This document provides an overview of academic writing styles and conventions. It discusses features such as using evidence-based arguments, words of classical origin, cautious and impersonal language, nominalization, avoiding contracted forms, and being precise and detailed. It also covers punctuation, article use, paragraph structure, introducing literature, being critical, and describing methods. The document is a general resource for academic writers to assist with thinking about writing and to provide examples of academic phrasing.
The document discusses the importance of quantitative research across various academic fields. It begins by explaining that quantitative research aims to generate knowledge about social phenomena by observing individuals and populations. It then provides examples of how quantitative research is used in anthropology, communications, medicine, behavioral science, education/psychology, and social science. The document encourages students to consider how quantitative research skills are applicable to their specific field of study and how it can help develop important analytical abilities.
The document discusses principles of imaging and design for online environments. It covers topics like basic principles of graphics and layout, including balance, proximity, alignment, repetition, color theory, and contrast. It also discusses visual message design using infographics and basic image manipulation techniques. Learning objectives include evaluating websites based on design principles, using image manipulation to enhance messages, and creating online content that effectively communicates visual messages.
The document discusses imaging and design for the online environment. It begins by stating what the author can do regarding website evaluation and image manipulation. It then defines what an image and graphics are. The document outlines different image file formats like JPEG, GIF and PNG that are used online. It discusses layout principles such as balance, emphasis and movement. It also covers infographics and how to make them effective. The document lists image manipulation principles, techniques and hosting websites. It ends by listing additional topics that could be covered.
Interactive multimedia allows users to control and combine different types of media like text, sound, video, graphics and animation. It can be used for education, training, games, simulations, presentations and more. Some common multimedia contents include videos, audio, online games, tests, courseware, podcasts and vodcasts.
This document provides an overview of qualitative research. It begins by defining qualitative research as an interdisciplinary field that takes a naturalistic and interpretative approach to understanding human experiences. It discusses some key characteristics, such as using multiple methods to understand subjects in their natural settings. The document then contrasts qualitative with quantitative research and covers paradigms like positivism and non-positivism. It also discusses advantages and disadvantages of qualitative research, common data collection techniques, approaches to analysis, and frequently asked questions.
This document discusses online platforms and tools that can be used for developing ICT content. It describes different types of online platforms including presentation/visualization tools, cloud computing, social media, file management, mapping, and web page creation tools. It also discusses Google applications such as Docs, Sheets, and Slides that allow online content creation. Basic web design principles and elements like color, layout, links, buttons and images are also covered. The document provides examples of specific online tools for each category like Slideshare, Google Drive, Tumblr and Wix.
nature and purposes of online platforms and applicationJohairaAbo
This document discusses online platforms and applications for creating online content and presentations. It provides examples of common online tools like cloud computing, presentation tools, mapping tools, file management platforms, and social media that can be used for web page creation. The document also briefly mentions web design elements and principles as important considerations for developing online content and presentations using these various online creation tools and platforms.
The document discusses the importance of quantitative research across various academic fields. It begins by explaining that quantitative research aims to generate knowledge about social phenomena by observing individuals and populations. It then provides examples of how quantitative research is used in anthropology, communications, medicine, behavioral science, education/psychology, and social science. The document encourages students to consider how quantitative research skills are applicable to their specific field of study and how it can help develop important analytical abilities.
The document discusses principles of imaging and design for online environments. It covers topics like basic principles of graphics and layout, including balance, proximity, alignment, repetition, color theory, and contrast. It also discusses visual message design using infographics and basic image manipulation techniques. Learning objectives include evaluating websites based on design principles, using image manipulation to enhance messages, and creating online content that effectively communicates visual messages.
The document discusses imaging and design for the online environment. It begins by stating what the author can do regarding website evaluation and image manipulation. It then defines what an image and graphics are. The document outlines different image file formats like JPEG, GIF and PNG that are used online. It discusses layout principles such as balance, emphasis and movement. It also covers infographics and how to make them effective. The document lists image manipulation principles, techniques and hosting websites. It ends by listing additional topics that could be covered.
Interactive multimedia allows users to control and combine different types of media like text, sound, video, graphics and animation. It can be used for education, training, games, simulations, presentations and more. Some common multimedia contents include videos, audio, online games, tests, courseware, podcasts and vodcasts.
This document provides an overview of qualitative research. It begins by defining qualitative research as an interdisciplinary field that takes a naturalistic and interpretative approach to understanding human experiences. It discusses some key characteristics, such as using multiple methods to understand subjects in their natural settings. The document then contrasts qualitative with quantitative research and covers paradigms like positivism and non-positivism. It also discusses advantages and disadvantages of qualitative research, common data collection techniques, approaches to analysis, and frequently asked questions.
This document discusses online platforms and tools that can be used for developing ICT content. It describes different types of online platforms including presentation/visualization tools, cloud computing, social media, file management, mapping, and web page creation tools. It also discusses Google applications such as Docs, Sheets, and Slides that allow online content creation. Basic web design principles and elements like color, layout, links, buttons and images are also covered. The document provides examples of specific online tools for each category like Slideshare, Google Drive, Tumblr and Wix.
nature and purposes of online platforms and applicationJohairaAbo
This document discusses online platforms and applications for creating online content and presentations. It provides examples of common online tools like cloud computing, presentation tools, mapping tools, file management platforms, and social media that can be used for web page creation. The document also briefly mentions web design elements and principles as important considerations for developing online content and presentations using these various online creation tools and platforms.
Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research
This document discusses how personal development occurs over various stages of life and is influenced by factors like family, peers, culture, and stressors. It focuses on how personal development aids in career planning and decision making. Personal development begins in childhood and is shaped by one's environment, social relationships, gender roles, schooling, and culture. Challenges throughout life can cause stress, and long-term stress impacts physical and mental health if not managed properly. Personal development helps in setting goals and choosing a career by forming one's identity.
Social relationships involve how people interact and behave with others. The degree of intimacy and vulnerability distinguishes personal relationships from social ones. In social relationships, people learn to cooperate with others to achieve common objectives.
Social influences can change people's behaviors, beliefs, and attitudes due to others. There are several types of social influence, including compliance, identification, internalization, conformity, conversion, minority influence, reactance, obedience, and persuasion.
6. Applied Productivity Tools with Advanced Application Techniques PPT.pptxRyanRojasRicablanca
This document discusses basic and advanced productivity tools. It begins by describing basic word processing, spreadsheets, and presentation software like Microsoft Word, Excel, and PowerPoint. It then discusses advanced techniques for these tools, including mail merge and integrating images in Word, commonly used formulas and functions in Excel, and using hyperlinks and animation in PowerPoint. The objectives are to learn how to use mail merge, advanced formulas, and hyperlinks to improve documents, spreadsheets, and presentations.
This document discusses community dynamics and community action. It defines community as a group of people who share common characteristics or interests. Communities can be geographical, based on location, or non-geographical, based on shared social attributes. Studying community is important as it encourages social cooperation, helps people improve their lives, and informs community participation policies. Community dynamics refer to changes within a community from social, cultural, or environmental factors. Community action aims to increase community understanding, engagement, and empowerment to address community issues and provide services. Key aspects of community action are raising awareness, collaborative work, and empowering communities to control their own situations.
The document discusses principles of graphics and layout for online environments. It explains that the goals of the lesson are to understand basic design principles, create infographics, use common file formats, edit images, and upload images to Photobucket. It then discusses key principles like balance, contrast, emphasis, movement, pattern, rhythm, proportion, and variety that are important for effective visual design. Finally, it suggests a formative activity where students create images demonstrating each principle.
1. The document discusses various reading strategies and skills that can help improve reading comprehension. It defines reading as a cognitive process of decoding symbols from a text to derive meaning, and that it requires simultaneously applying skills like identifying the author's purpose and main ideas.
