《學(xué)術(shù)寫(xiě)作》英文教學(xué)課件：academic-writing

AcademicWritingForMedicalStudents1Workshopforacademicwriting,SUMC,2012AcademicWritingForMedicalStOutlineoftheworkshopAnoverviewofthefeaturesofacademicwritingfromtheperspectiveoflinguisticsAnintroductiontoatypicalresearcharticleAfocusonabstract2Workshopforacademicwriting,SUMC,2012OutlineoftheworkshopAnoverA.FeaturesofAcademicWritingObjective:toinformratherthanentertainLinear:onecentralpointorthemewitheverypartcontributingtothemainlineofargument,withoutdigressionsorrepetitions.Thestandardwrittenformofthelanguage3Workshopforacademicwriting,SUMC,2012A.FeaturesofAcademicWritin8CentralFeaturesComplexityFormalityPrecisionObjectivityExplicitnessAccuracyHedgingResponsibility4Workshopforacademicwriting,SUMC,20128CentralFeaturesComplexity41.Complexity

Writtenlanguage:morecomplexthanspokenlanguage.What’sthedifferencethen?5Workshopforacademicwriting,SUMC,20121.ComplexityWrittenlanguageEx.A1(distributethejobindif.Groups)SpokenWritten3(a)It’sverycommonthatantibioticshavebeenoverusedinmedicalpracticenowadays.(12)3(b)Abuseofantibioticshasbecomeawide-spreadpracticeinthecurrentmedicalatmosphere.(13)4(a)Tobehealthy,oneofthethingsyouneedtodoistostaymentallyhealthy.That’swhymanypeopleexercise.(21)4(b)Anotherpartofthedefinitionofhealthismentalhealth,whichisoneoftheaspectsthatmakespeopleexercise.(20)5(a)Sofarwecannotfullyunderstandwhymoreblackpeopletendtosufferfromheartfailure.(17)5(b)Thereasonforthegreaterpropensityforheartfailureamongblacksisnotfullyunderstood.(15)6(a)Whydofeweryoungmensufferingfromhighbloodpressurefailtoreceivetreatment?Onepossiblereasonisthatitisdifficultforthemtohavetheaccesstomedicalcare.(31)6(b)Thereasonsforlowratesoftreatmentforhypertensionamongyoungadultsmayincludebarriersinaccesstomedicalcare.(20)6Workshopforacademicwriting,SUMC,2012Ex.A1(distributethejobinEx.A1(distributethejobindif.Groups)SpokenWritten3(a)It’sverycommonthatantibioticshavebeenoverusedinmedicalpracticenowadays.(12)3(b)Abuseofantibioticshasbecomeawide-spreadpracticeinthecurrentmedicalatmosphere.(13)4(a)Tobehealthy,oneofthethingsyouneedtodoistostaymentallyhealthy.That’swhymanypeopleexercise.(21)4(b)Anotherpartofthedefinitionofhealthismentalhealth,whichisoneoftheaspectsthatmakespeopleexercise.(20)5(a)Sofarwecannotfullyunderstand

whymoreblackpeopletendtosufferfromheartfailure.(17)5(b)Thereasonforthegreaterpropensityforheartfailureamongblacksisnotfullyunderstood.(15)6(a)Whydofeweryoungmensufferingfromhighbloodpressurefailtoreceivetreatment?Onepossiblereasonisthatitisdifficultforthemtogetmedicalcare.(28)6(b)Thereasonsforlowratesoftreatmentforhypertensionamongyoungadultsmayincludebarriers

inaccesstomedicalcare.(20)7Workshopforacademicwriting,SUMC,2012Ex.A1(distributethejobinThecomplexityofwrittenlanguagelongerwordslexicallymoredensemorevariedvocabularyusingmorenoun-basedphrasesthanverb-basedphrases.shortermoregrammaticallycomplex,includingmoresubordinateclausesandmorepassives.8Workshopforacademicwriting,SUMC,2012ThecomplexityofwrittenlangMoreexamplesfrommedicaltextbooksEx.A2:Underlineverbsintext2(a)thataretransformedintonounsintext2(b)..Spoketexts:shortersentences,longertexts,askingquestionsandansweringthemNominalizationproducesmoreacademictexts9Workshopforacademicwriting,SUMC,2012MoreexamplesfrommedicaltexEx.A3:Passivevoiceinthecasehistory.Focusofwriting:thepatientsandtheirphysicalconditions,notthedoctorsornurses.Coherent

