高中学术论文指导Lecture 1 课件

EnglishAcademicWriting

Fall,2022Prof.FU，Li(Felicia)E-mail:fuli@Warm-upActivitiesWhydoyouwriteessays?Writingessaysdevelopsessentialskillsandfunctionsintheeducationofastudent.Listtwobenefitsthatwritingessayscanbringtoyou:__________________________________________________________________________________Todevelopstudents’skillsindeliveringideasclearlyandlogicallytoreaders.ToaidstudentstowritegoodEnglishandimprovetheiroverallEnglishskills.Whenwritinganessay,youneedtounderstandthecontextthatpromptyourwriting.Yourfirststepinwritingistolookatthesubjectfromyourownpointofviewandask,“WhatamIwritingabout?”However,beforewriting,youshouldbeginbyasking:WritingContextWhoaremyaudience?WhatpurposedoIhopetoachieve?WhatwillIneedtosayinordertoaccomplishthispurpose?InwhatformorgenrewillIpresentmyideas?Everytimeyoubegintoseedifferentandmultipleanswerstothesequestions,thewritingcontextchanges.Understandingthewritingcontextrequiresconsideringmultipleviewpoints,butitalsorequiresunderstandingthattheseviewpointsintersectandinterrelate.Inthinkingabouttheelementsofthewritingcontext,youmustbegintomakedecisionsaboutthecontentofyourmessage,whatyouwanttosay,howyouwanttosayit,andinwhatform

itshouldbepresented.(FromKSDEWritingHomepage)WritingContext

WhatisEnglishAcademicWriting?academic(adjective):relatingtoacollege,

academy,school,orothereducationalinstitution,especiallyoneforhighereducation.pertainingtoareasofstudythatarenotprimarilyvocationalorapplied,asthehumanitiesorpuremathematics.theoreticalorhypothetical;notpractical,realistic,ordirectlyuseful.

WhatisEnglishAcademicWriting?academic(adjective):learnedorscholarlybutlackinginworldliness,commonsense,orpracticality.conformingtosetrules,standards,ortraditions;

conventional.acquiredbyformaleducation,especiallyatacollegeoruniversity.Academic,

oforrelatingtoAcademeortothePlatonicschoolofphilosophy.

StyleofAcademicWritingDiscipline-specificjargonisused.Scholarlysourcesarealwaysincluded.Thethirdpersonpointofviewisused.“I”statementsareavoided.Passivevoicesarepreferred.Sentencestructureandlengthvaries.Paragraphsarewell-developed.Fullydevelopedintroductionandconclusionarenecessary.

FormatofAcademicWritingAcademicstyleguideisused.(e.g.APAorMLA)Conventionalparagraphstructureisusedwithminimaluseofbulletpoints.Consistentfontisusedthroughoutwithnouseofboldoritalicsotherthansectionheadings.In-textcitationsandlistofresourcesarealwaysincluded.Double-spacedisapplied.APA(AmericanPsychologicalAssociation).MLA(ModernlanguageAssociation)

TheFeaturesofEnglishAcademicWritingStructure:Essay:Introduction,BodyandConclusion(IBC)ResearchArticle:Introduction,Methods,ResultsandDiscussion(conclusion)(IMRD)

TheFeaturesofEnglishAcademicWriting2.IdeaDevelopmentaclearlyformulatedcentralideaidentifyingpointsinsupportofthecentralideaand

developingthemusingappropriateevidenceasmoothprogresstotheconclusion

TheFeaturesofEnglishAcademicWriting3.Approach

analyticandexplaining

reasonsandevidences

examiningoranticipatingconsequences

TheFeaturesofEnglishAcademicWriting4.Sources

toacknowledgeotherauthor’sworktodemonstrateproofsandjustificationsfromoutside

sourcesnoassumptionsaccepted

TheFeaturesofLanguageUseinEnglishAcademicWriting1.Objectivityavoidingimpersonallanguage(usepassivevoice)deemphasizingofpeople(3rdperson)rational,impersonal,unemotionalimpartial,

logicalshowingsupportingevidences

TheFeaturesofLanguageUseinEnglishAcademicWriting2.Formality

moreformalandpreciseinvocabulary

morecomplexinsentencestructure

seriousintoneciting:in-textcitations:authour(s)and(publicationyear);endreferences

