Many of the courses in the concentration are cross-listed with the four disciplinary concentrations.
Academic Writing for Graduate Students: This second edition builds on the first, in that it maintains the useful focus on discourse and genre, exploring the types of organization and characteristic functions found in academic texts.
But within these parameters, the book has also been thoroughly revised, the range of sample texts has been updated and broadened in scope, and ongoing changes in the nature of academic writing for graduate students have been taken into account.
I shall begin this review by outlining the aims and contents of this new edition of the book, then move on to an evaluation against the broad panorama of L2 writing research. Academic Writing for Graduate Students is targeted at students whose first language is not English, and who need to write academic papers of various kinds in English as part of their post-graduate studies.
In this, it is evidently directed first and foremost towards students such as those whom Swales and Feak themselves teach at the University of Michigan, but is also useful to those of us working on English-medium or bilingual postgraduate programs in the European context.
The book is divided into eight units, the first three of which are essentially preparatory, focusing on basic academic style, general-specific and problem-process-solution texts.
The next three units are more specific, dealing with data commentary, summaries and critiques. The last two units of the book demonstrate how these different text-types knit together into the full-length research paper, and as such are particularly useful.
There are also four rather heterogeneous appendixes, which deal with use of the article, Latin phrases, E-mail and a sample mini-project. Of all the units, the first is particularly useful as a brief introduction to what academic writing is all about.
This unit would stand on its own as a starter module for writing courses, since it homes in on precisely the types of misunderstanding that many L2 writers fall prey to when they embark on the painful transition into prose.
One legacy of communicative methodologies is that students are becoming increasingly proficient in the spoken language while remaining unaware of the conventions that operate in writing Hinkel, Swales and Feak provide a full-scale example of an article to be analyzed, with draft critiques and reaction papers, so that the process of critique can be modeled and evaluated in the classroom.
In all of this, Academic Writing for Graduate Students has undergone a fairly thorough metamorphosis since the editions, particularly with regard to the source material used. The book draws on a wider range of disciplines, such as nursing, marketing and art history; authentic recent data are now used where possible; and the book has kept apace with new findings from discourse analysis, particularly concerning the inter- and intra-disciplinary variations in the structure of research papers.
On the whole, this is a valuable book which should be on the shelves of every writing center. However, in my experience the Swales approach is not without problems, partly because the focus of the book is so broad one is never entirely sure whether the book is written for teachers, for students in the classroom, or for dedicated self-startersand partly because of the amount of time needed to do justice to the material.
In this sense, it is probably useful for teachers in some contexts to regard books such as this as a resource rather than a textbook, or to use parts of it in conjunction with other types of writing practice.
With regard to current issues in L2 writing, it is evident that Swales and Feak are anxious to distance themselves from the prescriptive-proscriptive end of genre-based teaching, despite their evident reliance on the tools of discourse and genre analysis.
In the decade that has elapsed since the first edition was published, we have all become increasingly aware of the problems caused by reifying the text, fossilizing the genre and inducing L2 writers to ventriloquate L1 voices Belcher, Although it would be ideal for every would-be research scientist to compile substantial corpora of material from their own discipline, study them thoroughly with the aid of books like Academic Writing for Graduate Students, and draw on the results when composing their own papers, this vision is somewhat utopian.
Real research students, pressed for time and pushed to the limit linguistically, are likely to fall back on cutting and pasting from the bibliography, or working in a relationship of informal apprenticeship with more experienced members of their team Hyland, It remains for writing teachers to make pragmatic decisions as to how much to teach, how prescriptive to be, and how much to trust to the shaping forces of the real discourse communities which their students aspire to enter.
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The Journal of Instructional Pedagogies (JIP) publishes original academic research related to contemporary instructional techniques and education issues. Educational topics related to delivery methods, implementation of classroom technologies, distance learning, class activities and assessment are typical topics.
English Writing Exercises for International Students: An English Grammar Workbook for ESL Essay Writing (Academic Writing Skills 4) - Kindle edition by Stephen E. Dew. Download it once and read it on your Kindle device, PC, phones or tablets.
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Building on the success of the first edition, Effective Academic Writing, Second Edition is now a four-level practical skills course with a new Introductory Level, more academic content, a colourful design, and digital resources for teachers and students.
Most international students need to write essays and reports for exams and coursework.
Yet writing good academic English is a demanding task. This new edition of Academic Writing has been fully revised to help students reach this goal. Clearly organised, the course explains the writing process from start to finish.
Each stage is demonstrated .