We use cookies to enhance your experience on our website. By continuing to use our website, you are agreeing to our use of cookies. You can change your cookie settings at any time. Find out more
Cover

Academic Writing

Concepts and Connections

Teresa Thonney

Publication Date - February 2015

ISBN: 9780199338344

544 pages
Paperback
6 x 9 inches

In Stock

Retail Price to Students: $36.95

Academic Writing: Concepts and Connections helps students understand what all academic writing has in common, how it all connects, and why it matters.

Description

Features

* An emphasis on core academic skills: Academic Writing introduces core concepts used across a variety of disciplines in order to help students recognize patterns that appear in all academic reading and writing situations.
* Connections across contexts: From traditional science reports written for fellow scholars to blogs written for general audiences, this interdisciplinary text contains a wide range of readings, allowing students to examine how context influences academic writing.
* "Concept in Practice" and "Applying the Concepts" features: These features encourage students to apply the critical reading, research, and writing strategies that they learn in composition courses to what they read and write in all of their courses.

About the Author(s)

Teresa Thonney is Associate Professor of English at Columbia Basin College.

Reviews

"I am very excited about this new composition book's approach to teaching writing. It broaches academic writing comprehensively yet practically, honestly, and with a minimum of jargon and highfalutin prose."--Tammy Trucks-Bordeaux, Peru State College

"Academic Writing is fabulous and deeply overdue. I love the emphasis on student research. Students can see for themselves why the things that teachers ask for are important."--Heather Pristash, Western Wyoming Community College

