This document provides an overview of the structure and content of an academic writing lecture. It discusses defining key terms, developing topics by taking notes from sources, avoiding plagiarism, using different types of introductions like asking questions or using anecdotes, developing an effective thesis statement, and integrating sources through quotes, paraphrases and summaries. The document also provides examples of introduction paragraphs that use a funnel structure and clearly state the thesis.
Every customer will be offered Free Draft before making any payment. The customers need to make payment only after being satisfied with the Draft. Fill in your Free Draft Order form and get it now. Your Free Draft tells you how competent we are in the field of academic writing
An effective presentation for those seeking to master essay writing, creative writing, APA referencing style and to map the writing process through actionable steps, yielding successful outcomes. Kemal Brown, Digital Consultant.
This document discusses key aspects of academic writing such as structure, style, and referencing. It explains that academic writing focuses on theories and causes while following conventions of formal tone, grammar, and structure. Common structures include essays, with introductions, bodies, and conclusions, and reports with labeled sections. The document also outlines four main referencing styles - APA, MLA, Harvard and Chicago - and provides examples of how sources are cited in each.
This document provides an overview of the academic writing process. It discusses the importance of writing skills, outlines the key stages in writing a paper including research, brainstorming, developing a thesis statement, creating an outline, writing drafts, and proofreading. The document also describes the main components of a paper such as the introduction, main body, and conclusion. It offers tips for each stage, such as using credible sources for research, choosing a clear and specific thesis, and restating the main ideas in the conclusion.
This presentation will help you gain more exposure towards the academic writing at which most students are not able to fix things up. Things that really bring problems for them to cope up with and to have their assignments completed before the deadline. http://www.papermoz.co.uk/assignments/
This document discusses various types of academic texts and strategies for reading them effectively. It begins by outlining common academic text types like articles, conference papers, reviews, and theses/dissertations. It then emphasizes that academic reading requires full concentration and comprehension to understand key ideas. Several reading goals and purposes are provided, along with details about the typical structure, content, style, and language of academic texts. Strategies like determining the text type and purpose, annotating, and using SQ3R or KWL methods are presented to aid critical understanding. The document concludes with a set of true/false questions to assess comprehension.
Every customer will be offered Free Draft before making any payment. The customers need to make payment only after being satisfied with the Draft. Fill in your Free Draft Order form and get it now. Your Free Draft tells you how competent we are in the field of academic writing
An effective presentation for those seeking to master essay writing, creative writing, APA referencing style and to map the writing process through actionable steps, yielding successful outcomes. Kemal Brown, Digital Consultant.
This document discusses key aspects of academic writing such as structure, style, and referencing. It explains that academic writing focuses on theories and causes while following conventions of formal tone, grammar, and structure. Common structures include essays, with introductions, bodies, and conclusions, and reports with labeled sections. The document also outlines four main referencing styles - APA, MLA, Harvard and Chicago - and provides examples of how sources are cited in each.
This document provides an overview of the academic writing process. It discusses the importance of writing skills, outlines the key stages in writing a paper including research, brainstorming, developing a thesis statement, creating an outline, writing drafts, and proofreading. The document also describes the main components of a paper such as the introduction, main body, and conclusion. It offers tips for each stage, such as using credible sources for research, choosing a clear and specific thesis, and restating the main ideas in the conclusion.
This presentation will help you gain more exposure towards the academic writing at which most students are not able to fix things up. Things that really bring problems for them to cope up with and to have their assignments completed before the deadline. http://www.papermoz.co.uk/assignments/
This document discusses various types of academic texts and strategies for reading them effectively. It begins by outlining common academic text types like articles, conference papers, reviews, and theses/dissertations. It then emphasizes that academic reading requires full concentration and comprehension to understand key ideas. Several reading goals and purposes are provided, along with details about the typical structure, content, style, and language of academic texts. Strategies like determining the text type and purpose, annotating, and using SQ3R or KWL methods are presented to aid critical understanding. The document concludes with a set of true/false questions to assess comprehension.
This presentation is a great guide for students who are dealing the tensions of academic paper writing. Writing an academic paper could be hectic sometimes and in order to eliminate the hectic-making factors, this presentation states some very useful tips about it.
Visit for more info: http://www.papermoz.co.uk/assignments/buy-assignments/
The document discusses different types of academic writing such as essays, research papers, research articles, dissertations, theses, technical reports, and research projects. It provides details on the typical length and purpose of each type. The document also outlines the basic structure for academic writing, including sections like the introduction, body, and conclusion. It describes the formal tone, objective style, and use of references expected in academic writing.
This document provides an overview of academic writing. It discusses how academic writing is clear, concise, and based on research to increase knowledge. It uses deductive reasoning, a third-person voice, and a more formal style than other types of writing. Academic writing also avoids slang, acronyms, contractions, and uses a higher level of vocabulary. Sources should be cited using quotes, paraphrases, or summaries and attributed properly according to the required format.
This document discusses academic writing and provides advice for students. It dispels common myths about writing, such as that perfect first drafts are possible or that some people are inherently better writers. The document explains that academic writing involves making an argument supported by evidence. It also discusses different types of writing assignments, including closed, semi-open, and open assignments. Students are advised to pick manageable topics that interest them and to present their ideas in a clear, organized format with citations.
The document discusses academic writing skills. It provides ratings and explanations of paragraphs from most academic to least academic. Paragraph B is rated the most academic as it is from a research book and uses complex syntax and high-level vocabulary. Paragraph D is the second most academic as it is from a research report and also uses complex syntax. Paragraph C uses some academic and non-academic features. Paragraph A is the least academic and could be from an informal context using simple structures. The document then discusses visualizing a text by considering audience, purpose and available material or evidence. It provides questions to guide this visualization process.
This document provides an overview of academic writing standards for third-level students. It discusses the differences between personal and academic writing, with academic writing using subject-specific vocabulary to comment and analyze information from various sources. The document also outlines the main purposes of academic writing as exposition, persuasion, and narration. It provides guidance on structuring writing, referencing sources, avoiding plagiarism, and following bibliographic conventions.
Here are the 4 texts with my assessment of whether they are academic or non-academic:
1. Textbook - Academic
Textbooks are written by subject matter experts for educational purposes. They contain formal language, references, and are edited for accuracy.
2. Short student essay - Academic
While shorter than a dissertation, a student essay is still an academic work if it was written to fulfill an educational requirement. It will cite sources and use appropriate formatting.
3. Long dissertation - Academic
A dissertation requires extensive research and is intended to advance knowledge in its field. It will be formally written with sources cited.
4. News article - Non-academic
A news article is intended for public consumption
This document discusses the key characteristics and features of academic writing. Academic writing takes a formal style, uses precise language and references sources. It has a specific audience, purpose and voice. The writer's voice needs to be distinguished from those of other authors. Academic writing must follow conventions for appearance, format, grammar and citations. It aims to be formal, impersonal and uses hedging to cautiously qualify claims. Strong academic writing demonstrates specificity and structure.
The document discusses academic writing. It defines a paragraph as a group of related statements developed by the writer around a central topic. The first sentence introduces the topic and the rest support that point. Academic writing uses complete sentences and organized paragraphs in a more formal style without slang or abbreviations, unlike creative or personal writing. Success in academic writing depends on understanding the writing task and having the right approach, such as doing the right things rather than just doing things right.
This document provides guidance on academic writing. It discusses the key components of an argumentative text, including presenting a viewpoint with careful arrangement and support. It emphasizes the importance of revision and editing to strengthen analysis and thinking. The document then outlines the structure for an academic essay, including an introductory paragraph with a thesis statement, three body paragraphs with topic sentences and evidence to support the thesis, and a conclusion paragraph. It provides examples of transition words to connect ideas between sentences and paragraphs. Finally, it discusses research, style, and the editing process for academic writing.
What is Academic Writing? Types of Academic WritingHirearticleWriter
Academic writing takes many forms and is used for various purposes in education. It includes works like books, papers, theses, and more. There are four main types of academic writing: descriptive, analytical, persuasive, and critical. The purpose of academic writing is to provide accurate information to readers on a given topic using formal language and structure. Key principles include cohesion, clarity, logical order, completeness, and formality. Academic writing should have a clear introduction, main body, and conclusion. Writers are advised to understand assignments, brainstorm ideas, prepare outlines, and choose language carefully.
This document provides an outline for an academic writing course. It begins with a general description of academic writing and how it differs from other types of writing. It explains that non-native English speakers, students studying abroad, and international organization employees often need academic writing skills. The outline then discusses the writing section of the TOEFL IBT exam in detail over three sentences. It provides strategies for independent writing, such as practicing writing essays in English and increasing vocabulary and sentence structure skills. The document concludes by asking if the audience has any other questions.
Lecture 1 academic writing in english finalannemiekwegman
This lecture provides an overview and introduction to the Academic Writing course. It discusses the structure and expectations of the course, including aims, lectures, tutorials, assignments, assessment criteria, and deadlines. It also introduces the course book and discusses key concepts in academic writing, such as the writing process, text structure, purpose and audience, plagiarism, and characteristics of formal versus informal writing. Resources for developing academic vocabulary are also presented.
