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Academic Writing in English - Notes From the Lessons (1) | Infrared | Serial Killer

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Academic English
   1 April 2018 - 1 ACADEMIC WRITING IN ENGLISH: WRITING PAPERS AND DISSERTATIONS Practical info Teacher: Samantha Brunt (Sam) Email: samantha.brunt@uantwerpen.be     I have bad hearing so don’t be afraid to shout at me      I will email this Word document to you after each class (to the email address you used when you registered for the course) 5 lessons: 26/2, 5/3, 12/3, 19/3, 26/3 (6.30-9.30 p.m.) R003 R1 R101 R101 R101  Additional individual coaching: parallel to the course; starts end of March (register by 14 March) Resources Linguapolis info videos: https://www.youtube.com/playlist?list=PLTAhIjG93zCj7CqmlZawFIl1Y8jkJRA4S  Thesaurus in word: right click on the word, go to synonyms and then click on ‘Thesaurus’ (or highlight the word and press Shift+F7 on a PC) http://dictionary.cambridge.org/ https://en.oxforddictionaries.com/ https://www.merriam-webster.com/ (American English) http://www.thesaurus.com/ http://www.uefap.com/vocab/select/awl.htm - Academic Word List (for checking formal/common academic synonyms) http://www.phrasebank.manchester.ac.uk/ https://www.ozdic.com/   –  typical word combinations. Try searching for e.g. reason     1 April 2018 - 2 LESSON 1  –  MONDAY 26 FEBRUARY Introduction Talk to the person next to you. Find out: 1) their name, where they are from, their first language(s) This is…  S/ He’s from …  2) what they are studying, the language of instruction (Dutch/English) S/ He studies…  3) what they are good or bad at. Do they have any special talents? (I can say the alphabet backwards in about 4 seconds  ) S/ He’s good at…  S/ He’s interested in…  4) why they are taking this course: what do they find difficult about academic writing? what do they want to learn? S/ He’s taking this course because s/ he wants to…  S/ He finds it difficult to…   What makes good writing in English?  –  p2 correct e.g. 1) Last year  , scientists have developed a vaccine for this disease. (=specific, finished) Recently , scientists have developed ….  (= non-specific time, connected to present) 2) An overview of their behavio u r is summari z ed in Table 1. dictionary.cambridge.org + p72 readable style: e.g. 1) A decision was reached by the council members to change the law.=  passive The council members ^eventually^ decided to change the law. = active (says ‘who’ at the start) 2) The application of XYZ theory to Belgian and Dutch texts from the eighteenth and nineteenth centuries was investigated/disproved/recommended. We / I investigated … structure: text build-up, paragraph build-up, logical flow, links   1 April 2018 - 3 e.g. 3) … developed the XYZ Regulations. The guidelines show…   … XYZ Regulations, which show…   … XYZ Regulations. The se regulations show…     use the same key terms to avoid confusion    use reference words (like ‘this’, ‘these’)      use relative clauses (…, which…) to create links   appropriate e.g. 1) We didn’t  did not include this in our study because a lot of  several/numerous/a large number of/many other studies have already discussed it. > avoid contractions (didn’t    did not, haven’t    have not, can’t   cannot!) > use more formal words (see list on p41) 2) We all love coffee, but it has some negative health impacts. Coffee is one of the most popular warm beverages in Europe (Wilkinson 1996). Writing objectively & precisely: https://www.youtube.com/watch?v=peKyQKgeREk&index=3&list=PLTAhIjG93zCj7CqmlZawFIl1Y8jkJRA4S&t=0s But    However, … (at the beginning of the sentence)   internationally acceptable  e.g. 1) We compare historical  measurements with/to the actual current situation. actueel   = current/present actual = real We compare the predictions  with the actual  situation. 2) We interviewed the vice-chancellors (= rector/president) of three Belgian universities. The rain notwithstanding, we had a nice picnic. Despite the rain, we had a nice picnic.  Although it was raining, we had a nice picnic. Even though it was raining, we had a nice picnic. It was raining. But we had a nice picnic.   1 April 2018 - 4 Build-up - The Text  –  p3 https://www.youtube.com/watch?v=G5caTTBfQ9A&list=PLTAhIjG93zCj7CqmlZawFIl1Y8jkJRA4S&index=1 = How do you start writing an academic text? https://www.youtube.com/watch?v=BDMM0TlHeDE&list=PLTAhIjG93zCj7CqmlZawFIl1Y8jkJRA4S&index=2 = How do you structure an academic text? Read the tips and mark the ones that are useful for you Put a question mark (?) next to any tips which you disagree with / are not sure about What is the purpose  of your text? compare  two things? demonstrate  that Technique A is superior to Technique B? explore the historical  background of a phenomenon? Intro background info your purpose: The purpose of this text is  to demonstrate that Technique A is superior/more efficient/more cost- effective than Technique B… Body main evidence, examples more detail discussion of your findings/data/results/conclusions recommendations: what is the impact on other people/researchers? what should change because of what you found? Conclusion The purpose of this text was   to demonstrate that…   Main points: firstly, we found that… Secondly …, Finally….  Impact on other people: new ideas for   policy makers, website developers, schools provide more emotional support …?  Impact on other researchers: new way   of analysing, new theory, …?  How does Facebook use affect 15-18-year- olds’ emotional state between 2 p.m. and 3 p.m. in Flanders? (narrow it down, but don’t go too narrow)  - general to specific   introduction - specific to general   discussion/conclusion - chronological   describing steps in a procedure (methods) - most important to least important   results/findings/conclusions p4-5
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