Overview

Academic Writing is a unique introduction to the subject. As the author puts it in her preface, “this book develops from a strong claim: namely, that style is meaningful.” In developing that theme, the author draws meaningfully on theory, especially genre theory, while remaining grounded in the particular. Giltrow presents and discusses examples of actual academic writing of the sort that students must learn to deal with daily, and to write themselves. As newcomers to the scholarly community, students can find that community’s ways of reading and writing mysterious, unpredictable and intimidating. Academic Writing demystifies the scholarly genres, shedding light on their discursive conventions and on academic readers’ expectations and values. Throughout, Academic Writing respects the student writer; it engages the reader’s interest without ever condescending, and it avoids the arbitrary and the dogmatic. The book also offers abundant exercises to help the student develop techniques for working productively at each stage of the scholarly writing process; mastering and summarizing difficult scholarly sources; planning; and revising to create good working conditions for the reader. The third edition of Giltrow’s extremely successful book incorporates extensive revisions that integrate the theoretical perspectives of genre theory into the whole of the book in a more organic fashion; the changes are designed to make the book both more attuned to scholarly practice and more accessible to the undergraduate student. Giltrow’s Academic Reading is designed as an accompanying reader for Academic Writing.

Full Product Details

Author:   Janet Giltrow
Publisher:   Broadview Press Ltd
Imprint:   Broadview Press Ltd
Edition:   3rd edition
Dimensions:   Width: 16.50cm , Height: 2.10cm , Length: 22.90cm
Weight:   0.690kg
ISBN:  

9781551113951

ISBN 10:   1551113953
Pages:   424
Publication Date:   21 March 2002
Audience:   General/trade ,  Professional and scholarly ,  General ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Awaiting stock  
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Table of Contents

Preface 1 Introducing Genre 1A Hearing Voices 1B Hearing Genres 1C High-School vs. University Writing 1D The University as Research Institution 2 Citation and Summary 2A Introducing Scholarly Citation 2B Is Citation Unique to Scholarly Writing? 2C Why Do Scholars Use Citation? 3 Summary 3A Noting for Gist 3B Recording Levels 3C Using Gist and Levels of Generality toWrite Summary 3D Establishing the Summarizer’s Position 3E Reporting Reporting 3F Experts and Non-Experts 4 Challenging Situations for Summarizers 4A High-Level Passages 4B Low-Level Passages 4C Summarizing Narrative 5 Readers Reading I 5A Who Do You Think You’re Talking To? 5B Traditions of Commentary on Student Writing 5C An Alternative to Traditional Commentary:The Think-Aloud Protocol 5D Adapting the Think-Aloud Protocol in theWriting Classroom 5E Reading on Behalf of Others 5F Reliability of Readers 5G Presupposing vs. Asserting 6 Orchestrating Voices 6A Making Speakers Visible: Writing as Conversation 6B Orchestrating Scholarly Voices 6C The Challenges of Non-Scholarly Voices 6D Orchestrating Academic Textbooks and Popular Writing 6E The Internet 6F Research Proposals 7 Definition 7A Dictionaries 7B Appositions 7C Sustained Definitions 7D The Social Profile of Abstractions and TheirDifferent Roles in Different Disciplines 8 Introductions 8A Generalization and Citation 8B Reported Speech 8C Documentation 8D State of Knowledge and the Knowledge Deficit 8E Student Versions of the Knowledge Deficit 9 Readers Reading II 9A Think-Aloud and Genre Theory 9B The Mental Desktop 10 Scholarly Styles I: Nominal Style 10A Common and Uncommon Sense 10B Is Scholarly Writing Unnecessarily Complicated,Exclusionary, or Elitist? 10C Nominal Style: Syntactic Density 10D Nominal Style: Ambiguity 10E Sentence Style and Textual Coherence 11 Scholarly Styles II: Messages about the Argument 11A Messages about the Argument 11B The Discursive I 11C Forecasts 11D Emphasis 12 Making and Maintaining Knowledge I 12A Making Knowledge 12B Method Sections 12C Qualitative Method and Subject Position 13 Making and Maintaining Knowledge II 13A Modality 13B Other Markers of the Status of Knowledge 13C Tense and the Story of Research 14 Conclusions and the Moral Compass of the Disciplines 14A Conclusions 14B The Moral Compass of the Disciplines:Research Ethics 14C The Moral Compass of the Disciplines:Moral Statements Glossary References Subject Index Index of Researchers Cited

Reviews

In no other composition text have I found as rich an explanation of qualitative research methods-a systematic approach to research and analysis. - Nancie Burns-McCoy, University of Idaho Academic Writing is a superb book. It is steeped in contemporary rhetorical theory, packed with examples of writing in the disciplines, and full of unusual and effective exercises. The book is eminently practical: it helps the reader understand and enter into the discourse of academic life. - Anthony Pare, Director, Centre for the Study and Teaching of Writing, McGill University

In no other composition text have I found as rich an explanation of qualitative research methods--a systematic approach to research and analysis. - Nancie Burns-McCoy, University of Idaho Academic Writing is a superb book. It is steeped in contemporary rhetorical theory, packed with examples of writing in the disciplines, and full of unusual and effective exercises. The book is eminently practical: it helps the reader understand and enter into the discourse of academic life. - Anthony Pare, Director, Centre for the Study and Teaching of Writing, McGill University

In no other composition text have I found as rich an explanation of qualitative research methods-a systematic approach to research and analysis. - Nancie Burns-McCoy, University of Idaho Academic Writing is a superb book. It is steeped in contemporary rhetorical theory, packed with examples of writing in the disciplines, and full of unusual and effective exercises. The book is eminently practical: it helps the reader understand and enter into the discourse of academic life. - Anthony Pare, Director, Centre for the Study and Teaching of Writing, McGill University

Author Information

Janet Giltrow is an Associate Professor in the English Department at the University of British Columbia. Her articles have appeared in such journals as American Literature, Sinn und Form, Style, Technostyle, Studies in the Novel, Modern Language Review, and Technical Writing and Communication, and in collections on feminist narratology, genre theory, and ESL, as well as in collections on other topics in rhetoric and literary studies. She is winner of the 3M Teaching Fellowship.

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