10Workshopforacademicwriting,SUMC,2012Ex.A3:PassivevoiceinthecaIngeneralthismeansinanessaythatyoushouldavoid:colloquialwordsandexpressions;""stuff","alotof","thing","sortof",abbreviatedforms:"can't","doesn't","shouldn't"

twowordverbs:"putoff","bringup“sub-headings,numberingandbullet-pointsinformalessays-butusetheminreports.askingquestions2.Formality

ThereisoftenachoiceinEnglishbetweenatwowordverbandasingleverb.Thetwowordverbsarenormallylessformal.11Workshopforacademicwriting,SUMC,2012IngeneralthismeansinanesEx.A4:Rewritethefollowingsentences,replacingtheinformaltwo-wordverbwithamoreformalequivalent.1.AprimaryeducationsystemwassetupthroughoutIrelandasearlyas18312.Thiswillcutdowntheamountofdrugrequiredandsothecostoftreatment.3.Dietersoftenfeelthattheyshouldtotallygetridofhigh-fatandhigh-sugarfoods.4.DiscussionoftheoutcomeofexperimentsthathaveusedthismethodwillbeputoffuntilChapter7.5.Theseexercisescaneasilybeincorporatedintoanexerciseroutine,witheachdoneagainanumberoftimes.6.Thiswasbeforehehadreadtheguidelinesonhowtocarryouttheresearch.establishedreduceeliminatepostponedrepeatedconduct12Workshopforacademicwriting,SUMC,2012Ex.A4:Rewritethefollowings3.Precision

Inacademicwritingyouneedtobeprecisewhenyouuseinformation,datesorfigures.Donotuse"alotofpeople"whenyoucansay"50millionpeople".13Workshopforacademicwriting,SUMC,20123.PrecisionInacademicwritie.g.Althoughtheduodenumisamere12inchesincomparisonwiththe8feetofthejejunumand12feetoftheileum,anamazingnumberofprocessesoccurhere.(NewMedicalEnglish,p.25)14Workshopforacademicwriting,SUMC,2012e.g.Althoughtheduodenumisa4.Objectivity

Thebasicnatureofacademicstudyandacademicwriting----Nobodyreallywantstoknowwhatyou"think"or"believe".Theywanttoknowwhatyouhavestudiedandlearnedandhowthishasledyoutoyourvariousconclusions.

Ingeneral,avoidwordslike"I","me","myself".Avoid"you"torefertothereaderorpeopleingeneral.Exception:Insomesocialscientificwriting,thesepronounsareacceptedtoemphasizetheparticipationoftheresearcherasahumanisticone,esp.whentheresearchisrelatedwiththeemotionsandfeelingsoftheresearcherandtheresearched.15Workshopforacademicwriting,SUMC,20124.ObjectivityThebasicnatureEx.A5Mostpeopletakedrugoverdosesbecausetheyfindthatit'sdifficulttosortouttheirproblemsclearly.That'swhyyoushouldtreatyourpatientsinaclearway.Thatmeansyoushouldtreatyourpatientsinawaythathelpsthemtotellthedifferencebetweentheirproblemsandfindwaystodealwiththem.Mostoverdosesaretakenwhenindividualsarefindingitdifficulttosortouttheirlifeproblemsinaclearway.Forthisreason,theapproachtotreatmentmust,aboveallelse,beaclearone;thatis,onewhichhelpsthepatientseparateouteachofhisproblemsandplanwaysofdealingwiththem.16Workshopforacademicwriting,SUMC,2012Ex.A5Mostpeopletakedrugo5.Explicitness

