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Summary of Academic Writing for Graduate Students
Academic Writing for Graduate Students Unit One An Approach to Academic Writing As graduate students, you face a variety of writing tasks throughout your chosen degree programs. Naturally, these tasks will vary from one degree program to another. They are, however, similar in two respects. First, the tasks become progressively more complex and demanding the farther you go in the program. Second, in general they need to be written “academically,” although certain assigned writing in some fields may require personal reflec- tion (such as teaching reflections) and thus may be somewhat more infor- mal. In Units Two through Six of this textbook, we focus on the writing tasks that may be required in the earlier stages of a graduate career. In the last two units, we look a little farther ahead. This opening unit is different from the others since it does not focus on a particular type of text. Instead, we try to help you reflect upon a variety of aspects of academic writing, ranging from style to some sociological, cul- tural, and rhetorical issues. Overall, we are primarily concerned with your “positioning” as a writer—the means by which you create in writing a credi- ble image as a competent member of your chosen discipline. We begin with a focus on your writing strategies. 1 Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 TASK ONE Discuss these possible writing strategies with a partner. Put a check mark () next to those writing strategies that you use a lot. If you rarely or never use some of the strategies, discuss why you do not. ____ 1. Translating, if you use English as an international language ____ 2. Spending a lot of time on gathering information or doing research and then quickly writing your paper from your notes, data sources, or outlines ____ 3. Referring to one or more “model” papers in your discipline, noticing in particular such matters as how the papers are organized, how phrases are used, and where and why examples or illustrations are provided ____ 4. Relying on a mentor (either native or non-native speaker) who “knows the ropes” and can anticipate how a particu- lar written text might be received by a particular set of readers or reviewers, who may also be able to offer advice on which journal or conference a piece might be submit- ted to and why ____ 5. Relying on friends who are not in your field to help you with phraseology ____ 6. Developing a sense of the anticipated audience, particularly with regard to what needs to be said and what does not ____ 7. Recognizing the need for some stylistic variation and acquiring the linguistic resources to achieve this ____ 8. Finding useful phraseology from other, possibly published papers and using it to string your ideas together ____ 9. Constructing an appropriate author “persona,” so that you come across as a member of the disciplinary community ____ 10. Concentrating on making sure your sentence-level grammar is accurate because that is the most important aspect of getting your ideas across 2 ACADEMIC WRITING FOR GRADUATE STUDENTS Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 Understanding your writing strategies is important in becoming a confi- dent writer. To help you explore your strategies further, we offer Task Two. TASK TWO Write a reflective paragraph in which you share your reactions to these questions. 1. What is your main writing strategy? Why do you use it? What one other strategy apart from those on the list do you use? Are your strategies dependent on the type of text you are composing? 2. Which of the strategies that you do not use would you most like to develop? And how might you go about developing it? 3. Do you think strategies listed in Task One apply equally well to all fields? How might they vary in importance for an author in Physics, History, Economics, Public Health, or Engineering? Which of them is most important in your own field? As you may already realize, academic writing is a product of many consid- erations: audience, purpose, organization, style, flow, and presentation (see Figure 1). 1: AN APPROACH TO ACADEMIC WRITING 3 FIGURE 1. Considerations in Academic Writing Audience Purpose Organization Style Flow Presentation Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 Audience Even before you write, you need to consider your audience. The audience for most graduate students will be an instructor, who is presumably quite knowledgeable about the assigned writing topic and will have expectations with which you need to be familiar. Other possible audiences include advi- sors, thesis committees, and those who will review research you may want to present at a conference or publish in a paper. Your understanding of your audience will affect the content of your writing. TASK THREE Read these excerpts from two longer texts that discuss obtaining drinking water from salt water. Answer these general questions with a partner. For whom were they written? What aspects of each text helped you decide the audience? In what kind of publication would you expect to find these texts? Sentence numbers have been added here (and in subsequent texts throughout the book) for ease of ref- erence. Then answer the more specific questions that appear on page 5. A. ’ People have been pulling freshwater out of the oceans for centuries using technologies that involve evaporation, which leaves the salts and other unwanted constituents behind. ( Salty source water is heated to speed evaporation, and the evaporated water is then trapped and distilled. ) This process works well but requires large