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OverviewAcademic Writing has been widely acclaimed in all its editions as a superb textbook—and an important contribution to the pedagogy of introducing students to the conventions of academic writing. The book seeks to introduce student readers to the lively community of research and writing beyond the classroom, with its complex interactions, values, and goals. It presents writing from a range of disciplines in the humanities, social sciences, and natural sciences, cultivating students’ awareness of the subtle differences in genre. Full Product DetailsAuthor: Janet Giltrow , Richard Gooding , Daniel BurgoynePublisher: Broadview Press Ltd Imprint: Broadview Press Ltd Edition: 4th Revised edition Dimensions: Width: 16.50cm , Height: 1.90cm , Length: 22.90cm Weight: 0.555kg ISBN: 9781554815234ISBN 10: 1554815231 Pages: 400 Publication Date: 30 June 2021 Audience: College/higher education , Tertiary & Higher Education Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPreface1 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 to Write 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 Think-Aloud Protocols in the Writing Classroom 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 the Writing 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 Research Proposals 7 Definition 7A Dictionaries 7B Appositions 7C Sustained Definitions 7D The Social Profile of Abstractions and Their Different 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 Scholarly Readers 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 Scholarly Styles III: Visual Rhetoric 12A Figures 12B Graphs 12C Tables 12D Research Posters 13 Making and Maintaining Knowledge I 13A Peer Review 13B Introduction, Methods, Results, and Discussion (IMRD) 13C Making Knowledge 13D Method Sections 13E Qualitative Method and Subject Position 14 Making and Maintaining Knowledge II 14A Modality 14B Other Markers of the Status of Knowledge 14C Tense and the Story of Research 15 Conclusions and the Moral Compass of the Disciplines 15A Conclusions 15B The Moral Compass of the Disciplines: Research Ethics 15C The Moral Compass of the Disciplines: Moral Statements Glossary References Subject Index Index of Researchers CitedReviewsAcademic Writing: An Introduction draws on current research in writing studies to usher students (and teachers) into an accessible but sophisticated overview of how university readers and writers create knowledge. This textbook demystifies academic writing by showing students how and why experts make their rhetorical moves within specific situations. Grounded in genre theory, the text offers teachers specific disciplinary tools to use to help students learn to read as well as to write university genres. Packed with examples from genres produced inside and outside the academy, the text offers rich potential for class discussion, and for individual or collaborative writing projects that would prepare students to move into disciplinary research situations (and beyond). Academic Writing is unique because it goes beyond describing the 'conventions' of research writing to, instead, richly illustrate what motivates this writing: why scholars cite sources, conduct peer review, or prefer a nominal style. I highly recommend this text for teachers who seek to prepare students to conduct research in their fields and beyond their undergraduate educations. -- Mary Soliday, San Francisco State University Praise for previous editions: Like any complex rhetorical art, good academic writing is less a matter of conforming to rules than of exercising judgment, informed by a sense of audience expectations and developed by disciplined practice. Academic Writing: An Introduction is one of those rare guides that knows this, and helps students help themselves. As students work through the book's many imaginative exercises, they will find themselves developing a new level of rhetorical judgment. Not only will they be better equipped to deal with writing assignments in a variety of disciplines; they will likely go on improving as writers after their introductory course has been completed. -- Brian Turner, Centre for Academic Writing, University of Winnipeg “Academic Writing: An Introduction draws on current research in writing studies to usher students (and teachers) into an accessible but sophisticated overview of how university readers and writers create knowledge. This textbook demystifies academic writing by showing students how and why experts make their rhetorical moves within specific situations. Grounded in genre theory, the text offers teachers specific disciplinary tools to use to help students learn to read as well as to write university genres. Packed with examples from genres produced inside and outside the academy, the text offers rich potential for class discussion, and for individual or collaborative writing projects that would prepare students to move into disciplinary research situations (and beyond). Academic Writing is unique because it goes beyond describing the ‘conventions’ of research writing to, instead, richly illustrate what motivates this writing: why scholars cite sources, conduct peer review, or prefer a nominal style. I highly recommend this text for teachers who seek to prepare students to conduct research in their fields and beyond their undergraduate educations.” — Mary Soliday, San Francisco State University Praise for previous editions: “Like any complex rhetorical art, good academic writing is less a matter of conforming to rules than of exercising judgment, informed by a sense of audience expectations and developed by disciplined practice. Academic Writing: An Introduction is one of those rare guides that knows this, and helps students help themselves. As students work through the book’s many imaginative exercises, they will find themselves developing a new level of rhetorical judgment. Not only will they be better equipped to deal with writing assignments in a variety of disciplines; they will likely go on improving as writers after their introductory course has been completed.” — Brian Turner, Centre for Academic Writing, University of Winnipeg Author InformationJanet Giltrow is Professor of English and Associate Dean of Arts at the University of British Columbia. Richard Gooding is Assistant Professor of Teaching in the Department of English at the University of British Columbia. Daniel Burgoyne is Professor and Chair of the Department of English at Vancouver Island University. Tab Content 6Author Website:Countries AvailableAll regions |
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