2010-10-07
Today’s textbook contents
Academic Writing 1
Juha Takkinen, juha.takkinen@liu.se
Department of Computer and Information Science
Linköping University
20102010-1010-07
Takkinen, J. (Ed.) (2010), TGTU39: Academic Writing. Pearson Custom books.
Understanding the task - Gillett/Hammond/Martala Chapter 1
Tackling writing assignments - McMillan/Weyers Chapter 3
Locating sources - Deane Chapter 3
Information literacy - McMillan/Weyers Chapter 7
Analysing and evaluating source material - McMillan/Weyers Chapter 9
Features of academic writing - Gillett/Hammond/Martala Chapter 6
Writing critically - Gillett/Hammond/Martala Chapter 8
Working with other people’s ideas and voices - Gillett/Hammond/Martala Chapter 10
Plagiarism and copyright infringement - McMillan/Weyers Chapter 17
Integrating sources by summarising - Deane Chapter 8
Critiquing sources - Deane Chapter 9
Citing and listing references - McMillan/Weyers Chapter 18
Structuring a project report - McMillan/Weyers Chapter 21
Improving your grammar - McMillan/Weyers Chapter 12
Better punctuation - McMillan/Weyers Chapter 13
Better spelling - McMillan/Weyers Chapter 14
Enhancing your vocabulary - McMillan/Weyers Chapter 15
Reviewing, editing and proof-reading - McMillan/Weyers Chapter 16
Working with feedback - Gillett/Hammond/Martala Chapter 14
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TGTU39 Lecture 1: Introduction
2
Structuring, The Good-News letter (Swales and Feak, 2004, p. 12)
Structuring, another example
1
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What is academic writing?
Outline
Show understanding and knowledge of theory
What is academic writing?
The writing process
The research paper
Referencing
Demonstrate awareness of what is written/said
about subject
Appeal to experts and authorities
Take into consideration different points of view
Use reason to make judgement
Paraphrasing
Not accept/reject ideas until examined closely
Improve, analyse or disagree with experts and authorities
Come to own conclusions
Use own voice
Present your own ideas and thoughts clearly
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TGTU39: Academic writing I
What is academic reading?
Identify line of reasoning or argument
Look for hidden assumptions
Decide if evidence good enough to support
argument
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Academic writing: Six stages of learning,
Bloom’s taxonomy (1956)
1. Knowledge
1.
“Describe the history of the World
Wide Web.”
2. Comprehension
2.
“ What effect has the WWW had
on the way people communicate?”
3. Application
3.
“Explain how the WWW works.”
4.
“How have methods of
communication changed since the
development of the WWW?”
5. Synthesis
5.
“How could the WWW be used to
develop new ways of learning?”
6. Evaluation
6.
“Comment on the value of the
WWW or society.”
4. Analysis
Improve your English by mimicking what you hear
and read
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TGTU39: Academic writing I
TGTU39: Academic writing I
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TGTU39: Academic writing I
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Source: TGTU39 Academic writing/
McMillan & Weyers, ”Tackling writing assignments”
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TGTU39: Academic writing I
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The writing process
TGTU39: Academic writing I
1. Analysis
Problem – Understanding the task
1. Analysis
8. Revision
2. Collection
of material
7. Transfer
thoughts
to text
3. Sorting
6. Getting
started
l
What do I want to state/describe/reflect on/
argue for?
l
For whom?
l
In what setting? Academic? Locally?
Internationally? Genre/Writing style?
l
How go about to solve it? Methods?
4. Selection
5. Structuring
In courses:
9. Finished text
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TGTU39: Academic writing I
l
Learning outcomes?
l
Assessment criteria?
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TGTU39: Academic writing I
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2. Collection of data
Source: TGTU39 Academic writing/Gillett et al. ”Understanding the task”
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TGTU39: Academic writing I
l
Library & Internet: journals, books,
conference proceedings, databases …
l
People: interviews, questionnaires
l
Why?
Acquire knowledge (missing)
Check what you think you already know
Get an overview
Compare different views and facts
…
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TGTU39: Academic writing I
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4. Selection – Reliability checklist
l
Source: TGTU39 Academic writing/
McMillan & Weyers ”Analysing and
evaluating source material”
3. Sorting
Dependent on reader and
objective
For whom am I writing
And why?
l
Right level of detail
l
Restrictions? Number of
pages? Costs? Time
available?
l
One or several versions?
For different readers?