quantities of heat energy, and costs have been far too high for nearly all but the wealthiest nations, such as Kuwait and Saudi Arabia. * (One exception is the island of Curaçao in the Netherlands Antilles, which has provided continuous municipal supplies using desalination since 1928.) + To make the process more affordable, modern distillation plants recycle heat from the evaporation step. 4 ACADEMIC WRITING FOR GRADUATE STUDENTS Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 , A potentially cheaper technology called membrane desali- nation may expand the role of desalination worldwide, which today accounts for less than 0.2 percent of the water withdrawn from natural sources. - Membrane desalination relies on reverse osmosis—a process in which a thin, semipermeable membrane is placed between a volume of saltwater and a volume of freshwater. . The water on the salty side is highly pressurized to drive water molecules, but not salt and other impurities, to the pure side. / In essence, this process pushes freshwater out of saltwater. (Martindale, 2001) B. ’ Reverse osmosis (RO) membrane systems are often used for seawater and brackish water desalination. ( The systems are typically installed as a network of modules that must be designed to meet the technical, environmental, and economic requirements of the separation process. ) The complete opti- mization of an RO network includes the optimal design of both the individual module structure and the network configuration. * For a given application, the choice and design of a particular module geometry depends on a number of factors, including ease and cost of module manufacture, energy efficiency, fouling tendency, required recovery, and capital cost of auxiliary equip- ment. + With suitable transport equations to predict the physical performance of the membrane module, it should be possible to obtain an optimal module structure for any given application. (Maskan et al., 2000) 1. How do the texts differ in terms of vocabulary? 2. How do the texts differ in terms of detail? 3. Where do the definitions of reverse osmosis appear? How do these definitions differ? 4. Do the texts appear to be well written? Why do you think so? 1: AN APPROACH TO ACADEMIC WRITING 5 Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 The differences in the two texts reflect some of the assumptions that the authors have made about the typical reader’s familiarity with the subject. In the first text, the author assumes the reader is probably not familiar with reverse osmosis and thus provides a fair amount of background information along with a clear definition of the process. TASK FOUR Now write a short definition of a term in your field for two different audiences. One audience could consist of graduate students in a totally unrelated field, while the other could be students in your own graduate program. Exchange your definitions with a partner and discuss how they reflect differences in your chosen audiences. Purpose and Strategy Audience, purpose, and strategy are typically interconnected. If the audience knows less than the writer, the writer’s purpose is often instructional (as in a textbook). If the audience knows more than the writer, the writer’s purpose is usually to display familiarity, expertise, and intelligence. The latter is a common situation for the graduate student writer. The interesting question that now arises is what strategy (or strategies) can a graduate student use to make a successful display. To explore this, let’s consider the case of an international student who calls himself Sam in the United States. Sam is enrolled in a master’s program in Public Health. He has nearly finished his first writing assignment, which focuses on the impact of video games on the cognitive development of children in the United States. This is a short five-page assignment rather than a major research paper. The deadline is approaching, and there is no more time for further data analysis. He wants to make a good impression with his concluding paragraph. He believes (rightly) that final impressions are important. Sam (quite appropriately) begins his last paragraph by reminding his audience (i.e., his instructor) of what he has done in the paper. 6 ACADEMIC WRITING FOR GRADUATE STUDENTS Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 He begins as follows: Conclusion The aim of this paper has been to examine the impact of video games on the cognitive development of pre-adolescent children in the United States. In particular I have examined the effects of video games on visual attention. So far, so good. His first attempt at concluding his paper is as follows: As I have explained, video games can indeed account for differ- ences in cognitive abilities of pre-adolescents, specifically the ability to switch attention from one task to another. He thinks, “This just repeats what I have already written; repeating makes it seem that I have nothing new or interesting here; my paper falls flat at the end.” Sam tries again. “This time,” he says to himself, “I will take my results, summarize them, and then try to connect them to some wider issue. That’s a better strategy.” Here is his second version. As the tables show, pre-adolescent children who play video games score better on tests of visual attention than those who do not. This relationship was quite strong among children between 10 and 12 years of age, while for children aged 6 to 9 the association was not so pronounced. Children who were very good at playing video games, mostly those who are older, appear to be able to effectively switch attention. These findings support the conclusion of other studies that playing video games may not simply be a mindless activity; instead video games can enhance the cognitive skills of gamers. Sam likes this version; however, he is also worried. He knows—but he has not said so anywhere in the paper yet—that there is a problem with the data he has been using. He knows that there are many types of video games and so the effects of one game on cognitive development may be quite different from those of another. For instance, shooting video games are not the same as sports video games. And even within the same game genre there is varia- tion in terms of the skills that are needed to play. Luckily, he is not using his own research data for this assignment; he is using data that he has found in journal articles. 