2021级研究生英语学术论文写作

王新

目录

  • 1 Preface: General understanding of academic writing
    • 1.1 Definition of academic writing
    • 1.2 Characteristics of 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
        • 3.2.1.1 Sources in the library
        • 3.2.1.2 Card catalog
        • 3.2.1.3 Note taking
      • 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
            • 3.2.2.3.3.1 Two basic types of questions
            • 3.2.2.3.3.2 Writing relevant questions
            • 3.2.2.3.3.3 Writing reliable and valid questions
          • 3.2.2.3.4 Writing effective instructions
          • 3.2.2.3.5 Presenting an effective questionnaire
          • 3.2.2.3.6 Selecting respondents
          • 3.2.2.3.7 Distributing a questionnaire
          • 3.2.2.3.8 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 right 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
        • 4.3.2.1 Opening paragraph
        • 4.3.2.2 Concluding paragraph
    • 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)
Characteristics of good academic writing

1. 2   Characteristics of good academic writing

1.2.1 Calling for critical reading and critical thinking

Good, effective academic writing calls for critical reading and critical thinking. Then what is critical reading (or reading with a critical eye)?

Critical reading is the reading not only for comprehension but also for the purpose to analyze the values and assumptions which are embodied in the texts and then examine their historical, cultural as well as literary contexts.

What is critical thinking? When we think critically about any issue of certain complexity, we need to be willing to see it from different perspectives, to face objections to our own beliefs, and to adopt a skeptical attitude toward authority and toward views that seem obviously right to us. In other words, to think critically is to willingly give up our monopoly on truth and respect our opponents by analyzing their views carefully.

Reading and thinking critically are very important when we write academic writings. For many non-native English speakers, they or we sometimes tend to be overly concerned with being correct in grammar and spelling. But here it is worth repeating that good writing is not just good grammar or vice versa. Actually, excessive anxiety over grammar can only hinder us from expressing our selves effectively in English. So at the advanced level, we should pay much more attention to the higher-level, more important issues of writing. If we engagein multi-perspective, analytic, and evaluative thinking, we will often have second and third thoughts concerning the subject. Then, to our own surprise, we may find ourselves adopting a new position that we initially couldn’t imagine we would hold. 


1.2.2 Involving thoughtful revision

Thisis true even with the most experienced writers, who subject their writings to numerous revisions before feeling satisfied. Here we can take Earnest Hemingway as an example.

By revision, we do not mean simply editing and proofreading to clean up grammatical and spelling errors. Effective revision involves making changes at both the macro and micro levels. During macro revision, we look at the whole essay in terms of subject, audience, and purpose, and try to identify major problems and fix them so as to bring about better unity and development. During micro revision, we work at the paragraph and sentence levels to bring clarity and coherence to our writing.


1.2.3 Being directed toward an audience

A good writing is directed towards an audience. The term “audience” usually refers to viewers of movies and TV shows or listeners of radio programs. But here it refers to readers of written materials in discussions of writing activities. Different audiences can have significant impact on the content, structure, and style of our writing even if we are writing about exactly the same topic.

Anyway, a keen awareness of the audience throughout the writing process is essential to effective academic writing. It is necessary to sit down and analyze our audience in terms of their knowledge, values, assumptions, and use the most effective strategies to achieve the purpose of writing.


1.2.4 Achieving a clear purpose

A good writing must achieve a clear purpose. Then what is our purpose in writing? It could be

·To inform

·To explain

·To impact the reader’s behavior

·To change reader’s mind about something controversial

Writing without a clear sense of purpose would be like jumping into the car and driving off at full speed without knowing first where we are going. Chances are that the faster we drive, the farther away we are from the right destination.


1.2.5 Expressing ideas clearly

   Good writing reflects good thinking, and good thinking needs to be put in precise, concise, and lucid prose.

An important task at the revision stage of the writing process is to trim all the deadwoods by pruning all there dundancies, wordiness, and ambiguities. An additional task for non-native speakers of English is to make our writing more idiomatic, by reducing the level of negative interference of our native language. 


1.2.6 Pulsing with creativity

As is said, a good writing should be full of creativity. Creativity in academic writing can be in its original use of material: that is, making significant connections between ideas and phenomena that are not so apparent; giving new, insightful interpretation of existing information; and challenging popular myths, generally accepted truisms and conventional wisdom in an enlightening way.

Meanwhile, academic writing can be organized creatively. It doesn’t always have to begin with a formal statement of thesis and end with a formal summary of the main points. In fact, it can use a variety of descriptive and narrative techniques, e.g. dialogues, scene descriptions, to engage the readers in the full emotional and intellectual experience of our writing.

In addition, the amazing development of computer technology makes it possible for us to enliven our writing with use of colorful charts, graphs, tables, and other appropriate illustrations to make the writing more creative.