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E-grāmata: Successful Academic Writing: A Complete Guide for Social and Behavioral Scientists

3.96/5 (35 ratings by Goodreads)
(Tulane University, United States), (Georgia Institute of Technology, United States)
  • Formāts: 260 pages
  • Izdošanas datums: 09-May-2017
  • Izdevniecība: Guilford Press
  • Valoda: eng
  • ISBN-13: 9781462529445
  • Formāts - PDF+DRM
  • Cena: 155,28 €*
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  • Formāts: 260 pages
  • Izdošanas datums: 09-May-2017
  • Izdevniecība: Guilford Press
  • Valoda: eng
  • ISBN-13: 9781462529445

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Using rich examples and engaging pedagogical tools, this book equips students to master the challenges of academic writing in graduate school and beyond. The authors delve into nitty-gritty aspects of structure, style, and language, and offer a window onto the thought processes and strategies that strong writers rely on. Essential topics include how to: identify the audience for a particular piece of writing; craft a voice appropriate for a discipline-specific community of practice; compose the sections of a qualitative, quantitative, or mixed-methods research article; select the right peer-reviewed journal for submitting an article; and navigate the publication process. Readers are also guided to build vital self-coaching skills in order to stay motivated and complete projects successfully.
 
Pedagogical Features:
*Exercises (with answers) analyzing a variety of texts.
*Annotated excerpts from peer-reviewed journal articles.
*Practice opportunities that help readers apply the ideas to their own writing projects.
*Personal reflections and advice on common writing hurdles.
*End-of-chapter Awareness and Action Reminders with clear steps to take.


Using rich examples and engaging pedagogical tools, this book equips students to master the challenges of academic writing in graduate school and beyond. The authors delve into nitty-gritty aspects of structure, style, and language, and offer a window onto the thought processes and strategies that strong writers rely on. Essential topics include how to: identify the audience for a particular piece of writing; craft a voice appropriate for a discipline-specific community of practice; compose the sections of a qualitative, quantitative, or mixed methods research article; select the right peer-reviewed journal for submitting an article; and navigate the publication process. Readers are also guided to build vital self-coaching skills in order to stay motivated and complete projects successfully.
 
Pedagogical Features:
*Exercises (with answers) analyzing a variety of texts.
*Annotated excerpts from peer-reviewed journal articles.
*Practice opportunities that help readers apply the ideas to their own writing projects.
*Personal reflections and advice on common writing hurdles.
*End-of-chapter Awareness and Action Reminders with clear steps to take.

Recenzijas

"A true gem of a book that addresses critical aspects of academic writing that I have not seen elsewhere. In an easy-to-access, conversational style, the authors delve into the logic, content, and structure of writing for an academic or professional audience. Excellent pedagogical tools encourage readers to analyze various writing styles in order to craft their own academic voices. I highly recommend this book for both class and professional use, and will use it in my doctoral classes."--Susan P. Robbins, PhD, LCSW, Graduate College of Social Work, University of Houston

"If you are looking for a complete text to inspire and instruct graduate students in academic writing, look no further. The strengths of the book include its clarity and the practice exercises embedded in each chapter, which give students a chance to apply what they have read and check their mastery. The text boxes and the end-of-chapter Awareness and Action Reminders are also especially useful."--Peggy Meszaros, PhD, Department of Human Development, Virginia Tech

"As a journal editor, I thank the authors for this book. We receive way too many manuscripts that are improperly formatted, not in the journal's scope, et cetera. I am so glad to see all of the advice about doing the boring but important work of making a manuscript review-ready. This book will be helpful for our students who are truly struggling to find their way, both as writers and as future faculty. It offers a less intimidating way for them to learn the ropes and get basic advice, and it will help them know what questions to ask their advisors."--Vanessa P. Dennen, PhD, College of Education, Florida State University; Editor-in-Chief, The Internet and Higher Education

"Many graduate students struggle with writing, and their mentors are not always particularly good at articulating how they might improve. I would use this book in my research methods class. I love the section on 'writer-responsible' writing, which gets at what I am always trying to convey to students in a concise and elegant way. The peer-reviewed journal exemplars are a great addition, and the ways each one illustrates specific concepts are well explained."--Ann Marie Ryan, PhD, Department of Psychology, Michigan State University -This book would be an excellent textbook or reference for graduate students. In particular, I would recommend using the book for an introductory class in the graduate program. Also, if I was advising undergraduate honors students, I would use some of the chapters with them.--Family and Consumer Sciences Research Journal, 3/1/2018