Academicwritingisexplicitinseveralways.Itisexplicitinitssignpostingoftheorganizationoftheideasinthetextthroughtheusageofdifferentsignalingwords,e.g.because,however,inaddition,etc.(e.g.2inhandout)Itisexplicitinitsacknowledgmentofthesourcesoftheideasinthetext.Ifyouknowthesourceoftheideasyouarepresenting,acknowledgeit.(e.g.1inhandout)differentwaysofcitationinacademicwriting:reportinganddirectquotationPlagiarismistakenveryseriouslyininternationalacademia.17Workshopforacademicwriting,SUMC,20125.ExplicitnessAcademicwriti6.Accuracy

Beaccurateinyouruseofvocabulary.E.g.B：呵呵，所以剛才說(shuō)查文獻(xiàn)啊，閱讀文獻(xiàn)可能就是看得比較多，可是真正要來(lái)寫(xiě)的話A：寫(xiě)的話更難了B：更難了A：你像這個(gè)，我記得有一個(gè)，我們講一個(gè)骨頭腫型劈開(kāi)，劈開(kāi)之后有一個(gè)內(nèi)側(cè)屏障，比如說(shuō)一個(gè)內(nèi)側(cè)一個(gè)外側(cè)，內(nèi)側(cè)屏障我就想怎么來(lái)表達(dá)呢，我想mediate、inside、interior，當(dāng)時(shí)我想寫(xiě)得挺好，后來(lái)我想想不行，要把它改成inner。18Workshopforacademicwriting,SUMC,20126.AccuracyBeaccurateinyour7.HedgingAnimportantfeatureofacademicwriting:theconceptofcautiouslanguage,oftencalled"hedging"or"vaguelanguage".i.e.,itisnecessarytomakedecisionsaboutyourstanceonaparticularsubject,orthestrengthoftheclaimsyouaremaking.e.g.3Ex.A619Workshopforacademicwriting,SUMC,20127.HedgingAnimportantfeature8.ResponsibilityBeresponsiblefordemonstratinganunderstandingofthesourcetext(citationandreferences).Beabletoprovideevidenceandjustificationfor,anyclaimsyoumake.Paraphrasingandsummarizingskillsinacademicwriting.Theskillsof:ExplainingReasoningArguing

20Workshopforacademicwriting,SUMC,20128.ResponsibilityBeresponsiblEndoftheintroductionoffeaturesofacademicwritingMissLai:researcharticleMissYu:abstract21Workshopforacademicwriting,SUMC,2012EndoftheintroductionoffeaSummingupTheproductsofAcademicwriting:objective,formal,precise,accurate,explicit,cautious…22Workshopforacademicwriting,SUMC,2012SummingupTheproductsofAcadTheprocessofacademicwriting:

AbstractIntroductionResearchmethodsResearchresultsDiscussionsConclusion×RecursiveZigzagAnxiousFrustratedDepressedCrazy23Workshopforacademicwriting,SUMC,2012TheprocessofacademicwritinUsefulresourcestodevelopacademicwritingskillsMedicalwriting:/medical/medlink.htmAmericanMedicalWritingAssociation:/default.asp?id=254PostgraduateMedicalJournal:BMJjournal24Workshopforacademicwriting,SUMC,2012UsefulresourcestodevelopacThankyou!HappyNewYear!25Workshopforacademicwriting,SUMC,2012Thankyou!25WorkshopforacadeAcademicWritingForMedicalStudents26Workshopforacademicwriting,SUMC,2012AcademicWritingForMedicalStOutlineoftheworkshopAnoverviewofthefeaturesofacademicwritingfromtheperspectiveoflinguisticsAnintroductiontoatypicalresearcharticleAfocusonabstract27Workshopforacademicwriting,SUMC,2012OutlineoftheworkshopAnoverA.FeaturesofAcademicWritingObjective:toinformratherthanentertainLinear:onecentralpointorthemewitheverypartcontributingtothemainlineofargument,withoutdigressionsorrepetitions.Thestandardwrittenformofthelanguage28Workshopforacademicwriting,SUMC,2012A.FeaturesofAcademicWritin8CentralFeaturesComplexityFormalityPrecisionObjectivityExplicitnessAccuracyHedgingResponsibility29Workshopforacademicwriting,SUMC,20128CentralFeaturesComplexity41.Complexity

