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    Academic Literacies 2: Developing An Efficient Research and Writing Strategy

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    AJ Tabuena
    This document outlines strategies for developing an effective research and writing process as an academic writer. It discusses establishing relationships with supervisors and peers for feedback, analyzing assignment questions, and understanding the role as a writer to set claims, establish credibility, and engage in scholarly debate. The key responsibilities are choosing credible sources, using sources appropriately, and avoiding plagiarism.

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    Academic Literacies 2: Developing An Efficient Research and Writing Strategy

    Uploaded by

    AJ Tabuena
    37 views19 pages
    This document outlines strategies for developing an effective research and writing process as an academic writer. It discusses establishing relationships with supervisors and peers for feedback, analyzing assignment questions, and understanding the role as a writer to set claims, establish credibility, and engage in scholarly debate. The key responsibilities are choosing credible sources, using sources appropriately, and avoiding plagiarism.

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    AW4002 Lecture2 2011

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    This document outlines strategies for developing an effective research and writing process as an academic writer. It discusses establishing relationships with supervisors and peers for feedback, analyzing assignment questions, and understanding the role as a writer to set claims, establish credibility, and engage in scholarly debate. The key responsibilities are choosing credible sources, using sources appropriately, and avoiding plagiarism.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    37 views19 pages

    Academic Literacies 2: Developing An Efficient Research and Writing Strategy

    Uploaded by

    AJ Tabuena
    This document outlines strategies for developing an effective research and writing process as an academic writer. It discusses establishing relationships with supervisors and peers for feedback, analyzing assignment questions, and understanding the role as a writer to set claims, establish credibility, and engage in scholarly debate. The key responsibilities are choosing credible sources, using sources appropriately, and avoiding plagiarism.

    Copyright:

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    of 19

    Academic Literacies 2

    Lecture 2:
    Developing an efficient
    research and writing
    strategy
    Lecture outline
     Your role as an academic writer
     Developing an effective research and
    writing strategy
     Establishing supervisory and peer
    relationships to support scholarship

    Regional Writing Centre 2


    Readings
     Writing from A-Z, pp. 28-34 (Research
    Processes).
     How to be a Student, pp. 83-88
    (Feedback).

    Regional Writing Centre 3


    Your role as an academic writer
     Choose another type of writing other than
    academic writing, for example, journalism.
    What is that writer’s role/function?
    Compare this to the role of someone
    writing in academia. What is your role in
    this context?

    Regional Writing Centre 4


    Ballenger (2007:10):
    The Curious Researcher
     The understanding that inquiry is driven by
    questions not answers.
     The willingness to suspend judgement and to
    tolerate ambiguity.
     The notion that new knowledge or perspectives
    are made through the back and forth of
    conversation in which the writer assumes at least
    two seemingly contrary roles: believer and
    doubter, generator and judge.
     The writer’s willingness to take responsibility for
    his or her ideas, accepting both the credit for and
    the consequence of putting forth these ideas for
    dialogue and debate.

    Regional Writing Centre 5


    The research writers’
    responsibilities
     Choose sources that strengthen your
    credibility.
     Use material from your sources
    appropriately and effectively.
     Avoid both intentional and unintentional
    plagiarism.
    (Ebest et al. 2004:29-34)

    Regional Writing Centre 6


    Your role as an academic writer
     You as a writer (Hyland 1995:105)
     Set out a claim
     Find the truth
     Establish credibility
     Establish solidarity with your discourse
    community

    Regional Writing Centre 7


    Remember: Assess the rhetorical
    situation
     Occasion
     Topic
     Audience
     Purpose
     Writer

    Regional Writing Centre 8


    What is expected of you as an
    academic writer?
     What exactly are tutors looking for in your work?
     What do you think are the most important criteria?
     How do you find out what tutors are looking for in
    your writing?
     Example: “Psychology assignments typically
    encourage you to become more confident in finding
    evidence, evaluating its persuasiveness and using
    it to formulate your own ideas and arguments
    about a topic” (Norton et al. 2009:25).
     What is your tutor going to assess you on?