1: AN APPROACH TO ACADEMIC WRITING 7 Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 He now adds this to his concluding paragraph. The conclusions presented here, however, should be interpreted cautiously. This is because the data presented here are based on analyses of two sports video games, which differ in terms of visual attentional demand from other types of video games, such as first- person shooting games that require an awareness of a full screen. Sam is feeling somewhat unsure of his conclusion and is now asking himself the following questions: “Have I been too cautious in my conclusion when I use appear to, may, and can? Is it actually better to clearly state that there are problems with the data or to not mention this at all? Which strategy is bet- ter? Will I appear more or less capable by discussing the limitations of the data? And if I do discuss them, should I do so right at the end or at the beginning of my conclusions? In effect, how should I position myself as a junior graduate student?” TASK FIVE What advice would you give Sam? Consider the questions he raises about the strength of his points and the inclusion of limitations. Write this in a paragraph or two. Then edit or re-write his final paragraph to reflect your advice. Organization Readers have the expectation that information will be presented in a struc- tured format that is appropriate for the particular type of text. Even short pieces of writing have regular, predictable patterns of organization. You can take advantage of these patterns, so that readers can still follow, even if you make some language errors. Although our goal in this text is not to work on letter writing, we would like to begin our discussion of organization by looking at two letters that may, in fact, resemble letters or email you have received at some point in your academic career. Each letter has a clear, predictable pattern of organiza- tion. The first is a good-news letter. 8 ACADEMIC WRITING FOR GRADUATE STUDENTS Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 1: AN APPROACH TO ACADEMIC WRITING 9 Dear Ms. Wong: Thank you for your interest in our university. On behalf of the Dean of the Graduate School, I congratulate you on being accepted to the program in Aerospace Engineering to begin study at the master level. This letter is your official authorization to register for Fall 20XX. As a reflection of the importance the Graduate School places on the ability of its students to communicate effectively, the Graduate School requires all new students whose native language is not English to have their English evaluated. Specific details for this procedure are given in the enclosed information packet. We look forward to welcoming you to Midwestern University and wish you success in your academic career. Sincerely, Parts Greeting Acknowledgment Good news Administrative matters Welcoming close that points to the future Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 TASK SIX Read the bad-news letter, and label the four parts: greeting, prepara- tion for bad news, bad news, and close. Where does the most important news appear (first? second?)? How does this compare to the good-news letter? How do the different purposes of the two letters influence the kind and placement of information? 10 ACADEMIC WRITING FOR GRADUATE STUDENTS Dear Mr. Lee: Thank you for your interest in the graduate program in Industrial and Operations Engineering. We have now finished our rigorous review process for Fall 20XX applications. We received an unusually high number of applications for the Fall term and we unfortunately had to limit the number we could accept. While your background is impressive, I regret to inform you that your application to the program has not been accepted. Given your excellent qualifications, I trust you will be able to pursue your academic interests elsewhere and wish you luck in your further endeavors. Sincerely, Parts You are already likely aware that academic writers employ a variety of organizational patterns. You are already familiar with external organization features, such as chapters, sections, and paragraphs. As you work your way through this book, you will become familiar with the various approaches to internal organization as well. One very common strategy that is founda- Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 tional to academic writing is to organize information in terms of problems and solutions (Hoey, 1983). This pattern usually has four parts. Can you identify them in this next task? TASK SEVEN Draw boxes around and label the four parts of this problem- solution text (situation, problem, solution, and evaluation). After marking the text, answer the questions on page 12. ’ As standards of living rise and the world’s population grows, the demands for freshwater have been increasing. ( Along with this increase is growing pressure to protect this