UGPTI communications coordinator Tom Jirik discussed guidelines, issues and concerns related to academic writing at the Fall 2015 orientation for students in the NDSU Transportation and Logistics Program. Enrico Sassi, director of the NDSU Graduate Center for Writers, provided an overview of the center’s services and discussed ways to avoid plagiarism.
This powerpoint presentation helps the viewers about the definition of the type of writing: Literary Writing. It also teaches about the description and the format of how to write an Academic Writing.
The document discusses the 6+1 Traits Writing Model which includes Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. For each trait, it provides a brief definition of the trait, challenges students may face with that trait, and some teaching strategies teachers can use to help students improve that trait. The overall document serves as a guide for teachers to understand and teach the different traits of effective writing.
The lesson plan to accompany the What Is Academic Writing? PPT
Here's the set:
http://www.slideshare.net/samlandfried/8th-grade-april-6-what-is-academic-writing
http://www.slideshare.net/samlandfried/8th-grade-april-6-lesson-plan
http://www.slideshare.net/samlandfried/8th-grade-april-6-comprehension-worksheet
The document provides guidance on analytical writing for high school students. It discusses what analytical writing is, challenges students often face, and strategies to help them improve. These include using evidence from texts to support ideas, understanding different writing purposes, and building choice into assignments to develop critical thinking skills. The document also references several books and articles on teaching writing and literacy.
How to Write A Research Paper? - Useful Tips For Successful Academic WritingAlina Stepanova
Academic writing is a style of writing that makes your work easier to read and understand. No matter how well versed you are with grammar, punctuation and other areas that come into play for writing papers, making a mistake with the content hurts your overall academic writing.
The purpose of academic writing is to make your work clear and understandable to whoever is reading and/or evaluating it. Another important part of academic writing is ensuring that your work is fully and correctly referenced. The tips in Research Leap Manual on Academic Writing contain practical methods of creating an academic paper which your readers will easily follow. With this guide, you will learn how to:
Choose a topic
Think (brainstorm)
Build an organized text
Write good introduction, thesis, body and conclusion parts
Format your writing
Reference your work
Get expert academic writing tips straight to your inbox, and become a better academic writer. Download our PDF manual right now from the attachment.
Your comment and feedback are highly appreciated. To receive other tips and manuals, and to expand your research network and access research opportunities, join us on Linked In or FB.
This document discusses key concepts in social science research including:
1. Theory provides explanations for phenomena while concepts refer to shared characteristics. Operational definitions concisely define concepts for measurement.
2. Variables are characteristics that can vary and are classified as independent, dependent, or antecedent. Hypotheses predict relationships between independent and dependent variables.
3. Causality is difficult to establish as many factors can influence outcomes. Alternative explanations must be eliminated to make causal claims.
This presentation is a great guide for students who are dealing the tensions of academic paper writing. Writing an academic paper could be hectic sometimes and in order to eliminate the hectic-making factors, this presentation states some very useful tips about it.
Visit for more info: http://www.papermoz.co.uk/assignments/buy-assignments/
The document discusses different types of academic writing such as essays, research papers, research articles, dissertations, theses, technical reports, and research projects. It provides details on the typical length and purpose of each type. The document also outlines the basic structure for academic writing, including sections like the introduction, body, and conclusion. It describes the formal tone, objective style, and use of references expected in academic writing.
This document provides an overview of academic writing. It discusses how academic writing is clear, concise, and based on research to increase knowledge. It uses deductive reasoning, a third-person voice, and a more formal style than other types of writing. Academic writing also avoids slang, acronyms, contractions, and uses a higher level of vocabulary. Sources should be cited using quotes, paraphrases, or summaries and attributed properly according to the required format.
This document discusses academic writing and provides advice for students. It dispels common myths about writing, such as that perfect first drafts are possible or that some people are inherently better writers. The document explains that academic writing involves making an argument supported by evidence. It also discusses different types of writing assignments, including closed, semi-open, and open assignments. Students are advised to pick manageable topics that interest them and to present their ideas in a clear, organized format with citations.
The document discusses academic writing skills. It provides ratings and explanations of paragraphs from most academic to least academic. Paragraph B is rated the most academic as it is from a research book and uses complex syntax and high-level vocabulary. Paragraph D is the second most academic as it is from a research report and also uses complex syntax. Paragraph C uses some academic and non-academic features. Paragraph A is the least academic and could be from an informal context using simple structures. The document then discusses visualizing a text by considering audience, purpose and available material or evidence. It provides questions to guide this visualization process.
This document provides an overview of academic writing standards for third-level students. It discusses the differences between personal and academic writing, with academic writing using subject-specific vocabulary to comment and analyze information from various sources. The document also outlines the main purposes of academic writing as exposition, persuasion, and narration. It provides guidance on structuring writing, referencing sources, avoiding plagiarism, and following bibliographic conventions.
Here are the 4 texts with my assessment of whether they are academic or non-academic:
1. Textbook - Academic
Textbooks are written by subject matter experts for educational purposes. They contain formal language, references, and are edited for accuracy.
2. Short student essay - Academic
While shorter than a dissertation, a student essay is still an academic work if it was written to fulfill an educational requirement. It will cite sources and use appropriate formatting.
3. Long dissertation - Academic
A dissertation requires extensive research and is intended to advance knowledge in its field. It will be formally written with sources cited.
4. News article - Non-academic
A news article is intended for public consumption
This document discusses the key characteristics and features of academic writing. Academic writing takes a formal style, uses precise language and references sources. It has a specific audience, purpose and voice. The writer's voice needs to be distinguished from those of other authors. Academic writing must follow conventions for appearance, format, grammar and citations. It aims to be formal, impersonal and uses hedging to cautiously qualify claims. Strong academic writing demonstrates specificity and structure.
The document discusses academic writing. It defines a paragraph as a group of related statements developed by the writer around a central topic. The first sentence introduces the topic and the rest support that point. Academic writing uses complete sentences and organized paragraphs in a more formal style without slang or abbreviations, unlike creative or personal writing. Success in academic writing depends on understanding the writing task and having the right approach, such as doing the right things rather than just doing things right.
This document provides guidance on academic writing. It discusses the key components of an argumentative text, including presenting a viewpoint with careful arrangement and support. It emphasizes the importance of revision and editing to strengthen analysis and thinking. The document then outlines the structure for an academic essay, including an introductory paragraph with a thesis statement, three body paragraphs with topic sentences and evidence to support the thesis, and a conclusion paragraph. It provides examples of transition words to connect ideas between sentences and paragraphs. Finally, it discusses research, style, and the editing process for academic writing.
What is Academic Writing? Types of Academic WritingHirearticleWriter
Academic writing takes many forms and is used for various purposes in education. It includes works like books, papers, theses, and more. There are four main types of academic writing: descriptive, analytical, persuasive, and critical. The purpose of academic writing is to provide accurate information to readers on a given topic using formal language and structure. Key principles include cohesion, clarity, logical order, completeness, and formality. Academic writing should have a clear introduction, main body, and conclusion. Writers are advised to understand assignments, brainstorm ideas, prepare outlines, and choose language carefully.
This document provides an outline for an academic writing course. It begins with a general description of academic writing and how it differs from other types of writing. It explains that non-native English speakers, students studying abroad, and international organization employees often need academic writing skills. The outline then discusses the writing section of the TOEFL IBT exam in detail over three sentences. It provides strategies for independent writing, such as practicing writing essays in English and increasing vocabulary and sentence structure skills. The document concludes by asking if the audience has any other questions.
Lecture 1 academic writing in english finalannemiekwegman
This lecture provides an overview and introduction to the Academic Writing course. It discusses the structure and expectations of the course, including aims, lectures, tutorials, assignments, assessment criteria, and deadlines. It also introduces the course book and discusses key concepts in academic writing, such as the writing process, text structure, purpose and audience, plagiarism, and characteristics of formal versus informal writing. Resources for developing academic vocabulary are also presented.
UGPTI communications coordinator Tom Jirik discussed guidelines, issues and concerns related to academic writing at the Fall 2015 orientation for students in the NDSU Transportation and Logistics Program. Enrico Sassi, director of the NDSU Graduate Center for Writers, provided an overview of the center’s services and discussed ways to avoid plagiarism.
This powerpoint presentation helps the viewers about the definition of the type of writing: Literary Writing. It also teaches about the description and the format of how to write an Academic Writing.
The document discusses the 6+1 Traits Writing Model which includes Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions, and Presentation. For each trait, it provides a brief definition of the trait, challenges students may face with that trait, and some teaching strategies teachers can use to help students improve that trait. The overall document serves as a guide for teachers to understand and teach the different traits of effective writing.
The lesson plan to accompany the What Is Academic Writing? PPT
Here's the set:
http://www.slideshare.net/samlandfried/8th-grade-april-6-what-is-academic-writing
http://www.slideshare.net/samlandfried/8th-grade-april-6-lesson-plan
http://www.slideshare.net/samlandfried/8th-grade-april-6-comprehension-worksheet
The document provides guidance on analytical writing for high school students. It discusses what analytical writing is, challenges students often face, and strategies to help them improve. These include using evidence from texts to support ideas, understanding different writing purposes, and building choice into assignments to develop critical thinking skills. The document also references several books and articles on teaching writing and literacy.
