiety does not lead to lower results
(Burns, 2004; Sansgiry, Bhosle, & Sail, 2006). However, these findings are not
likely to be true of all students. Burns (2004, p. 121) examined general anxiety
rather than the more specific ‘test anxiety’, thus limiting what he can claim.
Equally, Sansgiry, Bhosle, and Sail’s (2006, p. E3) research findings are limited to
their sample as it was made up of a very particular group of students, with 72.5%
being female and 51% Asian/Pacific Islander. More important is the fact that
most other studies have found that test anxiety does lower performance. For
example, Hembree (1988), after analysing 562 studies of test anxiety concluded
that for all students at all levels of education including university, “test anxiety
harms performance” (p. 75). More recent research involving university students
has provided additional support for the earlier findings. Musch and Bröder
(1999, Discussion section, para. 1) claimed that test anxiety lowered the
performance of students sitting a statistics examination at the University of
Koblenz, explaining about 5% of the variance in examination results. Most
impressively, in a large study of 5414 undergraduate and graduate students at
three American universities, Chapell et al. (2005, pp. 270–1) similarly found that
test anxiety was significantly negatively correlated with Grade Point Average for
undergraduate students. Those who had low test anxiety received an average of
a B+ grade, while the students who had high test anxiety received a third of a
grade lower, on average, with a B. Academic Writing Nursing Essay.
However, in some specific situations examination results are not negatively
impacted by test anxiety. Despite the general agreement about the negative
relationship between test anxiety and achievement, the issue is, in fact, more
complex (Burns, 2004, p. 121). When the examination is less threatening, the
impact of test anxiety is lower or even absent. Eysenck (as cited in Tobias, 1990,
Cognitive capacity and drive theory section, para. 3) summarised the evidence
for the relationship between task difficulty and anxiety and found that anxiety
tended to facilitate performance on easy tasks and hinder it on difficult tasks. It
is certainly possible that such findings could be extended to examinations at a tertiary level. This is supported by Hembree’s (1988, p. 56) claim that test anxiety
does not affect performance in elective courses at university, probably because
students experience greater ease in dealing with the material in courses they
choose themselves. Test anxiety also appears to have different impacts at
different levels of tertiary education. Chapell et al. (2005, p. 271) found that
male students studying at postgraduate level experienced no significant impact
of test anxiety on their performance.
Additionally, the relation between test anxiety and examination results is also
shown to be more complex when gender is considered. An early assessment of
the role of gender was made by Hembree (1988, p. 731) in his comprehensive
review of studies on test anxiety. He concluded that although females
experience higher test anxiety than males, it does not lower their performance. Academic Writing Nursing Essay.
However, more recent research by Chapell et al. (2005, p. 272) showed the
relationship between gender and anxiety to be more complex. They also found
that females experienced higher test anxiety than males but, in addition, showed
that females consistently scored higher Grade Point Averages than males. Hence,
when female undergraduate students only were considered, the level of their
test anxiety did significantly impact on their Grade Point Averages, but because
of the females’ ability to score higher Grade Point Averages their results were
better than those of the males with similar levels of test anxiety. This difference
in the impact of test anxiety is probably due to the fact that females tend to use
more productive means of coping with high anxiety. Female anxiety was shown
to be related to task orientation and preparation (Stöber, 2004, Results section,
para. 3), both of which would help students to compensate for their high level of
anxiety. On the other hand, males tended to favour avoidance coping as a means
of dealing with anxiety. Clearly such behaviour would not be useful.