UNIT I BECOMING AN ACADEMIC WRITER
Chapter 1 What Is Academic Writing?
3(24)
Defining Academic Writing
4(1)
Academic Writing versus Other Types of Writing
5(6)
Box 1.1 Criteria for Credible Academic Writing in Behavioral and Social Sciences
7(2)
Practice Exercise 1.1 Identifying Text Type
9(2)
Everyday Conversational Language versus Academic Writing Language
11(1)
Different Types of Academic Reading and Writing
12(8)
Practice Exercise 1.2 Comparing Macro-Level Patterns
17(3)
Common Misconceptions about Academic Writing
20(6)
Box 1.2 Preparing for Future Writing through Conscious Reading
21(2)
Practice Exercise 1.3 Noticing Some Unspoken Rules of Academic Writing
23(3)
Chapter Summary and Reminders
26(1)
Chapter 2 Preparing for Writing Success in Your Discipline
27(24)
Discipline-Specific Communities of Practice
27(2)
Understanding the Thought and Action Norms of Your Discipline
29(15)
Practice Exercise 2.1 Building a Discipline-Specific Conceptual Framework
31(5)
Practice Exercise 2.2 Understanding the Present and Future of Your Discipline
36(1)
Box 2.1 Analyzing Research Trends for Inspiration
37(1)
Practice Exercise 2.3 Identifying and Analyzing Research Gaps
38(3)
Practice Exercise 2.4 Identifying and Analyzing Research Gaps in Your Discipline
41(3)
Understanding the Communication Norms of Your Discipline
44(3)
Preparing Yourself for the Journey of "Becoming"
47(2)
Chapter Summary and Reminders
49(2)
Chapter 3 Developing Your Own Writing Identity
51(26)
Academic Writing Voice: What Is It, and Why Does It Matter?
51(5)
Practice Exercise 3.1 Noticing and Comparing Writers' Styles
55(1)
Finding Your Own Academic Writing Voice
56(15)
Practice Exercise 3.2 Finding Inspiration in the Voices of Other Writers
59(3)
Practice Exercise 3.3 Intentionally Setting Yourself Up for an "Aha!" Moment
62(5)
Practice Exercise 3.4 Writing to Learn
67(4)
Integrating Your Voice with Others' Voices
71(3)
Box 3.1 Emulating and Innovating
72(2)
Chapter Summary and Reminders
74(3)
UNIT II DEVELOPING ACADEMIC WRITING SKILLS
Chapter 4 Understanding Academic Writer-Reader Roles and Writing Structures
77(23)
Writer--Reader Roles
77(2)
Audience Awareness
79(1)
Writer-Responsible Writing
79(1)
Coherent Structure
80(19)
Box 4.1 Hierarchical Organization at the Meso-Level
84(2)
Practice Exercise 4.1 Anticipating the Reader's Expectations
86(5)
Box 4.2 Classification at the Macro-Level
91(1)
Practice Exercise 4.2 Identifying Organizational Patterns
92(5)
Practice Exercise 4.3 Noticing Thought and Expression Patterns in Your Discipline
97(1)
Practice Exercise 4.4 Analyzing the Structure of Your Text
98(1)
Chapter Summary and Reminders
99(1)
Chapter 5 The Use of Tone and Style in Your Academic Writing
100(29)
Rational Tone
100(10)
Box 5.1 Example of Hedging in Claims
102(1)
Practice Exercise 5.1 When to Hedge and Why
103(2)
Box 5.2 Basic Patterns for Signal Phrases
105(2)
Practice Exercise 5.2 Identifying Voice Shifts
107(1)
Practice Exercise 5.3 Identifying and Explaining Use of Attribution
107(2)
Practice Exercise 5.4 Noticing Metacommentary in Academic Writing
109(1)
Cohesive Style
110(17)
Box 5.3 Macro-Level Cohesion between the Conclusion and the Introduction
112(1)
Box 5.4 Meso-Level Cohesion
113(2)
Box 5.5 Repetition of Key Words in a Paragraph
115(2)
Box 5.6 Repetition through Pronoun Use
117(1)
Box 5.7 Repetition through the Use of Categorical Nouns
117(1)
Box 5.8 Repetition through Ellipsis
118(1)
Box 5.9 Repetition through Elaboration
118(1)
Practice Exercise 5.5 Identifying Cohesive Devices Used for Repetition
119(6)
Box 5.10 Parallel Structure as a Cohesive Device at the Meso-Level
125(2)
Practice Exercise 5.6 Reviewing Your Own Writing
127(1)
Chapter Summary and Reminders
127(2)
Chapter 6 Coaching Yourself to Completion
129(38)
Self-Coaching and the Writing Process
129(2)
Practice Exercise 6.1 Self-Reflection for Positive, Strengths-Based Self-Coaching
131(1)
Goal Setting and the Writing Process
131(3)
Practice Exercise 6.2 Goal Setting as a Self-Coaching Skill
134(1)
Personal Considerations and the Writing Process
134(27)
Practice Exercise 6.3 When to Reorganize, Delete, or Keep Your Writing
139(4)
Box 6.1 Average Completion Times for Anneliese
143(1)
Practice Exercise 6.4 How Long Does It Take You?
144(3)
Box 6.2 "I Love My Peer Writing Group"
147(9)
Practice Exercise 6.5 Identifying Your Motivation for Academic Writing
156(4)
Box 6.3 Gremlin Identification: Getting to the Writing U-Turn
160(1)
Navigating Real-Life Obstacles to Completion
161(2)
Box 6.4 Identifying Academic Writing Growth and Milestones
162(1)
Box 6.5 What Staying on Track Really "Looks Like"