Table of Contents

    * Each chapter ends with a works cited
    Preface
    1. Academic Writing across the Disciplines
    Recognizing Common Features of Academic Writing
    -- Specialized Audiences
    -- Contextualized Writing
    -- Specialized Vocabulary
    -- Disciplinary Perspectives and Modes of Inquiry
    -- Emphasis on Research and Evidence
    Transitioning to Reading and Writing in the Disciplines
    -- Consider Your Study Habits and Learning Preferences
    -- Consider Your Prior Writing Knowledge and Beliefs about Learning
    Understanding Concepts and Connections in Academic Writing
    --Applying the Concepts to Reading: Reading Academic Writing
    --Applying the Concepts to Writing: Considering Your Learning Preferences
    PAIRED READINGS FROM INTERDISCIPLINARY STUDIES
    "Disciplinary Cultures and General Education," Essays on Teaching Excellence, Sheila Tobias
    "Why Poets Just Don't Get It in the Physics Classroom: Stalking the Second Tier in the Sciences," NACADA Journal, Sheila Tobias
    2. Strategies for Reading Academic Writing
    Strategy 1: Understanding the Context
    -- Analyze the Rhetorical Situation
    ---- The Writer
    ---- The Audience
    ---- The Situation, Genre, and Purpose
    ---- Know What to Expect While You Read
    -- Concept in Practice 2.1: Considering Context Clues
    -- Use Genre Knowledge to Understand What You're Reading
    -- Recognize the Vocabulary of the Genre or Discipline
    -- Concept in Practice 2.2: Considering the Vocabulary of Research Studies
    -- Keep Your Reason for Reading in Mind
    Strategy 2: Making Predictions
    -- Preview the Entire Text
    -- Notice Signal Words and Transitions
    -- Concept in Practice 2.3: Considering Linguistic Clues
    Strategy 3: Reading Actively
    -- Highlight, Annotate, or Create Graphical Depictions as You Read
    -- Concept in Practice 2.4: Making Annotations
    -- Make Connections as You Read
    Strategy 4: Adjusting How You Read
    -- Learn to Adjust Your Reading Rate
    -- Concept in Practice 2.5: Adjusting How You Read
    -- Learn to Read Critically
    -- Alter Your Reading Style When Reading Onscreen
    -- Applying the Concepts to Reading: Considering the IMRAD Report
    -- Applying the Concepts to Writing: Why Read Original Research Reports?
    PAIRED READINGS FROM READING STUDIES
    Excerpt from an "Interview with Ellen Rose," conducted by Laureano Ralón for Figure/Ground Communication
    "The Phenomenology of On-Screen Reading: University Students' Lived Experience of Digitised Text," British Journal of Educational Technology, Ellen Rose
    3. Reading Academic Arguments
    Defining Academic Arguments
    -- Claims of Observation
    -- -- Claims of Interpretation of Evidence or Research
    -- Claims of Opinion or Value
    -- Claims that Call for Action
    -- The Intended Audience
    Recognizing Persuasive Appeals
    -- Pathos
    ---- Consider Imagery and Concrete Details
    ---- Consider Figurative Language
    ---- Consider Appeals to Shared Values
    -- Concept in Practice 3.1: Appealing to Shared Cultural Values
    -- Ethos
    ---- Consider the Author's Experience or Qualifications
    ---- Consider the Author's Concern for Others
    ---- Consider How the Author Acknowledges Opposing Views
    -- Concept in Practice 3.2: Qualifying Conclusions
    ---- Consider the Credentials and Reputations of Sources Cited
    ---- Consider the Tone and Writing Style
    -- Logos
    ---- Look for Indicators of Trustworthy Quantitative Research
    ---- Assess the Reliability of Studies and Surveys
    -- Concept in Practice 3.3: Evaluating Research Methods
    ---- Evaluate the Visual Evidence
    ---- Look for Indicators of Trustworthy Qualitative Evidence
    -- Applying the Concepts to Reading: Critically Reading Arguments
    -- Applying the Concepts to Writing: Writing a Critical Analysis
    PAIRED READINGS FROM SOCIOLOGY
    "Promoting Bad Statistics," Society, Joel Best
    "Birds-Dead and Deadly: Why Numeracy Needs to Address Social Construction," Numeracy, Joel Best
    4. Writing Academic Arguments
    Understanding the Writer-Reader Relationship in College Writing
    Deferring Authority in College Papers
    -- Concept in Practice 4.1: Analyzing the Rhetorical Situation in a Biology Writing Prompt
    -- Claiming Authority in College Papers
    Recognizing Analysis
    -- Types of Analysis
    ---- Find or Delineate a Recurring Pattern
    ---- Compare and Contrast
