TGTU51L t 3Lecture 3

28,29 September 2011

Pamela Vangg

DisciplineDiscipline

• What is a discipline?• An `identity´An identity• ”A discipline is defined as a domain, a

ll ti f th d b d f l icollection of methods, a body of claims that are considered true, a game made up of rules and definitions and of techniques and instruments.” (Foucault, The Order of Discourse, 1971)and instruments. (Foucault, The Order of Discourse, 1971)

Traditional forms of academicTraditional forms of academic discourse, especially in science and social science, demand an impersonal style and part of the `apprenticeship´style, and part of the apprenticeshipof a student in an academic discipline is the effacing of prior identities in academic writing in order to join theacademic writing in order to join the new `discourse community´.

Fairclough, N. (1995) p.227 Critical Discourse Analysis

GenreGenre

A i i d• A genre is a recognised communicative event with a shared public purpose and with aims mutually understood by theaims mutually understood by the participants in that event.

• F Davies(1988) in Academic Writing: Process andF. Davies(1988) in Academic Writing: Process and Product, ELT Documents 129.

Some different text typesSome different text types C l l i• Causal-analysis

• Proposals to solve problemsp p• Argumentation• Summarising• Summarising• Critique• Report• Research paper• Research paper• Letter, postcard, memo etc.etc.

Ways of structuring textsWays of structuring texts

The Purpose or objectiveof the text will determine the structure.

Argumentation

Fig.1 Argumentation; Basic model

Fig.7 Argumentation with examples

Björk and Räisänen

Summaries vs CritiquesSummaries vs Critiques• Summaries provide an accurate account of source material• Summaries provide an accurate account of source material

• Critiques evaluate

• Things to consider when making a critique.

physical presentation• physical presentation

• (page numbers, headings,general organisation, organisation of the different sections, figures, contents, references etc.)

• Does the paper do what it claims to set out to do?

• What is the strength of the paper?What is the strength of the paper?

• Is the reader over/underestimated?

Fi di iFinding your own voice

`the exercise of independentthe exercise of independent critical power´(Murray and Hughes, 2008, p.134)p ( y g p )

C iti l thi ki i l i th l ’ id b i kCritical thinking involves using other people’s ideas as bricks or components:

To help you constrct your own edifice or creation, To further knowledge and understanding.g g

All knowledge is built from previous knowledgeAll knowledge is built from previous knowledge.

A d t d f i t d thAs we read, study, peform experiments, and gather perspectives, we are using other people's ideas.

Building on other people's ideas, we create our ownour own.

When you put your ideas on paper, your instructors want to distinguish between the building block ideas borrowed from other people and your own newly reasoned perspectives or conclusions.

You make these distinctions in a written paper by citing the sources for your building block ideas.y g

Giving clear credit for ideas matters in the professional community as well as in school.

www.unc.edu/depts/wcweb/handouts/plagiarism.html

D t l i ?Do you prove or support your claims?

We do not want to accept something that has no foundation We want tothat has no foundation. We want to believe things for a good reason.

To plagiarize:To plagiarize:to steal and pass off as one’s own (the ideas or work of

th ) it lit th ft (W b t ’ )another); commit literary theft. (Webster’s)PlagiarismPlagiarism is presenting the ideas work or words of other people without properPlagiarism is presenting the ideas, work or words of other people without proper, clear and unambiguous acknowledgement. It also includes 'selfplagiarism' (which occurs where, for example, you submit work that you have presented for assessment on a previous occasion) and thethat you have presented for assessment on a previous occasion), and the submission of material from 'essay banks' (even if the authors of such material appear to be giving you permission to use it in this way). Obviously, the most blatant example of plagiarism would be to copy another student's work Hence it isblatant example of plagiarism would be to copy another student s work. Hence it is essential to make clear in your assignments the distinction between:the ideas and work of other people that you may have quite legitimatelyexploited and developed, andexploited and developed, and the ideas or material that you have personally contributed.

