Academic Writing: An Introduction - Fourth Edition: An Introduction

Table of Contents:
Preface 1 Introducing Genre 1A Hearing Voices 1B Hearing Genres 1C High-School vs. University Writing 1D The University as Research Institution 2 Citation and Summary 2A Introducing Scholarly Citation 2B Is Citation Unique to Scholarly Writing? 2C Why Do Scholars Use Citation? 3 Summary 3A Noting for Gist 3B Recording Levels 3C Using Gist and Levels of Generality to Write Summary 3D Establishing the Summarizer’s Position 3E Reporting Reporting 3F Experts and Non-Experts 4 Challenging Situations for Summarizers 4A High-Level Passages 4B Low-Level Passages 4C Summarizing Narrative 5 Think-Aloud Protocols in the Writing Classroom 5A Who Do You Think You’re Talking To? 5B Traditions of Commentary on Student Writing 5C An Alternative to Traditional Commentary: The Think-Aloud Protocol 5D Adapting the Think-Aloud Protocol in the Writing Classroom 5E Reading on Behalf of Others 5F Reliability of Readers 5G Presupposing vs. Asserting 6 Orchestrating Voices 6A Making Speakers Visible: Writing as Conversation 6B Orchestrating Scholarly Voices 6C The Challenges of Non-Scholarly Voices 6D Orchestrating Academic Textbooks and Popular Writing 6E Research Proposals 7 Definition 7A Dictionaries 7B Appositions 7C Sustained Definitions 7D The Social Profile of Abstractions and Their Different Roles in Different Disciplines 8 Introductions 8A Generalization and Citation 8B Reported Speech 8C Documentation 8D State of Knowledge and the Knowledge Deficit 8E Student Versions of the Knowledge Deficit 9 Scholarly Readers 9A Think-Aloud and Genre Theory 9B The Mental Desktop 10 Scholarly Styles I: Nominal Style 10A Common and Uncommon Sense 10B Is Scholarly Writing Unnecessarily Complicated, Exclusionary, or Elitist? 10C Nominal Style: Syntactic Density 10D Nominal Style: Ambiguity 10E Sentence Style and Textual Coherence 11 Scholarly Styles II: Messages about the Argument 11A Messages about the Argument 11B The Discursive I 11C Forecasts 11D Emphasis 12 Scholarly Styles III: Visual Rhetoric 12A Figures 12B Graphs 12C Tables 12D Research Posters 13 Making and Maintaining Knowledge I 13A Peer Review 13B Making Knowledge 13C Methods Sections 13D IMRD Structure 13E Qualitative Method and Subject Position 14 Making and Maintaining Knowledge II 14A Modality 14B Other Markers of the Status of Knowledge 14C Tense and the Story of Research 15 Conclusions and the Moral Compass of the Disciplines 15A Conclusions 15B The Moral Compass of the Disciplines: Research Ethics 15C The Moral Compass of the Disciplines: Moral Statements Glossary References Subject Index Index of Authors Cited

About the Author :
Janet Giltrow is Professor Emerita at the University of British Columbia. Richard Gooding is Assistant Professor of Teaching in the Department of English Language and Literatures at the University of British Columbia. Daniel Burgoyne is Professor in the Department of English at Vancouver Island University.

Review :
“Academic Writing: An Introduction draws on current research in writing studies to usher students (and teachers) into an accessible but sophisticated overview of how university readers and writers create knowledge. This textbook demystifies academic writing by showing students how and why experts make their rhetorical moves within specific situations. Grounded in genre theory, the text offers teachers specific disciplinary tools to use to help students learn to read as well as to write university genres. Packed with examples from genres produced inside and outside the academy, the text offers rich potential for class discussion, and for individual or collaborative writing projects that would prepare students to move into disciplinary research situations (and beyond). Academic Writing is unique because it goes beyond describing the ‘conventions’ of research writing to, instead, richly illustrate what motivates this writing: why scholars cite sources, conduct peer review, or prefer a nominal style. I highly recommend this text for teachers who seek to prepare students to conduct research in their fields and beyond their undergraduate educations.” — Mary Soliday, San Francisco State University Praise for previous editions: “Like any complex rhetorical art, good academic writing is less a matter of conforming to rules than of exercising judgment, informed by a sense of audience expectations and developed by disciplined practice. Academic Writing: An Introduction is one of those rare guides that knows this, and helps students help themselves. As students work through the book’s many imaginative exercises, they will find themselves developing a new level of rhetorical judgment. Not only will they be better equipped to deal with writing assignments in a variety of disciplines; they will likely go on improving as writers after their introductory course has been completed.” — Brian Turner, Centre for Academic Writing, University of Winnipeg