英语学术论文写作（教育硕士）

王新

目录

  • 1 Preface: General understanding of academic writing
    • 1.1 Definition of academic writing
    • 1.2 Characteristicsof good academic writing
  • 2 Types of academic writing
    • 2.1 Types based on writing format
    • 2.2 Types based on writing purpose
      • 2.2.1 Writing to summarize
      • 2.2.2 Writing to synthesize
      • 2.2.3 Writing to explain
      • 2.2.4 Writing to argue
      • 2.2.5 Writing to propose
      • 2.2.6 Writing to analyze
      • 2.2.7 Writing to evaluate
  • 3 Process of effective academic writing
    • 3.1 Identifying the rhetorical context
      • 3.1.1 Topic or subject
      • 3.1.2 Identifying audience
      • 3.1.3 Identifying purpose
    • 3.2 Researching the topic
      • 3.2.1 Library research
      • 3.2.2 Field research
        • 3.2.2.1 Observing
        • 3.2.2.2 Interviewing
        • 3.2.2.3 Using questionnaires
          • 3.2.2.3.1 Usefulness of questionnaires
          • 3.2.2.3.2 Choosing restricted topic
          • 3.2.2.3.3 Writing the questions
          • 3.2.2.3.4 Two basic types of questions
          • 3.2.2.3.5 Writing effective instructions
          • 3.2.2.3.6 Presenting an effective questionnaire
          • 3.2.2.3.7 Selecting respondents
          • 3.2.2.3.8 Distributing a questionnaire
          • 3.2.2.3.9 Tabulating responses
        • 3.2.2.4 Questionnaires versus interview
      • 3.2.3 Internet research
    • 3.3 Outlining
      • 3.3.1 Importance of outlining
      • 3.3.2 Draft outline
      • 3.3.3 Formal outline
      • 3.3.4 Two commonly used patterns of formal outlines
      • 3.3.5 Four rules for writing outlines
      • 3.3.6 Writing a thesis statement
    • 3.4 Drafting, revising, editing and proofreading
      • 3.4.1 Drafting
      • 3.4.2 Revising
      • 3.4.3 Final editing and proofreading
    • 3.5 Some tips for an effective academic writing
  • 4 Strategies of academic writing
    • 4.1 Choosing effective words
      • 4.1.1 Common words, formalwords and nonstandard words
      • 4.1.2 General words and specific words
      • 4.1.3 Idiomatic expressions
      • 4.1.4 Synonyms
      • 4.1.5 Faulty use of pronouns
      • 4.1.6 Jargon and slang
    • 4.2 Writing effective sentences
      • 4.2.1 Conciseness of sentences
      • 4.2.2 Variety of sentences
      • 4.2.3 Emphasis of sentences
      • 4.2.4 Faults of sentences
    • 4.3 Writing valid paragraphs
      • 4.3.1 Understanding paragraph structure
      • 4.3.2 Two special types of paragraphs
    • 4.4 Basic Organizational patterns of essays
      • 4.4.1 General-to-specific / abstract-to-concrete order
      • 4.4.2 Specific-to-general / concrete-to-abstract order
      • 4.4.3 Order of importance
      • 4.4.4 Chronological order
      • 4.4.5 Spatial order
      • 4.4.6 Other organizational patterns
    • 4.5 Strategies for development
      • 4.5.1 Definition
      • 4.5.2 Classification
        • 4.5.2.1 Choosing the principle(s) to classify
        • 4.5.2.2 Testing the effectiveness
      • 4.5.3 Example
        • 4.5.3.1 Relevant examples
        • 4.5.3.2 Specific examples
        • 4.5.3.3 Sufficient examples
      • 4.5.4 Comparison and contrast
        • 4.5.4.1 Points for comparing and contrasting
        • 4.5.4.2 Two ways for organizing comparison and contrast
      • 4.5.5 Cause and effect
        • 4.5.5.1 Distinguishing between cause and effect
        • 4.5.5.2 Necessity, sufficiency, and Mill’s Methods
        • 4.5.5.3 Organizing cause and effect analysis
      • 4.5.6 Generalization
      • 4.5.7 Visual elements
  • 5 Documentation of sources
    • 5.1 Importance of documenting the sources
    • 5.2 Avoiding plagiarism
      • 5.2.1 Forms of plagiarism
      • 5.2.2 Ways to avoid plagiarism
      • 5.2.3 Common knowledge
      • 5.2.4 Confidential information
    • 5.3 Two formats of documenting the sources
      • 5.3.1 Notes and bibliographies: (MLA style)
      • 5.3.2 Author-date method and references: (APA style)
Basic Organizational patterns of essays

4.4 Basic Organizational patterns of the paper

First please look at the following two examples:

A：We humans learn to understand ourselves, our lives, and our world through     speaking and/or writing to each other. From this fact of life, we know that communication is extremely important to the understanding of ourselves and of the world around us. Computer literacy---mastery of the basic functions of computer technology, such as word-processing, database, and the Internet---is essential to the effectiveness of communication in today's world. Everybody and anybody, it doesn't matter he or she is a teacher a college student, an engineer, a reporter, or a chef, has the need to interact with others so as to expand his or her world. Computer literacy makes it easier for us to communicate with each other and to expand our world. Therefore, computer literacy is of extreme value in today's world.

B：Computer-literacy is of extreme value in today's world. To begin with, computer literacy---mastery of the basic functions of computer technology, such as word-processing, database, and the Internet---makes communication much more effective. With word-processing you can write, revise, store, and reprint any document you want to. With the Internet, you can communicate with just about anyone anywhere in the world at any time as long as that person is connected. Moreover, since computers are used in most businesses nowadays, you cannot hope to get a decent job without knowing at least some basic functions of the computer. Last but not the least, you can get so much fun playing games on the computer, all by yourself or with somebody else at the other end of the world. It's hard to imagine how anybody could get by in today's world without knowing something about the computers.


Which of the two do you like better? And which one do you think is more effective, the first one which follows an organizational pattern not too different from the qi-cheng-zhuan-he scheme of classic Chinese essays, or the second, which states the topic sentence first, follows it up with three detailed explanations, and finishes with a conclusion sentence?

While there may not be a simple answer to the question which organization in the above examples is better and more effective, to many native speakers of English (and to professors in American colleges and universities, for that matter), the organization used in the first example would seem rather clumsy and ineffective. It would give them an impression of someone unable to grasp the heart of the issue and convey his or her thought effectively. They would be annoyed by the indirectness because precious time is being wasted.

In this part, we will discuss different strategies for essay organization and development and assess their effectiveness for different writing situations. The purpose of the discussion is to make you aware of the structural or organizational choices you can make and the strategies for development you can use in the process of writing an effective academic paper.

Five basic patterns can be used to organize both paragraphs and full-length essays:

● general-to-specific/abstract-to-concrete

● specific-to-general/concrete-to-abstract

● order-of-importance

● chronological order

● spatial order

 Each of these organizational patterns has its own characteristics and can be used effectively to achieve different writing purposes.