Academic Writing: Concepts and Connections by Teresa ThonneyAcademic Writing: Concepts and Connections by Teresa Thonney

Academic Writing: Concepts and Connections

byTeresa Thonney

Paperback | March 6, 2015

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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.
Teresa Thonney is Associate Professor of English at Columbia Basin College.
Title:Academic Writing: Concepts and ConnectionsFormat:PaperbackDimensions:544 pages, 9 × 6 × 0.68 inPublished:March 6, 2015Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199338345

ISBN - 13:9780199338344


Table of Contents

* Each chapter ends with a works citedPreface1. Academic Writing across the DisciplinesRecognizing Common Features of Academic Writing-- Specialized Audiences-- Contextualized Writing-- Specialized Vocabulary-- Disciplinary Perspectives and Modes of Inquiry-- Emphasis on Research and EvidenceTransitioning to Reading and Writing in the Disciplines-- Consider Your Study Habits and Learning Preferences-- Consider Your Prior Writing Knowledge and Beliefs about LearningUnderstanding Concepts and Connections in Academic Writing-- Applying the Concepts to Reading: Reading Academic Writing-- Applying the Concepts to Writing: Considering Your Learning PreferencesPAIRED READINGS FROM INTERDISCIPLINARY STUDIESSheila Tobias: "Disciplinary Cultures and General Education," Essays on Teaching ExcellenceSheila Tobias: "Why Poets Just Don't Get It in the Physics Classroom: Stalking the Second Tier in the Sciences," NACADA Journal2. Strategies for Reading Academic WritingStrategy 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 MindStrategy 2: Making Predictions-- Preview the Entire Text-- Notice Signal Words and Transitions-- Concept in Practice 2.3: Considering Linguistic CluesStrategy 3: Reading Actively-- Highlight, Annotate, or Create Graphical Depictions as You Read-- Concept in Practice 2.4: Making Annotations-- Make Connections as You ReadStrategy 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 STUDIESExcerpt from an "Interview with Ellen Rose," conducted by Laureano Ralon for Figure/Ground CommunicationEllen Rose: "The Phenomenology of On-Screen Reading: University Students' Lived Experience of Digitised Text," British Journal of Educational Technology3. Reading Academic ArgumentsDefining Academic Arguments-- Claims of Observation-- Claims of Interpretation of Evidence or Research-- Claims of Opinion or Value-- Claims that Call for Action-- The Intended AudienceRecognizing 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 AnalysisPAIRED READINGS FROM SOCIOLOGY"Promoting Bad Statistics," Society, Joel Best"Birds-Dead and Deadly: Why Numeracy Needs to Address Social Construction," Numeracy, Joel Best4. Writing Academic ArgumentsUnderstanding the Writer-Reader Relationship in College WritingDeferring Authority in College Papers-- Concept in Practice 4.1: Analyzing the Rhetorical Situation in a Biology Writing Prompt-- Claiming Authority in College PapersRecognizing 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. AnalysisMaking an Argument-- Thesis-Driven Arguments-- Empirical Arguments-- ProposalsProviding Evidence in Analysis and Argument Assignments-- Summary, Analysis, and Personal Response-- Published Quantitative Data-- Personal Observation-- Textual EvidenceResponding 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 HistoryPAIRED READINGS FROM INFORMATION LITERACYAlison J. Head and Michael B. Eisenberg: "College Students Eager to Learn but Need Help Negotiating Information Overload." The Seattle TimesAlison J. Head: Excerpt from "Learning the Ropes: How Freshmen Conduct Course Research Once They Enter College," Project Information Literacy Research Report5. Visual Rhetoric in Academic ArgumentsAn Overview of Visual RhetoricVisual Rhetoric in Academic Arguments-- Passage from an Academic JournalUsing Images-- Using Images to Explain Concepts or Procedures-- Using Images to Evoke Emotion-- Concept in Practice 5.1: Combining Images with Other Types of EvidencePresenting 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 TypesBest 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 AnalysisPAIRED READINGS FROM ENVIRONMENTAL SCIENCEJonathan A. Foley: "Can We Feed the World and Sustain the Planet?" Scientific AmericanNathaniel D. Mueller, James S. Gerber, Matt Johnston, Deepak K. Ray, Navin Ramankutty, and Jonathan A. Foley: "Closing Yield Gaps Through Nutrient and Water Management," Nature6. Writing with AuthorityReviewing the Past and Announcing the Value of Your Paper-- Concept in Practice 6.1: Recognizing Patterns in IntroductionsIntroducing and Announcing the Purpose of Your Paper-- Concept in Practice 6.2: Engaging Readers and Announcing Your GoalsQualifying Claims and Anticipating ObjectionsPreparing the Reader for What's to Come-- Titles-- Forecasting Introductions-- Overviews, Topic Sentences, and HeadingsUsing 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 ReformulationUsing First Person to Establish AuthorityBringing 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 WritingPAIRED READINGS FROM BUSINESSRob Capps: "First Impressions: The Science of Meeting People." (An interview with Amy Cuddy), Wired. ComDana R. Carney, Amy J. C. Cuddy, and Andy J. Yap: "Power Posing: Brief Nonverbal Displays Affect Neuroendocrine Levels and Risk Tolerance," Psychological Science7. Conducting Secondary ResearchDiscovering