It appears that when there is a reduction in performance as a result of test
anxiety, it occurs mainly because of the presence of interfering thoughts. There
have been two main models to explain the impact of anxiety on examination
results: the deficit model and the Interference model. The deficit model
proposes that the anxiety itself is a result of some inadequate preparation, for
example, in study habits or in test-taking skills. The model thus suggests that it is the lack of skills which result in poorer examination results, rather than the
anxiety, which is merely a side issue (Tobias, 1990). The general view, however,
is that the model is unsatisfactory. When students are taught study or test-taking
skills, the relationship between test anxiety and lower performance still holds
(Hembree, 1988, 74). Musch and Bröder (1999, p. 108) also found that study
habits had no impact on examination performance. Given these consistent
findings over a considerable period of time, it is not surprising that the
interference model has gained support. It suggests that students have acquired
the relevant knowledge but cannot recall it sufficiently well during an
examination due to interfering thoughts that reduce the students’ ability to
focus on the examination tasks. It is accepted that such a model accounts for
students’ descriptions of ‘freezing up’ in an examination (Musch & Bröder, 1999,
p. 105; Tobias, 1990). There is ample evidence to support this model. Sarason
(1984) used a number of experiments to examine the relationship and concluded
that his Cognitive-Interference model explained what the experiments showed:
that “the problem of anxiety is, to a significant extent, intrusive thoughts that
interfere with task-focussed thinking” (p. 929). From a different direction,
Hembree (1988, p. 74) provided support for the interference model by noting
that many studies show that techniques used to teach students how to deal with
interfering thoughts, such as cognitive modification, lead to a positive impact on
performance.
Test anxiety is of special interest to educators and students. Certainly, many
factors impact on examination performance. As Zeidner (as cited in Chapell et
al., 2005) noted, “any reasonable model of school achievement needs to
consider … a wide array of … factors … scholastic abilities, study habits, school
attitudes, self-perceptions and self-efficacy, student health, classroom
environment, opportunities for enrichment etc” (p. 273). Academic Writing Nursing Essay.Hence, test anxiety
could be considered as just one of many issues surrounding examination
performance. Yet, it is of special concern as it, along with bias, is seen as one of
the two “primary problems inherent in the testing process” (Burns, 2004, p. 121)
and so needs to be addressed in order to ensure fairness. This is particularly the
case as test anxiety can have serious consequences, especially when a student is
close to a pass grade in an examination. In this situation, test anxiety could
Presenting academic evidence (pp. 9–10)
Evaluation of claims (pp. 9–10)
Presenting academic evidence (pp. 9–10)
Evaluating the amount of support for the evidence (pp. 9–10; p. 88)
Evaluation of claims (pp. 9–10)
Evaluating the amount of support for the evidence (pp.9–10; p. 88)
Evaluation of claims (pp. 9–10)
Presenting academic evidence (pp. 9–10) Presenting academic evidence (pp. 9–10) reduce that student’s performance to a fail (Putwain, 2008, p. 1028).
The impact of anxiety on examinations has been very closely studied for a long
time. There is general acceptance that debilitative anxiety negatively impacts
examination performance slightly and that it does so via an interference
mechanism in which task-irrelevant thoughts undermine a student’s ability to
recall previously learned material. However, this essay also shows that not all
examinations are impacted by anxiety. Test anxiety appears to have its greatest
impact in difficult examinations and in earlier years of a degree program. As well,
not all students are equally affected. Female students have higher anxiety than
male students, and while their examination scores are reduced, they are not as
reduced as those of their male colleagues with lower anxiety. While the question
of anxiety has been studied for many years, it is still an important issue to
consider as its presence does mean that a student’s knowledge is not fairly assessed during an examination. Academic Writing Nursing Essay.
There are several purposes of academic writing but the main purpose of academic writing is to provide the information with a clear, appropriate and thoughtful image of that specific topic. According to academic writing services, there are so many types of academic writing and each of them is written to provide for its specific purpose, for example, one type of academic writing is done for an explanation of the subject, the other is done just to describe etc. Now, moving toward the overall purpose of academic writing, they are as follows:
Accuracy:
The writing with more statistics i.e. facts and figures is considered and feels more accurate and authentic. Sometimes, writers use more unclear word combinations like “many people say” or “once a person said” are not considered to feel accurate in academic writing. Words like 55 million, 33%, in the year 2015 etc. – such statistics are given more value in academic writing and makes the text and information fell more authentic. So one of the purposes of academic writing is to provide the reader with correct and accurate information
Density:
The way we talk to one another on daily basis is quite different from academic writing because when we talk we use very simple language and in a very clear way but when we write or read academic content it is complex. Academic Writing Nursing Essay.In academic writing, we have to use more sophisticated language from all points of view which include grammar, phrases, clauses, subordinates, qualifying adjective etc. Also, we have to give verbal variation while writing other than spoken one. This point explains that another purpose of academic writing is to provide information for all types of reader despite knowing their educational and mental background.