TheFeaturesofLanguageUseinEnglishAcademicWriting3.Accuracy

useconcretelanguageapplyaccurategrammar,vocabulary,spellingandpunctuationavoidambiguityandmakethepointsstraightaway

TheFeaturesofLanguageUseinEnglishAcademicWriting4.Hedging

usehedgingandcautiouslanguageavoidshowingwriter’spersonalattitudetotheirsubjectoranover-strongcommitmenttoaparticularconclusionallowwriterstoconveyfactsandinformationandpresenttheirknowledgecautiouslyencouragethereadertodofurtherdiscussionorthinking

TheFeaturesofLanguageUseinEnglishAcademicWriting5.Complexity

lexicallymoredense:morenoun-basedphrasesthanverb-basedphrasesgrammaticallymorecomplex:moresubordinateclausesandmorepassivesconciseintextavoidredundancyavoidoverlongandwordysentences

TheFeaturesofLanguageUseinEnglishAcademicWritingIntroductoryverbsSeem,tend,looklike,appeartobe,think,believe,doubt,besure,indicate,suggestCertainlexicalverbsbelieve,assume,suggestCertainmodalverbs:will,must,would,may,might,couldAdverbsoffrequencyoften,sometimes,usuallyModaladverbscertainly,definitely,clearly,probably,possibly,perhaps,conceivablyModaladjectivescertain,definite,clear,probable,possibleModalnounsassumption,possibility,probabilityThatclausesItcouldbethecasethat…Itmightbesuggestedthat…Thereiseveryhopethat…

To-clause+adjectiveItmaybepossibletoobtain...Itisusefultostudy…Itisimportanttodevelop….

Whichismoreacademic？

Whichismoreacademic？

MoreImportant！SCIENTIFICLITERACY/engauge21st.pdfp.20/publications/educationalleadership/mar11/vol68/num06/Teaching-ScienceLiteracy.aspxTheEnglishAcademicWritingisanintegratedcoursewithprimaryfocusondevelopingtechnicalwritingskillsinEnglish,whilelistening,speakingandreadingskillsarealsointegraltothecourse.CourseIntroductionTeachingGoals:Todevelopstudents’academicwritingskills.ToaidstudentsinwritinggoodEnglishandimprovingtheiroverallEnglishskills.CandevelopbasiccompositionskillsandwriteessaysingoodEnglish.Canuse(grammatically)correctEnglish.Canread,pronounceandproperlyexpressthemselvesingoodEnglish.CanrefinetheircompositionskillsandbeabletowriteessaysinEnglish.CourseIntroductionCan-doListTeachingScheduleWeekTopics1CourseIntroduction2Plagiarism3EssayWriting4ProcessofAcademicWriting5Paragraph,Unity,andCoherence6TypesofSentencesI7TypesofSentencesII8Review&AdvancedTopicsCourseIntroductionAssessmentAttendance(10%)Participation(30%)Peerfeedback(15%)Reflectivejournal(15%)Assignment(20%)Amultiple-draftargumentativeessay(300-500words)Finalexam(40%)Anabsentstudentmustprovideawrittennoticewithvalidreasons(e.g.,Emailtheinstructorandattachadoctor’snote).Ifastudentisabsentfor3sessionsofthecourse,heorshewillbedisqualifiedforexamination,andwillhavetoretakethecourse.CourseIntroductionPurposesofPeerReview&PeerFeedbackTodevelopyourawarenessofacademicwritinginEnglish.Tohelpyouspoterrorsandproblemsinyourownwriting.Todevelopcriticalthinkingskillsandcommunicationskills.Toprepareyouforengagingwithpeerreviewprocessinacademicpublication.Totakenotonlythesourceofknowledgefromyourteachersbutyourpeersaswell.CourseIntroductionIt’sbettertogivethantoreceive!PeerReviewTherubricsforpeerreviewer:Taskcompletion:Complete/Semi-Complete/IncompleteOutline/Off-topicContent/ideas:Excellent/Good/Fair/FailStructure:Excellent/Good/Fair/FailLogic:Excellent/Good/Fair/FailCourseIntroductionWritingAssignment(300-500words)TentativescheduleWeek3:Inc