Academic Writing: An Introduction by Janet Giltrow Paperback Book

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Presents writing from a range of disciplines in the humanities, social sciences, and natural sciences, cultivating students' awareness of the subtle differences in genre. This fourth edition has been revised throughout and includes a new chapter on visual rhetoric, and a new section on the academic peer review system.

FORMATPaperback CONDITIONBrand New Publisher Description

Academic Writing has been widely acclaimed in all its editions as a superb textbook—and an important contribution to the pedagogy of introducing students to the conventions of academic writing. The book seeks to introduce student readers to the lively community of research and writing beyond the classroom, with its complex interactions, values, and goals. It presents writing from a range of disciplines in the humanities, social sciences, and natural sciences, cultivating students' awareness of the subtle differences in genre.

Back Cover

Academic Writinghas been widely acclaimed in all its editions as a superb textbook--and an important contribution to the pedagogy of introducing students to the conventions of academic writing. The book seeks to introduce student readers to the lively community of research and writing beyond the classroom, with its complex interactions, values, and goals. It presents writing from a range of disciplines in the humanities, social sciences, and natural sciences, cultivating students' awareness of the subtle differences in genre.

Author Biography

Janet Giltrow is Professor of English and Associate Dean of Arts at the University of British Columbia. Richard Gooding is Assistant Professor of Teaching in the Department of English at the University of British Columbia. Daniel Burgoyne is Professor and Chair of the Department of English at Vancouver Island University.

Table of Contents

Preface1 Introducing Genre1A Hearing Voices1B Hearing Genres1C High-School vs. University Writing1D The University as Research Institution2 Citation and Summary2A Introducing Scholarly Citation2B Is Citation Unique to Scholarly Writing?2C Why Do Scholars Use Citation?3 Summary3A Noting for Gist3B Recording Levels3C Using Gist and Levels of Generality to Write Summary3D Establishing the Summarizer's Position3E Reporting Reporting3F Experts and Non-Experts4 Challenging Situations for Summarizers4A High-Level Passages4B Low-Level Passages4C Summarizing Narrative5 Think-Aloud Protocols in the Writing Classroom 5A Who Do You Think You're Talking To?5B Traditions of Commentary on Student Writing5C An Alternative to Traditional Commentary: The Think-Aloud Protocol5D Adapting the Think-Aloud Protocol in the Writing Classroom5E Reading on Behalf of Others5F Reliability of Readers5G Presupposing vs. Asserting6 Orchestrating Voices 6A Making Speakers Visible: Writing as Conversation6B Orchestrating Scholarly Voices6C The Challenges of Non-Scholarly Voices6D Orchestrating Academic Textbooks and Popular Writing6E Research Proposals7 Definition 7A Dictionaries7B Appositions7C Sustained Definitions7D The Social Profile of Abstractions and Their Different Roles in Different Disciplines8 Introductions 8A Generalization and Citation8B Reported Speech8C Documentation 8D State of Knowledge and the Knowledge Deficit8E Student Versions of the Knowledge Deficit9 Scholarly Readers 9A Think-Aloud and Genre Theory9B The Mental Desktop10 Scholarly Styles I: Nominal Style 10A Common and Uncommon Sense10B Is Scholarly Writing Unnecessarily Complicated, Exclusionary, or Elitist?10C Nominal Style: Syntactic Density10D Nominal Style: Ambiguity10E Sentence Style and Textual Coherence11 Scholarly Styles II: Messages about the Argument 11A Messages about the Argument11B The Discursive I 11C Forecasts11D Emphasis12 Scholarly Styles III: Visual Rhetoric12A Figures12B Graphs12C Tables12D Research Posters13 Making and Maintaining Knowledge I 13A Peer Review13B Introduction, Methods, Results, and Discussion (IMRD)13C Making Knowledge13D Method Sections13E Qualitative Method and Subject Position14 Making and Maintaining Knowledge II 14A Modality14B Other Markers of the Status of Knowledge14C Tense and the Story of Research15 Conclusions and the Moral Compass of the Disciplines 15A Conclusions15B The Moral Compass of the Disciplines: Research Ethics15C The Moral Compass of the Disciplines: Moral StatementsGlossaryReferencesSubject IndexIndex of Researchers Cited

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 UniversityPraise 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

Review Quote

Academic Writing: An Introductiondraws 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 Writingis 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 Introductionis 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

Details ISBN1554815231 Author Daniel Burgoyne Publisher Broadview Press Ltd Year 2021 ISBN-10 1554815231 ISBN-13 9781554815234 Edition 4th Format Paperback Imprint Broadview Press Ltd Place of Publication Peterborough Pages 400 Subtitle An Introduction Publication Date 2021-06-30 UK Release Date 2021-06-30 Edition Description 4th Revised edition DEWEY 808.042 Illustrations 10 illustrations Audience Tertiary & Higher Education Country of Publication United States US Release Date 2021-06-30 We've got this

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