    ---- Apply a Specific Analytical Template or Theory to a Situation
    ---- Evaluate Worth According to Discipline Standards
    -- Concept in Practice 4.2: Summary vs. Analysis
    Making an Argument
    -- Thesis-Driven Arguments
    -- Empirical Arguments
    -- Proposals
    Providing Evidence in Analysis and Argument Assignments
    -- Summary, Analysis, and Personal Response
    -- Published Quantitative Data
    -- Personal Observation
    -- Textual Evidence
    Responding Effectively to Writing Prompts
    -- Applying the Concepts to Reading: Analyzing a College Writing Prompt from Music Appreciation
    -- Applying the Concepts to Writing: Responding to a Writing Prompt from History
    PAIRED READINGS FROM INFORMATION LITERACY
    "College Students Eager to Learn but Need Help Negotiating Information Overload." The Seattle Times, Alison J. Head and Michael B. Eisenberg
    Excerpt from "Learning the Ropes: How Freshmen Conduct Course Research Once They Enter College," Project Information Literacy Research Report, Alison J. Head
    5. Visual Rhetoric in Academic Arguments
    An Overview of Visual Rhetoric
    Visual Rhetoric in Academic Arguments
    -- Passage from an Academic Journal
    Using Images
    -- Using Images to Explain Concepts or Procedures
    -- Using Images to Evoke Emotion
    -- Concept in Practice 5.1: Combining Images with Other Types of Evidence
    Presenting Quantitative Data Visually
    -- Using Tables
    -- Concept in Practice 5.2: Presenting Data in Tables
    -- Using Figures
    ---- Pie Charts
    ---- Bar Charts (Graphs) and Column Charts
    ---- Line Graphs
    -- Concept in Practice 5.3: Comparing Figure Types
    Best Practices for Incorporating Visuals into Academic Papers
    -- Applying the Concepts to Reading: Reading Quantitative Data
    -- Applying the Concepts to Writing: Analyzing Images
    -- Getting Started
    -- Conducting Your Analysis
    -- Writing the Analysis
    PAIRED READINGS FROM ENVIRONMENTAL SCIENCE
    "Can We Feed the World and Sustain the Planet?" Scientific American, Jonathan A. Foley
    "Closing Yield Gaps Through Nutrient and Water Management," Nature, Nathaniel D. Mueller, James S. Gerber, Matt Johnston, Deepak K. Ray, Navin Ramankutty, and Jonathan A. Foley
    6. Writing with Authority
    Reviewing the Past and Announcing the Value of Your Paper
    -- Concept in Practice 6.1: Recognizing Patterns in Introductions
    Introducing and Announcing the Purpose of Your Paper
    -- Concept in Practice 6.2: Engaging Readers and Announcing Your Goals
    Qualifying Claims and Anticipating Objections
    Preparing the Reader for What's to Come
    -- Titles
    -- Forecasting Introductions
    -- Overviews, Topic Sentences, and Headings
    Using Specialized Vocabulary and Academic Phrasing
    -- Academic Phrases
    -- Concept in Practice 6.3: Recognizing Academic Vocabulary
    -- Reformulations
    ---- Reformulations that Paraphrase
    ---- Reformulations that Specify or Illustrate
    ---- Reformulations that Define
    -- Concept in Practice 6.4: Recognizing Opportunities for Reformulation
    Using First Person to Establish Authority
    Bringing the Conversation to a Close
    -- Applying the Concepts to Reading: Reading Mathematics Writing
    -- Joining a Conversation
    -- Establishing Territory and Stating the Value of the Research
    -- Expressing Uncertainty
    -- Applying the Concepts to Writing: Using the Conventions of Academic Writing
    PAIRED READINGS FROM BUSINESS
    "First Impressions: The Science of Meeting People." (An interview with Amy Cuddy), Wired. Com, Rob Capps
    "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance," Psychological Science, Dana R. Carney, Amy J. C. Cuddy, and Andy J. Yap
    7. Conducting Secondary Research
    Discovering Topics
    -- Analyze Assignment Prompts
    -- Choose from What You Know
    -- Consult Course Resources
    -- Conduct "Presearch"
    ---- Library Resources
    ---- Internet Sources
    Refining Your Topic
    -- Concept in Practice 7.1: Asking Open-Ended Questions to Refine a Topic
    Finding Sources
    -- Search Library Databases
    -- Concept in Practice 7.2: Searching for Articles in a Database
    -- Search Online Book Catalogs
    -- Consult Your Sources' Sources
    -- Consult Your Librarians
    -- Concept in Practice 7.3: Using Your Library's Databases
    Evaluating Sources
    -- What Is the Publication Source?
    -- Is the Source a Primary or Secondary Source?
