Academic Writing Styles

Part 1(a)–What are the key academic writing styles and why are they important?

Kirkman (2012) suggests four key writing typologies namely; analytical, descriptive, critical and persuasive writing styles. In many academic settings, writer mostly utilise more than one style for instance; critical writing Is mostly employed in writing literature review to demonstrate the opportunity or gap existing in a given study, methodology segment is mostly written in descriptive style to offer summary the methods applied In the study. Moreover, the results segment is mostly written under analytical and descriptive while reporting the data gathered. Lastly, the discussion section is written using analytical style for it links the findings back to the research hypotheses or questions, but also may use persuasive as a basis of providing proposals concerning the study interpretations (Kirkman, 2012). Academic writing styles are of key significance. Descriptive writing is the simplest type of academic writing and its major purpose is to render a summary of a report or article following a conducted study or experiment. Analytical writing integrates descriptive writing but also requires the writer to re-schedule the facts and information he/she describes into groups, categories, types or relationships, which therefore equips the writer with abilities to analyse and convey an understanding about a given subject. Persuasive writing constitutes the features of analytical and descriptive styles (Gómez-Adorno et al., 2018). It helps in mastering how to support provided claims in academic writing, and also develop a concrete argument from a set of given claims. Critical writing is typical in many research contexts in especially in higher learning domains. It constitutes of all elements in persuasive, analytical and descriptive writing styles. It is mainly used critique articles, propositions or literature review in quest to establish the merits fabricated therein. Critical writing requires effective writing skills, and in-depth mastery of provided issue or topic to be able to analyse various interpretations and develop one’s own arguments supported with tangible evidence. In general, academic writing is therefore a key tool for communicating accrued knowledge in a particular field of study. Writing academically assists learners and scholars to analyse, disseminate understanding and think critically and reflect in style and technique (Kirkman, 2012).

Part 1 (b) – Introduction to the Topic

Topic: How Do Racial Stereotypes Affect Self-Esteem and Consciousness?

The intricacies of racism have been attained scholarly attention in contemporary literature. Many studies have articulated the subject with regard to how it affects victims especially in work environments. As a social vice, racism has also been condemned and criminalised in law. Trade unions have had a long history in opposing racism and discrimination of any kind within the workplace environment. Although discrimination may not be directly perpetrated, it has been fabricated in people’s minds, such that they find it easy to judge others based on racial extractions. Despite the extensive study of this prospect in workplace, there are little studies articulating on how racial stereotypes impact self-esteem and consciousness (Brannon, Markus, and Taylor, 2018). It is out of this gap that this study ventures into the systematic review of literature to logically come to conclusion about this impeccable subject that is so entrenched within our social threads.

Part 2 – Section 1: Positivistic (Quantitative) Articles

Article one: Cohen, G.L. and Garcia, J., 2005. " I am us": negative stereotypes as collective threats. Journal of personality and social psychology, 89(4), p.566.

This quantitative study by Cohen and Garcia investigated the potentials of an in-group to reinforce negative stereotype on another racial group. In this field-based study, self-reported collective threat was higher in stereotyped minorities than in Whites and was associated to suppressed self-esteem in both groups. In addition, the study found lower performance on negatively stereotyped group due to lower self-esteem. The study further provided that group identification play major role in coping with collective threat. This study is important as it widely introduces racism in an in-group dimension and based on field experiment pursues its potentials in affecting self-esteem.

Article Two: Denzer-King, A., 2016. Effects of Stereotyped Representation in Television on Female and People of Color Viewers’ Self-Esteem.

The quantitative and qualitative study ventures into investigating the effect of media on inducing stereotyped perceptions on viewers. The study employs stratified random sampling to ensure each racial group is represented, and 28 students assigned positive stereotype representation, 29 neutral and 21 negative stereotype representations. These participants are meant to view television and later a measure of self-esteem measured. The participants were also asked open-ended questions related to racial and gender identities. According to qualitative findings, self-esteem varied based on race and gender while qualitative findings revealed different themes for participant discussion of their racial and gender identities.

