Full Description
Academic Writing has been widely acclaimed in all its editions as a superb textbook—and an important contribution to the pedagogy of introducing students to the conventions of academic writing. The book seeks to introduce student readers to the lively community of research and writing beyond the classroom, with its complex interactions, values, and goals. It presents writing from a range of disciplines in the humanities, social sciences, and natural sciences, cultivating students' awareness of the subtle differences in genre.
Contents
Preface1 Introducing Genre
1A Hearing Voices
1B Hearing Genres
1C High-School vs. University Writing
1D The University as Research Institution
2 Citation and Summary
2A Introducing Scholarly Citation
2B Is Citation Unique to Scholarly Writing?
2C Why Do Scholars Use Citation?
3 Summary
3A Noting for Gist
3B Recording Levels
3C Using Gist and Levels of Generality to Write Summary
3D Establishing the Summarizer's Position
3E Reporting Reporting
3F Experts and Non-Experts
4 Challenging Situations for Summarizers
4A High-Level Passages
4B Low-Level Passages
4C Summarizing Narrative
5 Think-Aloud Protocols in the Writing Classroom
5A Who Do You Think You're Talking To?
5B Traditions of Commentary on Student Writing
5C An Alternative to Traditional Commentary: The Think-Aloud Protocol
5D Adapting the Think-Aloud Protocol in the Writing Classroom
5E Reading on Behalf of Others
5F Reliability of Readers
5G Presupposing vs. Asserting
6 Orchestrating Voices
6A Making Speakers Visible: Writing as Conversation
6B Orchestrating Scholarly Voices
6C The Challenges of Non-Scholarly Voices
6D Orchestrating Academic Textbooks and Popular Writing
6E Research Proposals
7 Definition
7A Dictionaries
7B Appositions
7C Sustained Definitions
7D The Social Profile of Abstractions and Their Different Roles in Different Disciplines
8 Introductions
8A Generalization and Citation
8B Reported Speech
8C Documentation
8D State of Knowledge and the Knowledge Deficit
8E Student Versions of the Knowledge Deficit
9 Scholarly Readers
9A Think-Aloud and Genre Theory
9B The Mental Desktop
10 Scholarly Styles I: Nominal Style
10A Common and Uncommon Sense
10B Is Scholarly Writing Unnecessarily Complicated, Exclusionary, or Elitist?
10C Nominal Style: Syntactic Density
10D Nominal Style: Ambiguity
10E Sentence Style and Textual Coherence
11 Scholarly Styles II: Messages about the Argument
11A Messages about the Argument
11B The Discursive I
11C Forecasts
11D Emphasis
12 Scholarly Styles III: Visual Rhetoric
12A Figures
12B Graphs
12C Tables
12D Research Posters
13 Making and Maintaining Knowledge I
13A Peer Review
13B Introduction, Methods, Results, and Discussion (IMRD)
13C Making Knowledge
13D Method Sections
13E Qualitative Method and Subject Position
14 Making and Maintaining Knowledge II
14A Modality
14B Other Markers of the Status of Knowledge
14C Tense and the Story of Research
15 Conclusions and the Moral Compass of the Disciplines
15A Conclusions
15B The Moral Compass of the Disciplines: Research Ethics
15C The Moral Compass of the Disciplines: Moral Statements
Glossary
References
Subject Index
Index of Researchers Cited
