Understanding Key Differences in Chinese vs. UK Academic Writing Styles for International Students

Cultural differences in education of which I was not aware, were often the source of my misunderstanding of what it is I do wrong during my postgraduate study. Unfortunately, tutor’s feedback was not reflecting this, because it was set according to certain marking criteria that the tutor used. Needless to say, these criteria were not culturally specific. Based on my own experience as an international student here in the UK, and the countless international students' experience reported to me, I decided to tackle the topic of differences in academic writing focusing on China and the UK. 

For many Chinese students studying in the UK, academic writing can be a major hurdle. While these students are often well-prepared in subjects like grammar and comprehension (and I mean very well prepared!), they often struggle when it comes to the actual structure and expectations of academic writing in a British context. And guess what? This issue stems from cultural differences in how academic writing is taught and valued in China and the UK, as highlighted in an insightful study by Zhang Zhilong (2018), which informed this blog post. 

In this blog post, I will explore the main differences between Chinese and British academic writing styles. Why these differences can make it challenging for international students. And, most importantly, strategies to help students overcome these challenges and improve their academic performance. The choice of these two countries is that Chinese students are the majority of international cohort of students that I teach here in the UK. 

The Key Differences Between Chinese and British Academic Writing 

So, the cultural gap between China and the UK is reflected in the way academic writing is approached. Zhang’s (2018) study identifies three key differences between the two styles: a) structure, b) argumentation, and c) different approaches to citation between Chinese and British academic cultures. 

1. Structure: Bottom-Up vs. Top-Down 

As outlined in the article, in Chinese style of academic writing students adopt a bottom-up approach This means that these students are used to starting with extensive background information and building up to their main point. This is rooted in a cultural emphasis on context and collective understanding. 

In contrast, British academic writing follows a top-down approach. This means leading with a clear thesis or (the dreaded!) topic sentence at the beginning of each paragraph, followed by supporting details and evidence, and concluding with a summary of the argument.  

2. Argumentation: Description vs. Critical Thinking 

The second difference one of the main problems with witing among Chinese students. Critical thinking and what it means is still very ambiguous among international (but also UK) students. I discuss what critical thinking is in this blog post. OK, so back to argumentation. Chinese writing tends to be descriptive, with students presenting a single dominant perspective. This reflects the cultural value of respecting authority and avoiding confrontation. 

British academic writing, on the other hand, values critical thinking and encourages students to evaluate different perspectives and argue their own viewpoint. This is called individualism – individual's perspective/opinion that is argued persuasively and supported by evidence. This can be unfamiliar and uncomfortable for Chinese students who may not be used to questioning established ideas. 

3. Attitudes Toward Plagiarism: Contribution vs. Citation 

Citation process is another area that many international students struggle with at the beginning. This is not a weakness, but it stems from the cultural approach to citation. The assumptions that many international students (not just Chinese!) have about citing and referencing is very different to the practice in the British universities (they are very serious about how your work cites/references others’ work). In China, the collective sharing of knowledge is emphasized, which can lead to a more relaxed attitude toward, what is called plagiarism in the UK. Students may believe that if knowledge benefits the group, it should be freely shared without the need for detailed citations. 

In the UK, individual intellectual property is highly respected, and proper citation is crucial. Failing to acknowledge sources can lead to serious academic consequences, which can be a surprise for students unfamiliar with these expectations.  

Why do Chinese Students Struggle with UK Academic Writing?

These differences in structure, argumentation, and citation often lead to misunderstandings about what constitutes good academic writing in the UK. Chinese students often find themselves receiving lower marks for essays that, in their own academic culture, would be considered perfectly acceptable. 

However, once students are made aware of these differences, they can begin to adapt their writing style to meet British academic standards. 

Strategies for Improvement 

Here are several strategies that Chinese students can use to improve their academic writing and succeed in a British academic environment: 

1. Practice Writing Topic Sentences 

Get into the habit of starting each paragraph with a clear topic sentence that summarizes the main point. This will help create a more structured and focused essay. The topic sentence should directly relate to your overall thesis or argument. Consider these two sentences:  

Topic Sentence: 

"Environmental protection is essential for sustaining natural resources and ensuring a healthy planet for future generations." 

Non-Topic Sentence: 

"Recycling plastic helps reduce waste in landfills." 