How to Write A Research Paper? - Useful Tips For Successful Academic WritingAlina Stepanova
Academic writing is a style of writing that makes your work easier to read and understand. No matter how well versed you are with grammar, punctuation and other areas that come into play for writing papers, making a mistake with the content hurts your overall academic writing.
The purpose of academic writing is to make your work clear and understandable to whoever is reading and/or evaluating it. Another important part of academic writing is ensuring that your work is fully and correctly referenced. The tips in Research Leap Manual on Academic Writing contain practical methods of creating an academic paper which your readers will easily follow. With this guide, you will learn how to:
Choose a topic
Think (brainstorm)
Build an organized text
Write good introduction, thesis, body and conclusion parts
Format your writing
Reference your work
Get expert academic writing tips straight to your inbox, and become a better academic writer. Download our PDF manual right now from the attachment.
Your comment and feedback are highly appreciated. To receive other tips and manuals, and to expand your research network and access research opportunities, join us on Linked In or FB.
This document discusses key concepts in social science research including:
1. Theory provides explanations for phenomena while concepts refer to shared characteristics. Operational definitions concisely define concepts for measurement.
2. Variables are characteristics that can vary and are classified as independent, dependent, or antecedent. Hypotheses predict relationships between independent and dependent variables.
3. Causality is difficult to establish as many factors can influence outcomes. Alternative explanations must be eliminated to make causal claims.
The document provides tips for writing an outstanding literature review for a master's thesis. It discusses structuring the literature review, avoiding plagiarism through proper citation of sources, and techniques for paraphrasing, summarizing, and quoting material from sources. It also covers best practices for writing clearly and concisely such as using active voice and precise verbs. The overall message is that a literature review requires carefully reviewing previous work in the field, incorporating relevant information and ideas from sources, and accurately attributing those sources.
Guillaume Cabanac is a researcher interested in digital libraries, information retrieval, and scientometrics. His research includes studies on eponymy and scientific heroes, issues of work-life balance in academic publishing, gender differences in academic writing styles, and order bias in conference bids. He has also conducted a scientometric study mapping the landscape of research in the field of information systems based on the editorial boards of 77 leading journals.
This document discusses and compares academic and professional writing. It defines academic writing as any writing done to fulfill a college or university requirement. Professional writing is writing done in a workplace context to support a company's work. Some key differences are that academic writing focuses on teaching writing skills while professional writing applies previously learned skills to real-world scenarios. Examples of different types of documents are provided to illustrate the distinction between academic and professional writing.
The document discusses important reading skills for college success. It emphasizes that reading and writing are the two most important skills for college. It provides tips for improving reading skills, such as committing to reading goals, planning time and space to concentrate, using strategies like previewing, skimming, active reading and reviewing. The document also discusses how to read different sources like primary and secondary sources and how to develop vocabulary. It stresses that college reading requires concentration and that students are expected to complete readings before class.
This document provides information about an English for Academic Writing course. The main objectives of the course are to develop students' critical reading skills, ability to write research papers, and skills in citing sources. Students will write a research paper collaboratively in pairs or groups of three on a humanistic topic. Conducting collaborative, humanistic research provides benefits such as developing skills valued by employers like teamwork, communication, and problem solving. Language and academic context are interdependent, as language constructs and is constructed by features of academic contexts.
The document provides strategies and information about effective reading skills. It discusses that successful academic readers are active and strategic. Active readers ask questions, take notes, and try to connect new information to what they already know. Strategic readers use pre-reading, during-reading, and after-reading strategies. It then describes the SQ4R (Survey, Question, Read, Recite, Reflect, Review) study method as an effective strategy for academic reading. The method engages the reader at each stage of the reading process. Finally, it discusses additional reading strategies like understanding text types and structure, using linking words to understand relationships between ideas, and dealing with unfamiliar vocabulary through context clues.
Off the starting block: Academic skills development for international taught ...lucubrat
Due to unfamiliar approaches, differing expectations and perplexing uses of language, international students often struggle to negotiate the transition to the requirements of academic discourse at Masters level and may also lack familiarity with critical approaches to study.
As the proportion of international students taking Masters at Leeds increases (44% in 2010), the challenge for staff is to help students gain an understanding of the conventions of academic discourse, threshold concepts which students must to possess to enter the arena where the exchange and creation of knowledge takes place.
This session introduces a suite of workshops developed by Academic Skills Advisers, Faculty Team Librarians and Academics working within the curriculum to embed a critical approach to postgraduate research, reading and writing skills with cohorts of mainly (but not exclusively) international students. Scaffolded tasks apply a model of critical thinking to subject specific materials, thus enabling international students to gain the academic skills required to reach their full potential.
Student Education Conference
University of Leeds
Session 34
6 January 2012
This document outlines the modules, assignments, and schedule for an academic skills course. Module 1 focuses on diversity, privacy, and why academic skills are important. Students will complete term papers, assignments on speaking, writing, and listening. Homework includes reading assignments, vocabulary practice, and quizzes. The course aims to help students develop skills for academic programs and awareness through cases in American Studies.
Academic English Skills: Introduction to Academic Writing SkillsIwan Syahril
This document provides an introduction to academic writing and summarizes various writing techniques. It discusses freewriting as a brainstorming activity to generate ideas without judgment. It also covers the process approach to writing, which focuses on planning, revising, and thinking through the writing process. Finally, it provides tips for taking effective lecture notes, such as writing down important information without trying to write everything verbatim.
The document outlines the course structure and content for several English language certificate programs. The certificate course is 4 months long with 2 classes per week that are each 1.5 hours for a total of 3 hours per week. It covers topics like English fundamentals, public speaking, and offers 3 credits. The advanced certificate is 8 months long with the same class structure and covers additional topics like business English. The diploma program is 1 year long and covers areas such as IELTS preparation, listening, speaking, and advanced writing.
This document discusses the mechanics of academic writing. It defines academic writing as writing used to express serious thoughts for research, assignments, or other educational writing, which uses complex, error-free sentences. In contrast, non-academic writing is simpler writing used for conversations that may contain errors or unclear sentences. The document also outlines the writing process, which typically involves multiple drafts and refinement, and discusses conventions like spelling, capitalization, punctuation, quotations, italics and citing sources. Maintaining these mechanics is important for clarity and readability in academic writing.
Orange Sky Laundry is a mobile laundry service for the homeless in Australia that was founded in 2014. It aims to provide laundry services to as many homeless people as possible while also engaging youth volunteers. The organization operates vans outfitted with washers and dryers that partner with outreach centers to do laundry. This helps improve health, reduces strain on resources, and restores respect to the homeless. Orange Sky Laundry also aims to help transition the homeless back into society through jobs and hopes to expand its volunteer network of youth.
This document discusses the key steps and legal considerations in forming a building contract through the traditional procurement system in Malaysia. It explains the process from invitations to tender, tender submissions, letters of intent and acceptance, estimation and quotation, and incorporation of contract documents. Case studies are presented to illustrate legal principles regarding mistakes in tenders, acceptance of quotations forming a binding contract, and letters of intent not creating a binding contract until formalization. Alternative procurement methods like design-build are also mentioned.
This document provides an overview of academic writing. It defines academic writing as writing done in college to explain or give information to teachers and classmates. It discusses the skills needed for academic writing, including sentence structure, organization, grammar, and punctuation. It provides examples of proper and improper usage in these areas. The document also discusses pre-writing activities like asking questions and taking notes to help generate ideas before writing. It concludes by having the reader ask questions of a classmate to practice.
Thesis Writing: Tips for Organizing and Writing your ThesisMohd Zamri Sarawak
The document provides guidance for chemical engineering postgraduate students at UTM on organizing and writing their thesis. It covers general aspects of a thesis including what constitutes a thesis, differences between undergraduate and postgraduate theses, and tips for organization. The document outlines the typical sections of a thesis including the abstract, introduction, literature review, methodology, results and discussion, and conclusions. It also provides tips for each section, such as writing the abstract last and introducing the research question in the introduction.
The document discusses study skills and managing exam stress for students. It provides 8 strategies for effective studying: 1) listening in class, 2) taking good notes, 3) scheduling time, 4) studying with concentration, 5) using the SQ3R method, 6) starting revision a week before exams, 7) using good exam-taking strategies, and 8) remaining cool. It also discusses the causes of exam stress in adolescents and provides relaxation techniques and guidelines for parents to help reduce students' stress. The key message is that regular, organized study habits and learning to manage stress are important for school performance.
The document provides information on academic writing. It discusses the audience for academic writing being scholars in one's field. It also notes that academic writing requires using a formal register and learning writing as both a linear and recursive process. The document outlines the typical organization of an academic paper and describes the purpose and characteristics of different types of academic writing like expository essays and scientific articles. It provides tips for developing topics, taking notes, paraphrasing, and writing introductions and thesis statements.
This document provides information and guidance on academic writing. It discusses the audience for academic writing being scholars in one's field. It also outlines two key processes for academic writing - writing as a process of drafting and revising, and using a formal register. The document describes two models for writing as either a linear or recursive process and provides guidance on organizing an academic paper, purpose and audience, characteristics of formal vs informal writing, and resources to support academic vocabulary.