ORDER A CUSTOM-WRITTEN PAPER HERE
Correctness:
In academic writing, informal language is avoided, words we use on daily basis, for example, sort of, literally etc. Also, abbreviations and phrasal verbs are avoided in this sort of writing. Those people who had ever gone through academic content they know really well that this type of words and writing style is strictly avoided to provide the reader all the information with proper understanding. This point explains the purpose of academic writing is to avoid using short forms and slang words in your writing.
Detachment:
While writing academic content, the student has to focus more on the objective of the topic rather than focusing on what they think, what they believe about that thing. So whenever we talk about objectivity we talk about the central idea or main theme of the topic. So, try to write information relevant to the topic without thinking what your opinion is. Also, professors and lecturers in universities and college are not at all interested in what a student thinks about the issue discussing, instead, they are more interested in the statistic and authentic information, backup arguments and strength of your arguments. So whenever you get a chance to write academic papers try not to use words like “I”, “me” etc. This point explains the purpose of academic writing is that makes your arguments, knowledge, and facts about any topic strong before writing about it rather than depending on your own thinking and self-build concepts.
Precision:
Accuracy in term of vocabulary is another important thing to keep in mind while doing academic writing. While having a conversation, we use words which are almost used in the same sense, for example, ‘money’, ‘cash’ etc. but when writing we have to use then incorrect terms according to the context and meaning it is conveying in the text. This point shows the purpose of academic writing is to clear your points of view about a certain thing, word, clause. So precision is the most important and fundamental purpose of academic writing.
Academic writing in English is linear, which means it has one central point or theme with every part contributing to the main line of argument, without digressions or repetitions. Its objective is to inform rather than entertain. As well as this it is in the standard written form of the language.There are ten main features of academic writing that are often discussed. Academic writing is to some extent: complex, formal, objective, explicit, hedged, and responsible. It uses language precisely and accurately. It is also well organised and planned. Academic Writing Nursing Essay.
Complexity
Written language is relatively more complex than spoken language. Written language has longer words, it is lexically more dense and it has a more varied vocabulary. It uses more noun-based phrases than verb-based phrases. Written texts are shorter and the language has more grammatical complexity, including more subordinate clauses and more passives.
Complexity
Formality
Academic writing is relatively formal. In general this means that in an essay you should avoid colloquial words and expressions.
Formality
Precision
In academic writing, facts and figures are given precisely.
Precision
Objectivity
Written language is in general objective rather than personal. It therefore has fewer words that refer to the writer or the reader. This means that the main emphasis should be on the information that you want to give and the arguments you want to make, rather than you. For that reason, academic writing tends to use nouns (and adjectives), rather than verbs (and adverbs). Academic Writing Nursing Essay.
Objectivity
Explicitness
Academic writing is explicit about the relationships int he text. Furthermore, it is the responsibility of the writer in English to make it clear to the reader how the various parts of the text are related. These connections can be made explicit by the use of different signalling words.
Explicitness
Accuracy
Academic writing uses vocabulary accurately. Most subjects have words with narrow specific meanings. Linguistics distinguishes clearly between “phonetics” and “phonemics”; general English does not.
Accuracy
Hedging
In any kind of academic writing you do, it is necessary to make decisions about your stance on a particular subject, or the strength of the claims you are making. Different subjects prefer to do this in different ways.
A technique common in certain kinds of academic writing is known by linguists as a ‘hedge’.
Hedging
Responsibility
In academic writing you must be responsible for, and must be able to provide evidence and justification for, any claims you make. You are also responsible for demonstrating an understanding of any source texts you use.
