chapter 1 intro to academic writingnew

8/2/2019 Chapter 1 Intro to Academic WritingNEW

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Introduction To AcademicIntroduction To Academic

WritingWriting

Adapted fromAdapted from: Harris B Leonhard,: Harris B Leonhard, Discoveries in Academic Writing,Discoveries in Academic Writing, ThomsonThomsonHeinle Publishers, 2002Heinle Publishers, 2002


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Learning OutcomesLearning Outcomes

By the end of the lesson, students should be able to:By the end of the lesson, students should be able to:

define academic writingdefine academic writing

identify the differences between personal andidentify the differences between personal and

academic writingacademic writing

identify the characteristics of effective academicidentify the characteristics of effective academic

writingwriting apply appropriate tone for related audienceapply appropriate tone for related audience


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Academic WritingAcademic Writing

What is academic writing?What is academic writing?

Personal writing versus academic writingPersonal writing versus academic writing

Effective academic writingEffective academic writing

OrganizationOrganization

Audience and toneAudience and tone


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What is Academic Writing?What is Academic Writing?

A generic term for all writing done in highA generic term for all writing done in high

school and college classes.school and college classes.


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Academic WritingAcademic Writing

In academic writing, the words and grammarIn academic writing, the words and grammar

and the way of organizing ideas are differentand the way of organizing ideas are different

from what you are used to in other types offrom what you are used to in other types of

writing.writing.

Elements such as format, sentence structureElements such as format, sentence structureand organization are essential in academicand organization are essential in academic

writing.writing.


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Academic Writing vs Personal WritingAcademic Writing vs Personal Writing

Sentences in Academic Writing are formal. NoSentences in Academic Writing are formal. Noabbreviations, slangs, contractions.abbreviations, slangs, contractions.

However, in personal writing, sentences areHowever, in personal writing, sentences areinformal and abbreviations, slangs,informal and abbreviations, slangs,contractions and incomplete sentences arecontractions and incomplete sentences are

allowed.allowed.


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Differences between Personal and Academic WritingDifferences between Personal and Academic Writing

PersonalPersonal

(Informal/Colloquial)(Informal/Colloquial)

AcademicAcademic

(Formal/Technical)(Formal/Technical)

AudienceAudience close friends and familyclose friends and family professors, lecturersprofessors, lecturers

ToneTone informal, friendlyinformal, friendly formal, objective, seriousformal, objective, serious

VocabularyVocabulary slang, idioms, contracted formsslang, idioms, contracted forms academic, wide range, concise, accurateacademic, wide range, concise, accurate

StyleStyle simple or compound sentencessimple or compound sentences simple, compound, complex sentences,simple, compound, complex sentences,sentence varietysentence variety

LanguageLanguage fragments, run-on sentences,fragments, run-on sentences,misspellings, punctuation errorsmisspellings, punctuation errors

should have no errorsshould have no errors

ContentContent conversational, maybe repetitiveconversational, maybe repetitive depth of thought, unifieddepth of thought, unified

OrganizationOrganization maybe less structured than formalmaybe less structured than formalwritingwriting

clear, coherent, well plannedclear, coherent, well planned


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3 major characteristics of3 major characteristics of

Effective Academic WritingEffective Academic Writing

convincing contentonvincing contentclear organizationlear organizationeffective use of the languageffective use of the language


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Convincing ContentConvincing Content

The content is informative and thought-The content is informative and thought-

provoking.provoking. use specific and logical details, examples, facts,use specific and logical details, examples, facts,

statistics and case studies to support generalizing.statistics and case studies to support generalizing.

The support is relevant.The support is relevant.

the support relates directly to the thesis and shouldthe support relates directly to the thesis and should

not digress away from the main point.not digress away from the main point.


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The content shows depth ofThe content shows depth of

thought.thought.

shows elements of criticalshows elements of critical

thinkingthinking

analysis of informationanalysis of information

interpretation of factsinterpretation of facts

making judgmentsmaking judgments

drawing conclusionsdrawing conclusions summarizingsummarizing

defending opinionsdefending opinions


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The writer must have a clear purpose andThe writer must have a clear purpose and

strong control over the content.strong control over the content.

the message is clear, logical and to thethe message is clear, logical and to the

point.point.