    Regional Writing Centre 9


    Assessment criteria
    Basic core assessment criteria for essay writing
    (these change from discipline to discipline, task
    to task):
     Answering the question
     Structuring the essay
     Demonstrating understanding
     Developing an argument
     Using evidence
     Evaluating sources
     Use of written language
    (Norton et al. 2009:34)
    Regional Writing Centre 10
    Example: Assessment criteria for
    AW4002
     Relevance to the content of the course
     Depth and degree of understanding of topics under
    discussion
     Knowledge and understanding of relevant readings and
    sources
     Critical discussion of relevant readings
     Coherence of argument
     Clarity and depth in the analysis of theory and topics under
    discussion
     Clarity and relevance of introduction and conclusion
     Clarity and precision of expression and presentation
     Use of appropriate and consistent referencing and citation
    conventions
     Clarity of writing including grammar, punctuation, spelling
    and sentence construction 
    Regional Writing Centre 11
    Addressing the question
     “This is very important, I do insist on the
    question that I asked being answered.
    People are more likely to fail or do badly if
    they just write everything they know
    about a topic and don’t focus on the
    question.”
    (Norton et al. 2009:40)

    Regional Writing Centre 12


    The components of the assignment
    question
     Identify the topic.
     Ask yourself if the question is asking you to limit
    your conversation to a certain aspect of the topic.
     Identify the instruction. (Most assignments
    contain an instruction word such as ‘discuss’,
    ‘compare’, ‘analyse’, or ‘explain’.)
     Ascertain if the professor is asking you to write
    from a particular point of view.
     Identify any assignment words that restrict, or
    expand on, your subject.
    (Gillet 2010)

    Regional Writing Centre 13


    Analysing and understanding the
    assignment question
    Example: ‘Explain Chomsky’s idea
    of Universal Grammar (UG).’
    1. Topic: ‘Universal Grammar’
    2. Instruction: ‘Explain’
    3. Aspect: ‘Chomsky’s idea of’
    4. Restriction or expansion: none
    5. Viewpoint: none

    Regional Writing Centre 14


    Analysing and understanding the
    assignment question
    Think of an assignment question as an
    invitation to participate in the discourse
    already taking place in the community that
    shares in your academic interests.
    • Recall that you have joined an already
    on-going conversation.
    • Think about the particular conversations
    already taking place with respect to
    both your topic and the particular
    aspect of your topic that you have been
    asked to write about.

    Regional Writing Centre 15


    Analysing and understanding the
    assignment question
     Keep in mind the assignment question,
    any questions you need to answer in order
    to answer the assignment question, and
    the instruction word as you plan your
    essay.
     From beginning to end, the point of order
    is the initial question, claim or hypothesis.
     Do not “write down all you know about…”
     Checklist

    Regional Writing Centre 16


    Establishing supervisory and peer
    relationships to support scholarship
     Writing buddies
     Writers’ groups
     Peer-review
     Feedback

    Regional Writing Centre 17


    Readings for next week (Week 3)
     Using English for Academic Purposes,
    Genres/Functions:
    www.uefap.com/writing
     The OWL at Purdue, Subject-specific
    Resources:
    http://owl.english.purdue.edu/owl/section
    /4/
     Lab preparation for next week

    Regional Writing Centre 18


    Resources
     Norton et al. (2009) Writing Essays @
    University: A guide for Students by
    Students. London: Write Now Centre for
    Excellence in Teaching and Learning.
    Available online at:
    http://www.londonmet.ac.uk/londonmet/f
    ms/MRSite/acad/psychology/writing/Writin
    gEssaysatUniversity.pdf
     Using English for Academic Purposes:
    www.uefap.com/writing

    Regional Writing Centre 19

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