This document provides an overview of English comprehension and composition skills, including reading comprehension, essay writing, and paragraph writing. It discusses four language skills - listening, speaking, reading, and writing. It defines different types of reading like skimming, scanning, intensive reading, and extensive reading. It also explains the process of writing an essay, including choosing a topic, outlining, writing a thesis statement, writing the introduction, body, and conclusion. Finally, it discusses what a paragraph is and provides examples of topic sentences, supporting details, and concluding sentences.
Pages: 2
Topic: Vietnam war
Style: Chicago
Sources: 5
Level: College
Subject:
Language: U.S
Instructions
hi
prompts 2 is the best and the easy one out of the 3. " the vietnam war"
thanks.
1302-3001Assignment #4
Student Essay
Background Information
Creating an argument through the use of historical evidence is one of the key skills you should develop in this course.
As this is our second essay, you should feel more comfortable with writinga well-polished essay.Just as with our previous essay, I am giving you multiple prompts to choose from as well as additional information that should help you feel more confident in writing an effective essay.
Directions
Please chose
one
of the following prompts to write a 600+ word essay. Your essay should create an argument to fully answer the question and draw any conclusions that may be substantiated by data. You need to incorporate historical evidence such as people, events, legislation, etc. to support your conclusions. To prepare for this essay, I am including directions on writing an outline. Students need to turn in their outlines with their essay.
This essay is due in the dropbox by 11:55pm Tuesday, July 7
th
.
Writing Prompts
1.American prosperity in the 1950s birthed a new era of consumerism. Evaluate the changing political, social, cultural, and economic landscape within the nation that led to this new “consumer culture.” Be sure to include analysis on groups that did not partake in this prosperity.
2.
Analyze the Vietnam War. Explain how and why the Vietnam War brought turmoil to American society and eventually drove Johnson and the divided Democrats from power in 1968.
3.
Analyze post-WWII civil rights as it applied to two of the following:
African Americans
Homosexuals
Women
Native Americans
Hispanic Americans
Grading
This essay is worth
100
points and will be graded as follows:
-
20
points for a well developed thesis that fully addresses the prompt
-
50
points for content (accurate, thorough, and effective use of evidence to prove thesis)
-
10
points for writing style (Chicago format, grammar, and proof reading)
-
10
points for your works cited and footnotes (your essay must include at least four sources, (you may use your textbook as one of your sources)
-
10
points for your outline (include at the end of the document. It can be typed or hand-written and scanned)
How to write successful essays for History 1302
Different Types of Essays
In your history courses you might write different types of essays.
Most of them involve description of events, discussion of ideas, summarization of information, and analysis or evaluation.
Analysis might involve classifying, comparing and contrasting, explaining causes and effects, exploring a topic's history, or describing a process.
Or, you might be asked to write an essay that explains the effects of something: the effects of a war, of a law, of a social movement.
Sometimes you may need to take a stan.
The document provides guidance on writing a research paper, including how to write a thesis statement, introduction, and bibliography. It explains that a thesis statement should express the main ideas and answer any questions posed. Body paragraphs should develop the thesis in a unified, coherent manner with adequate details. Specific tips are provided on writing expository and argumentative thesis statements and introducing sources in a bibliography.
The document provides guidelines for writing a dissertation, outlining three main stages: planning, research, and writing. In the planning stage, students are advised to select a supervisor and choose a topic. For research, they should find information, draft a thesis statement, and create an outline. The writing stage involves drafting the thesis, revising, and typing the final draft. Supervisors expect dissertations to follow accepted methodologies and incorporate feedback. When choosing a topic, factors like relevance, supervision, interest, and competence should be considered. The topic should be narrow in scope and expressed concisely in the title. Outlines help achieve a well-organized thesis by showing how topics relate.
HST 104D World History to 500 CE Historical Argument P.docxwellesleyterresa
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
1
Background:
In this paper, you will expand your ability “to do history,” by working with multiple primary
sources and secondary sources (scholarly essays) in order to understand a topic across multiple
societies. For this paper, you will be comparing the ideal and practical roles of women in at least
two Ancient and/or Classical Civilizations: Ancient Babylon, Ancient/Classical India, Han
China, Classical Greece, or Rome. For this topic, there is an assigned collection of primary
sources and scholarly essays (listed below and provided as pdfs in Moodle’s Assignments block).
For this paper, you will need to analyze at least 3 of the primary sources in the collection and
draw support for your primary source analysis from at least 2 of the essays in the collection.
Your goal for this paper is to construct an argumentative analysis of the historical topic, guided
by a thesis statement. Support for your interpretation should come from the primary sources
themselves and the secondary sources (scholarly articles) in the collection, supplemented by your
textbook, and class-notes (with limited outside references, if needed).
Primary & Secondary Sources
1
Primary Sources:
R.K. Narayan, ed. “From The Ramayana,” in Worlds of History: A Comparative Reader, ed.
Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 164-167.
Ban Zhao, “Lessons for Women,” trans. Nancy Lee Swann, in Worlds of History: A
Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press,
2009), 169-173.
Aristophanes, “From Lysistrata,” trans. Douglas Parker, in Worlds of History: A Comparative
Reader, ed. Kevin Reilly, 3
rd
ed. (Boston: Bedford/St. Martin’s Press, 2009), 174-176.
Livy, “Women Demonstrate against Oppian Law,” trans. Mary R. Lefkowitz and Maureen B.
Fant in Worlds of History: A Comparative Reader, ed. Kevin Reilly, 3
rd
ed. (Boston:
Bedford/St. Martin’s Press, 2009), 178-181.
“Code of Manu,” in Encounters in World History: Sources and Themes from the Global Past,
Volume I: To 1500, ed. Thomas Sanders, Samuel N. Nelson, Stephen Morillo, Nancy
Ellenberger (Boston: McGraw Will, 2006), 173-175.
1
Each of the sources listed has been provided in a standardized, Chicago-style, full foot-note citation of the entire
source. This format is appropriate for your first full footnote citation of a particular source. You will need to adapt
the format for the subsequent, shortened-format footnotes. See the PDF on Chicago-Style Footnotes and
Bibliography provided on our course Moodle page or consult Purdue OWL website for more assistance.
HST 104D
World History to 500 CE
Historical Argument Paper (15%)
Due: Monday, 5/16/2016
Via Moodle, 10pm
2
Primary Sources (cont’d):
“Letter ...
This document provides guidance on developing a topic for an academic paper. It discusses brainstorming ideas and narrowing a topic, setting an appropriate scope, and reading actively and taking notes on sources. The document also covers paraphrasing sources, developing an outline, and types of peer feedback.
This document provides guidelines for writing a formal essay at Holy Cross High School. It discusses the overall goals of developing critical reading and writing skills. The key aspects of a formal essay are defined, including having a clear thesis statement with an arguable position and implied reasoning. Guidelines are provided for essay structure, which includes an introduction, body paragraphs with topic sentences and evidence, and a conclusion. Additional guidelines cover writing in third person, using proper tense, avoiding abbreviations and contractions, and documenting sources with parenthetical citations. Formatting requirements such as margins, font, and page numbering are also specified.
Title: Skills Session 2: Analysis and Annotated Bibliography
Unit: PAE001-1 Practising Ideas: Approaches to Theory
Course: All Performing Arts and English
Institution: University of Bedfordshire
Tutor: Dr Louise Douse
HST 104D World History to 500CE Spring 2016 Swedo .docxwellesleyterresa
HST 104D
World History to 500CE
Spring 2016
Swedo
1
Primary Source Presentation
(12% of course grade)
Guidelines: Primary Source In-Class Presentation:
You will receive an email in your inbox, requesting that you sign up, via Doodle Poll, to present
an assigned Primary Source on a particular day. Most students will work in pairs for these
presentations.
Your presentation of the source will be 10-12 minutes should include background on the author,
when and where the source was written, why the source was written—possible objective(s) of
the author or purpose(s) of the source—for whom the source was written, and the genre of the
source. Your goal is both to connect this primary source to the topic of the day and to explain
how this source might be used by a historian. Since you only have a limited amount of time, you
will want to be selective, succinct and organized. See the attached Rubric for details to include
and assessment criteria.
Please be sure to cover the following questions and criteria in the course of your presentation.
You do not need to address them in the following order, and, in fact, the attention you give each
of these points will vary according to your assigned primary source. However, each presentation
must address Questions 9, 10, and 11.
Items to be submitted:
Each Individual Student will submit a hard-copy of a Primary Source Evaluation for
their assigned primary source immediately before their presentation/discussion. (This
Presentation Primary Source Evaluation does not count as one of the four (4) required for
the Primary Source Evaluation assignment).
Each Individual Student presenter will submit a hard-copy outline or notes,
immediately before their presentation/discussion.
Each Presentation Group will submit a hardcopy of their visual media (Powerpoint,
Prezi, etc.) for what they presented to the class, immediately before their
presentation/discussion. These items should be typed, but may have additional
handwritten notes, etc.
Formatting:
Please use single-spaced, 12-inch Times New Roman font, with 1-inch margins on all sides. Use
complete sentences and answer each question as thoroughly and thoughtfully as possible.
HST 104D
World History to 500CE
Spring 2016
Swedo
2
Presentation Questions:
1. Who is the author? What is known about the author and his, her, or their background?
2. When was this piece created? What years does it cover?
3. How was it created? (Was it written on papyrus, clay tablets, vellum manuscript, bamboo strips, silk?
Preserved in a later copy?) Where is it now?