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Clear OrganizationClear Organization

Introduction

BodyConclusion

Most writing in English is linear with onecentral point or theme with every partcontributing to the main line of argument:


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Clear OrganizationClear Organization

Two approaches used inTwo approaches used in academicacademic writing: deductivewriting: deductiveand inductive approachand inductive approach

Deductive: Generalization is stated first followed byDeductive: Generalization is stated first followed bysupporting details and facts.supporting details and facts.

Inductive: Supporting details stated first followed byInductive: Supporting details stated first followed bygeneralization.generalization.


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Effective Use of English LanguageEffective Use of English Language

Sentences must be clearly written.Sentences must be clearly written.

Include subject-verb agreement, spelling,Include subject-verb agreement, spelling,

punctuation.punctuation.

StyleStyle Use complex and compound-complex sentences.Use complex and compound-complex sentences.

Avoid too many simple sentences .Avoid too many simple sentences .

Frequent use of conjunctions such asFrequent use of conjunctions such asfor, and, nor,for, and, nor,but, or, yetbut, or, yetandandsoso..

Use a wide vocabulary range.Use a wide vocabulary range.


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Effective Academic WritingEffective Academic Writing

Audience and ToneAudience and Tone


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Importance of AudienceImportance of Audience In academic writing, writers need to considerIn academic writing, writers need to consider

who their readers/audience are.who their readers/audience are. An important feature is the control of audienceAn important feature is the control of audience

and tone (formality).and tone (formality).

Correct level of formality helps writersCorrect level of formality helps writersconnect with the audience.connect with the audience.

(eg with friends informal language (eg with friends informal language

indicates close relationship)indicates close relationship)(eg with lecturers formal language (eg with lecturers formal language indicates respect)indicates respect)


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AudienceAudience

When planning to write, do you stop to thinkWhen planning to write, do you stop to thinkwho are your audience?who are your audience?

Also, what is the purpose for writing?Also, what is the purpose for writing?

When you know your audience andWhen you know your audience and

the purpose for writing, it will bethe purpose for writing, it will be

easier to set the tone of youreasier to set the tone of yourwriting.writing.


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ToneTone

Different audience and purpose requireDifferent audience and purpose requiredifferent set of tone: objective,different set of tone: objective,

persuasive, enthusiastic, seriouspersuasive, enthusiastic, serious


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Objective language:Objective language: Language used in formalLanguage used in formal

report.report.

Example:Example:

a. A hazard exists if contact is made with this parta. A hazard exists if contact is made with this part

while it is whirling.while it is whirling.

b. Warning. Turn off all power before you removeb. Warning. Turn off all power before you remove

the cover. The blade underneath could slice offthe cover. The blade underneath could slice off

your fingers!your fingers!


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Persuasive language:Persuasive language: Language used in formal proposalLanguage used in formal proposalfor thesis or final year project.for thesis or final year project.

Example:Example:The purpose of this study is to discover a more efficientThe purpose of this study is to discover a more efficient

way to produce hydrocarbons.way to produce hydrocarbons. The financial support forThe financial support for

this study will benefit many users. The researchers willthis study will benefit many users. The researchers will

be able to investigate the problems comprehensivelybe able to investigate the problems comprehensively


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Enthusiastic languageEnthusiastic language: Writing in favor of a particular: Writing in favor of a particularsubject for possible recommendation or acceptance.subject for possible recommendation or acceptance.Example: sharing a new finding with intended readersExample: sharing a new finding with intended readers

The discovery of medicinal properties in this bacteriaThe discovery of medicinal properties in this bacteriawill eradicate Alzheimers Disease.will eradicate Alzheimers Disease. This is a veryThis is a very

important and exciting discovery in the world ofimportant and exciting discovery in the world ofmedicine.medicine.


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Serious languageSerious language: Language used to convey the: Language used to convey theseriousness of an event/item or a discovery.seriousness of an event/item or a discovery.

Example:Example:

Our study has shown that if we do not recycle, naturalOur study has shown that if we do not recycle, natural

resources will be depleted in 2010 and planet Earth willresources will be depleted in 2010 and planet Earth will

be barren. This will cause economic and environmentalbe barren. This will cause economic and environmental

disasters.disasters.


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The EndThe End

chapter 1 intro to academic writingnew

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