Module 4 - Academic Writing: Orienting the Reader

1. Academic Writing: Orienting the Reader Dr. Ron Martinez UFPR, UC Berkeley

2. Do you have a particular reader in mind when you write?

3. In part 1... ● IMRaD in abstracts ● A reminder about the “naysayer”

4. "They Say, I Say" • "(A) writer needs to indicate not only what his or her thesis is, but also what larger conversation that thesis is responding to." (p. 20) • "(W)hen it comes to constructing an argument […], remember that you are entering a conversation and therefore need to start with 'what others are saying'…" (p. 20)

5. A good example (from "Josephine") "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "

6. "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "

8. "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. " 1

9. "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. " 1 2

12. The Naysayer

14. What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose."

18. What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose." DISCUSSION INTRODUCTION METHOD RESULT S

19. What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose." DISCUSSION INTRODUCTION METHOD RESULT S

20. Can you hear the Naysayer? 1. “There has been no research on this topic so far in the literature.” 2. “The importance of this subject has already been well established.” 3. “The results of this research conclusively prove that the participants improved.”

24. C.A.R.S. (Swales, 1990) • Create • A • Research • Space INTRODUCTION

25. C.A.R.S. (Swales, 1990) • Create • A • Research • Space ABSTRACT & INTRODUCTION

26. C.A.R.S. (Swales, 1990) • Create • A • Research • Space ABSTRACT & INTRODUCTION

27. Prof. Dr. Ron Martinez - UFPR

29. C.A.R.S. and IMRaD in Abstracts Prof. Dr. Ron Martinez - UFPR

33. I Prof. Dr. Ron Martinez - UFPR

34. I M Prof. Dr. Ron Martinez - UFPR

35. I M R Prof. Dr. Ron Martinez - UFPR

36. I M R D Prof. Dr. Ron Martinez - UFPR

38. "C.A.R.S." framework • Establish “territory”: Mention importance, what the “conversation” is. • Establish “niche”: Mention the “gap.” • Occupy niche: Say how that gap will be (or was) filled. 1 2 3

39. Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration and possible associations with health concerns. Results show that older adults generally require less sleep

40. Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults

41. Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults

43. Brazilian journal analyzed

44. Common problem: No “Space” created • Establish “territory”: Mention importance, what the “conversation” is. • Establish “niche”: Mention the “gap.” • Occupy niche: Say how that gap will be (or was) filled. 1 2 3

46. Common problem: No “Space” created • Establish “territory”: Mention importance, what the “conversation” is. • Establish “niche”: Mention the “gap.” • Occupy niche: Say how that gap will be (or was) filled. 1 2 3

49. Next... The importance of considering your Title carefully

51. DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD.

52. DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE

53. 1998

54. ZEUM

56. 2011

57. “Zeum” press release: "Although the name Zeum sounded fun, it didn't provide parents with any clues about what they and their children would experience.”

59. Abstract There is a popular belief that alcohol consumption can help someone speak a foreign language more fluently. However, there is no evidence in the current literature to support this idea. This study aimed to investigate the effect of drinking alcoholic beverages on how adult learners of English perceive themselves (self-ratings), and how they are perceived by others (peer-ratings). Results of show that consuming alcohol drinks positively affected perception of fluency.

60. Which title do you like most? A. Can drinking alcohol make you speak a foreign language more fluently? Evidence from a quasi-experimental study B. Ethyl alcohol (ethanol C2H5OH) consumption by human adults in distilled form: effects on neuromuscular verbal articulation in a foreign language C. Drinking alcohol positively affects fluency in a foreign language D. The effects of consuming alcoholic beverages on foreign language fluency

61. Abstract There is a popular belief that alcohol consumption can help someone speak a foreign language more fluently. However, there is no evidence in the current literature to support this idea. This study aimed to investigate the effect of drinking alcoholic beverages on how adult learners of English perceive themselves (self-ratings), and how they are perceived by others (peer-ratings). Results of show that consuming alcohol drinks positively affected perception of fluency.

67. Different types of titles 1. Transparent 2. Finding 3. Implication/Application 4. Method-focused 5. Question 6. Effect 7. Elaboration 8. Quote

68. 1. Transparent

69. Transparent

70. Transparent

71. 2. Finding

72. Finding

73. Finding

75. 3. Implication/Application

76. Implication/Application

77. 4. Method-focused

78. Method-focused

79. Method-focused

80. Method-focused

81. 5. Question

82. Question

83. Question

84. 6. Effect

85. Effect

86. Effect

87. 7. Elaboration

88. Elaboration

89. Elaboration

90. 8. Quote

91. Quote

92. Quote

93. Quote

94. Mixed/Hybrid

95. Don't make your title too long!

101. One way to help you choose your title What is your claim? What is your evidence for this claim?

106. Prof. Dr. Ron Martinez - UFPR CLAIM

107. Prof. Dr. Ron Martinez - UFPR CLAIM EVIDENCE

109. CLAIM

110. CLAIM EVIDENCE?

113. BUILDING AN ARGUMENT

115. DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE EVIDENCE

116. DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE EVIDENCE CLAIM

117. DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE EVIDENCE CLAIM EVIDENCE CLAIM

118. Next... ● The importance of language choice in orienting the reader ● How to improve your own language choices

119. DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE EVIDENCE CLAIM EVIDENCE CLAIM

120. 12 Prof. Dr. Ron Martinez - UFPR 3

121. A linguistic inside look •Analyze the grammar used in each “move” •Analyze vocabulary and phrases used •Note and copy!

127. 2 Prof. Dr. Ron Martinez - UFPR 3 CLAIM EVIDENCE CLAIM

145. Every area has its SPECIFICITIES!

147. Choose a mentor text!

150. But I have no data! • Try to get some! • Think of the article you produce for this class as a “template.” • Best option: use your partial data. • Good option: use unused data (adviser, lab, classmate...). • Another option: Build on what you did before (e.g. master’s work) • Worst case scenario: Consider a review (e.g. scoping review) article. • You have no topic yet? Create one! (Use your adviser.)

151. ARTICLE INTRODUCTION • Don’t just copy from your dissertation/thesis

152. ARTICLE INTRODUCTION • Rewrite that story!

154. YOU

155. YOU LIT REVIEW

156. YOU LIT REVIEW ARTICLE

160. The Introduction

163. What tools do you have in your toolbox?

164. Focus on what you know... • You are familiar with the typical Introduction structure (e.g. CARS). • You are aware concepts “They say”, “Naysayer”, and “Claiming.” • You know what you should and (should not) try to “copy.” • You can be a "linguistic detective" using tools like Google Scholar, Google Translate, Grammarly, SKELL, AntConc, and a mentor text.

165. What’s left (perhaps)... •Create a title. •Find "mentor articles" (perhaps with your adviser) and analyze the Introduction, "plagiarizing" useful linguistic features. • Start writing your Introduction!

Module 4 - Academic Writing: Orienting the Reader

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