4. What is the genre of this primary source? How does this genre influence the way that we interpret
this source or use it for historical evidence?
5. What was the original language of the primary source? How might the original language shape, limit,
or merely affect modern interpretations of this source?
6. Wher ...
This document provides guidance on planning and presenting an argument supported by a claim. It discusses brainstorming potential topics, researching the chosen topic thoroughly, and organizing evidence using a graphic organizer. The essay should include an introduction, body paragraphs with cited evidence, and a conclusion. Best practices for presenting include being confident, making eye contact, slowing down speech, using visual aids, and breathing to reduce nerves. Students will complete a graphic organizer, write a 2-3 page essay on their chosen topic and argument, and present their findings to the class.
This document provides a summary of an academic writing lecture. It discusses fine-tuning work, editing, and differences in academic writing across cultures. The lecture covers revising arguments, supporting claims, logical fallacies, concise writing, and editing techniques. It also examines how paragraph structure, plagiarism, and notions of individualism in writing can vary between cultures due to linguistic and rhetorical differences.
Overview Students will write a brief research review (5-7 pages.docxgerardkortney
Overview: Students will write a brief research review (5-7 pages double spaced) on a topic of their choosing, so long as it relates directly to Cognitive Psychology. This review must include a minimum of 5 peer-reviewed research articles. The paper is due on Friday, December 8th.
Topics
Perception
Attention
Memory
Knowledge
Language
Decision Making
Final Paper
Example Topics:
To what degree are cognitive processes shared across music and language?
What are the types of cognitive processes that contribute to creating false memories?
What are the best study strategies for doing well in a college course?
*Must write topic in your own words, don’t plagiarize these examples*
Topic
Address your topic using peer reviewed research articles.
Articles that contain research experiments
Review articles cannot be included in these 5, but can use review article as an additional source
Where to find articles? PsycInfo
Peer reviewed Research
Summarize the articles in your paper.
What did the researchers do (i.e. methods)? What did they find (i.e. results)? What does this tell us about your topic?
Connect articles to make an argument.
How do these articles inform one another, and the topic at large?
Example *Published* Review paper: Peretz, Vuvan, Lagrois, & Armony (2016)
Not the same expectation for the final paper, but gives you a sense of structure for a review paper.
Peer reviewed Research
Plagiarism
Everything must be in your own words
Refrain from using direct quotes
Third person point of view/ formal writing
Do not use contractions (e.g. don’t, can’t)
12 point font, Times New Roman, double spaced
Paper mechanics
What is it?
American Psychological Association (APA) style
A writing style used in the social sciences
Used to cite sources.
Why is it important?
Need to give credit to authors who developed original ideas
If these are not your own ideas, need to cite!
Otherwise, you are plagiarizing
Also lets reader know what works you are referring to
Reduces ambiguity
APA Format
How to use it?
In text citations:
When you refer to author’s name(s) within a sentence:
According to Jones (1998), APA style is a difficult citation format for first-time learners.
When you don’t refer to author’s name(s) within a sentence, but you refer to their ideas.
APA style is a difficult citation format for first-time learners (Jones, 1998).
APA Format
Multiple authors:
2 authors
Research by Wegener and Petty (1994) supports...
(Wegener & Petty, 1994)
3 to 5 authors
Research by Kernis and colleagues (1993) supports
(Kernis, Cornell, Sun, Berry, & Harlow, 1993) (Kernis et al., 1993)
6 or more authors
Harris et al. (2001) argued...
(Harris et al., 2001)
APA Format
References
Need to include a reference list
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in Psychological Science, 11, 7-10.
Use hanging paragraph
Author(s): Last name and then initials.
Date
Title: Only first .
An essay is a group of paragraphs that discusses a single topic and central main idea. It typically contains at least three paragraphs, with five paragraphs being a common academic length. The structure of an essay includes an introduction with a general statement and thesis, body paragraphs that explain and support the thesis with evidence, and a conclusion that restates the main points. An outline is used to organize the information and structure of an essay in an ordered format using Roman numerals, capital letters, and Arabic numerals to denote the introduction, main ideas, supporting points, and details.
The document provides tips for developing a strong thesis statement. It explains that a thesis statement makes a specific claim about a topic that can be supported with evidence. It should take a clear stand rather than just announcing the topic. A good thesis is narrow and specific rather than broad and vague. It asserts an argument rather than just stating a fact. The document emphasizes that a thesis is a work in progress and can be revised as the paper develops.
Argumentative Issue Research Essay GoalsThe goals of this.docxssusera34210
Argumentative Issue Research Essay
Goals:
The goals of this assignment are to write a
thesis driven
, research-based paper conforming to MLA format, which synthesizes information and ideas from a variety of sources on a specific, controversial issue in popular culture. The paper will be formal, standard, academic language. The paper will incorporate advanced research skills and practices. Use all the writing skills to form a convincing argument. The main emphasis will be to synthesize ideas from various sources.
Writing Directions:
Choose a topic carefully. The topics come from Unit VI in our textbook,
Elements of Argument.
Pick a topic with which you are familiar and interested. The topic should be interesting, debatable, not too broad or narrow, not too unconventional. Choose an appropriate topic, analyze it, make an arguable claim of policy about the topic, determine how the issue affects society, and what can be done about the problem.
1.
Social Networking: What Are the Consequences of Becoming an Online Society?
(Ch.
20)
2.Violence on Campus: How Far Will We Go to Keep Our Schools Safe?(Ch.
21)
3.Climate Change: It Exists. What Now? (Ch.
22)
4.Competitive Sports: What Risks Should Athletes Be Allowed to Take? (Ch. 23)
5.Freedom of Speech: Are Limitations on Our Rights Ever Justified? (Ch.24)
6.Police Violence: Where Do We Go from Here? (Ch. 25)
Be sure that the essay is
thesis driven
. The essay should be developed according to the methods discussed in class and in the textbook. Document the sources used to support the thesis and by MLA format in a Works Cited page.
Write a eight to twelve page argumentative paper, including a works cited page, (2500 words) argumentative synthesis research paper in MLA format (including proper heading; Times New Roman font in 12 point; margins one inch on all sides; with parenthetical citations and a Works Cited page) on one of the topics listed above.
Include:
All steps of the writing process, including research notes, brainstorm, outlining, and a rough draft.
At least 8 scholarly references, or more. (No more than 3 references from our text.)
The references must include academic, scholarly, peer-reviewed journals. (Few websites / Wikipedia)
College-level academic writing. Clearly defined thesis.
Sources:
A minimum of eight (8) scholarly sources is required or more; focus on quality of sources - scholarly, perhaps peer-reviewed journals. The sources should clearly support the thesis statement (claim of the argument). Sources that are counterarguments may be included to establish credibility and to counterargue. This is an argumentative paper, not an expository essay. Therefore, do not rely on informational sources; use opinion journals and articles to bolster the claim.
Guidelines:
Choose a topic that interests you. Your interest will enthuse your reader. The more you know about a topic the better your paper will be. Use personal experiences and knowledge of.
The document provides an overview and theoretical background of the Academic Phrasebank resource. It describes the resource as a compilation of commonly used phrasal elements in academic English organized according to the main sections of a research paper. The phrases are derived from authentic academic sources and are intended to help academic writers, particularly non-native English speakers, with organizing their writing and incorporating appropriate phrasing. Guidelines are provided on when it is acceptable to reuse phrases from the resource in one's own academic writing.
This document outlines the syllabus for an English graduate course titled "Discourse Analysis". The course will introduce students to the interdisciplinary field of discourse analysis and focus on the study of naturally occurring verbal interaction. Students will be required to complete readings and participate in class discussions, submit response journals, transcribe an audio or video recording, write two short papers applying course concepts to real data, submit a proposal and final paper, and may present their research. Grades will be based on participation, assignments, and papers. The schedule lists weekly topics such as conversation analysis, institutional talk, and prosody, along with assigned readings.
WRITING CENTRE Level 3 East, Hub Central North Terrace.docxjeffevans62972
WRITING CENTRE
Level 3 East, Hub Central
North Terrace campus, The University of Adelaide
ph +61 8 8313 3021
[email protected]
www.adelaide.edu.au/writingcentre/
Writing a Literature Review
Writing Centre Learning Guide
At some point in your university study, you may be asked to review the literature on
a certain subject or in a particular area. Such a review involves comparing different
writers’ ideas or perspectives on a topic and evaluating these ideas, all in relation to
your own work. A literature review differs from an article review in that it involves
writing about several writers’ ideas, rather than evaluating a single article. It is also
different to an annotated bibliography, which is usually a series of short reflections
on individual pieces of writing.
Introduction
The literature review enables you and your reader to get an overview of a certain subject, so that it
is clear who the main writers are in the field, and which main points need to be addressed. It
should be an evaluative piece of writing, rather than just a description. This means that you need to
weigh up arguments and critique ideas, rather than just providing a list of what different writers
have said. It is up to you to decide what the reader needs to know on the topic, but you should only
include the main pieces of writing in this area; a literature review does not need to include
everything ever written on the topic. The most important thing is to show how the literature relates
to your own work.