Topics-- Analyze Assignment Prompts-- Choose from What You Know-- Consult Course Resources-- Conduct "Presearch"-- Library Resources-- Internet SourcesRefining Your Topic-- Concept in Practice 7.1: Asking Open-Ended Questions to Refine a TopicFinding 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 DatabasesEvaluating 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 WebsiteCreating a Working Bibliography-- Concept in Practice 7.5: Developing an Annotated BibliographySelecting Evidence for an Academic ArgumentReading Academic Research ReportsChoosing 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 SourcesPAIRED READINGS FROM COMPUTER SCIENCE"YAB [Youth Advisory Board] Interview: Laura Granka, Search User Experience, Google." Ypulse Youth Advisory Board post from Raymond BraunLaura A. Granka, Thorsten Joachims, and Geri Gay: "Eye-Tracking Analysis of User Behavior in WWW Search," SIGIR ForumEye-Tracking Analysis of User Behavior in WWW Search8. Integrating Source Material into Academic WritingSummarizing-- 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 SummariesParaphrasing-- Paraphrasing a PassageUnderstanding Plagiarism-- Patchwriting-- Common Knowledge-- Concept in Practice 8.2: Summarizing and Paraphrasing a PassageQuoting-- 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 QuotationsIdentifying Sources through Formal Documentation-- Similarities and Differences in Documentation StylesQuoting in Different Documentation Styles-- Similarities and Differences in Bibliography Styles-- Concept in Practice 8.4: Recognizing Differences in Formats-- Applying the Concepts to Reading: Combining Summary, Paraphrase, and Quotation with Analysis-- Applying the Concepts to Writing: Summarizing an ArticlePAIRED READINGS FROM RHETORIC AND COMPOSITION"Sandra Jamieson and Rebecca Moore Howard: Unraveling the Citation Trail," Project Information Literacy, "Smart Talks."Rebecca Moore Howard, Tricia Serviss, and Tanya K. Rodriguez: "Writing from Sources, Writing from Sentences," Writing and Pedagogy9. Writing a Synthesis PaperPlanning 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 PapersFormulating the Central ClaimCategorizing 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 OpinionDrafting Your Paper-- Support Claims with Evidence-- Write an Original Argument-- Use Additional Features of Good Synthesis WritingSynthesizing Source Material Using MLA FormatSynthesizing 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 SourcesPAIRED READINGS FROM PSYCHOLOGYMichael E. Shaughnessy: Excerpt from "An Interview with Deanna Kuhn," Educational Psychology ReviewDeanna Kuhn: "Jumping to Conclusions," Scientific American Mind10. Conducting Primary ResearchSecondary Research versus Primary ResearchChoosing a Research Topic-- Use Course Resources-- Look Around-- Use Published StudiesPrimary Research QuestionsChoosing Your Research MethodsObservation-- Limitations of Observation-- Guidelines for Conducting Observational Research-- Concept in Practice 10.1: Reporting Observational ResearchInterviews-- Guidelines for Conducting Interviews-- Concept in Practice 10.2: Interviewing Research SubjectsSurveys-- Guidelines for Creating Survey Questions-- Concept in Practice 10.3: Evaluating Survey Questions-- Limitations of Survey ResearchTextual Analysis-- Guidelines for Conducting Textual Analysis-- Concept in Practice 10.4: Analyzing Textual Features-- Discovering Topics for Textual Analysis StudiesEthical Considerations When Conducting Primary ResearchReporting Your Original Research-- Title-- Introduction-- Methods-- Results-- Discussion-- ReferencesBenefits of Conducting Primary Research-- Applying the Concepts to Reading: Analyzing a Description of Methods-- Applying the Concepts to Writing: Planning a Research StudyPAIRED READINGS FROM INTERDISCIPLINARY STUDIESExcerpt from University of Michigan's webpage for the Undergraduate Research Opportunity Program (Sandra R. Gregerman, director)Biren A. Nagda, Sandra R. Gregerman, John Jonides, William von Hippel, and Jennifer S. Lerner: Excerpt from "Undergraduate Student-Faculty Research Partnerships Affect Student Retention," Review of Higher Education11. Revising and Editing Academic WritingGlobal vs. Local ChangesMaking 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 FeedbackMaking 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 SpellingFinal Revising and Editing Tips-- Applying the Concepts to Reading: Making Global Revisions-- Applying the Concepts to Writing: Using a Revising Checklist-- Revising ChecklistPAIRED READINGS FROM EDUCATIONSarah Warshauer Freedman: "Some Reasons for the Grades We Give Compositions," The English JournalSarah Warshauer Freedman: "Why Do Teachers Give the Grades They Do?" College Composition and Communication12. Working and Writing in GroupsAdvantages 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 ConflictWriting CollaborativelyGiving 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 FeedbackBenefits 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 CollaborativelyPAIRED READINGS FROM BIOLOGYFrans de Waal: "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 JournalProctor Darby, Rebecca A. Williamson, Frans B. M. de Waal, and Sarah Brosnan: Excerpt from "Chimpanzees Play the Ultimatum Game," Proceedings of the National Academy of Sciences of The United States of America

Editorial Reviews

"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