precious resource. ) Efforts to protect the water supply have traditionally focused on regulating industrial and municipal waste that is discharged into rivers and lakes. * However, in recent years researchers have identified a new threat to world freshwater supplies. + Studies have identified in freshwater around the world a number of medici- nal drugs, ranging from painkillers such as acetaminophen, to antibiotics, to cholesterol absorption inhibitors. , These drugs eas- ily enter the water supply when they are eliminated through diges- tion or improperly disposed of by directly flushing them down a toilet. - Although the amount of these drugs in freshwater supplies is small (a few parts per billion or trillion), their impact on the freshwater supply and on human health has yet to be established. . Given this uncertainty, efforts are underway to address this problem. / One simple, inexpensive approach involves educating consumers about proper medication disposal methods. Lk This effort involves educating consumers to be made aware that medi- cines should not be poured into a sink or flushed, but should be discarded through local drug collection programs. Ll For example, many pharmacies collect unused or unwanted medicines and some communities have special medicine collection sites. Lm With increased education, consumers can dispose of medication properly and help protect freshwater resources. 1: AN APPROACH TO ACADEMIC WRITING 11 Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 1. How serious does the author perceive the problem to be? How did you determine this? To what extent is this a global problem? 2. What does the author think of the solution? What do you think of the solution? 3. What is one major problem in your field of study? Why is it important? TASK EIGHT Here is another passage with the same structure. Read it and answer the questions on page 13. ’ Ghana is located on West Africa’s Gulf of Guinea just north of the Equator. ( Unlike many poor West African countries, this country of 24 million has a growing economy that is expanding over 10% annually. ) This growth has largely been attributed to the 2007 discovery of a major oil field off the coast and to Ghana’s position as a leading gold producer. * Ghana has also emerged as an impor- tant center for e-waste recycling and disposal, an industry that contributes more than US$200 million into the economy. + E-waste consists of electronic devices typically from Europe and North America that have been discarded, but still have some value. , E-waste has been said to provide opportunities for employment, poverty alleviation, recycling business developments, and may even bridge the digital divide by contributing to the country’s growing demand for information technology. - However, this industry also poses environmental and health risks that cannot be ignored. . The largest e-waste recycling and disposal center is located in the capital city of Accra and is adjacent to the Agbogbloshie Food Market. / At this site recyclers disassemble electronics to retrieve valuable metals (for example, gold) or burn items covered with plastic (for example, computer wires) to recover metals such as copper and aluminum. LkThese processes expose workers and others living near the e-waste site to toxic materials including plastics, lead, aluminum, and silica that are known to cause cancers and central nervous system damage among other health problems. 12 ACADEMIC WRITING FOR GRADUATE STUDENTS Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 Ll One way to address e-waste dangers is to install modern, sus- tainable recycling technology that can drastically reduce exposures to toxins. Lm One drawback to this approach, however, centers around who should be responsible for the cost of installing such systems. Ln Perhaps a more viable solution is for the manufacturers of electronics to reduce the amount of toxic materials used to make their products. Lo Thus, rather than placing all of the respon- sibility for safe handling of e-waste on the recyclers, the manu- facturers could be persuaded to examine their own practices to determine ways to lower the risks associated with e-waste. 1. For what type of audience was this written? 2. What assumptions does the author make about the background knowledge of the audience? 3. What is the author’s purpose? 4. How is the problem introduced? 5. To what does this growth in Sentence 3 refer? What are these processes in Sentence 10? To what does this approach in Sentence 12 refer? What is the effect of these particular expressions on the flow of ideas? 6. What does the author think of the two solutions? 7. If the writer had thought that the second solution would not work, what might she have written for the last sentence? In such a case, would this last sentence be enough to complete the text? If not, what would need to be added? 