Preliminary plan
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TGTU39: Academic writing I
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TGTU39: Academic writing I
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4
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Structure
5. Structuring
l
Order the stuff in a
particular order
l
Divide into sections and
chapters
l
Determine proportions
l
Decide preliminary
headings
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Ways of structuring texts
TGTU39: Academic writing I
l
Chronologically
l
Spatially
l
Problem-solving (logical)
l
Thematic
l
Contrastive
l
Associative
l
Journalistic (GS)
TGTU39: Academic writing I
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18
Example of GS text (Swales & Feak, p. 45-46)
Organization: The general-specific (GS)
approach (journalistic method)
Selling cities: promoting new images for meeting tourism
The GS approach involves moving from the
general to the more specific.
Reasons:
Common approach in graduate writing
Often used in introductions of research papers/assignments
Often used as background in an analysis section or discussion
GS texts starts with either
A short or extended definition
A contrastive or comparative definition
A generalization or purpose statement, or
A factual statement.
TGTU39: Academic writing I
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Meetings tourism, which we define as travel associated with
attendance at corporate o association meetings, conferences,
conventions or congresses or public or trade exhibitions, has
emerged as a significant subsection of the tourist industry both in
terms of volume of travel and expenditure generated.
“Meetings” demonstrate enormous variety, ranging from small
business meetings of a few participants to large conventions of,
for example, professional associations which might attract in
excess of 20,000 delegates.
General statement
The range of locations within which these meetings take place is
also broad, including such sites as hotels, universities, sports
venues, and specially built convention centers.
Details
The meeting tourism market has been vigorously pursued by
many former industrial cities in Europe and the U.S. as part of
their strategies of post-industrial urban regeneration (Law, 1987,
p. 85).
Details
This market offers a number of obvious attractions to such cities,
not least the rapidity of its growth…
More detailed
Academic
writing I industry
Figures for the U.S.A. suggest theTGTU39:
business
conference
almost doubled during the …
More detailed
Details in support
20
5
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Source: TGTU39 Academic writing/
McMillan & Weyers ”Structuring a
project report”
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TGTU39: Academic writing I
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b) Research paper (RP) structure
Introduction (I)
TGTU39: Academic writing I
Title of paper
Often written last
Titles are important
General
Indicate the topic of the study
Specific
Indicate the scope of the study
Understandable to readers in the area
Implications?
Methods and
Materials (M)
On the Use of the Passive in Journal Articles
The Use of the Passive in Journal Articles
Results (R)
A Study of Research Article Results Sections
Discussion (D)
Specific
General
A Preliminary Study of Research Article Results Sections
An Analysis of Errors in Period Placement
Towards an Analysis of Errors in Period Placement
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TGTU39: Academic writing I
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Abstracts
A1
Usually a single paragraph, 4-10 sentences
Either a) results-driven abstract which focus on the results
of the study; or b) summary abstract, which tries to
condense the whole research paper into a short summary.
Structured abstracts are common in medicine and follow a
structure such as:
1) Background
2) Aim
3) Method
4) Results
5) Conclusions
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TGTU39: Academic writing I
Introduction section
Create a research space in the introduction with 3 moves:
1. Establish a research territory
a) By showing that the general research area is important, central,
interesting, problematic, or relevant in some way (optional)
b) By introducing and reviewing items of previous research in the area
(obligatory)
2. Establish a niche
a) By indicating a gap in the previous research or by extending
previous knowledge (obligatory)
3. Occupy the niche
a) By outlining purposes or stating the nature of the present research
(obligatory)
b) By listing research questions or hypotheses
c) By announcing principal findings
d) By stating the value of the present research
e) By indicating the structure of research paper.
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TGTU39: Academic writing I
A2
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TGTU39: Academic writing I
Introductory section (example Swales &
Feak, p. 244-5)
Thomas Eakins and the “Marsh” Pictures
Thomas Eakins (1844-1916) is now recognized as one of the greatest American painters, alongside Winslow Homer,
Edward Hopper and Jackson Pollock. Over the last thirty years, there have been many studies of his life and work
and in 2002 there was a major exhibition devoted entirely to his art in his home city of Philadelphia. His best-known
pictures include a number rowing and sailing scenes, several domestic interiors, the two large canvasses showing
the surgeons Gross and Agnew at work in the operating theater, and a long series of portraits… The non-portraits are
distinguished by compositional brilliance and attention to detail, while the portraits – most of which come from his
later period – are thought to show deep insight into character or “psychological realism”. In many ways, Eakins was a
modern late nineteenth century figure since he was interested in science, in anatomy and in the fast-growing “manly
sports” of rowing and boxing. In his best work, he painted what he knew and whom he knew, rather than being an
artist-outsider to the scene in front of him.
