introduction-of-academic-writing.ppt

Lecture1IntroductionAcademicWriting,Questions,WhatproblemsdouthinkyouhaveinEnglishwriting?Whatdouwanttoachievefromthiscourseaboutacademicwriting?Putitinaspecificway.Whatcontributiondouthinkucanmakefortheclass?Whatdouexpectoftheteacher?,1.definition2.genres3.features(partI,examples),Whatisacademicwriting?,Assignment,Procedure,Yourfeedback,5,Coursedescription,References,1.courseobjectives(从大到小)2.semesterschedule3.classstructure(feedback,exercise)4.assessmentcriteria,1.1Definition,Academicwritingisusuallyserious,intendedforacriticalandinformedaudience(why),basedoncloselyinvestigatedknowledge(how),andpositsideasorarguments(what,withdifficulty)./wiki/Academic_writingForexample.,1.Whatisacademicwriting,1.1Definition,Academicwritingiswritingdonebyscholarsforotherscholars.Academicwritingisdevotedtotopicsandquestionsthatareofinteresttotheacademiccommunity.Academicwritingshouldpresentthereaderwithaninformedargument.,1.Whatisacademicwriting,1.2Genres,EssaysResearchpaperResearchabstractsIntroductionsLiteraturereviewsResearchmethodsResearchresultsResearchdiscussionsWritingconclusions,1.Whatisacademicwriting,1.3Features,AcademicwritinginEnglishislinear,whichmeansithasonecentralpointorthemewitheverypartcontributingtothemainlineofargument,withoutdigressionsorrepetitions.Itsobjectiveistoinformratherthanentertain.,1.Whatisacademicwriting,1.3Features,Thereareeightmainfeaturesofacademicwritingthatareoftendiscussed.Academicwritingistosomeextent:complex,formal,objective,explicit,hedged,andresponsible.Ituseslanguagepreciselyandaccurately.,1.Whatisacademicwriting,1.3Features,plexity1.1lexicallycomplex1.2grammaticallycomplex1.1Academicwritingtextshavemorelexicalwordsthangrammaticalwords.theyhavemorenoun-basedphrases,morenominalizations,andmorelexicalvariation.1.2Academicwritingtextshavemoresubordinateclauses,more“that/to”complementclauses,morelongsequencesofprepositionalphrases,moreattributiveadjectivesandmorepassivesthanspokenlanguage.,1.Whatisacademicwriting,1.3Features,Noun-basedphrasesReadthefollowingtwosentencesanddecidewhichoneismoreformalandwhy.Likeallotherformsoflife,wehumanbeingsaretheproductofevolution.Likeallotherformsoflife,wehumanbeingsaretheproductofhowwehaveevolved.,1.Whatisacademicwriting,Task-basedexercise1,FormalwrittenEnglishusesnounsmorethanverbs.Thenounevolutionispreferredtotheverbevolveandthe“howclause.,1.3Features,Noun-basedphrasesManyfutileattemptshavebeenmadetoteachanimalstospeakhowhumansspeak.,1.Whatisacademicwriting,Task-basedexercise1Maketheunderlinedpartoffollowingsentencemoreformal.,Manyfutileattemptshavebeenmadetoteachanimalstospeakinhumanfashion.,1.3Features,2.FormalityIngeneralthismeansinanessaythatyoushouldavoid:a.colloquialwordsandexpressions;stuff,alotof,thing,sortof,b.abbreviatedforms:cant,doesnt,shouldntc.twowordverbs:putoff,bringupd.askingquestions.,1.Whatisacademicwriting,1.3Features,3.PrecisionInacademicwritingyouneedtobeprecisewhenyouuseinformation,datesorfigures.Donotusealotofpeoplewhenyoucansay50millionpeople.,1.Whatisacademicwriting,1.3Features,4.ObjectivityWrittenlanguageisingeneralobjectiveratherthanpersonal.Itthereforehasfewerwordsthatrefertothewriterorthereader.Thismeansthatthemainemphasisshouldbeontheinformationthatyouwanttogiveandtheargumentsyouwanttomake,ratherthanyou.Forthatreason,academicwritingtendstousenouns(andadjectives),ratherthanverbs(andadverbs).Itiscommontobeginasentencewithnounsratherthanpronouns.,1.Whatisacademicwriting,1.3Features,5.Explicitness1.Itisexplicitinitssignpostingoftheorganisationoftheideasinthetext.Useofcohesivedevice2.Itisexplicitinitsacknowledgmentofthesourcesoftheideasinthetext.,1.Whatisacademicwriting,1.3Features,6.AccuracyAcademicwritingusesvocabularyaccurately.Mostsubjectshavewordswithnarrowspecificmeanings.Forexample，walkstroll,march,parade,stridemeeting,assembly,gatheringorconferencemoney,cash,currency,capitalorfunds,1.Whatisacademicwriting,1.3Features,7.HedgingCautiouslanguageisoftencalledhedgingorvaguelanguage.Inotherwords,itisnecessarytomakedecisionsaboutyourstanceonaparticularsubject,orthestrengthoftheclaimsyouaremaking.,1.Whatisacademicwriting,1.3Features,1.Whatisacademicwriting,1.3Features,8.ResponsibilityInacademicwritingyoumustberesponsiblefor,andmustbeabletoprovideevidenceandjustificationfor,anyclaimsyoumake.Youarealsoresponsiblefordemonstratinganunderstandingofanysourcetextsyouuse.Thisisdonebyparaphrasingandsummarisingwhatyoureadandacknowledgingthesourceofthisinformationorideasbyasystemofcitation.,1.Whatisacademicwriting,1.3FeaturesSummary,conventionoflanguageuse:complex,formal,objective,accuracyconventionofgivinginformation:precise,explicit,hedged,andresponsible,1.Whatisacademicwriting,2.1Courseobjectives,Inthiscourse,youareexpectedtolearnwhatarefeaturesofacademicwritingwhatareconventionsofacademicwritinghowtoanalyzeandappreciateanEnglishacademicpaperhowtoimproveyouracademicwriting,2.Courseinformation,2.1Semesterschedule,1.Introductionandfeatures2.Exerciseaboutfeatures,generalconventions3.Exercise,titleandabstract(1)4.Exercise,titleandabstract(2)5.Exercise,introduction(1)6.Exercise,introduction(2),2.Courseinformation,2.1Semesterschedule,7.Exercise,Literaturereviews(1)8.Exercise,Literaturereviews(1)9.Exercise,researchmethods10.Exercise,researchresults11.Exercise,researchdiscussion(1)12.Exercise,researchdiscussion(2),2.Courseinformation,2.1Semesterschedule,13.Exercise,conclusion(1)14.Exercise,conclusion(2)15.Exercise,review16.Finalexam,2.Courseinformation,2.3Classstructure,exercise(studentsperformance)remarkonassignmentlectureexercisefeedbackandquestions,2.Courseinformation,2.4assessmentcriteria,participation20%interaction20%assignment20%finalexam40%,2.Courseinformation,3.References,3.References,Task-basedexercise1,Analyzethefeaturesofthefollowingpart.Thethermalpropertiesofglassymaterialsatlowtemperaturesarestillnotcompletelyunderstood.Thethermalconductivityhasaplateauwhichisusuallyintherange5to10KandbelowthistemperatureithasatemperaturedependencewhichvariesapproximatelyasT.Thespecificheatbelow4KismuchlargerthanthatwhichwouldbeexpectedfromtheDebyetheoryanditoftenhasanadditionaltermwhichisproportionaltoT.Someprogresshasbeenmadetowardsunderstandingthethermalbehaviourbyassumingthatthereisacut-offinthe