2. Effective reading strategies discussed include previewing, skimming, and scanning a text to get an overview. Using context clues by studying how words are used in sentences to understand unfamiliar words is also described.
3. Understanding a word's denotation versus connotation is another strategy, where denotation is the literal meaning and connotation involves positive, negative or neutral social associations and feelings toward a word.
Thematic analysis is a common form of qualitative analysis that involves identifying and examining patterns (themes) within data related to a research question. The analysis is performed through a six phase coding process: 1) familiarizing with the data, 2) generating initial codes, 3) searching for themes among codes, 4) reviewing themes, 5) defining and naming themes, and 6) producing a final report. Themes differ from codes in that they describe what the data means rather than just labeling it. The coding process is cyclical, with researchers refining codes and themes by going back and forth between the phases until reaching satisfactory final themes.
This document discusses how to write a position paper. It explains that a position paper takes a stand on one side of an issue and aims to convince readers to take the author's position. It should present credible evidence. The key parts of a position paper are the issue, an argumentative thesis statement, claims that support the position, and evidence to back up the claims. The document provides examples of issues that could be the topic of a position paper and guides on developing an argumentative thesis statement given an issue, position, and claims. It prompts the reader to practice writing a thesis statement for different scenarios.
The document is a test on essay writing concepts. It contains multiple choice and matching questions that assess understanding of different types of essays (e.g. personal, reflective, critical), their purposes, characteristics and structures. Key concepts covered include the defining features of formal vs informal essays, the role of themes, evidence and personal experiences in personal reflective pieces, and different expository devices used to develop ideas in essays.
CSC Q3 0202_PS_Community Dynamics and Process Elements.pptxEdmarSDimaano
This document discusses community dynamics and processes. It addresses how communities facilitate various functions through structures, dynamics, and processes. Community power can be derived from political, economic, and structural factors. Leadership is important for achieving community goals. Relationships within the community allow people to engage in community functions. Social change refers to how communities change over time through social interactions and relationships. The key points are that communities have interrelated processes involving power, leadership, relationships, and social change.
This document discusses various techniques for organizing information in writing. It covers brainstorming techniques like listing, free writing, and mapping to generate ideas. It also discusses using graphic organizers like concept maps, webs, and mind maps to visually organize relationships between ideas. Finally, it discusses outlining techniques like topic outlines, sentence outlines, and using number-letter or decimal formats to hierarchy and structure ideas in an outline. The document provides examples and definitions of each technique to help writers effectively organize their ideas and information.
This document provides an overview of a lesson on imaging and design for online environments. The lesson will cover basic principles of graphics and layout, common image file formats used on the web like JPG and GIF, principles of image manipulation, and how to upload and share images online. By the end of the lesson, students should be able to understand graphics principles, create simple infographics, understand and use common file formats, easily edit images, and share images online. Formative assessments include having students examine a selfie on their phone by zooming in and identifying common software.
The document discusses the importance of quantitative research across various fields such as anthropology, communication, medicine, psychology, social science, and business. Quantitative research has contributed greatly to improving human life through areas like understanding human evolution and fossils, enhancing communication skills, developing medical treatments, examining human behavior and mental health, determining social relationships and cultural practices, and designing new products and services. Quantitative methods are essential for gathering measurable and numerical data that can be generalized to help explain phenomena and solve problems within these diverse fields.
The document provides guidance for writing an agenda, meeting minutes, and project proposals as skills for learning. It discusses the format for writing an agenda, key elements to include in meeting minutes like the names of attendees and topics discussed, and sections to cover in a project proposal like the introduction, project description, and conclusion. Sample templates and formats are provided for each document type. The document aims to teach essential writing and documentation skills.
Empowerment Technologies - Imaging and Design for the Online EnvironmentLany Lyn Magdaraog
This document provides an overview of key principles of graphics and layout for online design. It discusses concepts like alignment, balance, contrast, emphasis, gestalt, movement, proportion, proximity, unity, repetition, rhythm, and white space. It defines these principles and gives examples of how they can be applied in graphic design. The document is intended to cover basic principles that are important for imaging and design in an online environment.
A ppt about the topic on Selecting and Organizing Information specifically the techniques on brainstorming.
A two-hour lesson for Grade 11 - Reading and Writing Skills
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.
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research Qualitative research
This document discusses how personal development occurs over various stages of life and is influenced by factors like family, peers, culture, and stressors. It focuses on how personal development aids in career planning and decision making. Personal development begins in childhood and is shaped by one's environment, social relationships, gender roles, schooling, and culture. Challenges throughout life can cause stress, and long-term stress impacts physical and mental health if not managed properly. Personal development helps in setting goals and choosing a career by forming one's identity.
Social relationships involve how people interact and behave with others. The degree of intimacy and vulnerability distinguishes personal relationships from social ones. In social relationships, people learn to cooperate with others to achieve common objectives.
Social influences can change people's behaviors, beliefs, and attitudes due to others. There are several types of social influence, including compliance, identification, internalization, conformity, conversion, minority influence, reactance, obedience, and persuasion.
6. Applied Productivity Tools with Advanced Application Techniques PPT.pptxRyanRojasRicablanca
This document discusses basic and advanced productivity tools. It begins by describing basic word processing, spreadsheets, and presentation software like Microsoft Word, Excel, and PowerPoint. It then discusses advanced techniques for these tools, including mail merge and integrating images in Word, commonly used formulas and functions in Excel, and using hyperlinks and animation in PowerPoint. The objectives are to learn how to use mail merge, advanced formulas, and hyperlinks to improve documents, spreadsheets, and presentations.
This document discusses community dynamics and community action. It defines community as a group of people who share common characteristics or interests. Communities can be geographical, based on location, or non-geographical, based on shared social attributes. Studying community is important as it encourages social cooperation, helps people improve their lives, and informs community participation policies. Community dynamics refer to changes within a community from social, cultural, or environmental factors. Community action aims to increase community understanding, engagement, and empowerment to address community issues and provide services. Key aspects of community action are raising awareness, collaborative work, and empowering communities to control their own situations.
The document discusses principles of graphics and layout for online environments. It explains that the goals of the lesson are to understand basic design principles, create infographics, use common file formats, edit images, and upload images to Photobucket. It then discusses key principles like balance, contrast, emphasis, movement, pattern, rhythm, proportion, and variety that are important for effective visual design. Finally, it suggests a formative activity where students create images demonstrating each principle.
1. The document discusses various reading strategies and skills that can help improve reading comprehension. It defines reading as a cognitive process of decoding symbols from a text to derive meaning, and that it requires simultaneously applying skills like identifying the author's purpose and main ideas.
2. Effective reading strategies discussed include previewing, skimming, and scanning a text to get an overview. Using context clues by studying how words are used in sentences to understand unfamiliar words is also described.
3. Understanding a word's denotation versus connotation is another strategy, where denotation is the literal meaning and connotation involves positive, negative or neutral social associations and feelings toward a word.
Thematic analysis is a common form of qualitative analysis that involves identifying and examining patterns (themes) within data related to a research question. The analysis is performed through a six phase coding process: 1) familiarizing with the data, 2) generating initial codes, 3) searching for themes among codes, 4) reviewing themes, 5) defining and naming themes, and 6) producing a final report. Themes differ from codes in that they describe what the data means rather than just labeling it. The coding process is cyclical, with researchers refining codes and themes by going back and forth between the phases until reaching satisfactory final themes.
This document discusses how to write a position paper. It explains that a position paper takes a stand on one side of an issue and aims to convince readers to take the author's position. It should present credible evidence. The key parts of a position paper are the issue, an argumentative thesis statement, claims that support the position, and evidence to back up the claims. The document provides examples of issues that could be the topic of a position paper and guides on developing an argumentative thesis statement given an issue, position, and claims. It prompts the reader to practice writing a thesis statement for different scenarios.
