Slide-Academic Writing Principles

Slide position_1:14

Section T i
S i Topic Details
D il
• General document structure & terms
Foundation
• Writing an academic abstract
principles
• Revising & proofreading
Revising & proofreading
• Style conventions & referencing
Academic
2 principles
Vocabulary & grammar
•V b l &
• Technical object & process description
Document • Research proposals
3 types • Journal & conference papers

Slide position_2:14

Document St t
D t Structure
Title • Descriptive of document subject
Descriptive of document subject
• Document navigation tool
Abstract • Identify key document content
• Expert audience
• Identify key document content
Summary
• Less/non‐specialized audience
Glossary • Explanation of technical terms

Slide position_3:14

Document St t
D t Structure
Context • Information background
Information background

Data • Information gathered & analyzed
Information gathered & analyzed

Analysis • Explanatory investigation of data
Explanatory investigation of data
• Summary of interpretation
y p
Conclusion
C l i
• Recommendations, application
Bibliography • Description of sources used
bl h i i f d

Slide position_4:14

Writing
W iti an abstract
bt t
• Summarize purpose & content
Purpose • Guide reader through document
• Present conclusions
• Background challenge
• Research aim
Structure • Brief details of methodology
• Summary findings & results
• Key conclusion
Form & • Brief & descriptive
content • Appropriate to audience

Slide position_5:14

‘This study is about some research we did
the other day. First we selected our
research topic. Then we looked for some
data. After we found our data, we did
some t t and analyzed it Th
tests d l d it. Then, we
wrote up our conclusion and
recommendations. You can find out more
if you read our article ’
article.

Slide position_6:14

‘We examined algorithmic application of
ant path finding behaviour to optimal
vehicle delivery routes.

Ants are social i
A i l insects whose b h i
h behaviour
can teach us many useful things about
y g
optimal path finding. Algorithms are
mathematical instruction sets for
describing processes.’

Slide position_7:14

‘Viewing a late night movie in home is a
modern convenience. But, winter
environment is cold, especially in the late
night. How to enjoy the movie and stay
warm i a serious problem t b solved.
is i bl to be l d

Herein we find the solution! Special
material full body sleeping bag with arm
full‐body
and leg holes is designed.’

Slide position_8:14

‘This study aims to measure the on‐road
spatial distribution of levels of carbon
monoxide, a health hazard known to be
increasing in Middletown.

Methods of measurement are discussed
and the difference between on‐road and
fixed‐site
fixed site data is analysed ’
analysed.

Slide position_9:14

‘The influence of temperature, wind
speed and humidity is considered.

Conclusions as to the effectiveness of this
method of carbon monoxide monitoring
h d f b id i i
are given, together with suggested
g , g gg
recommendations for future air quality
sampling programmes ’
programmes.

Slide position_10:14

‘You need to actively avoid writing this
type. This describes the structure of the
document. It does not give the main
findings and conclusions. It is like a road
map.’’

Silyn‐Roberts, ‘Writing for Science & Engineering’ (2000)


‘This structural description is generally
used only in a long selfcontained
literature review.

Postgraduate writing nearly always needs
P d ii l l d
the informative type of abstract (see
yp (
below).’

Silyn‐Roberts, ‘Writing for Science & Engineering’ (2000)


‘Assessors, journal editors and conference
organizers often ask for the descriptive
type to be avoided.

Care i needed to avoid d if i i
C is d d id drifting into i
its
typical phrasing and structure.’
yp p g

Silyn‐Roberts, Writing
Silyn‐Roberts ‘Writing for Science & Engineering’ (2000)
Engineering


Good
G d quality abstract checklist
lit b t t h kli t
Context • Explaining the background
Explaining the background

Purpose • Describing the reason for the study
Describing the reason for the study

Method • How the study was conducted
How the study was conducted

Results
R lt • Q lit ti d
Qualitative description
i ti

Conclusion
l • Final analysis, recommendations
i l l i d i


Revising
R i i & proofreading
f di
• Use a printed form, double spaced
How to read • Read aloud, slowly & carefully
• Use a co‐reader
• Highlight content for revision
Modifying
• Write brief notes on the document
content
• Revise with document in hand
Modifying • Check style conventions
style • Check punctuation & grammar
Proofreading
• Use a style guide to check your work
Use a style guide to check your work
checklist

Slide position_1:14

Section T i
S i Topic Details
D il
Foundation
1 principles
Academic
•V b l &
principles

Slide position_2:14

Style
St l conventions
ti
Style • Standardized style forms
conventions • Identified by journals
Referencing • Harvard, Chicago, APA, SBL
conventions • Typically subject specific
SI units & • Système International d’ Unités
y
abbreviations • International standard practice
Editorial
• R f t j
Refer to journal for guidance
lf id
conventions