1: AN APPROACH TO ACADEMIC WRITING 13 Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012 In addition to the problem-solution structure, some other ways of organ- izing information include the following. • Comparison-contrast (see Unit Five) • Cause-effect (focusing on one cause and multiple effects as in an earth- quake or describing multiple causes and one effect as in an economic downturn) • Classification [categorizing, as suggested by this example: “Earthquake effects on underground structures can be grouped into two categories: (1) ground shaking and (2) ground failure such as liquefaction, fault displacement, and slope instability.” Note the cause-effect aspect of this as well.] Research paper introductions in your field might also follow an estab- lished organizational pattern. Introductions are addressed in Unit Eight. Style Academic writers need to be sure that their communications are written in the appropriate style. The style of a particular piece should not only be con- sistent but also be suitable both in terms of the message being conveyed and the audience. A formal research report written in informal, conversational English may be considered too simplistic, even if the actual ideas and/or data are complex. One difficulty in using the appropriate style is knowing what is consid- ered academic and what is not. The grammar-check tool on your word pro- cessing program is likely not of much help in this matter since such programs are written primarily to find spelling and basic grammar errors and not to offer stylistic advice for academic writers. Moreover, what little stylis- tic advice is offered may not be right for what you are writing. For example, contrary to what your grammar checker might suggest, if you are describing a procedure or process, you can and probably even should use passive voice in many cases. Deciding what is academic or not is further complicated by the fact that academic style differs from one area of study to another. For instance, con- tractions (e.g., don’t) may be used in Philosophy but are not widely used in many other fields. And, as noted in a study by Chang and Swales (1999), 14 ACADEMIC WRITING FOR GRADUATE STUDENTS Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak http://www.press.umich.edu/titleDetailDesc.do?id=2173936 Michigan ELT, 2012
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The second edition of this successful guide to writing for graduate-and undergraduate-students has been modified to include updates and replacements of older data sets; an increased range of disciplines with tasks such as nursing, marketing, and art history; discussions of discourse analysis; a broader discussion of e-mail use that includes current e-mail practices. Like its predecessor, this edition of Academic Writing for Graduate Students ” explains understanding the intended audience, the purpose of the paper, and academic genres. ” includes the use of task-based methodology, analytic group discussion, and genre consciousness-raising. ” shows how to write summaries and critiques. ” features “language focus” sections that address linguistic elements as they affect the wider rhetorical objectives. ” helps students position themselves as junior scholars in their academic communities. The Commentary has also been revised and is available.
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- Full Book Name: Academic Writing for Graduate Students: Essential Tasks and Skills
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- Book Genre: Academia, Academic, Education, Grad School, Humanities, Language, Nonfiction, Reference, Research, Social Science, Teaching, Writing
- ISBN # 9780472088560
- Edition Language: English
- Date of Publication: 1994-7-
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Academic Writing for Graduate Students
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New material featured in this edition includes updates and replacements of older data sets, a broader range of disciplines represented in models and examples, a discussion of discourse analysis, and tips for Internet communication.
A Course for Nonnative Speakers of English. Genre-based approach. Includes units such as graphs and commenting on other data and research papers.
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Grammar Choices for Graduate and Professional Writers Second Edition
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Grammar Choices is a different kind of grammar book: It is written for graduate students, including MBA, master’s, and doctoral candidates, as well as postdoctoral researchers and faculty. Additionally, it describes the language of advanced academic writing with more than 300 real examples from successful graduate students and from published texts, including corpora. Each of the eight units in Grammar Choices contains: an overview of the grammar topic; a preview test that allows students to assess their control of the target grammar and teachers to diagnose areas of difficulty; an authentic example of graduate-student writing showing the unit grammar in use; clear descriptions of essential grammar structures using the framework of functional grammar, cutting-edge research in applied linguistics, and corpus studies; vocabulary relevant to the grammar point is introduced—for example, common verbs in the passive voice, summary nouns used with this/these, and irregular plural nouns; authentic examples for every grammar point from corpora and published texts; exercises for every grammar point that help writers develop grammatical awareness and use, including completing sentences, writing, revising, paraphrasing, and editing; and a section inviting writers to investigate discipline-specific language use and apply it to an academic genre. Among the changes in the Second Edition are: new sections on parallel form (Unit 2) and possessives (Unit 5) revised and expanded explanations, but particularly regarding verb complementation, complement noun clauses, passive voice, and stance/engagement a restructured Unit 2 and significantly revised/updated Unit 7 new Grammar Awareness tasks in Units 3, 5, and 6 new exercises plus revision/updating of many others self-editing checklists in the Grammar in Your Discipline sections at the end of each unit representation of additional academic disciplines (e.g., engineering, management) in example sentences and texts and in exercises.