You may be writing a literature review as part of a thesis, or as an exercise in itself. Whatever the
reason, there are many benefits to writing a literature review. It provides an opportunity to:
identify a gap in previous research
outline the main arguments in your field
show that you are familiar with the literature on your topic
indicate who the main writers are in a particular area
evaluate previous studies
position your work in relation to other writers
identify areas of controversy
support your own work by citing other authors
highlight current literature and use older sources where relevant
see what previous methodologies have been used and to avoid making the same mistakes
as previous researchers
demonstrate that you can do research
avoid plagiarism and demonstrate your referencing skills
provide a clear theoretical framework
2
demonstrate your understanding of the key ideas and concepts in your topic
define your terms, drawing on other writers’ definitions
make you more confident that your area of research is worth studying.
(adapted from Bruce 2002; Clerehan 1999; CQUniversity 2010; Leedy & Ormrod 2005; Littrell 2003;
Roberts & Taylor 2002; Study and Learning Centre, RMIT 2005; Swales & Feak 1994)
What to include
There are many types of literature that you could include in a review, but as far as possible you
should use primary sources. .
Similar to Lecture 2 academic writing in english scrap (20)
(1) The document provides an outline for an essay arguing that television can have positive effects.
(2) It includes a thesis statement, outline of main points about how TV can ease loneliness, spark laughter and educate children, and anticipated objections about harmful effects of TV.
(3) The document also provides examples of studies and sources to support each point and instructions on concluding the essay by recapping the main arguments.
This tutorial focuses on fine-tuning academic writing skills. It discusses editing work for consistency, supporting claims with clear and relevant evidence, and distinguishing facts from opinions. Some common logical fallacies are described like hasty generalizations. The tutorial also covers using relative clauses correctly, being concise without unnecessary words, and conducting a final edit check before submission. Differences in writing styles across cultures and languages are examined when it comes to paragraph structure, rhetoric, and expectations of native readers.
The document discusses stress positions in sentences and how they influence a reader's perspective. It explains that the first noun or pronoun mentioned is usually the perspective or agent of the action. It then provides examples of rearranging data to make it easier to interpret by putting what shows up first in stress position. The document also discusses using punctuation like semicolons and colons to create multiple stress positions within a sentence.
This document provides guidance on writing the different sections of an argumentative essay, including the introduction, body, and conclusion. The introduction should establish the research area as interesting, important, or problematic, indicate gaps in previous research by reviewing literature, and outline the purpose and findings of the present research. The body will present the argument. The conclusion should consolidate the research space, optionally indicate limitations, and identify useful areas for further research. It should relate to the prior paragraph and restate the thesis while briefly summarizing main points and significance.
The document outlines the typical structure of a discussion section in 5 moves: Move 1 provides background context such as the research purpose, theory, and methodology; Move 2 summarizes and reports the key results; Move 3 comments on the key results by making claims, explaining the results, comparing to previous studies, and offering alternative explanations; Move 4 and 5 optionally state the study's limitations and make recommendations for future research.
Verbs used in citations should be in the past tense when referring to a specific researcher's actions in the past, such as "Jones (1987) investigated the causes of lung cancer." The present perfect tense should be used when not specifying a researcher's actions, like "The causes of lung cancer have been widely investigated." General statements about a topic use the present simple tense, for example "The causes of lung cancer are complex."
This document contains summaries of multiple passages on various topics in 3 sentences or less:
- The first passage discusses how the arts and humanities were once thought to lead to unemployment but reactions to industrialization led to new cultural institutions.
- The second passage describes how gnosticism sought esoteric knowledge about the divine nature of the soul through an inner pilgrimage.
- The third passage explains how a child's career prospects are influenced early on by their parents' income.
This document provides instructions for analyzing errors in academic writing by having students correct a short paper on North Sea archaeology. It lists 10 questions to consider when reviewing the paper, such as identifying uses of first-person pronouns, sentence structure issues, word choice improvements, and issues with references, relative clauses, summarization, and paragraph organization. The goal is to help students strengthen their academic writing skills by reviewing another's work based on specific criteria.
This document provides information about an academic writing course for graduate students, including details on a lesson comparing how commas can change the meaning of two "Dear Jack" letters from Jill. In the first letter, commas are used properly and Jill expresses her love for Jack and desire to be with him. In the second letter, without commas in different places, Jill comes across as having no feelings for Jack and instead yearning for other men when they are apart.
The document provides an overview of structuring an academic essay, including outlining paragraphs with topics, evidence, and conclusions. It also discusses revising writing through linking paragraphs, using tentative language to qualify claims, and addressing collocations and natural combinations of words that improve academic writing. The document offers guidance on developing cohesive structure and flow within and between paragraphs.
The document discusses different types of academic essays, including expository, argumentative, and scientific essays. It provides details on the typical structure and elements of each type. For expository essays, it describes the introduction, body paragraphs using description, sequence, cause/effect, comparison/contrast, or problem/solution structures, and conclusion. For argumentative essays, it outlines developing a debatable thesis and using counterarguments and refutations in body paragraphs. Scientific articles follow the scientific method with sections for abstract, introduction, methodology, results, discussion, and conclusion.
The document outlines the writing process in 4 steps:
1) Creating (prewriting) which involves choosing a topic, narrowing it down, researching, and developing ideas through mind mapping.
2) Planning by organizing ideas into an outline with a topic sentence, supporting points, and concluding sentence.
3) Writing the rough draft following the outline.
4) Polishing through revision, editing, proofreading for content, organization, grammar, punctuation, and producing a final copy.
This document discusses the differences between formal and informal writing styles. It notes that formal writing uses more words of Romance origin with Latin or French origins. Formal writing also takes an impersonal tone by using passive voice and nominalizations to distance the writer from the audience. However, too many passive sentences or nominalizations can make writing unclear. The document recommends using fully written verbs instead of contractions to maintain a formal, serious tone.
The document provides guidance on final checks and improvements for a paper being submitted. It recommends checking the title, argumentation, vocabulary, grammar, spelling, bibliography, and layout. For the title, it notes titles often reference the main topic, aim, conclusion, pose the topic as a question, or use a general statement. It also directs the reader to tasks in their textbook on getting peer feedback and using nominalization to change verbs to nouns for a more academic style.
This chapter focuses on improving the consistency, support, logic, clarity, and conciseness of arguments in writing. It discusses ensuring claims are clear, accurate, relevant, credible and significant. Writers should distinguish between facts and opinions, and certainties and uncertainties. Logical fallacies to avoid include hasty generalizations and oversimplification. The chapter also covers defining and non-defining relative clauses and how to make writing more concise.
This document discusses revising academic writing. It focuses on organizing ideas into well-developed paragraphs with concluding sentences, and linking paragraphs with transition sentences. Transition sentences briefly link back to the previous paragraph and introduce the next topic using signalling language like "similar to" or "whereas." Not only...but also constructions are discussed. Special attention in revising should be paid to word choice, sentence structure, and paragraph structure. The document also discusses using tentative language to qualify claims through modal verbs, distancing language, and weaker verbs.
This document provides guidance on writing an argumentative essay, including outlining the key components of an effective paragraph and concluding paragraph. It includes an example outline for an essay arguing that television can be good for you, with evidence from academic studies. The document discusses including a title, thesis statement, main arguments supported by evidence and studies, and anticipating objections. It also provides tips for writing coherent paragraphs with clear topic sentences, development, and logical organization and progression.
This chapter discusses planning an essay, including writing an effective thesis statement. It provides guidance on how to structure an introduction from general to specific information, ending with the thesis statement. The chapter also covers integrating sources into an essay through direct quotations, paraphrasing, summarizing and using attribution. Students are directed to complete exercises to practice these skills.
This chapter introduces academic writing and provides guidance on key aspects of the process. It discusses academic writing as a recursive process involving drafting and revising. It also notes that academic writing requires using a formal register. The chapter outlines two common models for writing, describes the typical organization of an academic paper, and discusses purpose and audience for different types of academic texts. It concludes by distinguishing characteristics of informal and formal writing styles.
This document discusses academic writing and the peer review process. It explains that academic writing is typically intended for scholars in one's field or peers in a course. The document outlines the advantages of peer review, which include it being easier to notice flaws in others' writing and increasing critical thinking skills. It then provides a 5 step process for effective peer feedback, which involves drafting, giving and receiving feedback, revising, and further feedback.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
2. Structure of this lecture
• Some practicalities
• What is “English”?
• Discussion of Chapter 2 (Including some
notes on plagiarism)
• Discussion of Chapter 3 (including a
discussion on introductions)
6. Deadlines revisited:
• Introduction to Area Studies: 23 November, at
15.59, upload via Safe Assign.
• Academic Writing: three paragraphs in week of
5 November (not mandatory, but highly
recommendable). Hand in: hard copy AND
upload in Blackboard
• 17 December at 15.59, one hard copy in a box
provided (we will tell you where); also upload in
Blackboard.
7. What is English?
Definition:
English language
noun an Indo-European language
belonging to the West Germanic branch;
the official language of Britain and the
United States and most of the
commonwealth countries [syn: English]
(Dictionary.com)
9. Speakers
English as a first language:
approximations vary between 350 million
and 400 million
English as a second language:
up to 375 million speakers
English as a foreign language:
around 750 million speakers
(According to the British Council)
10. Academic English
Also: English for Academic Purposes
(EAP):
“refers to the language and associated
practices that people need in order to
undertake study or work in English
medium higher education.”