The document is a test on essay writing concepts. It contains multiple choice and matching questions that assess understanding of different types of essays (e.g. personal, reflective, critical), their purposes, characteristics and structures. Key concepts covered include the defining features of formal vs informal essays, the role of themes, evidence and personal experiences in personal reflective pieces, and different expository devices used to develop ideas in essays.
CSC Q3 0202_PS_Community Dynamics and Process Elements.pptxEdmarSDimaano
This document discusses community dynamics and processes. It addresses how communities facilitate various functions through structures, dynamics, and processes. Community power can be derived from political, economic, and structural factors. Leadership is important for achieving community goals. Relationships within the community allow people to engage in community functions. Social change refers to how communities change over time through social interactions and relationships. The key points are that communities have interrelated processes involving power, leadership, relationships, and social change.
This document discusses various techniques for organizing information in writing. It covers brainstorming techniques like listing, free writing, and mapping to generate ideas. It also discusses using graphic organizers like concept maps, webs, and mind maps to visually organize relationships between ideas. Finally, it discusses outlining techniques like topic outlines, sentence outlines, and using number-letter or decimal formats to hierarchy and structure ideas in an outline. The document provides examples and definitions of each technique to help writers effectively organize their ideas and information.
This document provides an overview of a lesson on imaging and design for online environments. The lesson will cover basic principles of graphics and layout, common image file formats used on the web like JPG and GIF, principles of image manipulation, and how to upload and share images online. By the end of the lesson, students should be able to understand graphics principles, create simple infographics, understand and use common file formats, easily edit images, and share images online. Formative assessments include having students examine a selfie on their phone by zooming in and identifying common software.
The document discusses the importance of quantitative research across various fields such as anthropology, communication, medicine, psychology, social science, and business. Quantitative research has contributed greatly to improving human life through areas like understanding human evolution and fossils, enhancing communication skills, developing medical treatments, examining human behavior and mental health, determining social relationships and cultural practices, and designing new products and services. Quantitative methods are essential for gathering measurable and numerical data that can be generalized to help explain phenomena and solve problems within these diverse fields.
The document provides guidance for writing an agenda, meeting minutes, and project proposals as skills for learning. It discusses the format for writing an agenda, key elements to include in meeting minutes like the names of attendees and topics discussed, and sections to cover in a project proposal like the introduction, project description, and conclusion. Sample templates and formats are provided for each document type. The document aims to teach essential writing and documentation skills.
Empowerment Technologies - Imaging and Design for the Online EnvironmentLany Lyn Magdaraog
This document provides an overview of key principles of graphics and layout for online design. It discusses concepts like alignment, balance, contrast, emphasis, gestalt, movement, proportion, proximity, unity, repetition, rhythm, and white space. It defines these principles and gives examples of how they can be applied in graphic design. The document is intended to cover basic principles that are important for imaging and design in an online environment.
A ppt about the topic on Selecting and Organizing Information specifically the techniques on brainstorming.
A two-hour lesson for Grade 11 - Reading and Writing Skills
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.
Annotated BibliographyDue Nov 2829GenreMediumAnnotated .docxdurantheseldine
Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic.
To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography.
3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3.
Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research.
Citation is correct. It provides specific evaluations about the appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research.
Citation is not correct. Does not include any information about the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between virtue and pleasure? Give and
explain one direct quote from the reading as part of your response.
2. Think of a famous person (politician, celebrity.
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 outlines the stages of the writing process: prewriting, drafting, revising, and editing. It describes techniques for each stage, including brainstorming, freewriting, clustering, outlining to develop ideas during prewriting. Drafting is the initial writing stage where the structure takes form. Revising refines the content and structure. Editing eliminates grammatical and spelling errors. Following these stages leads to a polished final draft.
Abstracts are important because they give a first impression of the document that follows, letting readers decide whether to continue reading and showing them what to look for if they do. Though some abstracts only list the contents of the document, the most useful abstracts tell the reader more.
The document provides information on abstracts, including their purpose and structure. There are two main types of abstracts: descriptive and informative. Descriptive abstracts summarize the key points of works such as humanities papers, while informative abstracts inform the reader of the background, methods, results and conclusions of works like scientific reports. The document offers guidelines for writing abstracts, noting they should be concise while covering the main aspects of the work in a manner proportionate to their coverage in the full document.
Some Points about Writing the Term Paper 1. Make certain.docxrosemariebrayshaw
Some Points about Writing the Term Paper
1. Make certain that works cited formats adhere to MLA guidelines. Note that the 2nd and 3rd
lines are done with a hanging indent.
A book by one author:
Commager, Henry Steele. Theodore Parker. Beacon, 1947.
An essay in a collection:
Leavis, Q. D. “Hawthorne as Poet.” Hawthorne: A Collection of Critical Essays, edited by A.N.
Kaul. Prentice, 1966, pp. 25-63.
An article in a journal, found in a scholarly online database:
Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal,
vol. 50, no. 1, 2007, pp. 173-96. ProQuest, doi:10.1017/S0018246X06005966. Accessed
27 May 2009.
Look in The MLA Handbook for further information; you are expected to provide correctly-
formatted works cited entries for your papers. Points will be taken off if the works cited page is
incorrect.
2. Make certain quotations are verbatim, punctuated properly, and introduced with an
independent clause. Immediately after the quotation, a comment is needed before you
proceed to your next point.
3. Long quotations (four lines or more) should be blocked, quote marks omitted.
4. Short quotations (less than four lines) should display quotation marks.
5. ALL QUOTATIONS SHOULD BE CITED PARENTHETICALLY.
6. Open .PDF files of articles in databases so that you will have page numbers to cite
parenthetically.
7. In citing works of literature, cite line numbers for poems; cite page numbers for stories and
essays; and cite the act, scene, and lines for plays.
8. Your thesis statement should be very specific—it should contain key words/phrases which
anticipate each and every body paragraph/section.
9. Mention names of the critics liberally. It is weak to write many critics feel or a critic has said.
Use the name and provide a quotation. Never refer to an author or critic by first name alone.
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10. Refer to titles correctly, using quotation marks or italics as required. Look in Harbrace
Essentials.
11. You is unacceptable in a formal college paper. One may write, however, Hawthorne
addresses the reader . . . .
12. Vary your verbs. Instead of says or tells, try discusses, explains, comments, remarks, replies,
retorts, suggests, claims, concurs, declares, asserts.
13. Do not use contractions; they are informal.
14. Use different from instead of different than in a formal college paper.
15. Do not use abbreviations such as e.g. Instead, write for example.
16. Do not write the reason is because, which is redundant.
17. Do not begin a sentence with Well.
18. Avoid utility words such as nice, funny, and great.
19. Avoid clichés such as what goes around comes around.
Remember that a research paper is like any other paper—with an introduction and thesis, body
paragraphs, and a conclusion. The research is only to SUPPORT your ideas; some think that
research alone constitutes the grade—not so—you stil.
The document provides guidance on differentiating formal academic language from informal language and summarizing techniques for academic texts. It discusses that academic texts have a clear structure of introduction, body and conclusion and use formal, unambiguous language. Summarizing techniques covered include reducing texts to their key ideas, using techniques like "Somebody Wanted But So" and "SAAC" to write summaries in complete sentences focusing on main characters, events and results.
The document provides guidance on differentiating formal academic language from informal language and summarizing techniques for academic texts. It discusses that academic texts have a clear structure of introduction, body and conclusion and use formal, unambiguous language. Summarizing techniques covered include reducing texts to their key ideas using your own words, as well as methods like "Somebody Wanted But So", SAAC (State, Assign, Action, Complete), using the 5W1H questions, and chronological summaries through "First Then Finally" and "Give Me the Gist".