    -- Does the Author Have Relevant Credentials?
    -- What Is the Original Context?
    -- What Is the Publication Date?
    -- Are the Author's Sources of Information Identified?
    -- Is the Source Static or Dynamic?
    -- Concept in Practice 7.4: Evaluating a Website
    Creating a Working Bibliography
    -- Concept in Practice 7.5: Developing an Annotated Bibliography
    Selecting Evidence for an Academic Argument
    Reading Academic Research Reports
    Choosing between Primary and Secondary Sources of Information
    -- Applying the Concepts to Reading: Evaluating Online Sources
    -- Applying the Concepts to Writing: Creating an Annotated Bibliography that Evaluates Sources
    PAIRED READINGS FROM COMPUTER SCIENCE
    "YAB [Youth Advisory Board] Interview: Laura Granka, Search User Experience, Google." Ypulse Youth Advisory Board post from Raymond Braun
    "Eye-Tracking Analysis of User Behavior in WWW Search," SIGIR Forum, Laura A. Granka, Thorsten Joachims, and Geri Gay
    Eye-Tracking Analysis of User Behavior in WWW Search
    8. Integrating Source Material into Academic Writing
    Summarizing
    -- Summary in Introductions
    -- Summary as Evidence
    -- Comprehensive Summaries
    ---- Reading a Text You Will Summarize
    -- Concept in Practice 8.1: Summarizing an Article
    ---- Template for Standalone Summaries
    Paraphrasing
    -- Paraphrasing a Passage
    Understanding Plagiarism
    -- Patchwriting
    -- Common Knowledge
    -- Concept in Practice 8.2: Summarizing and Paraphrasing a Passage
    Quoting
    -- Determining When to Quote
    -- Analyzing Quotations
    -- Capitalizing and Punctuating Quotations
    ---- Introducing Quotations
    ---- Integrating Quotations
    ---- Interrupting Quotations
    ---- Introducing a Quotation with a Colon
    ---- Following a Quotation with a Comma or Period
    ---- Following a Quotation with Other Types of Punctuation
    -- Identifying Speakers
    -- Copying Quotations
    ---- Adding Emphasis to a Quotation
    ---- Omitting Words from a Quotation
    ---- Inserting Words into Quotations
    ---- Identifying an Error in a Quotation
    -- Concept in Practice 8.3: Quoting Sentences and Phrases
    -- Using Block Quotations
    Identifying Sources through Formal Documentation
    -- Similarities and Differences in Documentation Styles
    Quoting in Different Documentation Styles
    -- Similarities and Differences in Bibliography Styles
    -- Concept in Practice 8.4: Recognizing Differences in Bibliography Formats
    -- Applying the Concepts to Reading: Combining Summary, Paraphrase, and Quotation with Analysis
    -- Applying the Concepts to Writing: Summarizing an Article
    PAIRED READINGS FROM RHETORIC AND COMPOSITION
    "Sandra Jamieson and Rebecca Moore Howard: Unraveling the Citation Trail," Project Information Literacy, "Smart Talks."
    "Writing from Sources, Writing from Sentences," Writing & Pedagogy, Rebecca Moore Howard, Tricia Serviss, and Tanya K. Rodriguez
    9. Writing a Synthesis Paper
    Planning a Synthesis Paper
    -- Consider Your Audience, Purpose, and Assignment
    -- Look for Agreements, Disagreements, and Discrepancies between Sources
    -- Think of Research and Writing as Simultaneous Processes
    -- Look for Ways to Graphically Organize Information
    -- Concept in Practice 9.1: Planning a Source-Based Synthesis Papers
    Formulating the Central Claim
    Categorizing Types of Central Claims
    -- Claims that Summarize the Published Research
    -- Claims of Opinion or Value
    -- Concept in Practice 9.2: Expressing the Central Claim
    -- Central Claim that Summarizes Sources
    -- Central Claim that Expresses the Writer's Opinion
    Drafting Your Paper
    -- Support Claims with Evidence
    -- Write an Original Argument
    -- Use Additional Features of Good Synthesis Writing
    Synthesizing Source Material Using MLA Format
    Synthesizing Source Material Using APA Format
    -- Applying the Concepts to Reading: Reading a Source-Based Proposal Documented in APA Format
    -- Applying the Concepts to Writing: Synthesizing Information from Sources
    PAIRED READINGS FROM PSYCHOLOGY
    Excerpt from "An Interview with Deanna Kuhn," Educational Psychology Review, Michael E. Shaughnessy
    "Jumping to Conclusions," Scientific American Mind, Deanna Kuhn
    10. Conducting Primary Research
    Secondary Research versus Primary Research
    Choosing a Research Topic