Writtenlanguage:morecomplexthanspokenlanguage.What’sthedifferencethen?30Workshopforacademicwriting,SUMC,20121.ComplexityWrittenlanguageEx.A1(distributethejobindif.Groups)SpokenWritten3(a)It’sverycommonthatantibioticshavebeenoverusedinmedicalpracticenowadays.(12)3(b)Abuseofantibioticshasbecomeawide-spreadpracticeinthecurrentmedicalatmosphere.(13)4(a)Tobehealthy,oneofthethingsyouneedtodoistostaymentallyhealthy.That’swhymanypeopleexercise.(21)4(b)Anotherpartofthedefinitionofhealthismentalhealth,whichisoneoftheaspectsthatmakespeopleexercise.(20)5(a)Sofarwecannotfullyunderstandwhymoreblackpeopletendtosufferfromheartfailure.(17)5(b)Thereasonforthegreaterpropensityforheartfailureamongblacksisnotfullyunderstood.(15)6(a)Whydofeweryoungmensufferingfromhighbloodpressurefailtoreceivetreatment?Onepossiblereasonisthatitisdifficultforthemtohavetheaccesstomedicalcare.(31)6(b)Thereasonsforlowratesoftreatmentforhypertensionamongyoungadultsmayincludebarriersinaccesstomedicalcare.(20)31Workshopforacademicwriting,SUMC,2012Ex.A1(distributethejobinEx.A1(distributethejobindif.Groups)SpokenWritten3(a)It’sverycommonthatantibioticshavebeenoverusedinmedicalpracticenowadays.(12)3(b)Abuseofantibioticshasbecomeawide-spreadpracticeinthecurrentmedicalatmosphere.(13)4(a)Tobehealthy,oneofthethingsyouneedtodoistostaymentallyhealthy.That’swhymanypeopleexercise.(21)4(b)Anotherpartofthedefinitionofhealthismentalhealth,whichisoneoftheaspectsthatmakespeopleexercise.(20)5(a)Sofarwecannotfullyunderstand

whymoreblackpeopletendtosufferfromheartfailure.(17)5(b)Thereasonforthegreaterpropensityforheartfailureamongblacksisnotfullyunderstood.(15)6(a)Whydofeweryoungmensufferingfromhighbloodpressurefailtoreceivetreatment?Onepossiblereasonisthatitisdifficultforthemtogetmedicalcare.(28)6(b)Thereasonsforlowratesoftreatmentforhypertensionamongyoungadultsmayincludebarriers

inaccesstomedicalcare.(20)32Workshopforacademicwriting,SUMC,2012Ex.A1(distributethejobinThecomplexityofwrittenlanguagelongerwordslexicallymoredensemorevariedvocabularyusingmorenoun-basedphrasesthanverb-basedphrases.shortermoregrammaticallycomplex,includingmoresubordinateclausesandmorepassives.33Workshopforacademicwriting,SUMC,2012ThecomplexityofwrittenlangMoreexamplesfrommedicaltextbooksEx.A2:Underlineverbsintext2(a)thataretransformedintonounsintext2(b)..Spoketexts:shortersentences,longertexts,askingquestionsandansweringthemNominalizationproducesmoreacademictexts34Workshopforacademicwriting,SUMC,2012MoreexamplesfrommedicaltexEx.A3:Passivevoiceinthecasehistory.Focusofwriting:thepatientsandtheirphysicalconditions,notthedoctorsornurses.Coherent

35Workshopforacademicwriting,SUMC,2012Ex.A3:PassivevoiceinthecaIngeneralthismeansinanessaythatyoushouldavoid:colloquialwordsandexpressions;""stuff","alotof","thing","sortof",abbreviatedforms:"can't","doesn't","shouldn't"

twowordverbs:"putoff","bringup“sub-headings,numberingandbullet-pointsinformalessays-butusetheminreports.askingquestions2.Formality