2023. Quot Citation Integration As A Fault Line In Academic Writing The Sty...Lisa Brewer
1. This document summarizes a study analyzing the use of citation integration, or quotation sandwiches, in essays written by French undergraduate students whose second language is English. The study focuses on essays from 43 students in their third year of an English literature program.
2. To help students learn citation integration, the study used templates and exercises from the textbook "They Say, I Say" which provides models for introducing and explaining quotations. Results from the student essays showed a range from a few students who had mastered citation integration to some who showed little mastery, with most varying in their ability.
3. By analyzing citation integration in the student essays, the study examines a key component of academic writing that many students struggle
Here are some tips for solving issues of mismatch between a literature review matrix and introduction:
1. Ensure the key topics, themes and gaps identified in the literature review matrix are reflected in the introduction. The introduction should foreshadow the content and focus of the literature review.
2. Introduce the scope and purpose of the literature review upfront in the introduction to set reader expectations. Clearly link the purpose to the research problem/question.
3. If additional context is needed, weave 1-2 relevant but brief summaries of seminal studies into the introduction for background. Do not go into depth at this stage.
4. Use the literature review matrix to help structure the introduction in a logical flow, such as from
This Module in Advanced Research intends to assist undergraduate students in editing their first part of their Research in journal type and narrow down a broad topic of their discussion. The lesson is good for 1 hour and 30 minutes with inclusion of objectives and assignment for the next lesson.
This document discusses various types of academic writing. It provides guidance on writing book reviews, annotated bibliographies, comparative essays, literature reviews, abstracts, philosophy essays, scientific writing, and admissions letters. For each type, it outlines key elements to include such as comparing similarities and differences, identifying an author's thesis, contributions to the field, and one's own critical opinions for book reviews. It emphasizes the importance of being clear, concise, and well-organized across all academic writing types.
This document provides an agenda and guidance for students on their Paper 2 assignment for EWRT 1A. It covers revising papers, formatting citations properly, writing an outline with categories and types, tips for the essay such as using anecdotes and definitions, how and when to cite sources, and MLA citation guidelines. Students are instructed to meet with the teacher, work on their outline and thesis, and bring a completed draft to the next class for a writing workshop.
The document provides an agenda for a class on writing essays. It covers reviewing essays, conclusions, appositives, citing sources, plagiarism, quoting and summarizing, integrating quotations, writing drafts, and tips for writing the essay. Specific topics discussed include different parts of an essay like introductions, thesis statements, topic illustrations and conclusions. Examples are given for using appositives and strategies for quoting, summarizing, and citing sources are outlined. Formatting of quotes and in-text citations are covered. The homework assigned is to read a chapter, post appositive phrases and a conclusion to the class discussion, and take a quiz.
The document provides information about academic writing, distinguishing its key features. It discusses four main features: formality, objectivity, explicitness, and caution. Examples are given for each feature to illustrate how academic writing remains impersonal, cites sources, uses signaling words, and employs hedging language to avoid sweeping statements. A series of activities are included to help students identify these features in examples.
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.
This document outlines 10 steps for writing a research paper: 1) Select a subject, 2) Narrow the topic, 3) State the thesis, 4) Create a preliminary bibliography, 5) Prepare an outline, 6) Take notes, 7) Create a final outline, 8) Write a rough draft, 9) Edit the draft, 10) Write the final draft including citations and bibliography. Key steps include narrowing the topic, forming a thesis, taking notes to support the thesis, outlining to organize notes, and revising through multiple drafts.
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
The document discusses the concept of the hidden curriculum. It begins by tracing the origin of the term to Phillip Jackson in 1968. It then provides several definitions of the hidden curriculum from various scholars that describe it as the unwritten and unintended lessons learned in school beyond the formal curriculum. The document also discusses theories around the hidden curriculum and implications, such as its role in socializing students and transmitting norms and values both intentionally and unintentionally. It concludes by stating that the hidden curriculum can be identified through social interactions in the school environment.
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
This document discusses language learning from an ecological and semiotic perspective. It outlines common views on second language learning, including triggers, input, negotiation of meaning, and affordances. An ecological approach views language as emerging from relationships between learners and their environment. Key aspects of this approach include viewing language learning as relational, contextual, emergent, and emphasizing quality over standards. An ecological perspective provides foreign language educators a framework for teaching meaning in its varied forms rather than just a linguistic code.
This document provides an overview of quantitative research designs that are frequently used in educational research, including experimental, correlational, and survey designs. It defines experimental design and describes different types of experimental designs such as true experiments, quasi-experiments, and factorial designs. It also discusses correlational research design, survey research design, and provides the objectives, characteristics, and steps for each design. Finally, it discusses some common ethical issues for each research design.
The document discusses creativity in language teaching. It defines creativity as supporting student development in using language creatively in daily life. The document outlines qualities of creative teachers, including being knowledgeable, confident, committed to student success, and reflective. It also discusses how creative teachers apply techniques like using eclectic methods, flexible lessons, motivating activities, and technology. The conclusion states creative teachers and learners benefit schools by engaging and motivating students.
The document discusses 16 theories of first language acquisition:
1. Nature vs nurture theory explores whether language is innate or learned.
2. Imitation theory claims children learn language by imitating speech around them.
3. Behaviorism claims language is learned through habit formation and environmental reinforcement.
4. Nativism claims an innate language acquisition device in the brain enables quick language learning.
5. Cognitive theory links language development to cognitive development and social interaction.
The document provides overview and comparison of these major theories of first language acquisition.
Humanism is a paradigm that focuses on human freedom, dignity, and potential. It emerged in the 1960s. Learning occurs through observation of others' behaviors and the results. Abraham Maslow proposed a hierarchy of needs and believed human potential was an ultimate concern. Carl Rogers believed learning must include feelings and emotions. Constructivism posits that students actively construct their own knowledge rather than having it transferred from teachers. Learning involves social interactions and experiences. Piaget and Vygotsky viewed learning as a developmental process influenced by social and cultural factors.
This document provides an overview and comparison of Universal Grammar theory and Usage-Based theory of second language acquisition. It discusses key aspects of each theory, including Chomsky's idea of an innate Language Acquisition Device and principles and parameters approach under Universal Grammar. It also outlines the main tenets of Usage-Based theory, such as the idea that language learning is constructed based on input processing and that structure emerges from usage. The document notes debates around each theory and areas of common misunderstanding.
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
Reflective teaching involves critical reflection on one's own teaching practices and styles. It has three levels: reflection-in-action during teaching, reflection-on-action after teaching through analysis of lessons, and reflection-for-action to decide on future actions. Effective reflection requires self-reflection through tools like teaching portfolios and journals. Teachers can also reflect through peer observation, action research, and developing critical friendships with colleagues to discuss practices and seek advice. The goal of reflection is to improve teaching and student outcomes by distinguishing effective methods from less successful ones.
Humanism is a paradigm that focuses on human freedom, dignity, and potential. It emerged in the 1960s. Key figures in humanistic models of learning include Abraham Maslow and Carl Rogers. Maslow proposed a hierarchy of needs and believed in human potential and dignity. Rogers believed that feelings and emotions should be included in education. Constructivism is a theory of learning where students actively construct their own knowledge rather than having it transferred from teachers. Key theorists include Piaget, Vygotsky, and Bruner. Piaget believed that learning is developmental while Vygotsky emphasized social interaction and the zone of proximal development. Constructivism sees the student as an active learner.
Quantitative research was the dominant research paradigm in education until the 1980s when debates increased between quantitative and qualitative approaches. Some researchers argued their approach was superior, with some purists arguing the approaches could not be combined due to differing worldviews. A research paradigm encompasses ontology, epistemology, and methodology. Quantitative research aims to quantify data, test theories through hypotheses, and use statistics to support or refute hypotheses. It emphasizes objectivity, generalizability, and identifying causal relationships through controlled experiments and standardized procedures.
