NE4016 Academic Writing 2 Íde O’Sullivan, Lawrence Cleary Regional Writing Centre

NE4016NE4016Academic Writing 2Academic Writing 2

NE4016NE4016Academic Writing 2Academic Writing 2

Íde O’Sullivan, Lawrence Cleary

Regional Writing Centre

www.ul.ie/rwc

Regional Writing Centre 2

Literature review: Key skills

• Choose a research topic• Design and develop a research

question/problem (scope)• Undertake literature searching and

retrieval• Analyse, synthesis and evaluate

data• Present a literature critique • Develop good writing and reporting

skills


Literature searchingand retrieval

• Select the review topic• Decide on selection and exclusion

criteria• Search suitable

electronic databases using keyword searches

• Identify appropriate literature to be included in the review

• Analyse and synthesise the literature• Engage in a critical review of the

literature


Reviewing and evaluating the

literature• Key information in the review

– Title– Author/Year– Purpose– Methodology– Findings– Outcomes– Recommendations

• Key thoughts and comments– Strengths, weaknesses

Writing the ReviewWriting the ReviewWriting the ReviewWriting the Review


Writing a ‘page 98 paper’

• My research question is … • Researchers who have looked at this

subject are … • They argue that … • Debate centres on the issue of … • There is work to be done on … • My research is closest to that of X in that

… • My contribution will be …

(Murray 2006:104)


Writing the review • Introduction• Main body of text• Conclusion • References


The introduction• In academic writing, an introduction, or

opening, has four purposes: To introduce the topic of the essay/report To indicate the context of the conversation

through background information To give some indication of the overall plan

of the essay/report To catch the reader’s attention, usually by

convincing the reader of its relevance.


What should I put into the introduction?

• Identify the domain and the topic• State the problem - claim, hypothesis, or

question - to be investigated • Gives the problem context and

significance within the research community

• State the objectives of the review and outline the plan

• Give an overview of the literature sources and key search terms used in the review

• May delineate the scope of the research


The main text• Examining the theoretical literature and

the methodological literature underpinning the selected study

• Examining the theoretical literature and then the empirical literature in discrete sections

• Dividing the literature into content themes

• Examining the literature chronologically(Carnwell and Daly 2001:60-62)


The conclusion• Concise summary of the findings• Identify the gaps in the literature• Outline and justify the purpose of

your proposed study


The literature review• Reveal the current state of

knowledge/state of the art on a selected topic

• Make sure that the literature reviewed is relevant (do not “write down all you know about…”)

• A description of a series of studies is insufficient; you must engage in a critical review of the literature.

• Include not only a review of the literature; the methodologies employed should also be critically reviewed.


‘Writing in layers’ (Murray 2006: 125-27)

• Outline the structure: write your chapter or section heading for the Literature Review.

• Write a sentence or two on the contents of the chapter and each section.

• List out sub-headings for each section.• Write an introductory paragraph for

each section.• At the top of each section, write the

word count requirement, draft number and date.


Flow• Logical method of development• Effective transition signals• Good signposting• Consistent point of view• Conciseness (careful word choice)• Clarity of expression• Paragraph structure

– Unity– Coherence


Paragraph structure• What is a paragraph?

– Series of sentences– Coherent (introduction, middle, end)– Common theme

• Every sentence in a paragraph develops one topic or idea.

• Paragraphs signal the logically organised progression of ideas.

• The flow of information should be organised around themes and comments. The main idea in one paragraph should flow logically into the next.

• Shifts in the argument or changes in direction should be accurately signalled using appropriate adverbials, conjunctions, and prepositions.


Paragraph structure

• Just as an essay is guided by a thesis statement, a paragraph is organised around its topic sentence.

• A topic sentence informs the reader of the topic to be discussed.

• A topic sentence contains controlling ideas which limit the scope of the discussion to ideas that are manageable in a paragraph.


Paragraph structure: Supporting sentences

• The sentences that follow expand upon the topic, using controlling ideas to limit the discussion. The main idea is supported by– Evidence in the form of facts, statistics,

theoretical probabilities, reputable, educated opinions,

– Illustrations in the form of examples and extended examples, and

– Argumentation based on the evidence presented.

– Qualifying statements indicate the limitations of the support or argument.


Paragraph structure: Concluding sentences

• Not every paragraph needs a concluding sentence.

• Concluding sentences can either comment on the information in the text, or

• They can paraphrase the topic sentence.


Paragraph structure: Unity

• Paragraphs should be unified.• ‘Unity means that only one main idea

is discussed in a paragraph. The main idea is stated in the topic sentence, and then each and every supporting sentence develops that idea’ (Oshima and Hogue 1999:18).