(http://www.uefap.com/bgnd/whatfram.htm)
11. A New type of English?
- “International English” (EIL) (Seidlhofer 2003)
- Refers to the international USE of English
- Also: Lingua Franca (Gnutzmann 2000); global
language (Crystal 1997); world language (Mair
2003), medium of intercultural communication
(Meierkord 1996)
13. How to begin writing a paper?
- Setting the goal: expository essay
- Topic: choose a particular world area for the
Introduction to Area Studies and the Areas course
- Brainstorming: generating ideas, and then
narrowing the topic to the specific perspective you
would like to explore in your paper
- Scope: the amount of detail will depend on the
length of your paper and the knowledge of your
audience
Do task 9, p. 63
Academic Language Centre
14. Developing your topic (1):
Read actively (and efficiently):
1.Read critically
2.Look at the structure of the tekst
3.Read the topic sentences
4.Understand and interpret the author’s
message
5.Analyse how it relates to your topic
6.Develop your own response to the author’s
message
Do task 10, p. 65
Academic Language Centre
15. Developing your topic (2):
Take notes while you are reading, and include:
Bibliographic information
Sources, page numbers
Paraphrase the author’s message, unless
you want to quote verbatim
Use the chart on p. 67
Do task 12, on p. 67; task 14 on p. 69; and
task 21 on p. 79.
Academic Language Centre
16. Paraphrasing:
- Find synonyms using a thesaurus
- Find antonyms
- Change the grammar (passive to active
voice, and vice versa)
However,
a much better strategy is to write an outline
with key and supporting points, put the
original away, and write down what you
have understood.
Academic Language Centre
17. Is this plagiarism (1)?
Copying some of the work of one of your
classmates without giving a reference
YES
Examples 1-7 in this lecture are heavily based on: Bailey, Stephen. Academic
Writing, A Handbook for International Students. London and New York:
Routledge, 2011. Print. (From page 32-33.)
18. Is this plagiarism (2)?
Copying and pasting from a source, citing
the source, but not using quotation marks
YES
19. Is this plagiarism (3)?
Copying from an essay you wrote earlier
and which was marked by a tutor, and
giving a reference to that essay
NO
20. Is this plagiarism (4)?
Copying and pasting from a source,
changing a few words and giving a
citation
YES
22. Is this plagiarism (6)?
Using information that constitutes general
knowledge, and not giving a citation
NO
But check to be sure
23. Is this plagiarism (7)?
Discussing an issue (for example an essay
topic) with a group of classmates and
using other classmates ideas in your
essay
Usually no
But take care!
24. More on register
- Anglo-Saxon verbs are informal, and easy
to recognise (all are irregular)
- Latinate words were introduced after
1066, when French was the language of
the courts (royal and legal). This was
therefore the formal language.
Do task 22 on p. 82; task 23 on p. 83; task
26 on p. 85 (if time).
Academic Language Centre
25. Types of peer feedback
- Directive feedback, suggesting a specific
change
- Praise, a positive description of something
the author has done well
- Summary comments review main points of a
text (organisation, clarity, etc.)
Academic Language Centre
27. Introduction:
- gives the topic of the essay
- gives (historical) background information
- shows concession (although, despite)
- may include a definition
- may contain interesting statistics or an
anecdote
- usually ends with your thesis statement
35. Planning stage (1)
The thesis statement:
-is the guiding main idea or hypothesis
-may very well be revised later on the basis
of what you have read in order to minimise
or expand the scope of your paper
-is generally the last sentence of your
introductory paragraph expressing what you
intend to prove / explain in your paper
36. Planning stage (2):
The thesis statement may be:
-a debatable statement (used in
argumentative essays in which you try and
persuade the reader to your point of view).
-a non-debatable statement (used in
expository and scientific articles in which
you explain a situation based on facts).
Do tasks 11 and 12 on pp. 100 - 101
37. Effective Thesis Statement:
suggests your essay’s direction,
emphasis and scope
Widely ridiculed as escape reading, romance
novels are becoming increasingly important
as a proving ground for many never-before-
published writers and, more significantly, as
showcases for strong heroines.
38. Introduction:
Organisation: from general to specific
•Setting the scene:
- Statements about the subject / background
information
- Attention grabber: question, quote, anecdote,
example, staggering statistic, etc.
•Thesis statement
Do task 14, p. 103.
Peer review of your introduction
39. The funnel method
Sentence 1: broad, general statement
Subsequent sentences:
narrower scope,
more focused.
Thesis
40. Example paragraph 1
- (1) Harry Potter and the Sorcerer’s Stone is a great story
that develops around the legend of the Sorcerer’s
Stone, a long sought after substance that would
transform any metal into gold and bestow immortality.
(2) In telling the story of the Sorcerer’s Stone, the novel
also touches on many universal themes, such as
overcoming difficulties, dealing with conflict, relating to
authority and learning new ideas. (3) Choosing just
three themes to analyze from Harry Potter and the
Sorcerer’s Stone was a difficult task because so many
themes are fully developed in the novel. (4) However,
the three significant themes that I chose to explain from
the Harry Potter and the Sorcerer’s Stone novel are the
power of love, the importance of friendship, and courage
on the hero’s journey. (source:
http://academicenglishcafe.com/ModelEssay5.aspx)
41. Thesis statement (in bold)
- (1) Harry Potter and the Sorcerer’s Stone is a great story
that develops around the legend of the Sorcerer’s
Stone, a long sought after substance that would
transform any metal into gold and bestow immortality.
(2) In telling the story of the Sorcerer’s Stone, the novel
also touches on many universal themes, such as
overcoming difficulties, dealing with conflict, relating to
authority and learning new ideas. (3) Choosing just
three themes to analyze from Harry Potter and the
Sorcerer’s Stone was a difficult task because so many
themes are fully developed in the novel. (4) However, the
three significant themes that I chose to explain from the
Harry Potter and the Sorcerer’s Stone novel are the power
of love, the importance of friendship, and courage on the
hero’s journey. (source:
http://academicenglishcafe.com/ModelEssay5.aspx)
42. Example paragraph 2
- (1) Assignment essays are developed from set
questions that give students a period of time to
research a topic and produce their answer with
references to their sources of information. (2)
While there are some disadvantages with using
assignment essays as an assessment tool,
there are sound educational purposes
underpinning this practice. (3) This essay
examines the reasons why assignment essays
are beneficial for student learning and considers
some of the problems with this method of
assessment. (source:
http://www.une.edu.au/tlc/aso/aso-
online/academic-writing/sample-essay.php)
43. Thesis statement (in bold)
- (1) Assignment essays are developed from set
questions that give students a period of time to
research a topic and produce their answer with
references to their sources of information. (2)
While there are some disadvantages with using
assignment essays as an assessment tool, there are
sound educational purposes underpinning this
practice. (3) This essay examines the reasons
why assignment essays are beneficial for
student learning and considers some of the
problems with this method of assessment.
(source: http://www.une.edu.au/tlc/aso/aso-
online/academic-writing/sample-essay.php)
44. Integrating sources:
- Direct quotation “ ………. “
- Author + reporting verb
- According to (author), …….
- Paraphrasing
- Summarising
NB. Punctuation (cf. pp. 114-5)
Do task 20, p. 110; task 23, p. 115; task 25, p.
117
Editor's Notes
In the schedule there are sessions planned for peer-reviewed presentations. We have to see how we are going to deal with these. Also, some students have not yet completed their course. We wil let you know via BB or else during the next lecture, what you have to do to obtain the credit.
Some students have asked whether they are to write an expository essay or an argumentative essay. In the assignment, you have to motivate your choice of area. This you have to explain to your reader. Expository essay: aims at acquainting the reader with a body of knowledge. This is what you want to do: help the readr undertsand why you chose your particualr area, give reasons, arguments for those. This does not make it into an argumentative essay (next slide)
Purpose of this type of essay is to persuade the audience to accept a position on a certain issue. This is a type of essay written if your assignment asks you to find arguments in favour of or against a position, for example: nuclear energy should be abolished; Greece should leave the euro; Lectures on Academic Writing should be forbidden. You can take za position for or againts this, and persuade your reader to accept your position. In an expository essay, you wish to explain something to your reader, you are not asking him to accept your position. If you choose south America as your area, your reader wants to now why, but you don’t need to persuade him. All he wants is arguments why you opted for this choice. That is not to say that in an expository essay you do not give reasons, or arguments for your choice. Expository essays do contain arguments, but they are not persuasive in content.
Recap this and tell them it will also be announced on BB. Some people asked because in week of 5 November not all areas have been dealt with yet. This is true, we are aware of this. 2 options: First: you have chosen your area and can start writing your paper. Second: you are not sure yet. Still, you can write the assignment as practice. You draft an introduction, use a funnel structure, think about a thesis statement, write a conclusion that can go with the introduction and write one paragraph. In this, you can practice register, spelling, reporting verbs, punctuation, referencing etc. see it as a practice assignment. Again, not mandatory, but if you know you can use the practice, please hand something in. You are students, and you can assess for ourselves if you need the practice or not.
This is a definition which is not going to get us very far.
This is according to the British Council. Only official languages. In Malaysia, English is not an official language (bahasa Malay), but in practice it is the second language spoken in Malaysia (other languages begin dialect of Chinese for instance.).