The document discusses test specifications, which are written documents that provide essential background information to guide the test development process. Specifications are generative documents used to create equivalent test items. They make explicit the design decisions in the test and allow new versions to be created by others. Specifications should include a general description, prompt attributes, response attributes, sample items, and supplements if needed. Validity, reliability, practicality, washback, authenticity, transparency, and scorer reliability are important criteria for specifications. Scoring can be analytical by rating language components separately or holistic by an impressionistic method.
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Phrasal bank
1. Dr. Mark Matthews
Student Learning
Development
mark.matthews@tcd.ie
Systematic Approaches to
Literature Reviews
Dr. Mark Matthews
Student Learning Development
http://student-learning.tcd.ie
2. Academic Phrasebank
(http://www.phrasebank.manchester.ac.uk)
The Academic Phrasebank is a general resource for academic
writers.
It aims to provide you with examples of some of the phraseological
"nuts and bolts" of writing organized under the headings to the left.
The phrases can be used simply to assist you in thinking about
your
writing, or they can be used in your own work where this is
appropriate.
The phrases are content neutral and generic in nature; in using
them,
therefore, you are not stealing other people's ideas and this does not
constitute plagiarism.
3. Table of contents:Table of contents:
Notes on academic writing …………………………………………………………………………4-12
A note on punctuation ……………………………………………………………………………..13- 21
Writing introduction ……………………………………………………………………………… .22-26
Referring to literature ……………………………………………………………………………….27-34
Being critical ………………………………………………………………………………………. .35-40
Describing method …………………………………………………………………………………..40-47
Reporting results …………………………………………………………………………………....48-58
Hedging devices …………………………………………………………………………………….49-65
Classifying and listing ……………………………………………………………………………....65-69
Comparing and contrasting ……………………………………………………………………........70-74
Defining terms ……………………………………………………………………………………....75-80
Describing trends and projections …………………………………………………………………..80-83
Explaining causality ………………………………………………………………………………..83-88
Giving example as support …………………………………………………………………………89-91
Signaling transition …………………………………………………………………………………91-95
Writing about the past ……………………………………………………………………………...95-97
Writing abstract ……………………………………………………………………………………...97-104
Academic presentation ……………………………………………………………………………....104-108
References …………………………………………………………………………………………...109
4. Notes on academic writingNotes on academic writing
1. Evidence-based1. Evidence-based
Perhaps the most important distinguishing feature of written academic
style is that it is evidence basedevidence based. Writers support their arguments and
claims with evidence from the body of knowledge relevant to their
discipline. As a result, academic texts are rich in attributions to other
writers and references to previous research, as seen in the examples
below:
•Previous studies have shown that ...
•These sources suggest that from the fifth century onwards ....
•According to the 1957 Annual Medical Report, the death of the 960 inhabitants of..
• However, as has been shown elsewhere (e.g. Smith, 1992), the increase in ...
5. 2. Words of classical origin2. Words of classical origin
Unlike everyday English, academic writing is
characterized by a high frequency of words of classical
origin (Greek and Latin). The main reason for this is
that Latin was the lingua academica during the
European renaissance; in other words, it was the
international language of scholars.
6.
7. 3. Cautious3. Cautious
Academic writers are careful about the claims they make: they take
care not to appear certain where some doubt may exist, and they are
careful not to overgeneralize. An example of this kind of
transformation can be seen below. The second sentence is in academic
style:
Drinking alcohol causes breast cancer in women. →
Some studies suggest that drinking alcohol increases the risk of
breast cancer.
8. 4. Impersonal4. Impersonal
In the interests of objectivity, academic writers tend to remove themselves from the
writing. The focus is on ‘what’ happened, ‘how’ it was done and ‘what’ was found.
The ‘who’ (the writer) is not normally given very much attention. This is one of the
reasons why personal pronouns (‘I’ and ‘we’) tend not to be used. In addition,
academic texts rarely address the reader directly and the pronoun normally used for
this, ‘you’, is avoided.
• You could say that Churchill made some catastrophic decisions early
in the War →
•It can be said that Churchill made some catastrophic decisions early
in the War
9. There are some exceptions: in certain disciplines, it may be
appropriate for a writer to explain their personal interest in the
research area. In some disciplines, the researcher may participate in
the research as a participant-observer. In these cases, ‘I’ will be
used. The example below, which illustrates the former situation, is
taken from a dissertation in History.
I became interested in X after reading ……
I hope to convey some of my fascination for the subject, as well as expressing
my
admiration of the artistic achievements of those involved.
10. 5. Nominalization5. Nominalization
There is a tendency for academic writers to transform verbs
(actions) into nouns. In the example below, the verb
‘abandoned’ becomes the abstract noun ‘abandonment’.
•Unwanted Roman children were generally abandoned in a
public place. →
•The abandonment of unwanted Roman children generally
occurred in a public place.
11. 6. Rhetorical questions6. Rhetorical questions
Questions to introduce significant new ideas are avoided,
and are replaced with statements:
•Is the welfare system good or not? →
•It is important to consider the effectiveness of the British
welfare system.
12. 7. Contracted forms avoided7. Contracted forms avoided
Contracted forms (e.g. it’s, don’t, isn’t, aren’t) should not be used in
academic writing. The only exception would be if you are transcribing
a recorded conversation or interview.
8. Precise and detailed8. Precise and detailed
Last of all, one of the most noticeable features of academic writing is
that it is very precise and detailed. This relates to the setting out and
development of the thinking and the ideas as well as to the language
used in the writing.
13. A note on punctuationA note on punctuation
1.1.Full stop .Full stop .
To indicate the end of a sentence
To indicate an abbreviation such as etc., et al. (not always
used)
To indicate an omission in a quoted text [ ... ]
14. 2. Comma ,2. Comma ,
To separate two main parts of a sentence joined by words such as and, or, but,
To separate a dependent part of a sentence (beginning with words such as
although, when, because) from the main part, particularly if the dependent part
comes first in the sentence.
To indicate additional information, however relevant it may be, in a sentence
(parenthesis).
To indicate a non-defining relative clause, which simply provides additional
information, in a sentence.
To separate items in a list such as clauses, phrases, nouns, adjectives, and adverbs.
15. 3. Colon :3. Colon :
To introduce an explanation: The reason the experiment failed was
obvious: the equipment was faulty.
To introduce a list, particularly a grammatically complex list: see the
example below under semi-colon
To introduce a direct quotation, particularly a long one: Jones (2003)
states that: ‘ ’.
16. 4. Semi-colon ;4. Semi-colon ;
To separate two sentences that are very closely connected in meaning
(optional, in place of a full stop): Some students prefer to write essays;
others prefer to give presentations.
To separate clearly items in a grammatically complex list: For
Aristotle, motion is of four kinds: (1) motion which ...; (2) motion
which ...; (3) motion which ...; and (4) motion which...
17. 5. Quotation marks ‘ ’ / “ ”5. Quotation marks ‘ ’ / “ ”
· To indicate a direct quotation
· To highlight words or phrases used in a special or unusual way:
Quotation marks are also called ‘inverted commas’.
6. Dash –6. Dash –
· Generally avoid in formal academic writing. Replace by colon,
semi-colon, or brackets, as
appropriate.
18. A note on article useA note on article use
Uncountable nounsUncountable nouns
Uncountable nouns are not normally accompanied by an
article:
Science has been defined as a systematic approach to answering questions.
Reliability is an important quality of any test.
But if they are post-modified by of...., or which … the
definite article is normally used:
The science of global warming is a complex and controversial area.
19. NamesNames
Names and titles are not normally preceded by the definite article (the)
• Manchester University, Manchester
But this changes if the noun phrase contains a post-modifying
structure (of ...)
