Effective Academic Writing 2 Answer Key Pdf Download

Academics mostly write texts intended for publication, such as journal articles, reports, books, and chapters in edited collections. For students, the most common types of academic writing assignments are listed below.

Academic writing uses sources to support its claims. Sources are other texts (or media objects like photographs or films) that the author analyzes or uses as evidence. Many of your sources will be written by other academics; academic writing is collaborative and builds on previous research.

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In the book, I offer a discussion of principles, strategies, and habits that I think can help. (The table of contents can be found below, so you can see the breakdown of this material.) The principles point to a way of thinking about academic writing. Since writing takes up so much time and energy, it is worth exploring foundational ideas that can ground a writing practice: writing as thinking; writing as revision; writing as reader awareness; writing as authorial responsibility. Those principles lead into concrete strategies that can transform the experience of creating and revising an academic text. The heart of this book is the five chapters that unpack these approaches to working with text: managing structure; managing sentences; managing punctuation patterns; managing momentum; and building a revision process. The final element of the book is the consideration of writing habits. Even with a solid approach to academic writing and range of useful strategies to hand, we all still need to find ways to get writing done. Graduate writers, in particular, need exposure to writing productivity advice that is rooted in their unique experience of academic writing. This chapter provides a range of strategies to help build a consistent and sustainable writing routine: prioritizing writing; setting goals; finding community; developing writing awareness; and grounding productivity in writing expertise.

The writing you are required to do in the study of business and management is usually one of two types, an essay or a report. Both are an opportunity to show your ability to use your knowledge to answer a specific question. You will not be asked to write about something in a general sense, but rather you will be asked to focus on a particular topic. You can see this in each of the activities that you have worked on throughout this course.

The styles you are asked to adopt for essays and reports have some similarities. For example, any writing for academic purposes usually sets out to inform the reader in an objective, even-handed way rather than to entertain or express an opinion. It also tends to deal with more complex ideas and facts than writing for other purposes. The following are four accepted conventions which should be followed when writing for academic purposes:

Balanced views We often need to show that we can see beyond one person's opinion, including our own, of an issue and that we are trying to come to a balanced conclusion. There is not much room for personal or emotional detail but this can be included where we feel that our personal experience adds to the writing. What the reader wants to see is your ability to understand the material, to present evidence to support your argument and to come to an informed answer to the question or task you were set.

Some analysis Academic writing requires students to think carefully about the ideas they have studied and how they might help to answer the question asked or do the task required. This means that the piece of work needs to do more than just describe parts of the material you have studied; you have to break down the question or task into smaller parts. You practised this in Activities 1 and 2, when you were asked to analyse a simple job or task using the transformation model.

Referencing Although academic writing can include summaries, in your own words, of the materials you have studied, you should not use or quote ideas and phrases without acknowledging where you read them and who originally wrote them.

First paragraph on "What is academic writing" is adapted from "Academic Style" in Athena Kashyap and Erika Dyquisto's text Writing, Reading, and College Success: A First-Year Composition Course for All Learners. License: CC BY SA.

In addition to using writing as a means of developing and deepening knowledge, student need to understand and use the "moves" of academic writing. This is often described as "learning to write" - but writing scholars recognize that this is not a "one-and-done" proposition; we all continue to "learn how to write" in new contexts, in response to new audiences, and for new purposes. In general, student writers need practice and guidance as they learn how to cite sources, articulate arguments (as opposed to stating opinions), select appropriate and persuasive evidence, etc. These skills should be foregrounded not only when students write, but also when they read academic texts. Consider the following exercises:

In communication, a message is the key point or bottom line that a communicator wants to convey to their audience. In academic writing, the core message is the thesis statement. In professional communication, it is the key takeaway. How the author has framed a message an impact how the audience perceives and interprets information. Framing a message that is appropriate and effective for the intended audience requires analyzing that audience and the purpose of the communicative effort.

Additional outcomes:

On completing this module, you should also be able to answer Problem Questions more effectively, using the IPAC method, and using an appropriate range of language to convey your response.

Outline content:

The module will cover legal essay writing skills, such as analysing the title, identifying relevant ideas, developing a logical structure, and writing effective introductions, conclusions and paragraphs. It will also cover paraphrasing, summarising and incorporating quotations, as well as consolidation of the OSCOLA referencing conventions. The module will also cover how to approach legal research, and integrate this into the essay-planning process, as well as developing an understanding of how to avoid plagiarism. There will also be a focus on key language for legal essay writing, such as linking words and expressing stance. The module will also consolidate the use of the IPAC model to answer Problem Questions, and useful language to express concession, condition, contrast and caution in responses to Problem Questions.

An answer to a focused question, a reading summary, an application of a reading/theory to a particular situation, or so on. This kind of writing, done many times throughout the course, has the powerful effect of helping students learn course material by active engagement. In fact, the practice long ago acquired the name Writing-to-Learn. If the practice helps students acquire some better skills, that's a great side benefit, but it's incidental. The main purpose of these assignments is to facilitate thinking and learning.

If you ask students to do a certain kind of writing, try to give them one or two examples of what that writing looks like. Good work by former students can be effective for this purpose, taking care to obscure identifying information and asking the student's permission to share. Published models can work well, too, although the moves that professionals make in their writing can be daunting to students.

In the 1960's, more writing teachers and scholars "rediscovered" classical rhetoric, various strategies for helping people to craft effective texts to meet specific situations. One aspect of that rediscovery (of course, Aristotle, Cicero, Quintillian, and many others were never really lost) was the notion of a systematic process for creating a text, from initial ideas to a finished delivered product. These ideas contributed to an emphasis on helping students approach writing as a process. For the most part, college writing instruction had been a fairly product-oriented thing: "Here's a model; make one like it." Attending to the process of writing means helping students at various stages of producing a text. It acknowledges, for example, that knowing how the final product is supposed to look isn't much help if the writer has nothing to say. It acknowledges that a well-proofread paper is flawed if the content is wrongheaded.

It is critical that students, academic and clinical faculty utilize the Professional Behaviors Assessment Tool in the context of physical therapy and not life experiences. For example, a learner may possess strong communication skills in the context of student life and work situations, however, may be in the process of developing their physical therapy communication skills, those necessary to be successful as a professional in a greater health care context. One does not necessarily translate to the other, and thus must be used in the appropriate context to be effective.

Before getting into the details of what an effective playwriting workshop entails, let us first break down the benefits of this instructional approach. Playwriting workshops allow students to engage with written texts in multiple contexts, functioning simultaneously as writers, readers, and performers. Students are not only writing plays, but also reading and interpreting them, which drama educators and researchers Paul Gardiner and Michael Anderson (2012) suggest supports both reading fluency and comprehension skills. They also say by reading plays aloud and listening to their peers read plays aloud, students are also practicing oral and aural fluency skills.

Including playwriting in the literacy classroom is a unique way to teach reading, writing, and oral fluency skills. The addition of a playwriting workshop to this practice encourages students to think critically about their own work and that of their peers, and to practice vital revision skills that are transferrable to all areas of personal, professional, and academic writing. Thus, teaching playwriting and playwriting workshops allows students to grow their writing and revising skills as they use the written word to communicate ideas that they are passionate about. 2351a5e196