As a first language: people who use as their predominant language of communication, or who use it together with one or two other languages. Do the green areas in the map coincide with group of people who use English as a first language? Generally yes. In these countries you will also find those people who were born and raised in an English speaking environment. These speakers are often referred as ‘native speakers’. This concept has received criticism. It suggests that if you learn a language at a later stage, you remain non-native whatever you do. Still, there are many examples of people who learn English as a second languages, but who become highly proficient users. Indeed, many of these use their ‘acquired’ language as their first language really. English as a second language: For instance, in Malaysia, many people learn a language from their parents, Malay in school (as it is the official language, set to be used by the government), and then learn English as a second language, also in school. In Quebec, in Canada, French is the official language, people use it predominantly, but in schools English is taught as a second language. As a foreign language: a language which is indigenous to another country Applies to the Netherlands English is a second language as everyone learns it in school, and just about the entire Dutch population above 18 years old manages to get by in English to some degree. Some people are highly proficient. The same is true for a country like Sweden. So what about the English in this course? Do we use it as a first language? No, many of you speak a different first language (although some speak English as a first language) As a foreign language? No, in our academic setting, it is a kind of ‘official’ language. We use it continously. So it is not foreign. As a second language? Yes, fits best for most of us. We use English to the exclusion of other languages, in this setting. The setting is academic, and this second language we use can be called Academic English. focus on Academic English. In this setting, this makes us learners and users of a specific variety of English: next slide
Generally acknowledged to be a ‘second language’ for people: definition: a language that you can speak but which is not your first language. So, we study English in order to enable us to undertake our studies, to process the information that we obtain, and for oral and written communication. We don’t study English as an object of study: we don’t look at the history, or study theories of english syntac or compare the phonology (sound system) of English as opposed to other languages. We also won’t study the literature of English. We study english as a tool to enable us to conduct our studies. We will make some excursions into, for instance, the history of English, because it will help you to put what we are studying into a context.
Work on tomorrow!
Most students find it difficult to begin writing. They do not know where to begin or how. Good writing starts with reading: researching your topic by reading widely and taking notes., so that you generate a lot of ideas.
During this course students will have to write a 2000-word expository essay. Within the constraints of one particular world area they are relatively free to choose a topic that interests them. Brainstorming can take many forms: a list, a spider diagram, a mind map, anything goes really. There is not one method that is best: students will need to find out what works best for them. They can do them alone, or bounce off ideas on another student. Scope: how much you actually need to explain in your expository essay will depend on how much you assume your reader already knows which in turn will depend on your topic: if something has been in the news regularly lately, they will already know quite about it. As you are writing for your fellow students and your instructor, you will have a well-educated audience.
On p. 64 you will find an overview of the 6 steps towards active reading. Students tend to think that they need to read everything, and whole articles. This is not always the case, though. Reading also needs to be selective as not everything will be relevant to their topic. Advice: Look at the title Look at the structure (headings) Read the topic sentences Read only those paragraphs that deal with your topic Take notes cf. p. 64
On p. 64 you will find an overview of the 6 steps towards active reading. Students tend to think that they need to read everything, and whole articles. This is not always the case, though. Reading also needs to be selective as not everything will be relevant to their topic. Advice: Look at the title Look at the structure (headings) Read the topic sentences Read only those paragraphs that deal with your topic Take notes
Sometimes it is so obvious to a university teacher that a student cannot possibly have written such a beautiful piece themelves, so try and google a sentence. – that’s what students do ! Many universities have plagiarism detection programmes on a computer which highlight all the sentences and phrases that have been lifted from other sources, so the best strategy to use is the last one. They usually allow up to 10 %; between 10 and 20% is regarded as suspicious and students will be given a warning; more than 20% and students will be expelled straight away. Paraphrasing is a skill in itself. The first strategy (finding synonyms and antonyms, and changing the grammar) will usually work for a single sentence, but not for a whole paragraph or more. The resulting paragraph may not demonstrate your full understanding of the text, may be stylistically awkward, and could still be considered plagiarism by some. Also, technical terms and specialised vocabulary cannot be substituted by synonyms. Many universities have plagiarism detection programmes which highlight all the sentences and phrases that have been lifted from other sources, so the best strategy for students to use is the last one. They usually allow up to 10 %; between 10 and 20% is regarded as suspicious and students will be given a warning; more than 20% and students will be excluded straight away. Sometimes it is immediately obvious to a university teacher that a student cannot possibly have written such a beautiful piece themselves, so try and google a sentence. – that is what students do !
Technically, you can plagiarise your own work. Technically you need to refer to your own work, especially if is was marked.
So: The world is round probably does not need a reference”. “ Universities nowadays are increasingly pressed for money” probably does need a reference.
There are thousands of regular verbs in Modern English, but less than 300 irregular ones. The irregular forms are the surviving members of the highly developed system of ‘ strong’ verb classes found in Old English. Students will remember them as the verbs listed at the back of their school textbooks. These irregular verbs also often form part of a phrasal verb (to cut down on, to get by, to make something up, etc.) but not always (to look up, to figure out, etc). I’d like to come back to this in a subsequent lecture, as I think that knowing more about this will help you to understand register better.
Peer feedback is an integral part of this Writing course, so ensure that students realise what kind of feedback they should give. Just saying that something is “ badly written” will not help the author towards a better alternative. Feedback needs to be specific and helpful. The critical reading of somebody else’s work does not mean finding fault. It means identifying what it is that does not make a good impression on the reader.
After the brainstorming session, it is now time to decide which ideas you are going to use, and to organise your ideas into groups. These will later form the individual paragraphs. This chapter focuses on the first paragraph: the introduction and its thesis statement – which is probably the most important sentence in an academic paper.
Introductions are very important for two reasons: They should make the reader want to read on, raise their curiosity Researchers often read them to make up their minds about whether within the scope of their own research it is worthwhile to read the whole article or not. In longer research papers, the introduction usually ends with a claim about needed research: the research gap.
Sometimes defining a term or a phrase that will be used throughout the essay is a good strategy. e.g. south-East Asia, that is, the area including Indonesia, Malaysia, Singapore, the Philippines, Brunei, Vietnam and Laos, ………
Using question(s) to attract the attention of your readers is another useful strategy. In your essay you can then proceed to answer the question(s) you have posed in the introduction. e.g. what is so fascinating about religion in south-East Asia to warrant an expository essay?
This strategy involves starting with the idea, belief or opinion that is opposite of your own claim or thesis. You first present the opposite party's opinion, the turn about with a " but or however" , and present your own point of view. This strategy is especially useful in argumentation. Maby popel find South-East Asia difficult to write about because it encompasses so many cultures. However, this is precisely why I am attracted to it.
Using a short anecdote is another way to start your essay. If you have a relevant anecdote ready, using it in the introduction will make your essay more interesting and attract the attention of your reader. As a child I travelled around Bali and was struck by the numerous temples where monkeys lived and were wordshipped. Proceed to write about the symbolic force of these monkeys.
Using quotations in the introduction is another effective way to start your essay. If you have the right quotation that matches your thesis or summarizes what you want to say, it adds flavor to your essay.
Thesis statements should be carefully worded, and therefore need much thought. Initially, students could just use a working thesis statement which will probably be redefined later as they read more and start writing.
Debatable thesis statements often include the modal verb ‘ should’ The tax system should be simplified. Children should be encouraged to cycle to school … It is not necessary to use signalling language such as “ This paper will explain …..” or “ The purpose of this paper is to …..” to explicitly announce the thesis statement in an essay of some 2000 words. In longer research papers, such as theses and dissertations, this is necessary.
This textbook focuses on general to specific texts. However, there are more ways to organise a research paper: Problem - solution Cause–effect
In this method, the first sentence is broad and general. It introduces your thesis, and each following sentence is narrower and more focused. Finally, it narrows down to your thesis.
Method: again funnel: each sentence becomes more specific. (1) Overview of story (2) Some themes in general (3) Sets up the thesis by choosing three themes Ask students where the thesis statement is. Then go to next slide
(4) Thesis sentence Problematic in this paragraph: Use of first person singular ‘ I ’; first sentence: ‘ great story ’ Ask students how they would proceed: in the essay (follow link) each theme gets a paragraph in the body. source: http://academicenglishcafe.com/ModelEssay5.aspx Ask wtudents where the thesis statement is. Then go to next slide
Funnel shaped: (1) Background statement about the general topic of the essay. (2) More specific (3) Outline statement to signal what will be covered in the essay. source: http://www.une.edu.au/tlc/aso/aso-online/academic-writing/sample-essay.php Ask students where the thesis statement is? Is this argumentative or expository? I think argumentative: shows the reader they have a valid argument.
Funnel shaped: (1) Background statement about the general topic of the essay. (2) thesis statement to focus on the specific argument to be dealt with in the essay. (3) Outline statement to signal what will be covered in the essay. source: http://www.une.edu.au/tlc/aso/aso-online/academic-writing/sample-essay.php
Direct quotations are probably the least often used. In their essay students should use no more than one, or none at all. A very useful list of reporting verbs can be found on pp. 108 -9. Steps in writing a summary: Write down the (sub) headings Organisation: general to specific Write down important information, and the key support points Put the original away, and using your own words write down a one-sentence summary of each paragraph / section