Academic Reading and Writing 1 Lecture 3 PDF

Academic reading and writing 1 Lecture 03 Introduction to academic reading and writing Planning gives essays a coherent structure and, most importantly, helps to ensure that they answer the question set. Although all essays need planning, they are written in two different situ...

Academic reading and writing 1 Lecture 03 Introduction to academic reading and writing Planning gives essays a coherent structure and, most importantly, helps to ensure that they answer the question set. Although all essays need planning, they are written in two different situations: Like Coursework and exams Clearly, under the time pressure of an exam, planning is more hurried, but can also be more critical. In the case of essays written in exams, it is best to begin planning by analysing the title and then writing down any ideas that seem relevant. These processes are called ‘brainstorming’, and at first ideas are collected in any order. Having assembled your ideas, it is then necessary to find a suitable framework for the essay. In the case of longer essays, written as coursework, planning should be more detailed. It will normally be a two-stage process: a) Before reading: using the title to develop an outline structure. b) After reading: modifying the outline and adding detail. 1. Organizing Paragraphs: Paragraphs are the basic building blocks of texts. Well-organized paragraphs not only help readers understand the argument, they also help writers to structure their ideas effectively. A paragraph is a collection of sentences which deal with one subject. Introductory paragraphs often contain definitions, while descriptive paragraphs include a lot of information. 2. Organizing the Main Body: In the case of longer assignments it is often better to write the main body before the introduction. With shorter essays, for example in exams, this is impractical, and the introduction has to be written first.  The structure of the main body depends on the length of the essay and the subject of study. Shorter essays (in exams, for example) tend to have simpler structures.  Inside the main body, ideas need to be presented in the most logical fashion, linked together to form a coherent argument. Longer essays may include the following sections:  Literature review: a summary of the main authorities on this topic  Experimental set-up: a technical description of the organization of an experiment  Methods: how the research was carried out  Findings/results: what was discovered by the research/ experiment  Case study: a description of an example of the topic being researched  Discussion: an examination of the issues and the writer’s verdict 3. Introductions: An introduction is crucial, not just for what it says about the topic, but for what it tells the reader about the writer’s style and approach. Unless you can introduce the subject clearly the reader may not wish to continue. There is no such thing as a standard introduction, and much depends on the nature of the research and the length of the essay. However, for a relatively short essay written under exam conditions, the following are worth including, in this order. a) Definitions of any terms in the title that is unclear. b) Some background information. c) Reference to other writers who have discussed this topic. d) Your purpose in writing and the importance of the subject. e) A summary of the main points you intend to cover. 4. Conclusions: There is usually a link between the starting point, i.e. the title, and the conclusion. If the title is asking a question the answer should be contained in the conclusion. The reader may look at the conclusion first to get a summary of the main arguments or points. Not every academic essay has a conclusion. In some cases it may be linked to the discussion section, or it may be called ‘concluding remarks’, or ‘summary’. However, in most cases it is helpful for the reader to have a section which (quite briefly) looks back at what has been said and makes some comments about the main part. 5. Rewriting and Proof-reading: When you have finished the conclusion it may be tempting to hand in your work immediately. However, it is almost certain that it can be improved by being revised. With longer assignments, it may be worth asking a classmate to read your work and make criticisms. Proof-reading is a vital final step, which can prevent confusion or misunderstanding due to simple errors. Computer programs that check spelling will not detect other common types of mistakes. 6. Definitions: In academic writing, definitions are normally needed in two situations: In introductions, to clarify a word or phrase in the title. More generally, to explain a word or phrase which may be either very technical (and so not in normal dictionaries), very recent, or with no widely agreed meaning. 7. Synonyms: When writing it is necessary to find synonyms in order to provide variety and interest for the reader. Synonyms are also needed when paraphrasing or notetaking to avoid plagiarism. 1. The type of texts that composed of (introduction, main body and conclusion): Short texts Long texts Books 2. The type of texts that contains dedication: Short texts Long texts Books 3. Statements that usually based on self experience: Facts Opinions 4. Conclusions that obtained from experimental design: Facts Opinions 5. The section of texts that composed of paragraphs often contain definitions: Main body References Introduction 6. The section of texts that is a summary of the main authorities on this topic: Introduction Literature review Conclusion 7. The section of texts that describe how the research was carried out: Methods Discussion Introduction