Can you spot the difference between these two? Yes, you are right. A topic sentence includes a general statement that can be expanded upon with specific details, examples, or supporting information in the rest of the paragraph. The non-topic sentence, on the other hand states a fact. It is difficult to build on it, meaning, it does not introduce the main idea and direction of the discussion to follow. It merely states a fact. That type of sentence would follow a topic sentence to build on the main idea or provide evidence for it. 

Now you try it. Identify the topic sentence below. 

1. Forests are essential for maintaining biodiversity and regulating the Earth's climate. 

2. Deforestation contributes to climate change by increasing carbon dioxide levels. 

3. Recycling programs can reduce the amount of waste sent to landfills and help conserve natural resources. 

4. Many people are unaware of which items are recyclable and often throw them in the trash. 

I have another challenge here for you: Rewrite the sentence below to make it a more effective topic sentence. 

1. Original Sentence: “Trees are really helpful to people.” 

2. Revised Topic Sentence: ___________________________ 

How did it go? The answers are provided at the bottom of this post. 

2. Develop Critical Thinking Skills 

To perform well in British academic writing, students need to go beyond simply describing facts and opinions. Engage with different perspectives, analyse the strengths and weaknesses of various arguments, and then present your own informed viewpoint. Question assumptions, opinions, perspectives, but also be open to learn new way of perceiving things. After all, you are not in higher education, in the UK, to only accumulate knowledge. The process of educating will change the way you think! 

Challenge: 

Read each statement below and determine whether it represents a fact, opinion, or an example of critical thinking. After each statement, write "F" for fact, "O" for opinion, or "CT" for critical thinking. 

1. "Solar energy reduces greenhouse gas emissions." 

2. "In my view, solar energy is the best form of renewable energy." 

3. "While solar energy reduces greenhouse gas emissions, it is also limited by factors like sunlight availability and storage challenges. Therefore, a combination of renewable sources may be more effective than relying on solar alone." 

A good resource to start with is this book. It is most certainly available from your university library in the study skills section. 

3. Get to know the citation conventions in your school. 

Understanding how to properly cite sources is essential. Universities in the UK often have specific referencing styles such as Harvard or APA, and mastering these is crucial to avoiding unintentional plagiarism. Always attribute ideas that are not your own to the original author. And always check with your academic tutors, student’s office which referencing style is used/ preferred by your school. If you ever get stuck, or do not know how to cite a source go to this website. 

Challenge: 

How would you cite this book using Harvard referencing style, let’s say full citation that goes into your references list? 

“Critical Thinking Skills: Effective Analysis, Argument and Reflection” by Stella Cottrell, 2023, Bloomsbury Publishing 

In case, you do not know this already: another option to cite sources is to use bibliographic software that does the job for you. I personally used EndNote during my studies, but Zotero and Mendeley are also good.  

Seek Feedback and Use Resources 

Finally, don’t hesitate to ask for feedback from tutors or use university writing centres. These resources, such as the ones I provided above, are there to help international students adapt to new academic standards. Alternatively, contact me. I would be very happy to help. 

Conclusion 

Once international Chinese students grasp these key differences between their own and British academic writing, they can start to bridge the cultural gap and find greater success in their studies. Knowing what's expected in terms of structure, argumentation, and citation not only makes it easier to understand what's needed but also helps you, international student, create stronger, more compelling academic work. With practice, an openness to feedback, and a few strategic adjustments you can excel in expressing your ideas in a way that resonates with British academic standards. So, take these insights forward, and remember—success is just a paragraph away! 

ANSWERS: 

Topic sentences: 1 and 3 

A good example of a topic sentence would be: "Trees play a crucial role in supporting human health by producing oxygen, providing shade, and improving air quality." 

Critical thinking:  

• F (Fact) – This statement is a fact because it is an evidence-based claim supported by data. 

• O (Opinion) – This statement is an opinion as it expresses a personal preference without providing supporting evidence. 

• CT (Critical Thinking) – This statement demonstrates critical thinking by weighing the advantages and limitations of solar energy and considering alternative solutions. 

Citation Harvard style: 

Cottrell, S. (2023) Critical Thinking Skills: Effective Analysis, Argument and Reflection. 4th edition. London: Bloomsbury Publishing. Bloomsbury Study Skills.

References:

Zhang, Z. (2018) Academic Writing Difficulty of Chinese Students: The Cultural Issue Behind Chinese and British Academic Writing Styles. Studies in Literature and Language. Vol. 17, No. 2, pp. 118-124.