Among Eakins pictures, there is a small series of scenes painted between 1873 and 1876 showing hunters preparing
to shoot at the secretive marsh birds in the coastal marshes near Philadelphia. Apart from a chapter in Foster (1997),
this series has been little discussed by critics or art historians. For example, these pictures were ignored by Johns in
her pioneering 1883 monograph, perhaps because their overall smallness (physically, socially and psychologically)
did not fit well with her book’s title, Thomas Eakins: The Heroism of Modern Life. These pictures are usually thought
to have come about simply because Thomas Eakins used to accompany his father on these hunting/shooting trips to
the marshes.
However, in this paper I will argue that Eakins focused his attention on these featureless landscapes for a much more
complex set of motives. These included his wish to get inside the marsh landscape, to stress the hand-eye
coordination between the shooter and “the pusher,” and to capture the …
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Move 1
Move 2
Move 3
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Method section (example Swales & Feak,
p. 225-6)
Method section (example Swales & Peak,
p. 225-6)
Data Collection
Data Collection
Data used in this research consists of two parts: Survey data and data on coauthorship. Survey data
were collected from 1193 to 1996. In the summer of 1993, a baseline survey was administered to a
group of scientists who were likely users of UARC/SPARC. Prior to the commencement of data
collection for the baseline survey, a letter was sent to every member of the group, notifying them of the
forthcoming survey and informing them of its length, that their participation was confidential and
anonymous, and that upon completion of the survey, they would be entered into a $100 cash incentive
lottery.
Data used in this research consists of two parts: Survey data and data on coauthorship. Survey data
were collected from 1993 to 1996. In the summer of 1993, a baseline survey was administered to a
group of scientists who were likely users of UARC/SPARC. Prior to the commencement of data
collection for the baseline survey, a letter was sent to every member of the group, notifying them of
the forthcoming survey and informing them of its length, that their participation was confidential and
anonymous, and that upon completion of the survey, they would be entered into a $100 cash
incentive lottery.
Data types
When?
How?
The sample size of the UARC/SPARC target group was 94 and the response rate was 65%. A
questionnaire consisting of 32 items was sent to all of the participants. The items asked specifically
about the scientists’ communication behavior and social networks within the space science community.
The questionnaire was designed to allow the participants to complete it within thirty minutes to an hour.
The sample size of the UARC/SPARC target group was 94 and the response rate was 65%. A
questionnaire consisting of 32 items was sent to all of the participants. The items asked specifically
about the scientists’ communication behavior and social networks within the space science
community. The questionnaire was designed to allow the participants to complete it within thirty
minutes to an hour.
Details on
materials
& subjects
After administration of the baseline surveys in 1993, the UNARC/SPARC target group was surveyed
annually from 1994 through 1996. The 1994 survey was also a mail survey. In 1995, the survey was
administered via telephone, which lasted 15 to 20 minutes. In 1996, an email/web based survey was
used in conjunction with a telephone interview. In all years, the incentive scheme used was similar to
that used in 1993. In all years, scientists were asked questions about their research behavior, the use of
the UARC/SPARC, and social networks within the space science community.
After administration of the baseline surveys in 1993, the UNARC/SPARC target group was surveyed
annually from 1994 through 1996. The 1994 survey was also a mail survey. In 1995, the survey was
administered via telephone, which lasted 15 to 20 minutes. In 1996, an email/web based survey was
used in conjunction with a telephone interview. In all years, the incentive scheme used was similar to
that used in 1993. In all years, scientists were asked questions about their research behavior, the use
of the UARC/SPARC, and social networks within the space science community.
Procedures. How
and when.
Coauthorship data were based on the examination of the publications of UARC/SPARC users from
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Academic
writing
I on whom the scientists were
1993 to
1996. Data were collected from theTGTU39:
Science Citation
Index.
Data
coauthoring with were examined.
Coauthorship data were based on the examination of the publications of UARC/SPARC users from
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Academic
writing
I on whom the scientists were
Data
1993 to
1996. Data were collected from theTGTU39:
Science Citation
Index.
coauthoring with were examined.