Paragraph structure: Coherence

• Coherence means that your paragraph is easy to read and understand because – your supporting sentences are in some

kind of logical order– your ideas are connected by the use of

appropriate transition signals– your pronoun references clearly point to

the intended antecedent and is consistent

– you have repeated or substituted key nouns.

(Oshima and Hogue 2006:.22)


Example: (Meei-Fang et al.

2007:471) People with dementia are particularly vulnerable to malnutrition: they have a decreased ability to understand directions and to express their needs verbally, are easily distracted from eating, prone to become agitated, and may use utensils incorrectly. Inability to feed oneself (eating dependency) is a major risk factor for malnutrition among older people living in long-term care settings (Abbasi & Rudman 1994, Durnbaugh et al. 1996). When people with dementia can no longer take food voluntarily, assistance is required although, as the disease progresses, even taking food with assistance can become difficult and, in some instances, tube-feeding may be required to supply nutrition. This form of feeding can, however, cause distress and anxiety, not only for the person being fed, but also for caregivers (Akerlund & Norberg 1985, Burgener & Shimer 1993).


Paragraph structure: Transition signals

• Transition signals do exactly what it says on the tin: they ‘signal’. They can signal relationships between sentences, just as they can signal relationships between paragraphs.

• Example: ‘Finally, there have been numerous women altogether outside the profession, who were reformers dedicated to creating alternatives’ (Gillet 2005).

• The signal indicates the final point in a series of points.


Paragraph structure: Transition signals

• To introduce an additional idea• To introduce an opposite idea or

contrast• To introduce a choice or alternative• To introduce an example• To introduce an explanation• To list• To introduce a conclusion/summary• To introduce a result


Paragraph structureDos and Don’ts• Do not use pronouns to refer to an

antecedent in the previous paragraph. • Lengthy paragraphs indicate a lack of

structure.• Short paragraphs indicate a lack of detail or

evidence to support the argument.• Do not end a paragraph with a quotation.• Use a variety of sentence patterns and

lengths to give your paragraph a lively rhythm.

• Signpost your paragraph organisation.


Sentence structure• Vary your rhythm by using a variety

of sentence types and patterns. Use a combination of– Simple sentences• Compound sentences• Complex sentences• Compound-Complex sentences

• Do not limit yourself to simple sentences or linking sentences using “and”/”but”.

Strategies to Boost Strategies to Boost Writing SkillsWriting Skills

Strategies to Boost Strategies to Boost Writing SkillsWriting Skills


Writing to prompts

• Strategies that might help boost my academic writing skills………

• Keep writing non-stop for 5 minutes.

• Write in sentences.• Do not edit or censor your writing.• Discuss what you have written in

pairs.


Getting started• Create time and space for writing• Freewriting• Writing to prompts

– “What writing have you done for this assignment, what writing would you like to do……”

– “The aim of this assignment…”• Experiment with different types of

writing


Keep writing• Where and when do you write?• Why are you not writing?

– “I don’t feel ready to write.”– Writers’ block

• Getting unstuck– Writing to prompts/freewriting (write

anything)– Set writing goals– Write regularly– Integrate writing into your thinking– Break it down into a manageable process


Keep writing• Be patient• Be creative• Taking pleasure in writing • Be proud of your writing• Get stuck in


Cracking the codes

• Analysing the genre/text and modelling• Generate a list of

– The most important features of academic writing

– Criteria to make your writing-strategies more effective

– The important conventions in your discipline

– What is/is not acceptable in your discipline

• Student handbooks and guides for written submissions


Writing time

• Dealing with issues of time• Setting goals• “Binge” and “snack” writing (Murray

2005)• Do I need a big block of time to write

productively? • “Short bursts of productive writing”

(Murray and Moore 2006:17)• Outlining (Murray 2005)


Dialogue as a social strategy

• Peer-review• Generative writing• The “writing sandwich” (Murray

2005:85): writing, talking, writing• Writing “buddies” (Murray and Moore

2006:102)– Engaging in critiques of one

another’s work allows you to become effective critics of your own work.


Motivation: It is not too late

• Take stock of where you are now• Outline your research• Make plans based on the time that is

left• Organise your time accordingly• Get writing• Keep writing• Allow time for revision and to put it all

together• Let family and friends know• Be selfish with your time


Revision, Editing and Revision, Editing and ProofreadingProofreading

Revision, Editing and Revision, Editing and ProofreadingProofreading


Revising (Global)• Global issues (organisation and structure):

– Does the text achieve your writing goals as established in your evaluation of the rhetorical situation (writing context) and by your thesis?