Responsibility
Organisation
Academic writing is well organised. It flows easily from one section to the next in a logical fashion. A good place to start is the genre of your text. Once you have decided on the genre, the structure is easily determined..
Organisation
Planning
Academic writing is well planned. It usually takes place after research and evaluation, according to a specific purpose and plan.
CONCLUSION
Summarize the essay content. No citations. No new material (pp. 157–8)
Link to the background as a means of highlighting the importance of the topic.
Reference list
Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations.
Journal of Abnormal and Social Psychology, 61(2), 207–215. doi:
10.1037/h0045464
Burns, D. J. (2004). Anxiety at the time of the final exam: Relationships with
expectations and performance. Journal of Education for Business, 80(2),
119–124. Retrieved from www.summon.serialssolutions.com
Chapell, M. S., Takahashi, M., Silverstein, M. E., Newman, B., McCann, N.,
Blanding, Z. B., & Gubi, A. (2005). Test anxiety and academic
performance in undergraduate and graduate students. Journal of
Educational Psychology, 97(2), 268–274. doi: 10.1037/0022-
0663.97.2.268
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety.
Review of Educational Research, 58(1), 47–77. doi: 10.2307/1170348
Musch, J., & Bröder, A. (1999). Test anxiety versus academic skills: A comparison
of two alternative models for predicting performance in a statistics
exam. The British Journal of Educational Psychology, 69(1), 105–116. doi:
10.1348/000709999157608. Academic Writing Nursing Essay.
Putwain, D. (2008). Examination stress and test anxiety. The Psychologist, 21(12),
1026–1029. Retrieved from www.thepsychologist.org.uk
Sansgiry, S. S., Bhosle, M., & Sail, K. (2006). Factors that affect academic
performance among pharmacy students. American Journal of
Pharmaceutical Education, 70(5), E1–E9. doi: 10.5688/aj7005104
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to
tests. Journal of Personality and Social Psychology, 46(4), 929–938. doi:
10.1037/0022-3514.46.4.929
Stöber, J. (2004). Dimensions of test anxiety: Relations to ways of coping with
pre-exam anxiety and uncertainty. Anxiety, Stress & Coping, 17(3), 213–
226. doi: 10.1080/10615800412331292615
Reference list begins on a new page (p.116)
The reference list is organised alphabetically using the family name of the first author (p. 116).
Use a hanging indent paragraph style for reference list items (p. 116).
Use all the authors’ names in the order in which they are presented in the publication (p. 307).
When an article has a DOI, use it (p. 115).
When an article does not have a DOI, you may use the URL for the journal or the relevant database (p. 115).
Tobias, S. (1990). Test anxiety: Cognitive interference or inadequate preparation?
United States Army Research Institute for the Behavioural and Social
Sciences. Retrieved from www.dtic.mil/dtic. Academic Writing Nursing Essay.
This essay examines the relationship between test anxiety in university students
and their performance in examinations. Typically, universities use examinations
to test part or even all the knowledge of students, particularly in first-year
courses. As Burns (2004, p. 120) noted, examination results can determine if a
student passes a course or can progress onto further study, and may even
influence employment opportunities. Understandably, educators are concerned that examinations are a fair indication of a student’s knowledge. One area of special interest is the role anxiety plays in relation to examination performance. Academic Writing Nursing Essay.
This essay argues that in general, test anxiety lowers performance slightly,
although this is not evident in all situations, nor with all types of students.
Further, it is argued that the main mechanism for this result appears to be that
test anxiety leads to the development of interfering thoughts, which prevent a
proper focus on examination tasks. The essay also points out that although many
factors impact on examination performance, test anxiety is of particular interest
as it appears to lead directly to unfair results.