• The University of Manchester, The United States of America
or if they contain words like organization, association or institute
• The World Health Organization, The American Heart Association, The Royal
Society. The SETI Institute
20. A note on paragraph structureA note on paragraph structure
A pattern that can be identified in many well-written
paragraphs is that of a controlling idea followed
by supporting information. The controlling idea,
sometimes referred to as the topic sentence,
introduces a new idea, topic, argument or piece of
information into the main text. This is then either
explained further or supported by subsequent sentences.
This structure can be represented
schematically thus:
23. • 1. Establishing the importance of the topic:
One of the most significant current discussions in
legal and moral philosophy is ......
It is becoming increasingly difficult to ignore the .....
2. Highlighting a problem in the field of study:2. Highlighting a problem in the field of study:
However, these rapid changes are having a serious effect…
However, a major problem with this kind of application is ......
24. 3. Highlighting a controversy in the field of study:
To date there has been little agreement on what ......
One observer has already drawn attention to the paradox in…
4. Highlighting a knowledge gap in the field of study (for4. Highlighting a knowledge gap in the field of study (for
research):research):
So far, however, there has been little discussion about ......
However, far too little attention has been paid to ......
25. 5. Focus, aim, argument:5. Focus, aim, argument:
This paper will focus on/examine/give an account of ......
This essay seeks to remedy these problems by analyzing the
literature of ......
6. Outline of structure:6. Outline of structure:
This paper reviews the evidence for .....
This paper begins by ...... It will then go on to ......
The first section of this paper will examine ......
26. 7. Explaining Keywords7. Explaining Keywords
Throughout this paper the term X will refer to/will be used
to refer to .......
In this article the acronym/abbreviation XYZ will be used.
27. Referring to LiteratureReferring to Literature
One important characteristic of academic writing is that all the sources
of information that the writer has used need to be indicated, not just as
a bibliography or list of references, but also in or alongside the text.
In some cases the source will be the main subject of the sentence, in
others the sources may be mentioned parenthetically (in brackets) or
via a notation system (e.g., footnotes).
Taken from the Manchester Good Practice Guide: http://www.man.ac.uk/goodpractice/
28. 1.1. General descriptions of the relevant literature:General descriptions of the relevant literature:
A considerable amount of literature has been published on X. These
studies ......
There is a large volume of published studies describing the role of ……
2.General reference to previous research/scholarly activity2.General reference to previous research/scholarly activity
(usually more than one author)(usually more than one author)
Many historians have argued that ...... (e.g., Jones, 1987; Johnson, 1990;
Smith, 1994)
Numerous studies have attempted to explain ..... (for example, Smith , 1996;
Kelly, 1998; Johnson, 2002)
29. 3. Reference to current state of knowledge:3. Reference to current state of knowledge:
GM varieties of maize are able to cross-pollinate with non-GM varieties (Smith,
1998; Jones, 1999).
There is an unambiguous relationship between spending on education and
economic development (Rao, 1998).
4. Reference to single investigations in the past: researcher(s) as4. Reference to single investigations in the past: researcher(s) as
sentence subjectsentence subject
30. 5. Reference to single investigations or publications in the past:5. Reference to single investigations or publications in the past:
time frame prominenttime frame prominent
In 1975, Smith et al. published a paper in which they described .....
In 1990 Patel et al. demonstrated that replacement of H2O with heavy water led
to ......
6. Reference to single publication: no time frame6. Reference to single publication: no time frame
Smith has written the most complete synthesis to date of ......
31. 7. Reference to single investigations in the past:7. Reference to single investigations in the past:
investigation prominentinvestigation prominent
A recent study by Smith and Jones (2001) involved ......
A longitudinal study of X by Smith (2002) reports that …
8. Reference to single investigations in the past: research8. Reference to single investigations in the past: research
topic as subjecttopic as subject
Classical conditioning was first demonstrated
experimentally by Pavlov (Smith, 2002). In his seminal study ......
To determine the effects of X, Zhao et al (2005) compared....
32. 9. Reference to what other writers do in their text9. Reference to what other writers do in their text
(author as subject)(author as subject)
Smith (2003) identifies poor food, bad housing, inadequate hygiene
and large families as the major causes of ......
Rao (2003) lists three reasons why the English language has become
so dominant. These are: ......
33. 10. Reference to other writers' ideas (author as10. Reference to other writers' ideas (author as
subject)subject)
According to Smith (2003), preventative medicine is far more cost effective, and
therefore better adapted to the developing world.
34. 11. Some ways of introducing quotations11. Some ways of introducing quotations
Sachs concludes: "The idea of development stands today like a ruin in the
intellectual landscape…" (Sachs, 1992a: 156).
As Smith argues: "In the past, the purpose of education was to ......" (Smith ,
2000:150).
As Carnoy (2004: 215) states: "there are many good reasons to be skeptical".
35. Being CriticalBeing Critical
As an academic writer, you are expected to be
critical of the sources that you use.
questioning what you read and not necessarily agreeing with it just
because the information has been published.
looking for reasons why we should not just accept something as
being correct or true.
36. 1.1. Introducing questions, problems and limitations (theory)Introducing questions, problems and limitations (theory)
One question that needs to be asked, however, is whether…
A serious weakness with this argument, however, is that ......
2. Introducing questions, problems and limitations2. Introducing questions, problems and limitations
(method/practice)(method/practice)
Another problem with this approach is that it fails to take X into account.
Perhaps the most serious disadvantage of this method is that .....
37. 3. Identifying a study's weakness3. Identifying a study's weakness
39. 5. Highlighting inadequacies of previous studies5. Highlighting inadequacies of previous studies
Most studies in the field of X have only focused on ......
Such expositions are unsatisfactory because they .....
6. Introducing other people's criticisms6. Introducing other people's criticisms
However, Jones (2003) points out that .....
Smith's analysis has been criticized by a number of writers. Jones
(1993), for example, points out that ……
40. Describing MethodsDescribing Methods
In the Methods section of a dissertation or research article,
writers give an account of how they carried out their
research. The Materials and Methods section should be clear
and detailed enough for another experienced person to repeat
the research and reproduce the results.
41. 1. Describing different methods1. Describing different methods
Different authors have measured X in a variety of ways.
Previous studies have based their criteria for selection on......
2. Giving reasons why a particular method was adopted:2. Giving reasons why a particular method was adopted:
The semi-structured approach was chosen because ......
A case study approach was chosen to allow a ......
42. 3. Indicating a specific method:3. Indicating a specific method:
Publications were only included if …….
X was prepared according to the procedure used by Patel et al. (1957).
4. Describing the characteristics of the sample4. Describing the characteristics of the sample
A systematic literature review was conducted of studies that .....
All of the participants were aged between 18 and 19 at the
beginning of the study.....
43. 5. Indicating reasons for sample characteristics:5. Indicating reasons for sample characteristics:
A small sample was chosen because of the expected
difficulty of obtaining ......
The subjects were selected on the basis of a degree of
homogeneity of their .......
44. Criteria for selecting the subjectsCriteria for selecting the subjects
1.1. Describing the process: infinitive of purposeDescribing the process: infinitive of purpose
In order to understand how X regulates Y, a series of transfections was
performed..
To measure X, a question asking ...... was used.
2. Describing the process: other phrases expressing purpose2. Describing the process: other phrases expressing purpose
Data management and analysis was performed using SPSS 8.0 (1999).
Published studies were identified using a search strategy developed in .....
45. 3. Describing the process: sequence words/phrases3. Describing the process: sequence words/phrases
Prior to commencing the study, ethical clearance was sought from...
Once the Xs were located and marked, a thin clear plastic ruler…
4. Describing the process: adverbs of manner4. Describing the process: adverbs of manner
The soil was then placed in a furnace and gradually heated up to .....
