AWG.pptx Academic Writing Graduate Powerpoint presentation

Types of Academic Writing

1. Book Report Academic Writing for Graduate Students Essential Tasks and Skills (3 rd edition) Asst. Prof. Dr. Siriluck Usaha Department of English for Business Communication School Liberal Arts

2. Academic Writing for Graduate Students Essential Tasks and Skills I. About the Book II. Target Readers III. Approach and Organization IV. What is learnt from the book?

3. I. About the Book

4. I. About the Book

5. II. Target Readers Graduate Students Non-native graduate students EFL/ESL teachers

6. III. Approach and Organization Approach: Analytical & rhetorical Rhetorical Conciousness Raising Cycle

7. Organization: Varied tasks & activities, basic orientation to writing an article for publication Table of Contents

8. Table of Contents

9. Table of Contents

10. IV. What is learnt from the book? How to write articles for publication? I. Reasons for publication II. Overall shape of a research article III. Four sections: IMRD IV. Genre analysis Definition Why GA? V. Abstracts VI. Introductions VII. Methods VIII. Results IX. Discussion

11. 1. Reasons for Publication Sharing findings and contributions (in English) to scholars communities Competition against other research papers for acceptance and recognition Academic promotion and research funds Graduation requirement

12. 2. The Overall Shape of a Research Paper

13. 3. Four Sections: Four Different Purposes

14. 4. Genre Analysis Genre analysis focuses primarily on the organizational structure of texts and the conventional linguistics features associated with a particular genre. That is, each text type conforms to the culturally expected way of constructing texts belonging to the variety. For example, research article introductions have expected textual conventions that are different from research article methods sections (Kanoksilapatham, 2012) Definition of Genre (Swales, 1990)

15. Why Genre Analysis? “To be successful in a publishing research work, scientists, like scholars of other disciplines, need to be able to express the findings and contributions in English . Moreover, they need to present the findings and contributions in a manner that is acceptable and conforming to the requirements of the target journal .” (Swales, 1991 quoted in Kanoksilapatham, 2004, 230) The goal of genre analysis is to identify the rhetorical organization of texts belonging to a given genre.

16. Genre Analysis and Research Articles The genre analysis applied to research articles of each academic discipline elucidates the textual structural conventionally followed by scientists in their respective disciplines. Based of this notion, the terms ‘move ’ and ‘step’ are invented to refer to textual units of analysis. ‘Mov e’ refers to a text segment that performs a communicative function. ‘Step’ is a subunit of a move that, in turn, contributes to the move’s communicative function.

17. Swales’ (2004) model for research article introductions

18. Move structure for biochemistry research article (Kanoksilapatham, 2005) Introduction Section

19. Move structure for biochemistry research article (Kanoksilapatham, 2005) Methods Section

20. Move structure for biochemistry research article (Kanoksilapatham, 2005) Results Sections

21. Move structure for biochemistry research article (Kanoksilapatham, 2005) Discussion Section

22. 5. Research Article Abstracts The abstract is the first part that can be read for getting information about a research article within a few minutes. Most researchers often focus on skimming abstracts and key words. Hyland (2002) states that “the abstract is generally the readers’ first encounter with a text, and is often the point at which they decide whether to continue and give the accompanying article further attention, or to ignore it” (p. 63). According to Pho (2008), “acquiring the skills of writing an abstracts is therefore important to novice writers to enter the discourse community of their discipline” (p. 231).

23. Rhetorical Moves in Article Abstracts

24. Language Use in Abstract Introduction Move : Present simple/ Present perfect Purpose Move : Present/ Past simple Method Move : - Action verb ( use, investigate, compare ) - Passive voice ( was used, was stimulated ) - Past simple Product/Result Move : - Perceptive verbs ( found, seen, shown, indicated ) - Passive voice - Past tense Conclusion Move : - Interpretive Verbs ( summarize, conclude, elucidate ) - Use hedging words such as might, may should, plausibly, possibly

25. Practice: Identify Rhetorical Moves in Abstract

26. 6. Introduction Sections Creating a Research Space It is widely recognized that writing Introductions can be slow, difficult, and troublesome for many writers. The Introductions of RPs typically follow the pattern in the following figure in response to kinds of competition: Competition for readers and competition for research space. The rhetorical pattern has become known as the create-a-research-space model (or CARS) by Swales (1990).

27. Swales’ Model 2004

28. Language Focus: ‘Move 1- Establishing a research territory’ In Move 1 certain fixed phrases tend to occur as shown in the table below.

29. Language Focus: Citation and tense

30. Language Focus: Citation and tense

31. Language Focus: ‘Move 2- Establishing a niche’

32. Language Focus: ‘Move 2- Establishing a niche’ Negative Openings in Move 2

33. Language Focus: ‘Move 2- Establishing a niche’

34. Language Focus: ‘Move 3 Step 1- Announcing present research descriptively and/or purposively’

35. Language Focus: ‘Move 3 Step 1- Announcing present research descriptively and/or purposively’

36. Language Focus: ‘Move 3 Step 1- Announcing present research descriptively and/or purposively’ Purpose statement and tense

37. Language Focus: ‘Move 3 Step 1- Announcing present research descriptively and/or purposively’ Completing an Introduction

38. Language Focus: ‘Move 3 Step 1- Announcing present research descriptively and/or purposively’

39. Language Focus: ‘Move 3 Step 1- Announcing present research descriptively and/or purposively’ Google Scholar hits for some Move 3 Step 1 expression obtained in May 2012

40. Language Focus: ‘Move 3 Step 2- Presenting research questions or hypotheses’ Listing research questions

41. Language Focus: ‘Move 3 Step 5- Announcing principal outcomes’

42. Language Focus: ‘Move 3 Step 6- Stating the values of the present research’

43. Language Focus: ‘Move 3 Step 7- Outlining the structure of the paper’

44. Language Focus: ‘Move 3 Step 7- Outlining the structure of the paper’

45. 7. Methods Sections Peacock (2011) examined 288 RP Methods sections in published, data-driven papers from the fields of Biology, Chemistry, Physics, Environmental Science, Business, Language and Linguistics, Law, and Public and Social administration (36 papers from each field). He proposed the existence of seven ‘moves’ in Methods sections.

46. Seven Move in Methods Section by Peacock (2011)

47. Language Focus: Linking Phrases in Methods Sections

48. Language Focus: Linking Phrases in Methods Sections

49. Frequency of Purpose Clause Types and Verbs

50. 8. Results sections

51. Data versus Results

52. Results versus Discussion

53. Outline of Results Sections in Three Fields

54. Structure of Data Commentary

55. Data Commentary

56. Location Statements: 4 patterns

57. Location Statements: 4 patterns

58. Special verb agreements: Exercise

59. Making comparisons

60. Commentary in results sections

61. Commentary found in results sections

62. Concluding a commentary

63. Specific ways of moderating or qualifying a claim: Likelihood

64. Specific ways of moderating or qualifying a claim : Likelihood

65. 9. Discussion/ Conclusion Sections The Structure of Discussion/Conclusion Sections

66. Expressions of limitations

67. 10. Acknowledgements

68. Acknowledgements

69. Academic Writing for Graduate Students Essential Tasks and Skills I. About the Book II. Target Readers III. Approach and Organization I V. What is learnt from the book?

70. Thank you