163(1)
Chapter Summary and Reminders
163(4)
UNIT III SPECIFIC TYPES OF ACADEMIC WRITING
Chapter 7 Grounding Your Voice in the Literature
167(33)
Defining Literature Reviews
167(2)
The Role of the Literature Review in Academic Writing
169(1)
Hunting and Gathering Literature
170(4)
Box 7.1 Words of Wisdom from a Doctoral Student on Selecting a Literature Review Focus
171(2)
Box 7.2 Words of Wisdom from a Librarian on Keyword Searches in Literature Reviews
173(1)
Organizing the Search
174(2)
Following the Principle of Relevance
176(4)
Box 7.3 Sample Annotated Bibliography Entries
177(3)
Developing a Position Statement for Your Literature Review
180(2)
Outlining Your Literature Review
182(4)
Writing the Introduction of Your Literature Review
186(6)
Box 7.4 Meso-Level Organization of the Introduction
191(1)
Practice Exercise 7.1 Analyzing Introductions in Your Field
191(1)
Writing the Body of the Literature Review
192(5)
Box 7.5 Meso-Level Structure
192(4)
Box 7.6 Fifteen Pages in the Wrong Direction Is Not Time Wasted
196(1)
Writing the Final Section of the Literature Review
197(1)
Continuing the Hunt for Literature While You Write
198(1)
Chapter Summary and Reminders
199(1)
Chapter 8 The Writing Formula for Empirical Academic Writing
200(20)
Understanding the Purpose of Standard Sections in Empirical Writing
200(1)
Writing a Literature Review for a Study
201(2)
Practice Exercise 8.1 Writing Literature Reviews for Empirical Studies
202(1)
Writing the Method Section
203(7)
Box 8.1 First-Person Narrative: Writing the Literature Review Section
203(7)
Practice Exercise 8.2 Method Writing Practice
210(1)
Writing the Results Section
210(3)
Box 8.2 First-Person Narrative: Writing the Method Section
210(2)
Box 8.3 Writing the Results Section
212(1)
Crafting a Strong Discussion Section
213(5)
Practice Exercise 8.3 Discussion Writing Practice
217(1)
References, Tables, Charts, Figures, and the Like
218(1)
Chapter Summary and Reminders
218(2)
Chapter 9 Publish, Don't Perish
220(13)
Getting Ready to Start Down the Publishing Road
220(1)
Developing Mentor Relationships and Collaborations
221(1)
The Ethics of Academic Writing
222(1)
Knowing Where to Publish Journal Articles: Impact Factors and Beyond
223(1)
Understanding Author Submission Guidelines
224(3)
Box 9.1 The Wild Ride of Publishing Academic Work
225(1)
Box 9.2 Writing a Cover Letter for a Journal Article Submission
226(1)
Compiling and Responding to Formal Feedback from Journal Reviewers
227(2)
Reminding Yourself That You Know How to Write
229(2)
Box 9.3 Staying Motivated to Publish
231(1)
Chapter Summary and Reminders
231(2)
Appendix. Answer Key 233(16)
References 249(3)
Index 252(7)
About the Authors 259
Anneliese A. Singh, PhD, LPC, is an award-winning social justice scholar, author, speaker, and community organizer who speaks on a wide variety of racial healing; racial justice; diversity, equity and inclusion; and LGBTQ+ topics. She is the inaugural Chief Diversity Officer at Tulane University, where she is Professor in the School of Social Work and has a joint appointment in the Department of Psychology. Dr. Singh has taught widely on qualitative research methods and academic writing in the behavioral and social sciences. Her research, practice, advocacy, and more than 100 publications explore the resilience and liberation experiences of trans people, people of color, survivors of trauma, and South Asian immigrants, as well as social justice and empowerment training. Dr. Singh founded the Georgia Safe Schools Coalition and the Trans Resilience Project to translate her LGBTQ+ research findings into school and community-based change efforts. She has given TEDx talks on gender liberation and is a frequent workshop presenter. Dr. Singhs pronouns are she/her/hers and they/them/theirs.

Lauren Lukkarila, PhD, is Assistant Director of the Georgia Tech Language Institute, where she is also a lecturer and coordinates the curriculum of the Intensive English program, as well as many of the other academic-, professional-, and general-skills short programs. Dr. Lukkarilas research foci include feminist approaches to English as a second language (ESL) pedagogy, critical pedagogy in ESL, academic reading-writing connections, identity and academic writing, critical thinking pedagogy, and academic writing pedagogy. She has been teaching pre- and postmatriculated ESL writers how to succeed at U.S. university academic writing for over a decade. She is a frequent guest lecturer on graduate academic writing and has been honored for her curriculum innovation with international students.