Coaching Academic Writing_Maslathif.pptx

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1. COACHING ACADEMIC WRITING FOR THESIS Maslathif Dwi Purnomo, Ph.D Head of Masters’ Program of English Education FITK – UINSU Medan ”Critical Writing Style”

2. Workshop aims: By the end of this workshop, you will: Know what makes critical writing different Recognise key features of critical writing Practice language strategies for critical writing Practice writing critically

3. Academic Writing V ersio n #1 It ha s bee n a r gue d that i f the bad c o n s equ e nce s o f v i olen t act s a re s h o wn o n T V , c h ildr en a r en't goin g to copy the m . This soun ds alri g ht , bu t maybe the bad c o n s equ e nce s themselves wil l be v i olen t t o o an d c h ildr en wil l ju st en d u p e x pos ed to e v e n more v i olen c e o n t h e s c re en. V er s ion #2 It h a s b e e n a r g u e d that i f the n e g a ti v e c o ns e q u e nce s o f violent a c ts a r e s h ow n o n televis io n , c hild r e n wil l no t imi t at e t hem. W hil e t hi s s e e ms r e a s o n a b le , the n e g a ti v e c o ns e q u e nces them s elve s may al s o b e violent an d c hild r e n wil l ulti m atel y be exp os e d to in c r e a s in g level s of violen c e o n t h e sc r e e n .

4. Academic Writing Sp o k e n s t y le W ritt e n s t y le Con v e r s atio n Inter a ctive Face to face S p o n ta n e o us C a su a l N o n -tec h n i cal S p ars e i n formati o n A c a demic Spe a king P a rtly i n ter a ctive Face to face P lanne d S e m i -formal to form a l T ec h n i cal Mo d er a tely d e ns e i nfo A c a demic w riti n g N o n - i n ter a ctive Pl a n n ed V e ry form a l H i g h pr o d u ction T ec h n i cal D e nse

5. Rec i pe for a c ad e mi c writing U s e formal v oc a bulary inste ad of inform a l vocabulary N o co n trac t i o ns isn’t would’ve c a u s ed i s not w o ul d hav e cau s ed N o ab b re v iat i ons sim. li t . rev i ew simulation li t e r atur e rev i ew

6. For m a l la n g u a g e ch o ices W ord f o rm In f ormal F o rmal V erbs aren’t going to c opy fi n d out go t to w ill not im i tate i n v e sti gate s hou l d No u ns ki ds bo s s c h il dren , o f fs pring , progeny CEO , manag e r , s uperv i s or A dject i v es bad a ll right negat i ve reason ab le Co n ju n cti o ns but so ho w e v e r , in c ontrast the r efo r e , thus, a s a resu l t In t ensif iers too j u st e v e n more real l y ex c e ssiv e ly on ly i n creas i ng ly not i c eab l y

7. Academic Writing 7

8. In thesis fact: You will use critical writing in the Background and literature review to show where there is a gap or opportunity in the existing research. In the methods section it will be mostly descriptive to summarise the methods used to collect and analyse information. In the results section will be mostly descriptive and analytical as you report on the data you collected. In the discussion section is more analytical , as you relate your findings back to your research questions, and also persuasive , as you propose your interpretations of the findings. In the conclusion You will mostly use persuasive style to pursuit your reader engage with your conclusion

9. … According to recent data, 88% of patients in the United States needing to see a health care specialist are able to do so within a month (Roland, Guthrie & Thome , 2012). Critical Writing 9 What evidence is available to support the topic? (report, record, summarise, define) What does it mean to be critical?

10. Critical Writing 10 So what? Why was the evidence important? (compare, contrast, relate, examine) What does it mean to be critical? … According to recent data, 88% of patients in the United States needing to see a health care specialist are able to do so within a month (Roland, Guthrie, & Thome , 2012). This statistic shows that more than 10% of the population needs to wait to receive what might be urgent medical care.

11. Critical Writing 11 So what? Why was the evidence important? (evaluate, take a position, interpret the work of others) ... According to recent data, 88% of patients in the United States needing to see a health care specialist are able to do so within a month (Roland, Guthrie, & Thome , 2012). In other words , in terms of seeing a specialist, the U.S. health care system is not meeting the needs of the majority of patients . What does it mean to be critical?

12. Critical Writing 12 So what? What does this mean for your research? (critique, evaluate, debate) What does it mean to be critical? …. According to recent data, 88% of patients in the United States needing to see a health care specialist are able to do so within a month (Roland, Guthrie, & Thome , 2012). In other words , in terms of seeing a specialist, the U.S. health care system is meeting the needs of the majority of patients, however the literature is limited in reporting on the individual expenses and quality of care provided.