Data
sources.
The results section
Discussion section
Finding the right strength in your claim
Commentary on the results section
Highlighting key results present in the data
Highlighting the strengths of the study
Totally objective presentation
Discussing (intelligently) possible weaknesses of the
study
Simply report the data (discussions later)
Commentary on the objectives with the research paper
Widening the scope of the research territory
Comparisons with other results from other scientists
Outlook on future research
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TGTU39: Academic writing I
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TGTU39: Academic writing I
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Referencing:
Harvard
Source: TGTU39 Academic writing/
McMillan & Weyers ”Citing and listing references”
Acknowledgements
More and more common.
Common elements in acknowledgments:
Financial support (“Support for this work was provided by…”)
Thanks (“We would like to thank…”)
Disclaimers (“Any mistakes are my own…”)
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Harvard:
Different
sources
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TGTU39: Academic writing I
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Referencing:
Vancouver
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TGTU39: Academic writing I
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Reports as examination
Vancouver:
Different
sources
Potential problems
Collaboration when not permitted
Plagiarism
Solution? Give credit where credit is due!
Be clear about sources, use refer to sources
when quoting, paraphrasing or borrowing
ideas.
Collaborative writing or not?
Charges of cheating are brought before the
Disciplinary Board and may result in suspension. (See also TGTU39 lectures 1 and 3)
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Referencing sources and using Quotations
TGTU39: Academic writing I
Paraphrasing
When you use another's exact words.
Quotation marks ”indicate exactly what words were written or
said”. To use another’s exact words without indicating it is
plagiarism. However, use quotations sparingly (Why?).
When you rewrite a piece of text using your
own words but retaining the general message.
Harvard:
Paraphrasing is plagiarism if the citation is left
out OR if the wording is too close to the
original.
Vancouver:
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TGTU39: Academic writing I
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TGTU39: Academic writing I
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Paraphrasing examples
Original text (from Lu, 1997):
Descartes introduces the possibility that the
world is controlled by a malicious demon who
has employed all his energies to deceive him.
Paraphrase:
Original text (from Lu, 1997):
Descartes introduces the possibility that the
world is controlled by a malicious demon who
has employed all his energies to deceive him.
Paraphrase:
Descartes suggests that the world is controlled
by an evil demon who may be using his
energies to deceive (Lu, 1997).
Comment: Plagiarism: even though the citation
is provided, the sentence still has exact
wording (italicized).
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Paraphrasing examples, cont'd
TGTU39: Academic writing I
Descartes suggests that the evil power who
rules the world may be attempting to mislead
him (Lu, 1997).
Comment: Not plagiarism: the language is fully
rewritten, and a citation is provided.
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Paraphrasing examples, cont'd
Borrowed ideas
Original text (from Lu, 1997):
Somebody else’s new concept
Descartes introduces the possibility that the
world is controlled by a malicious demon who
has employed all his energies to deceive him.
Somebody else’s observations
Somebody else’s general idea
Somebody else’s chain of reasoning
Combination of paraphrase and quotation:
Somebody else’s diagram
Descartes suggests that the evil power who
rules the world may be using “all his energies
to deceive him” (Lu, 1997).
Somebody else’s table
Somebody else’s figure
Comment: Not plagiarism: the paraphrased
portion is fully rewritten, the exact language is
quoted, and a citation is provided.
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TGTU39: Academic writing I
TGTU39: Academic writing I
etc.
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When not to cite?
Choosing when to cite, exercises
Your own ideas
Do you have to give credit? If so, how? If not,
why?
Your own conclusions
Your own reflections
Your own analysis
Your own experience
Your own observations
Situations:
➢ You are reporting new insights about your own
experiences.
➢ You are using an editorial from your school's
newspaper with which you disagree.
etc.
➢ You use some information from a source
When using “common knowledge”
➢ You have no other way of expressing the exact
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without ever quoting it directly.
TGTU39: Academic writing I
meaning of a text without using the original
source verbatim.
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Choosing when to cite, exercises cont'd
TGTU39: Academic writing I
Academic writing
Do you have to give credit? If so, how? If not,
why?
Situations:
Give credit where credit is due.
➢ You mention that many people in your
discipline belong to a certain organization.
➢ You want to begin your paper with a story that
one of your classmates told about her
experiences in Bosnia.
➢ The quote you want to use is too long, so you
leave out a couple of phrases.
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TGTU39: Academic writing I
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