Academic Writing
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Ideal for overseas students studying at English-medium colleges and universities, this practical writing course enables international students to meet the required standard of writing and use an appropriate style for essays, exams and dissertations. Newly revised and updated to include extra exercises and material suggested by teachers and students, Academic Writing explains and demonstrates all the key writing skills and is ideal for use in the classroom or for independent study. Useful at every stage of an academic career and beyond, this indispensable book features: different styles and formats from CVs and letters to formal essays a focus on accuracy coverage of all stages of writing, from understanding titles to checking your work essential academic writing skills such as proper referencing, summarising and paraphrasing diagrams and practice exercises, complete with answers.
An a to W of Academic Literacy
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An A to W of Academic Literacy is designed for graduate students of all language backgrounds and at any level of study. It is created as a comprehensive reference for graduate students. As a glossary of terms, it can also be used as a supplemental textbook for graduate workshops and seminars and by writing consultants and instructors across the disciplines. The guide includes 65 common academic literacy terms and explores how they relate to genres, writing conventions, and language use. Each entry briefly defines the term, identifies variations and tensions about its use across disciplines, provides examples, and includes reflection questions. An appendix lists further readings for each entry. Unique to this volume are comments featuring the experiences of the graduate students who wrote the entries, comments that bring each entry to life and build a bridge to graduate student readers.
Incidents in an Educational Life
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divdivIncidents in an Educational Life chronicles the educational journey of John M. Swales. A leading scholar in the field of Applied Linguistics and its subfield of English for Specific Purposes, Swales has taught across the globe in places such as Italy, Sweden, Libya, the United Kingdom, and the University of Michigan. His memoir offers a rare glimpse into the professional journey of a prominent scholar and educator./DIV div /DIV divIncidents in an Educational Life explores the lessons Swales learned by teaching and by being taught. The story follows his gradual transformation from an English as a Second Language teacher to one of the leading international figures in his field, stopping along the way to tell the sometimes amusing, sometimes painful anecdotes that have made him the recognized educator he is today. His entertaining prose make this volume a must-read for anyone considering the field, or the many ways in which we all become teachers./DIV div /DIV divJohn M. Swales is one of the leading international scholars in the field of English for Specific Purposes. He retired in the summer of 2006 from the University of Michigan after teaching at multiple universities overseas. He is the co-author of the international bestseller Academic Writing for Graduate Students (3rd ed.). /DIV/DIV
- Corpus ID: 141085214
Academic Writing for Graduate Students
- J. Swales , Christine B. Feak
- Published 1 August 1994
372 Citations
Creating innovative writing instruction for computer science graduate students.
- J. Kayfetz , K. Almeroth
- Education 2008 38th Annual Frontiers in Education Conference
- Highly Influenced
- View 4 excerpts, cites background and methods
How to Write Academically as a Postgraduate Student from Non-English Speaking Background: A Study from Teachers' Perspective
- Nick Zhiwei Bi
- View 2 excerpts, cites background
Differentiating Beginning ESL Undergraduate and Graduate Students' Writing Needs
- View 1 excerpt, cites background
Impacts of discipline-specific language instruction on the academic writing of civil engineering students
- Wuliang Yin , Sarah G. Carmichael
Creating materials for teaching evaluation in academic writing: Using letters to the editor in L2 composition courses
The graduate writing challenge: a perspective from an urban teacher education program.
- Jorgelina Abbate-Vaughn
CONCLUDING YOUR MASTER'S LEVEL THESIS
- Jo A. Lewkowicz
The Literature Review as Classroom Genre for Teaching ESL Postgraduate Engineers Critical Analysis and Writing Skills
Nns master's academic writing challenges.