The University of Manchester home pages

http://www humanities manchester ac uk/studyskills/assignments/plagiarism/http://www.humanities.manchester.ac.uk/studyskills/assignments/plagiarism/

Quotations and citationsQuotations and citations

• Quotation: A group of words taken from a text or speech and repeated verbatim in p pyour own writing.

• Citation:The act of quoting or mentioning as an example or to support an argument.

• (Murray and Hughes 2008 p 197 and 200)• (Murray and Hughes, 2008 p.197 and 200)

These are examples of in text referencingThese are examples of in-text referencing.

Q ti di tl• Quoting directly: • White (2001, p.65) argues that `even before the

t f W ld W I th B iti h ionset of World War I the British empire was on the wane.´Whit th t ` b f th t f• White argues that `even before the onset of World War I the British empire was on the wane´(2001 p 65)(2001, p.65).

• White (2001, p.65) argues, `even before the onset of World War I the British empire was ononset of World War I the British empire was on the wane.´

Pl i i i l d l h fPlagiarism includes a close paraphrase of someone else’s words, or a minimally adapted version of a computer program, a diagram, a graph, an illustration, etc. takendiagram, a graph, an illustration, etc. taken from a variety of sources without proper acknowledgementacknowledgement.

These could be lectures, printed material,These could be lectures, printed material, the Internet or other electronic/AV sources.

http://www.humanities.manchester.ac.uk/studyskills/assignments/plagiarism/

Reviewing references

Take notes as you go

With each potential reference consider whatWith each potential reference, consider what you already know

What makes this one different?

For each new reference, Identify the following:following:

(adapted from Breach, 2009)

The Author(s)

Year of publication

Title of the paper, article, book and chapter (if it is in an edited book)

Volume and issue number for journals

Publisher and place of publication

Page numbers (in journal or for chapter)

Your library classification number and position

Web page URL and the date last accessed

Primary and secondary sources

Academic refereed journals

Conference proceedings

Research theses

Textbooks,

professional or trade journals,

Product or software manufacturer’s literaturemanufacturer’s literature

Quoting directly: longer stretches of texts;Quoting directly: longer stretches of texts;

It i l t l li b f d ft th• It is usual to leave a line before and after the quotation and to indent it.

• The quotation can be incorporated into your• The quotation can be incorporated into your running text as in the shorter examples or preceded by a colon. y

• In his introduction to `The Poverty of Historicism,´ Popper states:

• Scientific interest ………………………………...............................

• ………………………………..• (Popper 1957, p.1)

ParaphrasingParaphrasing

• Summarize the idea you are paraphrasing

• Express it in your own words

• Ensure that it flows smoothly• Ensure that it flows smoothly

• Acknowledge your sources correctly

• Introductory phrases include those for quoting but also forIntroductory phrases include those for quoting, but also for example,

• One economist (Fischer 1972) has criticized this theory, but Hack (1984) l i it(1984) claims it …

• As Privet notes, ……• Jones refers to this phenomenon in terms ofJones refers to this phenomenon in terms of …….

• Secondary sources should be cited as follows:y• This process has been identifiedas having three main stages

(Duckworth 2001, cited in Black 2006).

For two or more authors;

Brooks and Weatherstone (2000) explain that ……..Davies and Frugett (1997) argue that ….Hall et al (xxx) have suggested thatHall et al. (xxx) have suggested that…..Gregg et al.(xxx) make a stronger claim, insisting that …….

Useful phrasesUseful phrasesX t t th t ` A X t t `• X states that `….. As X states, `……

• X argues that `….. As X argues, `…..• X claims that `….. As X claims, `…..• X proposes that `….. As X proposes, `…..• X maintains that `….. As X maintains, `…..• X has suggested that `…..X has suggested that ….. • As X has suggested, `…..

• (Murray and Hughes, 2008, p.73)

Any omissions from a quotation must be indicated by an y q yellipsis (...) and any additions for clarity must be enclosed in square brackets, e.g. "[These] results suggest ... that th h th i i t "the hypothesis is correct."

It may also be appropriate to reproduce a diagram from someone else's work, but again the source must be explicitly and fully acknowledged there.