– Is there deviation, wander and digression?– Does each paragraph treat in a controlled

manner an identifiable idea, and does that idea follow logically the ideas expressed in previous paragraphs and do they allow readers to predict the ideas expressed in the paragraphs that follow?


Revising (Global)• “If the process of writing has changed your

views, consider rethinking the thesis and reworking the paper” (Ebest et al. 2004:14).

• How does the introduction fit in with the body of the paper? Did you address what you said you would address? Did you fulfil your promises?

• Does your conclusion take into account the discoveries made during your research and writing processes.

• Strategy: Outline your paper, now that you have finished it.


Revising (Local)• Local issues (editing and proofreading):

– Look at logical and grammatical relations as expressed within paragraph boundaries.

– Is the relationship between pronouns and noun substitutes and the things they represent clear?

– Verbs express relationships of time and indicate person, number and mood. Are those relationships consistent and appropriate?


Revising (Local)• Is information logically arranged, and

is the organisation of your text clear?• Does each paragraph have a topic

sentence and is the paragraph cogent, coherent and unified?

• Do your sentences express complete ideas, and do you vary your structures? Are they grammatical? What about the mechanics?


Checklists and Feedback

• Before flying, pilots go through a methodical check of their plane. Do you have a checklist for your assignments before you hand them in?

• How can you anticipate problems that you are unable to see? Get a peer to help.– Ask for the feedback that you need and

that is appropriate to the context.


Revising (Peer review)• For example, this is an argumentative

paper: “Were you convinced by my argument? Why? Or why not?”

• I know I write poor introductions: “Could you identify my thesis?” Or “...could you tell me how the introduction attempts to grab the reader’s interest?”

• I know that my sentences tend to be long and difficult to understand: “Could you read my paper aloud so that I can listen to it and mark where you are having difficulties in reading?”


Spelling• Make sure to set the language to BrE or

AmE but stick to one (-ise/-ize)• Standard forms• Double letters• Don’t rely on spell check – it doesn’t

catch everything- for foe- form from- quiet quite- practice practise- affect effect


Grammar• Sentence structure• Complete sentences• Agreement• Tense• Grammar check is not always correct - passive sentences

- defining and non-defining clausesThe woman who lives in apartment

No. 34 has been arrested.Mrs. Jackson, who is very

intelligent, lives on the corner.


Punctuation• Commas, semi-colons, full stops• Apostrophe

• its Vs it’s• 1920s

• Possessives• The dog’s bone• The dogs’ bone• The horses’ mouths• Seamus’ car

• Capitalisation


Tips for editing• Set it aside for a few days and come back

with a fresh eye• Get someone else to proofread it as well

as you• Use the print preview button to check

layout before you print• Always proofread on hardcopy• Hold paper below the line you are

proofreading• Use the find button to make changes• Be consistent!!• Editing a reference list is separate


Editing a reference list• Check that in-text dates and page

numbers match reference list• Only enter names in reference list that

you have mentioned in your text – it’s not a bibliography

• Make sure that if a name is mentioned in the document that is in included in the reference list

• Do a separate edit of your reference list, checking everything matches, everything is included and it is consistent


Common errors• Consistency of layout• Spelling, punctuation and grammar• Syntax• Correct font and spacing• Word or letter substitution• Transposition of letters• Omission of a line or lines, which does not

outwardly affect the meaning• Check finished work with original• Dates, proper names and place names,

and figures• Complete labelling of diagrams, tables,

graphs, etc


Resources

• Shannon Consortium Regional Writing Centre, UL http://www.ul.ie/rwc/

• Using English for Academic Purposes http://www.uefap.com/index.htm

• The Writer’s Garden http://www. cyberlyber.com/writermain.htm

• The OWL at Purdue http://owl.english.purdue.edu/

• The Writing Center at the University of North Carolina at Chapel Hill http://www.unc.edu/depts /wcweb/handouts/index.html


Reference list• Carnwell, R and Daly, W. (2001) ‘Strategies for the

construction of a critical review of the literature’, Nurse Education in Practice, 1: 57-63.

• Moore, S. and Murphy, M. (2005) How to be a Student: 100 Great Ideas and Practical Hints for Students Everywhere. Berkshire, UK: Open University Press.

• Murray, R. (2005) Writing for Academic Journals. UK: Open University Press.

• Murray, R. (2006) How to Write a Thesis. UK: Open University Press.

• Murray, R. and Moore, S. (2006) The Handbook of Academic Writing: A Fresh Approach. Berkshire, UK: Open University Press.

• Oshima, A. and Hogue, A. (2006) Writing Academic English, 4th edition. New York: Pearson Education.

Documents

NE4016 Academic Writing 2 Íde O’Sullivan, Lawrence Cleary Regional Writing Centre