Article Three: King, A.M., 2011. Stereotype threat and self-perceptions: The impact on college students. Journal of Student Affairs at New York University, VII, pp.28-39.

This positivistic article explores the impact of negative stereotypes on self-concept (consciousness). The study is one of the most comprehensive studies, detailing how negative stereotypes affect academic settings in terms of performances and self-concept. This study researches on how negative racial prejudices are exhibited and consequently how the victims of racial discrimination thrive and cope up with this situation. Moreover, the study informs about the benefits of maintaining positive-concept in professionalism.

Part 2-Section 2: Interpretative (Anti-Positivism/Qualitative) Articles

Article one: Adams, V.N., 2010. Messages in the medium: the relationships among Black media images, racial identity, body image, and the racial socialization of Black youth.

Adams (2010)’s qualitative analysis examines the link among exposure to black media, racial socialization, racial identity , self-esteem and body image for the black adolescents aged between 14 to 21 in the US. Besides, the study investigates the effect between exposure to Black images (bod image, black history knowledge and self-esteem images) in the media on Black teenagers. The study finds that racism is a crucial cultural factor impacting self-consciousness; and that racial socialization is a fundamental reference points on how teenagers interpret messages of Black people and assists them establish messages as either positive or negative. The study concludes that the issue of racism constitutes major impact on respondents’ consciousness and self-image as well.

Article two: Hewitt, A., 2013. Toward the Development of the Stereotypical Roles of Black Young Men Scale (Doctoral dissertation, Loyola University Chicago).

This qualitative article investigates the role of slavery which was entrenched on negative stereotypes on the construction of Blacks consciousness and self-image in the realm of adolescents. This study is set in the US, and it suggests that slavery was not an event, but rather an experience which conceived the manner in which the Blacks perceive themselves thereafter, and therefore concludes a positive co-relationship between the knowledge of self-concept and self-esteem in individuals who have developed understanding Black History. This awareness of Black History has influence people’ expressive styles which showcase resistance against oppression and superiority complex, concludes the study.

Article three: Lamont, R.A., 2015. Older people's responses to age stereotypes: Implications for performance outcomes, and health and well-being (Doctoral dissertation, University of Kent).

This study addresses the degree by which older adults’ reactions to negative racial stereotypes affect their performances on tests, their well-being and health-wise. This article is one of the best in the systematic analysis of racial prejudices towards the elderly population and the consequences of these prejudices on intellectual performance, self-esteem and self-consciousness. In this qualitative study, the interviewed respondents exhibited correspondence the hypothesized premise; elderly responses to racial prejudices is likely to affect negatively victims’ internal motivation and therefore capacity to learn and retain information. The study concluded that racial prejudice has a deep impact across the mental, physical and cognitive developments of individuals.

Section 3- Discussion – The contribution of research to the topic area (approx. 750 words).

Literature has ample evidence about existential racial prejudice pervading the Western culture, despite the view that the intensity of such skews are narrowing with time (Brannon, Markus, and Taylor, 2018). Social psychologists contend negative stereotypes potentially have negative impacts on the quality of life regardless of age. This impact portrays other multiplier impacts on the cognitive, emotional and behavioural performances of an individual. The area of the how racial stereotypes affect self-esteem and consciousness has attracted minimal scholarly attention; creating a discrepancy which this study seeks to fill.

Cohen and Garcia (2005)’s study is crucial to this orientation. This quantitative study is constructed on the concept of in-group (social group to which an individual psychologically identifies as a member) and its capacity in steering racial prejudice against the other group, and factors culminating this practice. The two scholars identify that the minority race is the one which is affiliated to racial-based prejudices, based on the minority’s position and self-esteem and the conception of their oppression ascending from the majority. This article will inform the topic under question in exploring the consciousness state of these perpetrators of racial prejudice and examine their extents of self-esteems to be able to draw meaningful conclusions.

Besides, King (2011) also contributes to the understanding of how racial stereotypes affect self-esteem and consciousness. In this article, King studies the relationship between racial prejudices imposed on individuals and how this translates to cognitive capacities. This is one of the rare studies directly researching the connection between racial prejudice, cognitive abilities and therefore performances in academics. This will consequently form a basis of understanding how conscience is also affected by the cognitive domain.

