英文学术写作讲座 AcademicWriting
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7
Intellectual development
Text B is probably where most of you are now. Just as we learn to speak (L1) by imitating some of what our parents say, we learn to write (L1, L2, L3) by „re-telling‟ (within the rules) what others have written. Just as we develop our own voice and way of speaking, we also need to develop our own voice in writing.
14
Text B
Animals are abused because humans are generally more powerful. Animal abuse happens because male humans control and dominate human society, and their violence displays that dominance. It is usually females who report animal abuse, and when a male is violent to the women and children in his family, he is also violent towards the animals.
clause(s)>word group >word >morpheme
11
Getting from B to C: we mature in terms of three systematic meanings. 1. What you write about You manage „uncommonsense‟ (Bernstein) technical and abstract wordings
9
Systematic understanding of academic writing
We have said (lecture 1) language is systematic - a
Fra Baidu bibliotekSYSTEM WITH sub-SYSTEMS
And we have said (lecture 1) that nowadays we prescribe language less and describe language more.
Academic writing, citation, and plagiarism
Dr Liz Walker
With acknowledgement to Dr Sue Hood & Dr. Xu Zhichang
1
Outline
1. What academic writing is 2. How we systematically develop academic writing Moving from „commonsense‟ to „uncommonsense‟ meanings verbs to nouns Managing reader relationship and writer voice Managing cohesion 3. The writing process 4. Referencing and plagiarism
** IS development of our critical thinking, understanding and memory = our intellect
3
Academic writing as intellectual development
We can observe intellectual development from young child to intellectually mature adult in the following texts. All the texts are on the same topic, but they develop from commonsense to increasingly uncommonsense meanings.
2. How you manage your relationship with your reader You develop a way of evaluating knowledge which is not „emotional‟. You show your own voice but admit others‟ voices by „grading‟ meanings (Hood, 2010). 3. How you develop your ‘writtenness’ You structure your texts cohesively, with systematic THEME development, not as in spontaneous speech. [You edit your work very carefully].
15
Text C
Rather than viewing animal abuse as the result of a power imbalance between humans and animals, some scholars have argued that animal abuse stems from patriarchy (King, 2004; Queen, 2006). Male violence against animals, like violence against women and children, reflects male dominance and control. Not only are the vast majority of perpetrators male, but the vast majority of complainants are typically female. Further, there is evidence (Prince, 2010) that violence against animals often accompanies familial violence.
10
Systematic understanding of academic writing
„systematic‟ means:
we talk in a principled* way about three meanings (made of many grammatical SYSTEMS) made by every piece of writing (or speech) in every language. (at the same time) we talk about all levels of the grammatical hierarchy, not just the bottom ….text >
References Flynn…….
6
Text C
Rather than viewing animal abuse as the result of a power imbalance between humans and animals, some scholars have argued that animal abuse stems from patriarchy (King, 2004; Queen, 2006). Male violence against animals, like violence against women and children, reflects male dominance and control. Not only are the vast majority of perpetrators male, but the vast majority of complainants are typically female. Further, there is evidence (Prince, 2010) that violence against animals often accompanies familial violence…. (adapted from Flynn – see References)
8
Intellectual development
Text C is more intellectually mature than text B. How do we know? How can we develop from being a writer of text B to a writer of text C?
4
Text A
My family‟s dog is Ding. My family cares for him. He is a good family member. I feel very happy in Sai Kung with Ding. We run about and jump around and play ball on the lawn near the ferry pier.
5
Text B
Animals are abused because humans are generally more powerful. Animal abuse happens because male humans control and dominate human society, and their violence displays that dominance. It is usually females who report animal abuse, and when a male is violent to the women and children in his family, he is also violent towards the animals.
2
Academic writing
is a means of assessment;
extends our learning beyond lectures through reading; expands our communication skills; trains us as future professionals in particular disciplines (Coffin et al. 2003, p. 20)
We can now describe academic writing systematically, with less reliance on prescriptive tips of „do‟s and don‟t‟s‟. There is much evidence* that this helps us develop from B to C.
which are representations of specialized, complex knowledge
You move from verb-based to nounbased, denser writing.
12
Getting from B to C: we mature in terms of three systematic meanings.
13
1. Managing uncommonsense technicality, abstraction ~nouns
What do you notice about the types of highlighted nouns across texts B & C? What do you notice about the proportion of verbs and nouns across texts B & C.
