下面的PowerPoint演示文稿是李晨最近制作的一个关于英语学术写作的讲义，与广大英语爱好者分享：

英文学术写作网站资源：

Using English for Academic Purposes

Academic Style Guidelines

Linking words

ABCs of Academic Writing and Essays

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文字版：

On Academic Writing
– Suggestions for international students to become better athletes in the UK academic writing ‘Olympics’

Outline
► Writing needs Analysis – Olympics settings
► Academic style and referencing – Olympics standards
► Structure, connectives and signposting – spectator-friendly
► Critical thinking – Olympics motto
► Guidance and feedback from the teacher – implications for the coach

Writing needs analysis – China vs. UK

Writing needs analysis cont’ – a worried student

Writing needs analysis cont’ – Writing outside the UK
► Only required in exams
► Used to show knowledge only
► Seldom consult beyond a small range of sources
► personal opinions or voice seldom appears
► Inductive structure – main point at the end
► Purpose of writing is to show shared knowledge

Writing needs analysis cont’ – assignment requirements
► Sense of audience – students become members of a larger academic circle; organise the text in a way which helps the reader
► represent students’ ideas using convincing argumentation
► Sense of writer — represent students themselves by using a particular essay style, e.g. tends (not) to use lots of hedging or mitigation

Writing needs analysis cont’ – a summary
► Organisation of text – academic style, referencing, cohesion and coherence (signposting)
► Argumentative strategies – critical thinking on paper (citing authorities, compare and contrast, cause and effect, fallacy diagnosis etc.)
► Explicit support for critical thinking

Academic style and referencing

Academic style:
► Verbs: discuss vs. talk about; inquire vs. ask for
► Nouns: man vs. bloke
► Adjectives: substantial vs. a lot of
► Avoid contractions: have not vs. haven’t
► Generally avoid addressing reader as you
► Punctuation
► Avoid redundancy:
e.g. If there is a rotten apple placed in a crystal bowl in front of you, will you eat it happily only for the better style? à
If a rotten apple is placed in a crystal bowl will you happily eat it?

Academic style and referencing cont’
Plagiarism
► ‘You think round, I think square’
► When I get nervous about writing up my thoughts I write in poor English even when I know the subject OK, I can’t think. So I use other people’s words.

Academic style and referencing cont’
Referencing conventions:
► Citing others is a necessity but only with appropriate acknowledgements – citation
► Referencing systems (Endnote)
► Direct vs. indirect citation
► Paraphrase and interpretation

Structure, connectives and signposting
Structure:
► Introduction – main body – conclusion
► Introduction: scene-setting, purpose, methodology, author’s position, route map
► Conclusion: key ideas/findings, recommendations, avoid new ideas, remind and impress

Connectives:
► Cohesion – word linking
► Coherence – theme/idea linking
► Connectives – addition (moreover), cause/effect (consequently), comparison (likewise), concession (naturally), contrast (instead), emphasis (indeed), illustration (specifically), summary (overall), sequence (meanwhile) etc.

Signposting:
► In introduction: begin by, followed by, then, conclude
► In sections and subsections: connectives & coherence (insofar as, perhaps the most striking feature, nevertheless, while, another etc.)

Critical thinking
► Culture specific – in conflict with L2 learner’s home culture (e.g. challenging authority)
► Capability:
“… passive and unable to think critically is flawed…” (Jones, 2001)
► Guidance on writer stance:
Report, refute, evaluate, associated, endorse

Guidance and feedback from the teacher
► Response to topic; language to be improved upon (suggest alternatives); strength & weakness in terms of organisation and logic
► Foster critical thinking with examples
► Guidance on “writing from sources”
► Language tutor vs. subject tutor – focus on features of good writing and useful writing skills (note-taking, paraphrasing, summarising etc.)
► Explicitness (e.g. plagiarism)

Reference
Jones, A. (2001) ‘Critical thinking, culture, and context: An investigation of teaching and learning in introductory education’. In C. N. Candlin & K. Hyland (eds.), Writing: texts, processes and practices. London: Longman.

URL: http://cn.stevenlichen.com/archives/1494

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