    -- Use Course Resources
    -- Look Around
    -- Use Published Studies
    Primary Research Questions
    Choosing Your Research Methods
    Observation
    -- Limitations of Observation
    -- Guidelines for Conducting Observational Research
    -- Concept in Practice 10.1: Reporting Observational Research
    Interviews
    -- Guidelines for Conducting Interviews
    -- Concept in Practice 10.2: Interviewing Research Subjects
    Surveys
    -- Guidelines for Creating Survey Questions
    -- Concept in Practice 10.3: Evaluating Survey Questions
    -- Limitations of Survey Research
    Textual Analysis
    -- Guidelines for Conducting Textual Analysis
    -- Concept in Practice 10.4: Analyzing Textual Features
    -- Discovering Topics for Textual Analysis Studies
    Ethical Considerations When Conducting Primary Research
    Reporting Your Original Research
    -- Title
    -- Introduction
    -- Methods
    -- Results
    -- Discussion
    -- References
    Benefits of Conducting Primary Research
    -- Applying the Concepts to Reading: Analyzing a Description of Methods
    -- Applying the Concepts to Writing: Planning a Research Study
    PAIRED READINGS FROM INTERDISCIPLINARY STUDIES
    Excerpt from University of Michigan's webpage for the Undergraduate Research Opportunity Program (Sandra R. Gregerman, director)
    Excerpt from "Undergraduate Student-Faculty Research Partnerships Affect Student Retention," Review of Higher Education, Biren A. Nagda, Sandra R. Gregerman, John Jonides, William von Hippel, and Jennifer S. Lerner
    11. Revising and Editing Academic Writing
    Global vs. Local Changes
    Making Global Revisions
    -- Can Readers Predict What's Ahead?
    -- Does the Organization of Main Ideas Make Sense?
    -- Are Main Ideas Repeated?
    -- Are Ideas Linked?
    -- Concept in Practice 11.1: Linking Paragraphs
    -- Are the Body Paragraphs Well Structured?
    ---- Are the Sentences within each Paragraph Connected?
    ---- Is the Paragraph Unified?
    ---- Is the Paragraph Adequately Developed?
    ---- Concept in Practice 11.2: Revising Underdeveloped Paragraphs
    -- Does the Writing Address Your Reader's Needs?
    -- Have You Used Feedback from Professors?
    -- Concept in Practice 11.3: Using Instructor Feedback
    Making Local Edits
    -- Decide between Active Voice or Passive Voice
    -- Use the "Given-New" Pattern
    -- Concept in Practice 11.4: Using the Given-New Pattern
    -- Help Readers Navigate Complex Sentence Patterns
    -- Edit for Conciseness
    -- Concept in Practice 11.5: Editing for Conciseness
    -- Editing for Correct Grammar and Spelling
    Final Revising and Editing Tips
    -- Applying the Concepts to Reading: Making Global Revisions
    -- Applying the Concepts to Writing: Using a Revising Checklist
    -- Revising Checklist
    PAIRED READINGS FROM EDUCATION
    "Some Reasons for the Grades We Give Compositions," The English Journal, Sarah Warshauer Freedman
    "Why Do Teachers Give the Grades They Do?" College Composition and Communication, Sarah Warshauer Freedman
    12. Working and Writing in Groups
    Advantages and Disadvantages of Working in Groups
    -- Keys to Successful Collaboration
    ---- Discuss in Advance Your Group Philosophy
    ---- Expect Different Approaches to Communication and Work
    ---- Consider Other Perspectives
    ---- Coordinate Efforts
    -- Concept in Practice 12.1: Engaging in Productive Conflict
    Writing Collaboratively
    Giving Peer Feedback
    -- Focus on What's Needed at the Time
    -- Consider the Evidence Supporting the Writer's Claims
    -- Notice the Organization and Flow of Ideas
    -- Annotate As You Read
    -- Give Specific Feedback
    Benefits of Peer Response
    -- Concept in Practice 12.2: Giving Useful Feedback
    -- Applying the Concepts to Reading: Responding to the Writing of Others
    -- Applying the Concepts to Writing: Writing Collaboratively
    PAIRED READINGS FROM BIOLOGY
    "The Brains of the Animal Kingdom; New Research Shows that We Have Grossly Underestimated both the Scope and the Scale of Animal Intelligence. Primatologist Frans de Waal on Memory-Champ Chimps, Tool-using Elephants and Rats Capable of Empathy," Wall Street Journal, Frans de Waal
    Excerpt from "Chimpanzees Play the Ultimatum Game," Proceedings of the National Academy of Sciences of The United States of America, Proctor Darby, Rebecca A. Williamson, Frans B. M. de Waal, and Sarah Brosnan

Related Titles