Denzer-King (2016), ventures into studying the impact of media viewing on viewers’ consciousness and self-esteem. In this study, useful insights can be drawn about the role if media in inculcating racial stereotypes and how these stereotypes affect viewers’ state of consciousness about their history, and form a basis of one’s self-esteem. The study is also important because explores a rich literature on the genesis of racial discrimination, and how human slavery adventured the Blacks’ new way of self-examination in history. This study therefore is crucial since it covers racial discrimination in details, and its implications in social wellbeing.

Adams (2010)’s qualitative study examines the link among exposure to black media, racial socialization, racial identity , self-esteem and body image for the black adolescents aged between 14 to 21. In this study, important premises can be constructed leading to logical conclusions concerning how personal consciousness is built from the media content and how this instigates prejudice against a certain race. This study is centered on children and it gives a vivid analysis on what racial discrimination is and how it potentially influences consciousness and self0-esteem.

Hewitt (2013) is motivated by slavery intrigues and how these shackled the Black people history and consciousness. Besides, the study underscores important discussions on the realm of racial prejudice and how they affect personal knowledge concerning self. This study is excellent in the broader comprehension of racism traces inside the intricacy of slavery and how this develops people’s sense of trust on one another.

Lamont (2015)’s study focuses on adults and investigates the role of racial prejudice on the adult realm cognitive, social and behavioral domains which consequently have an equal effect on their self-esteem and knowledge about self. Many studies have not articulated this sinister area, and therefore Lamont’s examinations are handy in unveiling logical premises that can inform the conclusions as far as the current topic of study is concerned.

Conclusion

In conclusion, this study centres on the concepts underlying academic writing styles and how crucial they are in informing the field of academia. In this regard, the study identified a topic and secondary sources pursued to identify what previous research has established respectively. Whereas literature has vast information concerning racial discrimination, there is a noticeable gap that much has not been studied about how racial stereotypes affect self-esteem and consciousness, therefore prompting this study into choosing this topic. As maintained above, racial stereotypes have various influences on self-esteem and consciousness, therefore affecting social cohesion and wellbeing. Despite racism being at the centre of policy in many countries, this study realizes it is still entrenched in peoples’ perceptions and is engineered through media in what viewers consume. Further, racial prejudice as a vice has huge potentials in negatively inducing ill-health and mental disruptions which consequently affect victims’ self-image, and might also form a basis of in-group formation which consequently form a basis of individual and group consciousness.

References

• Adams, V.N., 2010. Messages in the medium: the relationships among Black media images, racial identity, body image, and the racial socialization of Black youth.
• Brannon, T.N., Markus, H.R. and Taylor, V.J., 2018. “Two souls, two thoughts,” two self-schemas: Double consciousness can have positive academic consequences for African Americans. Journal of personality and social psychology, 108(4), p.586.
• Cohen, G.L. and Garcia, J., 2005. " I am us": negative stereotypes as collective threats. Journal of personality and social psychology, 89(4), p.566.
• Denzer-King, A., 2016. Effects of Stereotyped Representation in Television on Female and People of Color Viewers’ Self-Esteem.
• Gómez-Adorno, H., Posadas-Duran, J.P., Ríos-Toledo, G., Sidorov, G. and Sierra, G., 2018. Stylometry-based approach for detecting writing style changes in literary texts. Computación y Sistemas, 22(1), pp.47-53.
• Hewitt, A., 2013. Toward the Development of the Stereotypical Roles of Black Young Men Scale (Doctoral dissertation, Loyola University Chicago).
• King, A.M., 2011. Stereotype threat and self-perceptions: The impact on college students. Journal of Student Affairs at New York University, VII, pp.28-39.
• Kirkman, J., 2012. Good style: writing for science and technology. Routledge.
• Lamont, R.A., 2015. Older people's responses to age stereotypes: Implications for performance outcomes, and health and well-being (Doctoral dissertation, University of Kent).