- A. Imani , H. Habil
- Education, Linguistics
Student use of imperatives in their academic writing: How research can be pedagogically applied
- J. Swales , Justine Post
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Answers Part 1
All Answers Part 1 Academic Writing Quiz 1.1 Background to Writing 1.2A Reading Finding Suitable Sources 1.2B Reading Developing Critical Approaches 1.3 Avoiding Plagiarism 1.4 From Understanding Titles to Planning 1.5 Finding Key Points and Note Making 1.6 Paraphrasing 1.7 Summarising 1.8 References and Quotations 1.9 Combining Sources 1.10 Organising Paragraphs 1.11 Introductions and Conclusions 1.12 Rewriting and Proofreading
Answers Part 2
All Answers Part 2 2.1 Argument and Discussion 2.2 Cause and Effect 2.3 Cohesion 2.4 Comparisons 2.5 Definitions 2.6 Examples 2.7 Generalisations 2.8 Numbers 2.9 Problems and Solutions 2.10 Style 2.11 Visual Information 2.12 Working in Groups
Answers Part 3
All Answers Part 3 3.1 Abbreviations 3.2 Academic Vocabulary 3.3 Articles 3.4 Caution 3.5 Conjunctions 3.6 Nouns and Adjectives 3.7 Prefixes and Suffixes 3.8 Prepositions 3.9 Punctuation 3.10 Singular or Plural 3.11 Synonyms 3.12 Time Words 3.13 Passives 3.14 Verbs of Reference 3.15 Verbs - tenses
All Answers Part 4
All Answers Part 4 4.1 Formal Letters and Emails 4.2 Writing CVs 4.3 Reports, Case Studies and Literature Reviews 4.4 Designing and Reporting Surveys 4.5 Writing longer essays Self Assessment Exercises Skip to navigation Skip to content Skip to search --> var addthis_pub="routledgecompanions"; var addthis_brand="Routledge"; var addthis_header_color="#FFF"; var addthis_header_background="#3271bb"; Copyright © 2023/03/13 Taylor & Francis Group, an informa business | Privacy Policy | Accessibility | Access key details Informa plc - Informa: Registered Office: Mortimer House, 37-41 Mortimer Street, London, W1T 3JH. Registered in England and Wales - Company Registered Number 3099067, VAT Number: GB 365 4626 36 var _gaq = _gaq || []; _gaq.push(['_setAccount', 'UA-18661261-1']); _gaq.push(['_trackPageview']); (function() { var ga = document.createElement('script'); ga.type = 'text/javascript'; ga.async = true; ga.src = ('https:' == document.location.protocol ? 'https://ssl' : 'http://www') + '.google-analytics.com/ga.js'; var s = document.getElementsByTagName('script')[0]; s.parentNode.insertBefore(ga, s); })(); Book Information / Buy the book
Academic Writing For Graduate Students
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Like its predecessor, the third edition of Academic Writing for Graduate Students explains understanding the intended audience, the purpose of the paper, and academic genres; includes the use of task-based methodology, analytic group discussion, and genre consciousness-raising; shows how to write summaries and critiques; features "language focus" …
Page 5 HANDBOOK OF ACADEMIC WRITING This online Handbook of Academic Writing is focused on the following key elements of the academic writing process: Planning for your writing task Reading critically and drawing relevant material from scholarly texts to craft your academic writing Being critical Intertextuality: Making connections between texts and putting forward your
"positioning" as a writer—the means by which you create in writing a credi-ble image as a competent member of your chosen discipline. We begin with a focus on your writing strategies. 1 Academic Writing for Graduate Students, 3rd Edition: Essential Skills and Tasks John M. Swales & Christine B. Feak
Academic Writing for Graduate Students f Unit One An Approach to Academic Writing As graduate students, you face a variety of writing tasks throughout your chosen degree programs. Naturally, these tasks will vary from one degree program to another. They are, however, similar in two respects.
