1887

The Art and Architecture of Academic Writing

image of The Art and Architecture of Academic Writing

This book is a bridge to confident academic writing for advanced non-native English users. It emphasizes depth over breadth through mastery of core writing competencies and strategies which apply to most academic disciplines and genres. Tailored to students in EMI programs, the content was piloted and revised during a longitudinal writing study. The innovative approach prepares students to write for the academic community through the dual lenses of Art (developing a writer’s voice through choices in language, style, and topics) and Architecture (mastering norms of academic language, genre, and organization.) The user-friendly text maximizes time for writing practice and production by avoiding lengthy readings. Part 1 builds skills and confidence in writing by focusing on assignments that do not require research. Part 2 applies newly mastered principles, skills, and strategies to research-based writing. Students learn to incorporate thesis, research, and evidence into a process for academic writing by following the AWARE framework (Arranging to write, Writing, Assessing, Revising, and Editing.)

References

  1. Connor, U.
    (1996) Contrastive rhetoric: Cross-cultural aspects of second-language writing. Cambridge University Press.
    [Google Scholar]
  2. Coxhead, A.
    (2000) A new academic word list. TESOL Quarterly, 34(2): 213–238.
    [Google Scholar]
  3. Cresswell, J. W.
    (2007) Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
    [Google Scholar]
  4. Hyland, K.
    (2007) Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148–164.
    [Google Scholar]
  5. Kaplan, R.
    (1966) Cultural thought patterns in intercultural education. Language Learning, 16, 1–20. doi: 10.1111/j.1467‑1770.1966.tb00804.x
    https://doi.org/10.1111/j.1467-1770.1966.tb00804.x [Google Scholar]
  6. Lave, J. , & Wenger, E.
    (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge University Press. doi: 10.1017/CBO9780511815355
    https://doi.org/10.1017/CBO9780511815355 [Google Scholar]
  7. Lichtman, M.
    (2006) Qualitative research in education: A user’s guide. Sage.
    [Google Scholar]
  8. Nesi, H. , & Gardner, H.
    (2012) Genres Across the Disciplines: Student Writing in Higher Education. Cambridge University Press.
    [Google Scholar]
  9. Saldana, J.
    (2009) The coding manual for qualitative researchers. Sage.
    [Google Scholar]
  10. Wolcott, H. F.
    (1994) Transforming qualitative data: Description, analysis, and interpretation. Sage.
    [Google Scholar]
  11. Swales, J.
    (1990) Genre analysis: English in academic and research settings. Cambridge University Press.
    [Google Scholar]
/content/books/9789027260772
Loading
/content/books/9789027260772
dcterms_subject,pub_keyword
-contentType:Journal -contentType:Chapter
10
5
Chapter
content/books/9789027260772
Book
false
Loading
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error