Test anxiety is normally understood as a form of debilitating anxiety, although
how it is measured varies. Early research indicated there were two forms of test
anxiety: facilitative and debilitative. Facilitative anxiety is understood as a type of
anxiety that students recognise as being helpful. For example, students answer
positively to a question such as “Nervousness during a test helps me to do
better” (Alpert & Haber, 1960, p. 213). Facilitative anxiety helps students
succeed and has been found to be present in students with better results in tests
of all kinds (Hembree, 1988, p. 59). However, since the 1960s, it is debilitative
anxiety that has come to be called ‘test anxiety’. It is defined by Sarason (1984)
as the anxiety experienced in “one important definable class of threatening
situations, those in which people are evaluated” (p. 929). Most researchers have
recognised that test anxiety is complex.Academic Writing Nursing Essay. It can involve a large range of features,
including thoughts, emotions, behaviours and body reactions such as tension or
headache (Sarason, 1984, p. 931). Following from the work of Liebert and Morris
(as cited in Hembree, 1988, p. 48) test anxiety has generally been examined in
terms of ‘worry’ or ’emotionality’, or some extension of these. Worry covers the
worrying thoughts that interfere either with examination preparation or with the General statement of the essay topic Background from the literature
processing of examination tasks. Emotionality captures the awareness of bodily
reactions to anxiety.
ORDER A CUSTOM-WRITTEN PAPER HERE
Evidence points to the fact that, in general, test anxiety lowers performance
slightly. This relationship has been studied for well over 60 years. During that
time, some studies have reported that test anxiety does not lead to lower results
(Burns, 2004; Sansgiry, Bhosle, & Sail, 2006). However, these findings are not
likely to be true of all students. Burns (2004, p. 121) examined general anxiety
rather than the more specific ‘test anxiety’, thus limiting what he can claim.
Equally, Sansgiry, Bhosle, and Sail’s (2006, p. E3) research findings are limited to
their sample as it was made up of a very particular group of students, with 72.5%
being female and 51% Asian/Pacific Islander. More important is the fact that
most other studies have found that test anxiety does lower performance. For
example, Hembree (1988), after analysing 562 studies of test anxiety concluded
that for all students at all levels of education including university, “test anxiety
harms performance” (p. 75). More recent research involving university students
has provided additional support for the earlier findings. Musch and Bröder
(1999, Discussion section, para. 1) claimed that test anxiety lowered the
performance of students sitting a statistics examination at the University of
Koblenz, explaining about 5% of the variance in examination results. Most
impressively, in a large study of 5414 undergraduate and graduate students at
three American universities, Chapell et al. (2005, pp. 270–1) similarly found that
test anxiety was significantly negatively correlated with Grade Point Average for
undergraduate students. Those who had low test anxiety received an average of
a B+ grade, while the students who had high test anxiety received a third of a
grade lower, on average, with a B. Academic Writing Nursing Essay.
However, in some specific situations examination results are not negatively
impacted by test anxiety. Despite the general agreement about the negative
relationship between test anxiety and achievement, the issue is, in fact, more
complex (Burns, 2004, p. 121). When the examination is less threatening, the
impact of test anxiety is lower or even absent. Eysenck (as cited in Tobias, 1990,
Cognitive capacity and drive theory section, para. 3) summarised the evidence
for the relationship between task difficulty and anxiety and found that anxiety
tended to facilitate performance on easy tasks and hinder it on difficult tasks. It
is certainly possible that such findings could be extended to examinations at a tertiary level. This is supported by Hembree’s (1988, p. 56) claim that test anxiety
does not affect performance in elective courses at university, probably because
students experience greater ease in dealing with the material in courses they
choose themselves. Test anxiety also appears to have different impacts at
different levels of tertiary education. Chapell et al. (2005, p. 271) found that
male students studying at postgraduate level experienced no significant impact
of test anxiety on their performance.
Additionally, the relation between test anxiety and examination results is also
shown to be more complex when gender is considered. An early assessment of
the role of gender was made by Hembree (1988, p. 731) in his comprehensive
review of studies on test anxiety. He concluded that although females
experience higher test anxiety than males, it does not lower their performance. Academic Writing Nursing Essay.