Academic Writing for Graduate Students: Essential Tasks and Skills, John M. Swales and Christine B. Feak. 2012. Ann Arbor, MI: University of Michigan Press (418 pages). Authors: Thom Huebner San...
Graduate programs in the US (the UK is different in this regard) have a common structure. • Students complete several years of course work—usually two or three. • Students pass some sort of qualifying exam in order to be admitted to the thesis stage, usually at the end of course work, i.e., the end of year 2 or 3.
Download Free PDF Academic writing for graduate students: Essential tasks and skills Đức Vượng Tạ 1994 Despite the fact that this volume has been around in one form or another for over two decades, the book warrants a fresh look now for several reasons.
academic writing at the master's level. For example, Lavelle and Bushrow (2007) point out that "little is known about what graduate students think about writing or about what they do when faced with academic writing tasks" (p816). Likewise, Singleton-Jackson and Lumsden (2009) note
Download Academic Writing for Graduate Students: Essential Tasks and Skills by John M. Swales in PDF format complete free. Brief Summary of Book: Academic Writing for Graduate Students: Essential Tasks and Skills by John M. Swales
Specifically, the work reported here has focused on the academic English used in fifth-grade mathematics, science, and social studies textbooks and will contribute to the conceptual discussion of the nature of academic language, and will provide concrete guidelines for test development.
academic writing development of our ESL/EFL graduate students. The current study has the following three main aims: 1. To investigate the impact of the CELC postgraduate EAP course (i.e., ES5001A) on the development of ESL/EFL postgraduate students' academic writing skills or abilities. 2.
Download Free PDF Academic writing for graduate students: Essential tasks and skills Đức Giang Tạ 1994 Despite the fact that this volume has been around in one form or another for over two decades, the book warrants a fresh look now for several reasons.
our graduate students' writing. Problems with Writing at the Graduate Level Writing is essential for success as a graduate student, yet many students enter graduate school unable to express themselves well in writing (Alter & Adkins, 2001). Graduate students' poor writing may well be a carryover of their undergraduate weakness. In a 2005
periences and writing support needs of linguistically diverse graduate students, also addresses the gap in the literature on writing support for graduate-level ESL students. The Academic Writing Seminar In 2012, the authors designed the Academic Writing Seminar (AWS), a course for credential and master's students in our COE. In
Academic Writing for Graduate Students Essential Tasks and Skills A Course for Nonnative Speakers of English Catalina Rusu Read Article Download PDF Related Papers Reader-friendliness and feedback: German-L1 scholars' perceptions of writing for publication in English Thomas Armstrong Download Free PDF View PDF English for Specific Purposes
Download Academic Writing for Graduate Students Book in PDF, Epub and Kindle A Course for Nonnative Speakers of English. Genre-based approach. Includes units such as graphs and commenting on other data and research papers. Writing Support for International Graduate Students GET BOOK
[PDF] Academic Writing for Graduate Students | Semantic Scholar Corpus ID: 141085214 Academic Writing for Graduate Students J. Swales, Christine B. Feak Published 1 August 1994 Education Amazon.com: Commentary for Academic Writing for Graduate Students, 3rd Ed.: Essential Tasks and Skills (Michigan Series in English for Academic.
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academic writing, rhetoric and composition, and language/literacy education. Learning from the Lived Experiences of Graduate Student Writers - Shannon Madden 2020-07-01 Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as ...
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3.2 Academic Vocabulary 3.3 Articles 3.4 Caution 3.5 Conjunctions 3.6 Nouns and Adjectives 3.7 Prefixes and Suffixes 3.8 Prepositions 3.9 Punctuation 3.10 Singular or Plural 3.11 Synonyms 3.12 Time Words 3.13 Passives 3.14 Verbs of Reference 3.15 Verbs - tenses. All Answers Part 4. All Answers Part 4 4.1 Formal Letters and Emails 4.2 Writing CVs
Academic Writing for Graduate Students - Free ebook download as PDF File (.pdf), Text File (.txt) or read book online for free. English Writing. English Writing. Academic Writing For Graduate Students. Uploaded by José Castañeda. 100% (1) 100% found this document useful (1 vote) 365 views.
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