ThereisoftenachoiceinEnglishbetweenatwowordverbandasingleverb.Thetwowordverbsarenormallylessformal.36Workshopforacademicwriting,SUMC,2012IngeneralthismeansinanesEx.A4:Rewritethefollowingsentences,replacingtheinformaltwo-wordverbwithamoreformalequivalent.1.AprimaryeducationsystemwassetupthroughoutIrelandasearlyas18312.Thiswillcutdowntheamountofdrugrequiredandsothecostoftreatment.3.Dietersoftenfeelthattheyshouldtotallygetridofhigh-fatandhigh-sugarfoods.4.DiscussionoftheoutcomeofexperimentsthathaveusedthismethodwillbeputoffuntilChapter7.5.Theseexercisescaneasilybeincorporatedintoanexerciseroutine,witheachdoneagainanumberoftimes.6.Thiswasbeforehehadreadtheguidelinesonhowtocarryouttheresearch.establishedreduceeliminatepostponedrepeatedconduct37Workshopforacademicwriting,SUMC,2012Ex.A4:Rewritethefollowings3.Precision

Inacademicwritingyouneedtobeprecisewhenyouuseinformation,datesorfigures.Donotuse"alotofpeople"whenyoucansay"50millionpeople".38Workshopforacademicwriting,SUMC,20123.PrecisionInacademicwritie.g.Althoughtheduodenumisamere12inchesincomparisonwiththe8feetofthejejunumand12feetoftheileum,anamazingnumberofprocessesoccurhere.(NewMedicalEnglish,p.25)39Workshopforacademicwriting,SUMC,2012e.g.Althoughtheduodenumisa4.Objectivity

Thebasicnatureofacademicstudyandacademicwriting----Nobodyreallywantstoknowwhatyou"think"or"believe".Theywanttoknowwhatyouhavestudiedandlearnedandhowthishasledyoutoyourvariousconclusions.

Ingeneral,avoidwordslike"I","me","myself".Avoid"you"torefertothereaderorpeopleingeneral.Exception:Insomesocialscientificwriting,thesepronounsareacceptedtoemphasizetheparticipationoftheresearcherasahumanisticone,esp.whentheresearchisrelatedwiththeemotionsandfeelingsoftheresearcherandtheresearched.40Workshopforacademicwriting,SUMC,20124.ObjectivityThebasicnatureEx.A5Mostpeopletakedrugoverdosesbecausetheyfindthatit'sdifficulttosortouttheirproblemsclearly.That'swhyyoushouldtreatyourpatientsinaclearway.Thatmeansyoushouldtreatyourpatientsinawaythathelpsthemtotellthedifferencebetweentheirproblemsandfindwaystodealwiththem.Mostoverdosesaretakenwhenindividualsarefindingitdifficulttosortouttheirlifeproblemsinaclearway.Forthisreason,theapproachtotreatmentmust,aboveallelse,beaclearone;thatis,onewhichhelpsthepatientseparateouteachofhisproblemsandplanwaysofdealingwiththem.41Workshopforacademicwriting,SUMC,2012Ex.A5Mostpeopletakedrugo5.Explicitness

Academicwritingisexplicitinseveralways.Itisexplicitinitssignpostingoftheorganizationoftheideasinthetextthroughtheusageofdifferentsignalingwords,e.g.because,however,inaddition,etc.(e.g.2inhandout)Itisexplicitinitsacknowledgmentofthesourcesoftheideasinthetext.Ifyouknowthesourceoftheideasyouarepresenting,acknowledgeit.(e.g.1inhandout)differentwaysofcitationinacademicwriting:reportinganddirectquotationPlagiarismistakenveryseriouslyininternationalacademia.42Workshopforacademicwriting,SUMC,20125.ExplicitnessAcademicwriti6.Accuracy

Beaccuratei