The vials were shaken manually to allow the soil to mix well with
the water.
46. 5. Describing the process: passive verb + using .... for instruments5. Describing the process: passive verb + using .... for instruments
15 subjects were recruited using email advertisements requesting healthy students
from ......
Data were collected using two high spectral resolution spectroradiometers.
6. Describing the process: giving detailed information6. Describing the process: giving detailed information
Compounds 3 and 5 were dissolved in X at apparent pH 2.5 to give concentrations
of 4mM .....
...... and the solutions were degraded at 55°C or 37°C for a total time of 42 hours.
47. 7. Indicating problems or limitations7. Indicating problems or limitations
Another major source of uncertainty is in the method used
to calculate X..
Further data collection is required to determine exactly
how X affects Y.
48. Reporting ResultsReporting Results
The standard approach to this section is to merely present the
results, without elaborate discussion or comment.
More elaborate commentary on the results is normally
restricted to the Discussion section. In research articles,
however, authors may comment extensively on their results
as they are presented, and it is not uncommon for the Results
section to be combined with the Discussion section under the
heading: Results and Discussion.
49. 1.1. Reference to aim/methodReference to aim/method
To assess X, the Y questionnaire was used.
To distinguish between these two possibilities, ......
To compare the scores three weeks after initial screening, a global
ANOVA F-test was used
In order to assess Z, repeated measures of ANOVA were used.
50. 2. Location and summary statements:2. Location and summary statements:
51. 3. Highlighting significant data in a table/chart3. Highlighting significant data in a table/chart
The histogram in Fig 1. indicates that ......
What is interesting in this data is that ......
In Fig.10 there is a clear trend of decreasing ......
4. Statements of result (positive)4. Statements of result (positive)
Strong evidence of X was found when ......
There was a significant positive correlation between ......
On average, Xs were shown to have ......
52. 5. Statements of result (negative)5. Statements of result (negative)
There was no increase of X associated with .....
No significant differences were found between .....
No increase in X was detected.
6. Highlighting significant, interesting or surprising6. Highlighting significant, interesting or surprising
resultsresults
The most striking result to emerge from the data is that ......
Interestingly, this correlation is related to .....
The correlation between X and Y is interesting because ......
53. 7. Reporting results from questionnaires and interviews7. Reporting results from questionnaires and interviews
•The response rate was 60% at six months and 56% at 12 months.
•Thirty-two individuals returned the questionnaires.
8. Transition statements8. Transition statements
•Turning now to the experimental evidence on ......
•Comparing the two results, it can be seen that ......
•A comparison of the two results reveals ......
54. FindingsFindings
1.1. Commenting on findingsCommenting on findings
These findings are rather disappointing.
The test was successful as it was able to identify students who ...
56. Writing ConclusionsWriting Conclusions
Conclusions are shorter sections of academic texts which
usually serve two functions. The first is to summarize and
bring together the main areas covered in the writing, which
might be called ‘looking back’; and the second is to give a
final comment or judgment on this. The final comment may
also include making suggestions for improvement and
speculating on future directions.
57. 1. Restatement of aims1. Restatement of aims
This study set out to …
This paper has argued that ...
2. Summarizing research findings2. Summarizing research findings
This study has identified …
This study has shown that ...
3. Suggesting implications for the field of knowledge3. Suggesting implications for the field of knowledge
In general, therefore, it seems that ...
The results of this study indicate that ...
58. • Significance of the findings or contribution of the studySignificance of the findings or contribution of the study
59. Hedging devicesHedging devices
Being Cautious!Being Cautious!
One of the most noticeable stylistic aspects of academic communication is the
tendency for writers to avoid expressing absolute certainty, where there may be a
small degree of uncertainty, and to avoid making overgeneralizations, where a small
number of exceptions might exist.
This means that there are many instances where the epistemological strength
(strength of knowledge) of a statement or claim is mitigated (weakened) in some
way. In the field of linguistics, devices for lessening the strength of a statement or
claim are known as hedging devices.
60. 1.1. Devices that distance the writer from a propositionDevices that distance the writer from a proposition
It is thought that ...
It is believed that ...
It has been reported that ...
It is a widely held view that ...
It has commonly been assumed that ...
61. 2. Being cautious when giving explanations or hypothesizing2. Being cautious when giving explanations or hypothesizing
62. 3. Being cautious when explaining results3. Being cautious when explaining results
63. 4. Devices for avoiding overgeneralization4. Devices for avoiding overgeneralization
In general, this requires ...
In general terms, this means ...
X is generally assumed to play a role in ...
64. 5. Being cautious when writing about the future5. Being cautious when writing about the future
65. 6. Advising cautious interpretation of findings6. Advising cautious interpretation of findings
(Refer to Discussing Findings)(Refer to Discussing Findings)
These findings cannot be extrapolated to all patients.
These data must be interpreted with caution because ...
These results therefore need to be interpreted with caution.
66. Classifying and ListingClassifying and Listing
When we classify things, we group and name them on the
basis of something that they have in common. By doing this
we can understand certain qualities and features which they
share as a class. Classifying is also a way of understanding
differences between things.
67. 1. General classifications1. General classifications
X can be classified into Xi and Xii.
X can be categorized into Xi, Xii and Xiii.
2. Specific classifications2. Specific classifications
Smith draws a distinction between …
Smith's Taxonomy is a multi-tiered model of classifying X.
Smith (2006:190) categorized X as either a) …, b) …, or c) …
68. 3. Commenting on a system of classification: positive or neutral3. Commenting on a system of classification: positive or neutral
4. Commenting on a system of classification: negative4. Commenting on a system of classification: negative
69. 1. Introducing lists
•This topic can best be treated under three headings: X, Y and Z.
•The key aspects of management can be listed as follows: X, Y and Z.
22. Referring to other people’s lists
•Smith and Jones (1991) list X, Y and Z as the major causes of infant mortality.
•Smith (2003) lists the main features of X as follows: it is A; it is B; and it has C.
70. Comparing and ContrastingComparing and Contrasting
By understanding similarities and differences between
two things, we can increase our understanding and learn
more about both. This usually involves a process of
analysis, in which we compare the specific parts as well as
the whole.
72. 3. Comparison within one sentence using subordinating adverbs3. Comparison within one sentence using subordinating adverbs
44. Comparison within one sentence using prepositional phrasesComparison within one sentence using prepositional phrases
73. 5. Comparison within one sentence using contrastive verbs5. Comparison within one sentence using contrastive verbs
6. Comparison within one sentence using comparative forms6. Comparison within one sentence using comparative forms
74. 7. Indicating difference across two sentences7. Indicating difference across two sentences
8. Indicating similarity across two sentences8. Indicating similarity across two sentences
75. Defining TermsDefining Terms
Academic writers generally, however, define terms so that
their readers understand exactly what is meant when
certain key terms are used. When important words are not
clearly understood misinterpretation may result. In fact,
many disagreements (academic, legal, diplomatic,
personal) arise as a result of different interpretations of
the same term.
76. 1. Introductory phrases1. Introductory phrases
Previous studies mostly defined X as …
Historically, the term ‘X’ has been used to describe …
It is necessary here to clarify exactly what is meant by ...
2. General meanings or application of meanings2. General meanings or application of meanings
The term ‘X’ refers to ...
The term ‘X’ encompasses A), B), and C).
X can be defined as ... It encompasses ...
77. 3. Indicating difficulties in defining a term3. Indicating difficulties in defining a term
Several definitions of X have been proposed
A generally accepted definition of X is lacking.
4. Specifying terms that are used in an essay or thesis4. Specifying terms that are used in an essay or thesis
The term ‘X’ will be used solely when referring to ...
In the present report, X was therefore defined in terms of ...
In this essay, the term ‘X’ will be used in its broadest sense to refer
to all ...