However, more recent research by Chapell et al. (2005, p. 272) showed the
relationship between gender and anxiety to be more complex. They also found
that females experienced higher test anxiety than males but, in addition, showed
that females consistently scored higher Grade Point Averages than males. Hence,
when female undergraduate students only were considered, the level of their
test anxiety did significantly impact on their Grade Point Averages, but because
of the females’ ability to score higher Grade Point Averages their results were
better than those of the males with similar levels of test anxiety. This difference
in the impact of test anxiety is probably due to the fact that females tend to use
more productive means of coping with high anxiety. Female anxiety was shown
to be related to task orientation and preparation (Stöber, 2004, Results section,
para. 3), both of which would help students to compensate for their high level of
anxiety. On the other hand, males tended to favour avoidance coping as a means
of dealing with anxiety. Clearly such behaviour would not be useful.
It appears that when there is a reduction in performance as a result of test
anxiety, it occurs mainly because of the presence of interfering thoughts. There
have been two main models to explain the impact of anxiety on examination
results: the deficit model and the Interference model. The deficit model
proposes that the anxiety itself is a result of some inadequate preparation, for
example, in study habits or in test-taking skills. The model thus suggests that it is the lack of skills which result in poorer examination results, rather than the
anxiety, which is merely a side issue (Tobias, 1990). The general view, however,
is that the model is unsatisfactory. When students are taught study or test-taking
skills, the relationship between test anxiety and lower performance still holds
(Hembree, 1988, 74). Musch and Bröder (1999, p. 108) also found that study
habits had no impact on examination performance. Given these consistent
findings over a considerable period of time, it is not surprising that the
interference model has gained support. It suggests that students have acquired
the relevant knowledge but cannot recall it sufficiently well during an
examination due to interfering thoughts that reduce the students’ ability to
focus on the examination tasks. It is accepted that such a model accounts for
students’ descriptions of ‘freezing up’ in an examination (Musch & Bröder, 1999,
p. 105; Tobias, 1990). There is ample evidence to support this model. Sarason
(1984) used a number of experiments to examine the relationship and concluded
that his Cognitive-Interference model explained what the experiments showed:
that “the problem of anxiety is, to a significant extent, intrusive thoughts that
interfere with task-focussed thinking” (p. 929). From a different direction,
Hembree (1988, p. 74) provided support for the interference model by noting
that many studies show that techniques used to teach students how to deal with
interfering thoughts, such as cognitive modification, lead to a positive impact on
performance.
Test anxiety is of special interest to educators and students. Certainly, many
factors impact on examination performance. As Zeidner (as cited in Chapell et
al., 2005) noted, “any reasonable model of school achievement needs to
consider … a wide array of … factors … scholastic abilities, study habits, school
attitudes, self-perceptions and self-efficacy, student health, classroom
environment, opportunities for enrichment etc” (p. 273). Academic Writing Nursing Essay.Hence, test anxiety
could be considered as just one of many issues surrounding examination
performance. Yet, it is of special concern as it, along with bias, is seen as one of
the two “primary problems inherent in the testing process” (Burns, 2004, p. 121)
and so needs to be addressed in order to ensure fairness. This is particularly the
case as test anxiety can have serious consequences, especially when a student is
close to a pass grade in an examination. In this situation, test anxiety could
Presenting academic evidence (pp. 9–10)
Evaluation of claims (pp. 9–10)
Presenting academic evidence (pp. 9–10)
Evaluating the amount of support for the evidence (pp. 9–10; p. 88)
Evaluation of claims (pp. 9–10)
Evaluating the amount of support for the evidence (pp.9–10; p. 88)
Evaluation of claims (pp. 9–10)
Presenting academic evidence (pp. 9–10) Presenting academic evidence (pp. 9–10) reduce that student’s performance to a fail (Putwain, 2008, p. 1028).