Slide position_3:14

Silyn-Roberts, ‘Writing for Science & Engineering’ (2000)

Slide position_4:14


Slide position_5:14

V b l
• Figures for measured quantities
• Words for numbers 1‐10
• Figures for numbers 11+
Figures & • Figures for mixed list
words • Words for number at sentence start
• Figures for percentages
• Words for fractions
• Figures for dates & times

Slide position_6:14


Slide position_7:14


Slide position_8:14

V b l
• Equation text should be centered
Equations • Equation number tabbed to right
• Cite using form ‘Eq. (#)’


Slide position_9:14

Technical bj t
T h i l object & process d
description
i ti
1.Numbering: firstly, secondly, thirdly
(no more than five steps); in step
one, in step two, in step three (no
more than five steps)
Describing
steps 2.Sequencing: initially, to start with, to
begin, at first (beginning words);
next, then, now (sequencing words);
finally, eventually, at last (ending
words)


Technical bj t
description
i ti
3.Consequence: as a result of [verb]‐
Describing ing, now the [noun] is [verb]‐ed, the
steps [noun] may now, consequently, after
[verb]‐ing, having [verb]‐ed


Technical bj t
description
i ti
1. A set of actions for a purpose: the
[verb]‐ing process/procedure
Describing
actions 2. A stage where one kind of action
takes place: the [noun]/[verb]‐ing
stage/phase


Technical bj t
description
i ti
1. Time references: the cans are
heated for 5 minutes; after 2 hours,
the fruit is canned
Adding
2. Volume/size/weight references:
details
the milk is poured into 20 liter
bottles; the thread is cut into 900m
lengths; the bricks are piled in 100
kilogram stacks


Technical bj t
description
i ti
3. Action references: a drying oven =
something is dried; a roller = used
Adding to roll something; material moves
details through a grid; new or extra
material is added


V b l
Tense, voice • Check tense
& mood • Avoid overuse of passive mood
Efficient • Reduce use of prepositions
structures • Avoid too many conjunctions
Grammatical
• Use appropriate person
Use appropriate person
person
Common • Tense confusion
errors • Verb/noun disagreement

Slide position_1:14

Section T i
S i Topic Details
D il
Foundation
1 principles
Academic
2 principles
•V b l &
types • Journal & conference papers

Slide position_2:7

Research proposals
R h l
Type & • Standardized style forms
subject • Identified by journals
• Summary
• Research objectives
• Background
Structure • Survey of existing literature
• Methods & procedures
• Time schedule
• Resources

Slide position_3:7

Research proposals
R h l
• Explanation of key concept
• Clear description of method
• Rationale for funding
Content
• Persuasive argumentation
• Demonstration of competence
• Relevance to subject

Slide position_4:7

Research proposals: assessment criteria
R h l t it i
Validity • Should it be taken seriously?
Should it be taken seriously?

Soundness • Experimental design is sound
Experimental design is sound

Significance • Explain contribution to literature
Explain contribution to literature

Relevance
R l • E l i
Explain relevance to funding body
l t f di b d

Competence • Are the researchers competent?
h h ?

Slide position_5:7

Research proposals: assessment criteria
R h l t it i
Budget • Is it appropriate?
Is it appropriate?

Evaluation • How is its merit to be assessed?
How is its merit to be assessed?

Advantage • How will it benefit the funding body?
How will it benefit the funding body?

Language
L • I th l
Is the language clear & accessible?
l & ibl ?

Slide position_6:7

Journal papers
J l
Distinctive • Demonstration of prior knowledge
features • Argumentation for new contribution
• Title, author, abstract, keywords,
Structure introduction, method, results,
discussion, conclusion
• Substantiated argumentation
Content • Demonstrated competence
• Obvious contribution to the field

Slide position_7:7

Journal papers
J l
• Receipt by review board
Review • Review by referees
process • Referee recommendations
• Acceptance, more review, rejection
• Read all comments with care
• Do not take comments personally
Responding • Recognize superior knowledge
to rejection • Amend accordingly
• Note comments for future reference
• Respond respectfully

Slide position_1:1

Section T i
S i Topic Details
D il
Foundation
1 principles
Academic
2 principles
•V b l &

Slide-Academic Writing Principles

Slide-Academic Writing Principles

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Ähnlich wie Slide-Academic Writing Principles

Ähnlich wie Slide-Academic Writing Principles (20)

Mehr von NTUST-ISA

Mehr von NTUST-ISA (15)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Slide-Academic Writing Principles