The purpose of this study is to examine the academic writing literature at the tertiary level. As English uninterruptedly expands as the leading language for dissemination of academic knowledge then the question of writing effectively and in expected ways causes considerable challenges to students requiring graduates to learn to master and so as to succeed in the academia. Many Turkish students until embarking on their graduate studies appear not to have learned how to write systematically and gained adequate writing experiences except being instructed to be grammatically correct and writing in certain number of paragraphs. Unlike free writing and narrative expression, academic writing requires students to adopt a different kind of language forcing them to master the transition from common to academic language. Writers who cannot conform to the conventions and norms of academic language can hardly be recognized in the academic world. To provide the right words in English to express ideas appropriately and accurately is a pervasive difficulty for many EFL/ESL writers due to partly L2 writers’ dependence on the translation of their native language into the English or cultural differences between two languages’ modes of expression. Therefore, explicit academic writing instruction both in L1 and L2 in educational life is suggested.
Academic Writing, Higher education, Academic Literacy