78. 5. Referring to people’s definitions: author prominent5. Referring to people’s definitions: author prominent
oFor Smith (2001), fluency means/refers to ...
oSmith (2001) uses the term ‘fluency’ to refer to ...
oSmith (1954) was apparel
onatty the first to use the term ...
6. Referring to people’s definitions: author non-prominent6. Referring to people’s definitions: author non-prominent
oValidity is the degree to which an assessment process or device measures what it is
intended to measure (Smith et al., 1986).
83. Explaining CausalityExplaining Causality
A great deal of academic work involves understanding
and suggesting solutions to problems. In fact, one could
say that problems are the raw material for a significant
proportion of academic activity. Some of the language
that you may find useful for explaining causes and effects
is listed below.
88. 7. Verbs describing activity to understand causes7. Verbs describing activity to understand causes
8. Possible cause and effect relationships expressed8. Possible cause and effect relationships expressed
tentativelytentatively
89. Giving Examples as SupportGiving Examples as Support
Writers may give specific examples as evidence to
support their general claims or arguments. Examples can
also be used to help the reader or listener understand
unfamiliar or difficult concepts, and they tend to be easier to
remember. For this reason, they are often used in teaching.
90. 1.1. Examples as the main information in a sentenceExamples as the main information in a sentence
91. Signaling TransitionSignaling Transition
Previewing what is to follow in a paper is like showing a map to a
driver; it enables them to see where they are going. So it is useful to
think of a preview section as a 'road map' for the reader. It must be
accurate, but it must be easy to follow.
Writers are also expected to indicate to the reader when they are
moving from one topic to another, or from one section of text to
another. These clues are known as transition statements and examples
of these, together with some previewing statements, are given below.
92. 1. Previewing sections of text1. Previewing sections of text
In this chapter, I describe the data collection procedures and …
The purpose of this chapter is to review the literature on X. It begins
by ...
2. Introducing a new topic or aspect of a topic2. Introducing a new topic or aspect of a topic
Regarding X, ...
As regards X, ...
In terms of X, ...
93. 3. Reintroducing a topic3. Reintroducing a topic
As discussed above, ...
As explained earlier, ...
As described on the previous page, ...
4. Moving from one section to the next4. Moving from one section to the next
Let us now turn to …
Let us now consider …
Moving on now to consider …
94. 5. Transition statements for results and discussion5. Transition statements for results and discussion
•A comparison of the two results reveals ...
•Turning now to the experimental evidence on ...
•Comparing the two results, it can be seen that ...
6. Summary and preview6. Summary and preview
95. Writing about the PastWriting about the Past
1. Time phrases associated with the use of the simple past tense: specific times1. Time phrases associated with the use of the simple past tense: specific times
or periods of time in the past, completedor periods of time in the past, completed
•In 1933,
•During the Nazi period,
•For centuries,
•Throughout the 19th century,
•At the start of the 19th century,
•Following World War I,
•Half a century later,
•In 1999,
•The link between X and Y was established in by Smith et al., (2000).
•Prior to the work of Smith (1983), the role of X was largely unknown.
96. 2.2. The present perfect tenseThe present perfect tense may also be used to describemay also be used to describe
research or scholarly activity that has taken placeresearch or scholarly activity that has taken place
recentlyrecently
•Several studies have revealed that ...
•Previous studies of X have not dealt with ...
•A considerable amount of literature has been published on X.
3. For reference to single investigations or publications in the past3. For reference to single investigations or publications in the past
the simple past tense is usedthe simple past tense is used
•An experimental demonstration of this effect was first carried out by ...
•The first systematic study of X was reported by Patel et al. in 1986.
97. Writing AbstractsWriting Abstracts
An abstract is a short statement that describes a much
longer piece of writing or a prospective conference
presentation. Abstracts for research papers or theses
should provide the reader with a quick overview of the
entire study. Abstracts written for PhDs typically contain
the following elements:
98. Importance of the topic
and/or
• Reference to the current literature
and/or Identification of a knowledge gap
•Aim(s) of the current study
Indication of the methods used
•Statement of the key finding(s)
Implications of the findings
and/or
Value of the current study
99. 1.1. Highlighting the importance of topicHighlighting the importance of topic
• X is vital for …
• X plays a key role in …
• X is a classic problem in …
• Xs were a major element of …
• There is a recognized need for …
• X is a condition that is characterized by …
100. 2. Reference to current literature2. Reference to current literature
•Several studies have documented …
•Studies of X show the importance of …
•Several attempts have been made to …
•A growing body of evidence suggests …
•X is becoming a common trend in Y research.
101. 3. Identification of a knowledge gap3. Identification of a knowledge gap
•However, X has yet to be understood.
•Previous studies of X have not dealt with ...
•Researchers have not treated X in much detail.
•The historiography of X largely ignores the role of Y.
4. Aim of the current study4. Aim of the current study
•The aim of this study was to …
•This study set out to examine …
•This study set out to determine whether …
102. 5. Indication of methods used5. Indication of methods used
•The research is based on four case studies.
•Contemporary source material was used to examine …
•This study provides a novel approach to quantifying X using …
6. Statement of key findings6. Statement of key findings
•Results showed that …
•This study identified …
•The findings show that …
•Respondents reported …
103. 7. Implications and/or the value of the current study7. Implications and/or the value of the current study
•The study implies that …
•The involvement of X implies that …
•It is evidently clear from the findings that …
•An implication of this is the possibility that ...
•These data support further clinical development of …
•The findings can contribute to a better understanding of …
104. A note on style in academic presentationsA note on style in academic presentations
• In contrast to written style, in academic presentations, the
communicative style tends to be much more personal and
familiar. The majority of the phrases listed below serve as
useful ‘signposts’ for spoken academic presentations.
‘Signposts’ help the listeners follow where the talk is
going. Notice how the personal pronouns (‘I’, ‘we’, and
‘you’) are used in most of these phrases.
105.
106. Defining and organizing the topicDefining and organizing the topic
Indicating sequenceIndicating sequence
109. ReferencesReferences
Primary source:
http://www.phrasebank.manchester.ac.uk
Secondary sources:
Bolinger, D. (1976) ‘Meaning and memory’. Forum Linguisticum, 1, pp. 1–14.
Davis, M., and Morley, J. (2015) ‘Phrasal intertextuality: The responses of academics from
different disciplines to students’ re-use of phrases’. Journal Second Language Writing 28 (2)
pp. 20-35.
Hopkins, A. and Dudley-Evans, A. (1988). ‘A genre-based investigations of the discussions
sections in articles and dissertation’. English for Specific Purposes, 7(2), 113-122.
Pawley, A. and Syder, F.H. (1983). ‘Two puzzles for linguistic theory: nativelike selection and
nativelike fluency’. In: Richards, J.C. and Schmidt, R.W. (Eds.), Language and Communication,
pp. 191-226. Longman: New York.
Sinclair, J. (1991) Corpus, concordance, collocation. Oxford: Oxford University Press.
Swales, J. (1981). Aspects of article introductions (Aston ESP Research Report No. 1).
Birmingham: Language Studies Unit: University of Aston.
Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge:
Cambridge University Press.
Editor's Notes
Introduce yourself to your neighbour – name, area of research, etc. as we will be talking together later on in the session.
Aim of session is to suggest how the systematic literature review process might provide a useful approach for helping you to gather sources, read and organise the literature review for your dissertation or thesis.
We will look at what a ‘systematic literature review’ is and the steps involved.
We will discuss how these might be adapted to for your own use
Look at ways might be used in conjunction with other approaches within various disciplines.
Plus other tips
We will look at what a ‘systematic literature review’ is and the steps involved.
We will discuss how these might be adapted to for your own use
Look at ways might be used in conjunction with other approaches within various disciplines.
Plus other tips