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Tips for Effective Academic Writing

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Tips for Effective Academic Writing http://essayacademia.com/ General Advice Begin Early I’m too busy now, and I’ll start later when I have more time . . . Select an Appropriate Topic…
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  1. Tips for Effective Academic Writing http://essayacademia.com/
  2. General Advice
    • Begin Early
      • I’m too busy now, and I’ll start later when I have more time . . .
    • Select an Appropriate Topic
      • Contribution to the field (a niche)
      • Interest
      • Resources available
  3. Gathering Resource Materials
    • Sources:
      • The references, footnotes of books & journal articles
      • Library research: lib catalogues, electronic resources, lib stacks
      • References of conference papers
      • Personal communication with experts
    • Remember to record the sources, using the assigned format.
  4. Reading and Writing
    • Browse to get general understanding, take notes (key words).
    • Always have something available for a quick read. Sift and save the best.
    • Form a thesis statement.
    • Create two files: the main text and references.
    • Read the selected references in depth. Annotate your bibliography entries. Type the quotes, your comments regarding the topic.
  5. Overview of the Research Paper: IMRD
    • Introduction (I): General to specific. Cite and comment.
    • Methods & Materials (M): High in using passive voice.
    • Results (R): Findings
    • Discussion (D): Specific to general, high in citation, discussion, and qualifications.
    • Tense?
    • Which part should you start when you write?
  6. Results Sections (Past Tense)
    • Judging the right strength of the claim (Hypotheses supported? To what extent? )
    • Highlighting key findings from the data.
    • Making generalized comparisons
    • One emerging pattern
      • Procedure/justification (optional)
      • Location statement
      • Statement of general finding (Hypotheses supported?)
      • More specific statements to interpret the results
      • Example/case/commentary (optional)
  7. Moves in Writing Introduction
    • Move 1. Establishing a research territory
      • A. By showing its importance, centrality, problematic or relevant in some way (optional)
      • B. By reviewing items of previous research in the area (obligatory=ob)
    • Move 2 Establishing a niche
    • A. Indicating a gap in previous knowledge (ob)
    • Move 3 Occupying the niche
    • A. By outlining purposes or stating the nature of the present research (ob)
  8. Move 1-A: Language Focus: Claiming Centrality
    • Recently, there has been growing interest in …
    • The possibility of . . . has generated wide interest in. . .
    • The development of . . . is a classic problem in. . .
    • The development of . . . has led to the hope that. . .
    • The . . . has become a favorite topic for analysis. . .
    • Knowledge of . . . has a great importance for . . .
    • The study of . . . has become an important aspect of . . .
  9. Move 2: Establishing a Niche
    • A mini-critique to indicate the gap of knowledge
    • Language Focus:
      • Little (Uncountable)
        • However, little information/work/data/research . ..
      • Few (Countable)
        • However, few studies/investigations/ researchers/attempts. . .
      • Avoid using a full negative like “no studies”
  10. Establishing a Niche—Negative Statements (Using Verbs)
    • However, previous research in this field has_____________
      • concentrated on
      • disregarded
      • failed to consider
      • ignored/neglected to consider
      • been limited to/been restricted to
      • overestimated
      • overlooked/suffered from/underestimated
      • misinterpreted
  11. Establishing a Niche—Negative Statements (Using Adjectives)
    • Nevertheless, these attempts to establish a link between dental fillings and disease are at present ___________
      • controversial/incomplete/inconclusive
      • misguided/questionable/unconvincing/
      • Unsatisfactory
  12. *Establishing a Niche—Using Contrastive statements
    • However, it remains unclear whether…
    • It would thus be of interest to learn how…
    • If these results could b confirmed, they would provide strong evidence for…
  13. Move 3 Occupying the Niche
    • Two variations in occupying the niche:
    • 1. Purposive (P): The author(s) indicate their main purpose or purposes
      • E.g., The aim of this paper is to give…
    • 2. Descriptive (D): The author(s) describe the main feature of their research
      • E.g., This paper reports on the results obtained…
  14. Move 3 Occupying the Niche
    • Try to identify the following statements:
    • _____In this paper we give preliminary results for. . .
    • _____This study was designed to evaluate…
    • _____Our primary objective in this paper is to provide . . .
    • _____ We now report the interaction between . . .