However, constructing large chunks of documents from a string of quotes even if they are acknowledged isstring of quotes, even if they are acknowledged, is another form of plagiarism.

http://www.humanities.manchester.ac.uk/studyskills/assignments/plagiarism/

Do attribute all ideas to their original authors WrittenDo attribute all ideas to their original authors. Written 'ideas' are the product that authors produce. You would not appreciate it if other people passed off your ideas as theirappreciate it if other people passed off your ideas as their own, and that is what plagiarism rules are intended to prevent.

A good rule of thumb is that each idea or statement that you write should be attributed to a source unless it is your personal idea or it is common knowledge (If youyour personal idea or it is common knowledge. (If you are unsure if something is common knowledge, ask other students: if they don't know what you are talkingother students: if they don t know what you are talking about, then it is not common knowledge! )

http://www.humanities.manchester.ac.uk/studyskills/assignments/plagiarism/

Primary and secondary sources

Academic refereed journals

Conference proceedings

Research theses

Textbooks,

professional or trade journals,

Product or software manufacturer’s literaturemanufacturer’s literature

Citing referencesCiting referencesThi k l d h k f h• This acknowledges the work of others and how they have contributed to yyour work. (adapted from Breach, 2009)

Mary Deane (Inside Track, AcademicMary Deane (Inside Track, Academic Research, Writing and Referencing 2010) recommends that you discuss2010) recommends that you discuss your sources with others.

For journal articlesrecord:record:

The author’s name or names The year in which it was publishedThe year in which it was publishedThe title of the articleThe title of the journalThe page number/s of the articleThe page number/s of the article

Oth i f tiOther information such as the volumeand issue numbers

Journal article with both volume and issue number

Muller, V. (1994) ‘Trapped in the body: Transsexualism, the law, sexual identity’ The Australiansexual identity , The Australian Feminist Law Journal, vol. 3, no. e st a Jou a , o 3, o2, August, pp. 103-107.

For booksFor books,record:The author’s or editor’s name (or names) The year the book was publishedThe year the book was published The title of the book If it is an edition other than the first Th it th b k bli h d iThe city the book was published in The name of the publisher

For electronic resources,

record:record:

The date you accessed the source

The electronic address or email

The type of electronic resource yp(email, discussion forum, WWW page, etc)

Reference lists (books)Reference lists (books)

Author, Initials., Year. Title of book. Edition. (only include this if not the first edition) Place of publication (this must be a town or city not a country):Publisher(this must be a town or city, not a country):Publisher.

Barker, R. Kirk, J. and Munday, R.J., 1988. NarrativeBarker, R. Kirk, J. and Munday, R.J., 1988. Narrative analysis. 3rd ed.Bloomington: Indiana University Press.Corrigan, Paul 1999, Shakespeare on Management Leadership Lessons for Today’s Managers, GuildfordKogan Page LimitedKogan Page Limited,

Fairclough, Norman 1995 Critical Discourse AnalysisL P Ed ti Li it dLongman, Pearson Education Limited

REMEMBER your READER!REMEMBER your READER!

• Make it as easy as possible for the reader to follow and understand your text and to ysee where you obtained your ideas.

• Simplicity is the key• Simplicity is the key• Short sentences with a clear and logical

flow of ideas. • Do not irritate your reader with careless• Do not irritate your reader with careless

spelling and grammar!

Flow: Connecting words, transition signalsAn additional idea: in addition, furthermore, moreover, besides, also, too, and, another (+noun) and additional (+ noun)

An opposite idea or contrast: on the other hand, in contrast, however, nevertheless, instead, still, nonetheless, but, yet, although, th h th h h hil i it f ( ) d it ( )though, even though, whereas, while, in spite of (+ noun) despite (+ noun)

A choice or alternative: otherwise, or, if, unless

To list in order: first, second, third, firstly, secondly, thirdly, next, last, finally, the first, the second, the next, the last etc.

