Making the leap from high school to university isn’t just about moving to a bigger campus; for first-year students, it’s about shifting how they think and write. The ready-made essay formulas no longer apply, and it’s time to loosen up. University writing allows more freedom, demands deeper analysis and requires a style that reflects the writer’s own voice. Educators have a significant role in explaining the changes and how they can adapt as students begin their academic writing journey.
Here we look at ways to move incoming students beyond familiar patterns.
Goodbye, five-paragraph structure
High-school-level essays often follow a strict five-paragraph formula: intro, three points, conclusion. At university? That rulebook is gone. There’s no magic number of paragraphs. Students used to a structure will have to adapt to a writing approach that serves their ideas and not the other way around.
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Instructors can design activities that let students experience why flexibility matters. For example, you might provide three short scientific commentaries and ask students to map the structure of each. They will quickly see that strong academic writing rarely fits a fixed template.
In class discussion, encourage students to articulate how shifting from “template driven” to “ideas driven” organisation changes both clarity and depth. Some students feel energised by this freedom, but others may initially struggle. Sharing anonymised student examples from previous classes can reassure them that uncertainty is part of the learning process.
Hello, flow
The goal of good academic writing is clarity and flow, not mechanical repetition. Teachers can consider using “reverse outlining” workshops: students read a short scientific article, outline each paragraph’s purpose, then identify how ideas connect organically. This activity helps them understand flow as a logical progression, not connective words.
Another big shift is the thesis statement. Many new undergraduates assume a thesis must be a single sentence placed at the end of the introduction. Teachers can provide sample introductions from published scientific papers and ask students to identify how authors signal their main claim. They will see that complex arguments often require multi‑sentence framing, and that thesis placement varies across disciplines. Discussing counterarguments at this stage encourages students to see their thesis as something that responds to scholarly conversation, not simply states an opinion.
The key to an effective introduction and conclusion
Students may be drawn to vague-but-safe opening lines such as: “Since the beginning of time…” Teachers can help them to forgo sweeping generalisations and instead dive into the topic quickly and concretely with an introduction that raises the essay’s question or topic as soon as possible, in specific terms. Teachers can embed assessment rubrics – for example, rewarding specificity, early identification of the research question and clear contextualisation.
Conclusions work similarly hard. In academia, closing remarks don’t just summarise the essay content, they show why the argument matters. A conclusion that goes beyond the basics leaves the reader with something to think about. Instructors can guide students to suggest implications, raise a new question or connect their work to a broader context.
Evidence is king
Students new to academic writing might not be familiar with the need for citations and other references. Arguments need solid evidence rather than personal opinions. Students will need to understand how to find and use sources, analyse deeply and acknowledge established thinking and viewpoints – both opposing and supporting. Some professors might invite students to include personal experience as a supplement, not as the foundation of their argument. Learners need to know the difference so the backbone of their argument is evidence and analysis.
Many universities’ libraries can partner with teaching staff to explain citation practices and academic integrity. In class, instructors can show students clear examples of proper paraphrasing versus summary and attribution to prevent plagiarism, whether accidental or intended. When teaching AI use, emphasise transparency and the need to verify AI‑generated content to avoid inaccuracies or fabricated details. These habits help students build responsible scholarly practices.
The basics of good academic writing
With practical tips, educators can help their students make a smooth transition from school-level writing to university. We tell our students to:
- Read actively: notice how academic articles structure their arguments
- Plan before you write: outline your ideas, but stay flexible and let your argument guide your structure
- Seek feedback: peers and mentors can provide helpful comments, and some universities have the resources of a library and writing centre
- Practise critical thinking: go beyond description and aim for analysis.
University writing demands adaptability. By deliberately teaching structure, flow, argumentation and evidence use through practical activities, educators can help students build confidence and develop a flexible writing style that supports deeper scientific thinking.
Rui Xue Zhang and Xinzhi Li are assistant professors in the Faculty of Medicine and School of Pharmacy, Medical Sciences Division, at the Macau University of Sciences and Technology.
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