  15. Tense and Purpose Statements
    • Use present tense when referring to the type of text—paper, article, thesis, report, research
      • The aim of this paper is to . . .
    • Use present or past tense when referring to investigation—experiment, investigation, study, survey, etc. To be safe, use present tense.
      • This type of investigation was/is carried out in order to . . .
  16. zLoc Location of the Purpose Statement
    • In longer research papers, the thesis (purpose) statement is usually at the end of an introduction:
      • The purpose of this paper is to . . .
      • This paper describes and analyzes. . .
      • My aim in this paper is to . . .
      • In this paper, we report on . . .
  17. Move 3 Occupying the Niche, in addition to purpose statement, also
    • By listing research Qs or Hypotheses
    • By announcing principle findings
    • By stating the value of the present research (use qualifications: 1. ___ may be due to…, 2. ____ can be attributed to…3. ____ would seem to stem from ____)
    • By indicating the structure of the research paper (The plan of this paper is…Section II describes…In Section III, a …is constructed…. ___ is tested in Section IV. Finally, Section V…)
  18. Discussion Sections
    • Length of Discussion: In life sciences, it is believed that a long Discussion implied weak methods and results, while social scientists and humanities may well believe the opposite
    • Results deal with facts--descriptive; Discussions deal with points--interpretive.
  19. Discussion Sections
    • Should be more than summaries of the results.
    • Should be more theoretical or
            • More abstract
            • More general
            • More integrated with the field
            • More connected to the real world
            • More concerned with implications or applications
  20. Language for Discussion
    • Examples:
    • In this paper we have investigated. . .
    • The main purpose of this paper has been to. . .
    • The survey reported on in this study has produced a wealth of data
  21. Discussion Moves
    • Move 1. Points to consolidate your research space (obligatory)
      • Highlight intelligently the strengths (more) …
    • Move 2. Points to indicate the limitations of your study (optional)
      • highlighting intelligently its weaknesses (less)
    • Move 3. Points to recommend action or to identify useful areas of further research (optional)
  22. Move 1 in Writing Results: Consolidate Your Research Space
    • 1a. Report your accomplishments by highlighting major findings
    • 1b. Relate and evaluate your data in the light of previous research.
    • 1c. Interpret your data by making suggestions as to why the results are the way they are.
    • 1d. Anticipate and deal with potential criticism
  23. Language Focus: Generalization in Discussion Sections
    • Specific: As we can see in Table 1, 84% of the students. . .
    • High level of generality: The results indicate that the students performed above the 12th grade level.
    • Phrases of generality: Overall, . . . In general, . . . On the whole. . .
    • With . . . exception(s),
    • The overall results indicate. . .
  24. Expressions of Limitation
    • It should be noted that this study has been primarily concerned with. . .
    • This analysis has concentrated on . . .
    • This findings of this study are restricted to . . .
    • This study has addressed only the question of. . .
    • The limitations of this study are clear. . .
    • We would like to point out that we have not. . .
  25. Conclusions Limitations
    • State that certain conclusions should not be drawn (Swales & Feak, 2004, p. 276)
      • However, the findings do not imply . . .
      • The results of this study cannot be taken as evidence for . . .
      • The lack of . . . Means that we cannot be certain . . .
  26. Reconfirming the Value of Your Study
    • Notwithstanding its limitations, this study does suggest . . .
    • Despite its preliminary character, the research reported here would seem to indicate . . . .
    • However exploratory, this study may offer some insight into . . .
  27. Abstract
    • Two major approaches:
      • Result-driven: findings
      • RP summary
    • Structured Abstract:
      • Background
      • Aim
      • Method
      • Results
      • Conclusion
  28. What Have We Learned?
    • Start _________. Don’t wait until the last minute.
    • Find an __________ topic. (Niche)
    • A RP should include 4 sections: IMRD
    • Start writing with the ______ section.
    • Medical papers usually use ______ tense.
    • Explain the contributions of your paper (longer). State its limitations (shorter).
    • Make claims cautiously.
    • _____your paper before you submit for publication.
  29. Last Step: Editing
    • Put your writing away for a period of time and read it with fresh eyes.
    • Ask colleagues to read and give feedback.
    • Have the paper go through a final English reviewer by a professional editor.

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