Intellectual development
Text B is probably where most of you are now. Just as we learn to speak (L1) by imitating some of what our parents say, we learn to write (L1, L2, L3) by „re-telling‟ (within the rules) what others have written. Just as we develop our own voice and way of speaking, we also need to develop our own voice in writing.
14
Text B
Animals are abused because humans are generally more powerful. Animal abuse happens because male humans control and dominate human society, and their violence displays that dominance. It is usually females who report animal abuse, and when a male is violent to the women and children in his family, he is also violent towards the animals.
clause(s)>word group >word >morpheme
11
Getting from B to C: we mature in terms of three systematic meanings. 1. What you write about You manage „uncommonsense‟ (Bernstein) technical and abstract wordings
9
Systematic understanding of academic writing
We have said (lecture 1) language is systematic - a
Fra Baidu bibliotekSYSTEM WITH sub-SYSTEMS
And we have said (lecture 1) that nowadays we prescribe language less and describe language more.
Academic writing, citation, and plagiarism
Dr Liz Walker
With acknowledgement to Dr Sue Hood & Dr. Xu Zhichang
1
Outline
1. What academic writing is 2. How we systematically develop academic writing Moving from „commonsense‟ to „uncommonsense‟ meanings verbs to nouns Managing reader relationship and writer voice Managing cohesion 3. The writing process 4. Referencing and plagiarism
** IS development of our critical thinking, understanding and memory = our intellect
3
Academic writing as intellectual development
We can observe intellectual development from young child to intellectually mature adult in the following texts. All the texts are on the same topic, but they develop from commonsense to increasingly uncommonsense meanings.
2. How you manage your relationship with your reader You develop a way of evaluating knowledge which is not „emotional‟. You show your own voice but admit others‟ voices by „grading‟ meanings (Hood, 2010). 3. How you develop your ‘writtenness’ You structure your texts cohesively, with systematic THEME development, not as in spontaneous speech. [You edit your work very carefully].
15
Text C
Rather than viewing animal abuse as the result of a power imbalance between humans and animals, some scholars have argued that animal abuse stems from patriarchy (King, 2004; Queen, 2006). Male violence against animals, like violence against women and children, reflects male dominance and control. Not only are the vast majority of perpetrators male, but the vast majority of complainants are typically female. Further, there is evidence (Prince, 2010) that violence against animals often accompanies familial violence.
10
Systematic understanding of academic writing
„systematic‟ means:
we talk in a principled* way about three meanings (made of many grammatical SYSTEMS) made by every piece of writing (or speech) in every language. (at the same time) we talk about all levels of the grammatical hierarchy, not just the bottom ….text >
References Flynn…….
6
Text C
Rather than viewing animal abuse as the result of a power imbalance between humans and animals, some scholars have argued that animal abuse stems from patriarchy (King, 2004; Queen, 2006). Male violence against animals, like violence against women and children, reflects male dominance and control. Not only are the vast majority of perpetrators male, but the vast majority of complainants are typically female. Further, there is evidence (Prince, 2010) that violence against animals often accompanies familial violence…. (adapted from Flynn – see References)
8
Intellectual development
Text C is more intellectually mature than text B. How do we know? How can we develop from being a writer of text B to a writer of text C?
4
Text A
My family‟s dog is Ding. My family cares for him. He is a good family member. I feel very happy in Sai Kung with Ding. We run about and jump around and play ball on the lawn near the ferry pier.
5
Text B
Animals are abused because humans are generally more powerful. Animal abuse happens because male humans control and dominate human society, and their violence displays that dominance. It is usually females who report animal abuse, and when a male is violent to the women and children in his family, he is also violent towards the animals.
2
Academic writing
is a means of assessment;
extends our learning beyond lectures through reading; expands our communication skills; trains us as future professionals in particular disciplines (Coffin et al. 2003, p. 20)
We can now describe academic writing systematically, with less reliance on prescriptive tips of „do‟s and don‟t‟s‟. There is much evidence* that this helps us develop from B to C.
which are representations of specialized, complex knowledge
You move from verb-based to nounbased, denser writing.
12
Getting from B to C: we mature in terms of three systematic meanings.
13
1. Managing uncommonsense technicality, abstraction ~nouns
What do you notice about the types of highlighted nouns across texts B & C? What do you notice about the proportion of verbs and nouns across texts B & C.