13. M E A L Critical Writing 13 What does it mean to be critical?

14. Defining language features of critical writing Concession e.g. while, whereas, although, despite Endorsement e.g. claims, states, points out, shows, argues Modality e.g. could, may, possibility, appears to be Value laden language e.g. convincing, useful, apt Grading e.g. somewhat, slightly, in some cases Critical Writing 14

15. Discipline specific factors in critical writing The kind and amount of evidence How strong the claims should be The amount of critical discussion which is needed The targets for critique The criteria for critique Critical Writing 15

16. Critical Writing 16 The discussion post compares two educational philosophies and reflects on the ways those philosophies could (or could not) be used to inform the teaching in a classroom environment. Defining language features of critical writing

17. Critical Writing 17 The article recommends a change in the steps taken during admissions in an inpatient facility based on current research. Defining language features of critical writing

18. Critical Writing 18 While the literature provides convincing evidence that dark chocolate contributes to people’s happiness and satisfaction, … Defining language features of critical writing

19. Critical Writing 19 Make your writing more…critical

20. Finally, what do you want to focus on in your writing? Adding more critique to your writing Building critique into the structure of your writing Strengthening evidence for your critique Acknowledging the work of others (summary & concession) Adjusting the strength/weakness of your claims Making subtle evaluations while referring to sources Something else...? Critical Writing 20

21. Remember to read critically too… Identify the key choices ( targets ) Find some alternatives to those choices (your own or in other literature) Make a decision about your view on the alternatives (what is better, according to your criteria?) Locate the evidence which would persuade a reader to agree with you. 21

22. Critical writing practice Several authors have employed quantitative methods to identify significant contributions within specific fields . Cottrill et al. (1989), for instance, conducted a co-citation analysis of literature pertaining to 'innovation diffusion' and 'technology transfer,' revealing minimal interaction between these two research streams . However, their scope was considerably narrower compared to the current study. Subsequently, Granstrand (1994) provided a comprehensive overview of the economics of technology, concentrating on economic contributions and predominantly on influential books rather than journal articles . Given that Granstrand's analysis is now over 15 years old, it is pertinent to examine the developments that have occurred since then.

23. Critical writing practice The phenomenon of code-switching among bilingual speakers provides insight into the cognitive and social functions of language use . Evidence from Poplack’s (1980) seminal study on Spanish-English code-switching in Puerto Rico reveals that speakers switch languages not randomly, but in a structured and predictable manner. For instance, Poplack found that code-switching often occurs at points where the syntactic structures of the two languages align, known as "code-switching sites”. This pattern suggests that bilingual speakers possess a high level of linguistic competence in both languages, enabling them to navigate complex grammatical rules seamlessly. The analysis of this structured code-switching indicates that it serves not only cognitive purposes, such as aiding in retrieval of vocabulary and concepts, but also social functions, such as signaling group identity and solidarity. Therefore, understanding code-switching patterns can help linguists and educators develop more effective bilingual education programs and policies, recognizing the sophistication and utility of bilingual language practices.

24. Critical writing practice Three dominant themes emerging from the literature illuminate the need for an examination of cynicism in a contemporary and unique police setting. Firstly police cynicism research remains framed by the work of Niederhoffer whose conceptualisation of the attitude is based on police and policing in 1960’s New York City. While the research that followed increased understanding about police cynicism, immense changes have taken place in policing and society since the mid 1960s. These changes have impacted upon police officers, strongly suggesting attitudes such as cynicism have transformed in both constitution and subject (Chan, 1997). Therefore rather than developing new indices of 1960s police cynicism, a rethinking of the concept in the 21st century is required (Regoli, Crank, Culbertson & Poole, 1987).  Secondly cynicism remains a powerful lens through which police view their world exerting a predominantly negative, although sometimes positive, influence on them and the work they do (Klinger, 1997; Keller, 2000; Chan, 1997). Cynicism’s paradoxical impact on policing vis-a-vis negative and positive, has caused some scholars to question what Niederhoffer’s research was in fact measuring (Wilt & Bannon, 1976). Despite doubt about the validity of Niederhoffer’s work ( Langworthy , 1999) the research that followed increasingly revealed cynicism’s position as “one of the most important aspects of operational law enforcement” during the 1980s (Braithwaite and Sonnad, 1984, p. 414) has endured and remains “central to the knowledge base surrounding police management, culture and behaviour” (Hickman, Piquero & Piquero, 2004, p. 10). Research results suggest cynical officers are more likely to have higher arrest rates, more hostile encounters with members of the public and poor work relationships (Regoli, Crank, & Rivera, 1990). Also cynicism’s inverse relationship with ethical decision making ( Lotz & Regoli, 1977; Anderson & Bateman, 1997) and professionalism ( Niederhoffer , 1967; Regoli & Poole, 1980) reaffirms the important need for current knowledge regarding this attitude among police.  Finally cynicism is not unique to police, it is everywhere in society and therefore by definition, other workplaces (Kanter & Mirvis, 1989). Cynicism in the workplace, organisational cynicism , has been the subject of vigorous scholarly examination due in most part to the overwhelmingly negative influence the attitude has had on organisational outcomes and employee wellbeing (Andersson & Bateman, 1997). Research since the 1980s in the broad area of organisational cynicism, until now somewhat separate from policing, has lead to knowledge that may also assist in a deeper understanding of the attitude among police. 

25. Critical writing practice Lightbown , along with Nina Spada (2013), is well-known for their influential work in the field of second language acquisition. In their book "How Languages are Learned," they discuss language learning from a cognitive perspective. According to Lightbown and Spada: Language learning involves both explicit and implicit processes. Explicit learning refers to the conscious and intentional acquisition of knowledge about a language, such as learning grammar rules or vocabulary explicitly. Implicit learning, on the other hand, involves the subconscious, intuitive, and automatic aspects of language learning that occur through exposure and experience. In their framework, they highlight the importance of both types of learning processes, emphasizing that explicit learning can support language development, but it is the implicit learning that plays a crucial role in the actual acquisition of language proficiency. They argue that language learning is not solely reliant on formal instruction but is significantly influenced by natural exposure to the language, especially in meaningful and communicative contexts.

26. How does your writing turn?

27. Thanks for listening