The impact of anxiety on examinations has been very closely studied for a long
time. There is general acceptance that debilitative anxiety negatively impacts
examination performance slightly and that it does so via an interference
mechanism in which task-irrelevant thoughts undermine a student’s ability to
recall previously learned material. However, this essay also shows that not all
examinations are impacted by anxiety. Test anxiety appears to have its greatest
impact in difficult examinations and in earlier years of a degree program. As well,
not all students are equally affected. Female students have higher anxiety than
male students, and while their examination scores are reduced, they are not as
reduced as those of their male colleagues with lower anxiety. While the question
of anxiety has been studied for many years, it is still an important issue to
consider as its presence does mean that a student’s knowledge is not fairly assessed during an examination. Academic Writing Nursing Essay.
There are several purposes of academic writing but the main purpose of academic writing is to provide the information with a clear, appropriate and thoughtful image of that specific topic. According to academic writing services, there are so many types of academic writing and each of them is written to provide for its specific purpose, for example, one type of academic writing is done for an explanation of the subject, the other is done just to describe etc. Now, moving toward the overall purpose of academic writing, they are as follows:
Accuracy:
The writing with more statistics i.e. facts and figures is considered and feels more accurate and authentic. Sometimes, writers use more unclear word combinations like “many people say” or “once a person said” are not considered to feel accurate in academic writing. Words like 55 million, 33%, in the year 2015 etc. – such statistics are given more value in academic writing and makes the text and information fell more authentic. So one of the purposes of academic writing is to provide the reader with correct and accurate information
Density:
The way we talk to one another on daily basis is quite different from academic writing because when we talk we use very simple language and in a very clear way but when we write or read academic content it is complex. Academic Writing Nursing Essay.In academic writing, we have to use more sophisticated language from all points of view which include grammar, phrases, clauses, subordinates, qualifying adjective etc. Also, we have to give verbal variation while writing other than spoken one. This point explains that another purpose of academic writing is to provide information for all types of reader despite knowing their educational and mental background.
ORDER A CUSTOM-WRITTEN PAPER HERE
Correctness:
In academic writing, informal language is avoided, words we use on daily basis, for example, sort of, literally etc. Also, abbreviations and phrasal verbs are avoided in this sort of writing. Those people who had ever gone through academic content they know really well that this type of words and writing style is strictly avoided to provide the reader all the information with proper understanding. This point explains the purpose of academic writing is to avoid using short forms and slang words in your writing.
Detachment:
While writing academic content, the student has to focus more on the objective of the topic rather than focusing on what they think, what they believe about that thing. So whenever we talk about objectivity we talk about the central idea or main theme of the topic. So, try to write information relevant to the topic without thinking what your opinion is. Also, professors and lecturers in universities and college are not at all interested in what a student thinks about the issue discussing, instead, they are more interested in the statistic and authentic information, backup arguments and strength of your arguments. So whenever you get a chance to write academic papers try not to use words like “I”, “me” etc. This point explains the purpose of academic writing is that makes your arguments, knowledge, and facts about any topic strong before writing about it rather than depending on your own thinking and self-build concepts.
Precision:
Accuracy in term of vocabulary is another important thing to keep in mind while doing academic writing. While having a conversation, we use words which are almost used in the same sense, for example, ‘money’, ‘cash’ etc. but when writing we have to use then incorrect terms according to the context and meaning it is conveying in the text. This point shows the purpose of academic writing is to clear your points of view about a certain thing, word, clause. So precision is the most important and fundamental purpose of academic writing.
Academic writing in English is linear, which means it has one central point or theme with every part contributing to the main line of argument, without digressions or repetitions. Its objective is to inform rather than entertain. As well as this it is in the standard written form of the language.There are ten main features of academic writing that are often discussed. Academic writing is to some extent: complex, formal, objective, explicit, hedged, and responsible. It uses language precisely and accurately. It is also well organised and planned. Academic Writing Nursing Essay.
Complexity
Written language is relatively more complex than spoken language. Written language has longer words, it is lexically more dense and it has a more varied vocabulary. It uses more noun-based phrases than verb-based phrases. Written texts are shorter and the language has more grammatical complexity, including more subordinate clauses and more passives.
Complexity
Formality
Academic writing is relatively formal. In general this means that in an essay you should avoid colloquial words and expressions.
Formality
Precision
In academic writing, facts and figures are given precisely.
