There are four main areas in which academic writing is differentiated from general writing.

“Which” by itself would indicate that those four main areas are directly involved in the action (so in this case, with some rewording, you would reach the conclusion of the four main areas being different to academic and/or general writing)

“In which” indicates that these differences between the different forms of writing occur in those four main areas.

First of all academic writing is more objective: phrases includvolving personal opinion, point of views and perspectives should not be used.

The comma suggests that a whole new idea is being started, meaning that it’s completely separate from the “phrases including personal opinion”. Since the above part doesn’t have a verb, it sounds even more incorrect with the comma.

OPTIONAL: you could change “including” to “involving”. “Including” isn’t wrong, but since sometimes it’s used in the same way as “such as”, it could be a little confusing (but people would immediately understand what you actually meant after reading the whole sentence, even if they are confused at first).

“And” and “or” can be used interchangeably between “personal opinions” and “perspectives”.

I prefer how the plural forms sound, although you don’t necessarily have to change it.

“Point(s) of view” isn’t wrong, but a shorter version (in the sense that it’s only one word) would be “perspective(s)”.

Academic readers are not looking fordon’t want to know what the autheor is thinking; they want to know about the hypothesis and (the) overall evidence overall.

I just provided an option that sounds a bit more natural.

“Are not looking for” is good, but an alternative is “don’t want to know about”.

You need an article in front of “author”, and here “the” would be the best option.

It would be more like “(subject) am/are/is thinking”, with the “am/are/is depending on what exactly the subject is. Here, the subject would be “the author”.

“Overall” would be the adjective, so it should go in front of the nouns that it’s describing. I’m thinking here you were intending more for it to describe “evidence” than “hypothesis”, but if you wanted it to describe both, then you would say “the overall hypothesis and evidence”.

I also think you should have an article in front of “hypothesis”, (and you could also have one in front of “evidence”, but that one’s not as necessary), and here “the” would make the most sense, since it’s not a specific hypothesis or set of evidence.

Secondly, academic writing is more complex than other ontypes.

“Ones” doesn’t really sound right here, but I don’t really know exactly why.

MuchLots of complicated vocabulary and grammartical structures should be applied.

With “much”, you would need another word in front such as “so” or “too” for it to make sense. In this situation, “too” wouldn’t work since technically it’s only applied to the required degree, and not any more than that. “So” would work better, but a more natural way to say “so much” in this case is “lots of”.

After all, academic writing uses more references.

Without the comma, it sounds like the “all” applies to academic writing, so it would be saying that after every form of academic writing uses more references, something else happens.

This is one of the major features that buildings on the ideas of other authors.

You would say “that is building”, but that doesn’t really sound right.

After a subject, you can’t have the next verb ending in an “-ing” suffix, so you would have to use “am”, “are” or “is” between the subject and the verb ending in “ing”.

However, that form feels more like you’re talking about a specific occasion that’s happening right now.
So here, “that is building” feels more like something that would be used if you were analysing a specific text, and wanted to comment on how it builds on the ideas of other authors.

“That builds” is used more generally than “that is building”, so I think it would be the better choice here.

However , under no circumstances it cannotcan they be plagiarismed.

Saying “they” is optional, but in my opinion I think that it makes it a tiny bit clearer that you’re talking about texts that fall under the category of academic writing.

“Under no circumstances” gives the sentence a negative meaning, so you don’t need to say “cannot”. If you used “under no circumstances” and “cannot” in the same sentence, it would kind of be like a double negative, so you’d kind of be saying that something can acceptably be plagiarised.

If you say “under no circumstances” closer to the beginning of the sentence like you have here, then the verb (“can”) should go before the subject (“it/they”).

If you were to say “under no circumstances” later in the sentence, you would probably change it to “under any circumstances”, so then it would become something like “However it/they cannot, under any circumstances, be plagiarised”.

My thought process with that is that putting the negative first makes the urgency of it stronger in a way (than if you were to say “however, under any circumstances, it/they cannot be plagiarised” or “however it/they can be plagiarised under no circumstances”.
The first option just feel outright wrong, partially because you would never really start a sentence with “under any circumstances”. The second one feels slightly more acceptable, but not nearly as strong (doesn’t have as high of a modality) as “however it/they cannot, under any circumstances, be plagiarised.

The only examples I can think of where you might say that something is plagiarism is if you’re explaining something to someone, and you would say “this is plagiarism”, and not “this is an example of someone who plagiarised something” or “you plagiarised your work”.

I think that it’s more natural to say that something is plagiarised rather than saying that something is plagiarism. Otherwise, it might just be that whichever of the two is shorter in a given situation sounds better.

The Second Step to Improving mMy Academic Writing

There are four main areas whichere academic writing is differentiated from general writing.

First of all academic writing is more objective: phrases including personal opinion, and point of view should not be used.

Academic readers are not looking for what autheor thinking; they want to know about hypothesis and evidence overall.

Secondly, academic writing is more complex than other ontypes.

Much cComplicated vocabulary and grammartical structures should be appliused.

After all, academic writing uses more references.

This is oOne of the major features thatis building on the ideas of other authors.

However , under no circumstances it cannot becan you plagiarismze.

There are four main areas in which academic writing is differentiated from general writing.

First of all, academic writing is more objective: phrases including personal opinion, and point of view should not be used.

Academic readers are not looking for what autherthe author is thinking; they want to know about hypothesies and evidence overall.

Secondly, academic writing is more complex than other onesforms of writing.

Muchore complicated vocabulary and grammartical structures should be applied.

After all, academic writing uses more references.

This is oOne of the major features thatis building on the ideas of other authors.

However , under no circumstances it cannot be plagiarisms plagiarism acceptable.