To introduce an example: for example, for instance, an example of (+ noun), such as (+ noun)

A l i l l i b i f i l i i d d iA conclusion or summary: clearly, in brief, in conclusion, indeed, in short, in summary, to conclude, to summarise,

A result: accordingly as a result as a consequence therefore henceA result: accordingly, as a result, as a consequence, therefore, hence, consequently, thus, so

Adapted from Oshima and Hogue, (2006)

approachThe academic writer’s approach to his or her material is:

Analytical impressionistic

Intellectual rather than subjectiveIntellectual rather than subjective

Rational polemic

The academic writer’s tone is:

Serious conversational

Impersonal rather than personalp p

Formal colloquial

Simple Present or Progressive?Simple Present or Progressive?

• The present simple tense describes an action that occurs regularly or always.g y y

• (sometimes, always, never, once a week, once a year on Fridays etc )once a year, on Fridays etc.)

• The progressive form is used for actions that are taking place right now that are inthat are taking place right now, that are in progress.

Avoid usingAvoid using

Contractions (e.g. it’s , isn’t, hasn’t )• Phrasal verbs (e g look into find out)Phrasal verbs (e.g. look into, find out)• Colloquialisms /slang (e.g. you know, lots)• Personal pronouns (I, you. However, in some

circumstances, such as in literary criticism and when personal i i ttit d i t t th b i t )opinions or attitude are important they can be appropriate)

• Vagueness in word choice (e.g. thing, stuff; be explicit/specific)

• R.R.Jordan, (1997) English for Academic Purposes

CREDIBILITYCREDIBILITY

implies p es

MAKING A GOODMAKING A GOOD IMPRESSIONIMPRESSION

on your reader! y

The reviewing process

Content and relevanceContent and relevance

Clarity style and coherenceClarity, style and coherence

Grammatical correctnessGrammatical correctness

Spelling and punctuationSpelling and punctuation

Presentation

Check sentence length

Ensure that you have been consistent in spelling conventionsconsistent in spelling conventions

Use a spell checkUse a spell check

Ensure that you made the correct yvocabulary choices

Is the text READER FRIENDLY?Is the text READER FRIENDLY?

An academic paper needs:An academic paper needs:

• A thesis statememtA di i f t t• A discussion of context

• Some indication of the approach• Some indication of the approach• A conclusion which ties back toA conclusion which ties back to

the thesis statement

Each paragraph should contain a main idea and supporting ideas

• A topic sentence• Connection between the paragraphs

C f• Correct and consistent referencing

Work in pairs!Work in pairs!Y h ld b th t f i• Your essay should be three to four pages in length, double spaced and written in font 12.

• You will be given language feedback and then b k d t fi bl b f h di it ibe asked to fix any problems before handing it in once again for comments by subject teachers.

• The hand-in date for the critical reflection is 20th O t b Ch k th h fOctober. Check the course home page for further details.

Recommended ReadingRecommended Reading• Bell, Judith (1999) Doing your research project (education and social sciences) Third Edition

Open University Press• Björk, Lennart and Christine Räisänen (2003) Academic Writing, A University Writing Course,

Studentlitteratur , LundCl k St t d G h P i t (2009) W d A U ’ G id P L• Clark, Stewart and Graham Pointon, (2009) Words: A User’s Guide Pearson Longman

• Fowler, H. Ramsey and Aaron, Jane E. The Little, Brown Handbook, Pearson Education, Inc.• Heffernan, James A. and John E. Lincoln, (1994) Writing: A college Handbook Norton & Company • McMillan, Kathleen and Jonathan Weyers (2007) How to Write Essays and Assignments, Prentice

Hall Pearson UKHall, Pearson, UK• McMillan, Kathleen and Jonathan Weyers (2007) How to Write Dissertations and Project Reports,

Prentice Hall, Pearson, UK• Swales, John M. and Christine Feak (2004) Academic Writing for Graduate Students The

Universityof Michigan Press, Ann Arbor• Swan, Michael (1995) Practical English Usage Oxford Univerity Press

• A good monolingual dictionary such as Collins Cobuild Advanced Dictionaryy

• A grammar with explanations and exercises such as Hewings Advanced Grammar in Use with exercises