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Academic Writing | Postgraduate Education | Data

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NAME CLASS SUBJECT : YUDITRA FARMANA :D : ACADEMIC WRITING SUMMARY Academic Writing for Graduate Students is targeted at students whose first language is not English, and who need to write academic papers of various kinds in English as part of their postgraduate studies. In this, it is evidently directed first and foremost towards students such as those whom Swales and Feak themselves teach at the University of Michigan, but is also useful to those of us working on English-medium or bilingual
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  NAME : YUDITRA FARMANACLASS : DSUBJECT : ACADEMIC WRITINGSUMMARY  Academic Writing for Graduate Students is targeted at students whose first language is notEnglish, and who need to write academic papers of various kinds in English as part of their post-graduate studies. In this, it is evidently directed first and foremost towards students such as thosewhom Swales and Feak themselves teach at the University of Michigan, but is also useful tothose of us working on English-medium or bilingual postgraduate programs in the Europeancontext.The book is divided into eight units, the first three of which are essentially preparatory, focusingon basic academic style, general-specific and problem-process-solution texts. The next threeunits are more specific, dealing with data commentary, summaries and critiques. The last twounits of the book demonstrate how these different text-types knit together into the full-lengthresearch paper, and as such are particularly useful. There are also four rather heterogeneousappendixes, which deal with use of the article, Latin phrases, E-mail and a sample mini-project.Each chapter focuses on the various types of writing that one finds in some upper-levelundergraduate classes and most graduate classes. The early chapters address issues of idiom andorganization that are likely to be somewhat familiar to students: the formality of academicwriting, patterns of general to specific and problem/solution writing, definitional structure andusage, and general process papers. The fourth chapter, which the authors describe as ³the cruciallink between the earlier and later units,´ is a sophisticated exploration of how to manage andexpress interpretations of and commentaries on data. Especially important in the fourth chapter are the numerous activities that explore how to write about data, from accurately qualifying thestrength of claims to cohesively referring to and integrating information about data in acommentary or paper. The final four chapters are dedicated to more advanced writing tasks:summaries (including comparative summaries, an invaluable resource for graduate students),  critiques, and fundamentals about research papers. The latter section addresses information aboutwriting papers when using others¶ research and when using the student¶s own research.Finally, an additional strength is that the text approaches academic writing as needing to beeffective, sophisticated, and clear rather than focusing on the ³right´ or ³wrong´ way to expressideas in writing. Though ³answers´ to the activities can be found in the Instructor¶s Commentary(a separate but valuable text), the approach of the commentary is to stimulate student thinkingabout effective possibilities rather than provide answers that are ³right´ or ³wrong.´ Often theauthors relate multiple student perspectives from their own teaching experiences in answer to aquestion rather than provide a black-and-white answer. This kind of ³answer´ may initially bemaddening to students (although I find that the legal English learners love thesedebates/discussions), but it is a necessary step in helping students both elevate and free their writing from simpler, more basic expression to writing that is rhetorically effective, precise,nuanced, and at a level typically required of upper-level and graduate writing students.
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