Precision
Objectivity
Written language is in general objective rather than personal. It therefore has fewer words that refer to the writer or the reader. This means that the main emphasis should be on the information that you want to give and the arguments you want to make, rather than you. For that reason, academic writing tends to use nouns (and adjectives), rather than verbs (and adverbs). Academic Writing Nursing Essay.
Objectivity
Explicitness
Academic writing is explicit about the relationships int he text. Furthermore, it is the responsibility of the writer in English to make it clear to the reader how the various parts of the text are related. These connections can be made explicit by the use of different signalling words.
Explicitness
Accuracy
Academic writing uses vocabulary accurately. Most subjects have words with narrow specific meanings. Linguistics distinguishes clearly between “phonetics” and “phonemics”; general English does not.
Accuracy
Hedging
In any kind of academic writing you do, it is necessary to make decisions about your stance on a particular subject, or the strength of the claims you are making. Different subjects prefer to do this in different ways.
A technique common in certain kinds of academic writing is known by linguists as a ‘hedge’.
Hedging
Responsibility
In academic writing you must be responsible for, and must be able to provide evidence and justification for, any claims you make. You are also responsible for demonstrating an understanding of any source texts you use.
Responsibility
Organisation
Academic writing is well organised. It flows easily from one section to the next in a logical fashion. A good place to start is the genre of your text. Once you have decided on the genre, the structure is easily determined..
Organisation
Planning
Academic writing is well planned. It usually takes place after research and evaluation, according to a specific purpose and plan.
CONCLUSION
Summarize the essay content. No citations. No new material (pp. 157–8)
Link to the background as a means of highlighting the importance of the topic.
Reference list
Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations.
Journal of Abnormal and Social Psychology, 61(2), 207–215. doi:
10.1037/h0045464
Burns, D. J. (2004). Anxiety at the time of the final exam: Relationships with
expectations and performance. Journal of Education for Business, 80(2),
119–124. Retrieved from www.summon.serialssolutions.com
Chapell, M. S., Takahashi, M., Silverstein, M. E., Newman, B., McCann, N.,
Blanding, Z. B., & Gubi, A. (2005). Test anxiety and academic
performance in undergraduate and graduate students. Journal of
Educational Psychology, 97(2), 268–274. doi: 10.1037/0022-
0663.97.2.268
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety.
Review of Educational Research, 58(1), 47–77. doi: 10.2307/1170348
Musch, J., & Bröder, A. (1999). Test anxiety versus academic skills: A comparison
of two alternative models for predicting performance in a statistics
exam. The British Journal of Educational Psychology, 69(1), 105–116. doi:
10.1348/000709999157608. Academic Writing Nursing Essay.
Putwain, D. (2008). Examination stress and test anxiety. The Psychologist, 21(12),
1026–1029. Retrieved from www.thepsychologist.org.uk
Sansgiry, S. S., Bhosle, M., & Sail, K. (2006). Factors that affect academic
performance among pharmacy students. American Journal of
Pharmaceutical Education, 70(5), E1–E9. doi: 10.5688/aj7005104
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to
tests. Journal of Personality and Social Psychology, 46(4), 929–938. doi:
10.1037/0022-3514.46.4.929
Stöber, J. (2004). Dimensions of test anxiety: Relations to ways of coping with
pre-exam anxiety and uncertainty. Anxiety, Stress & Coping, 17(3), 213–
226. doi: 10.1080/10615800412331292615
Reference list begins on a new page (p.116)
The reference list is organised alphabetically using the family name of the first author (p. 116).
Use a hanging indent paragraph style for reference list items (p. 116).
Use all the authors’ names in the order in which they are presented in the publication (p. 307).
When an article has a DOI, use it (p. 115).
When an article does not have a DOI, you may use the URL for the journal or the relevant database (p. 115).
Tobias, S. (1990). Test anxiety: Cognitive interference or inadequate preparation?
United States Army Research Institute for the Behavioural and Social
Sciences. Retrieved from www.dtic.mil/dtic. Academic Writing Nursing Essay.
