thinking about writting processes

Meeting from 1-2

Thinking about writing processes

  

 People set about  the writing process in many different ways. they require all kinds of different  situations in which to feel comfortable when writing. use the following the questioner make you think about writing processes.

1.        When you write an important text, do you make more than one draft? 2.       Do you prefer to write o paper or use a computer? Have you ever asked yourself why? 3.       What do you do before stat in writing? 4.       Why do you star in writing? Do you begin at the beginning or jump in wherever you have some ideas? Do you think approach is better in another? 5.       What do you while in writing ? do you stop and think? Do you ever go back star again in writing? 6.       When you finish your first complete draft, what do you next?

Distinguishing between academic and personal styles of writing

  What is academic writing?

    the many different kinds of academic writing in English, some of these differences arise from the differences disciplines and the ways in which and the ways in wich they create and share knowledge, some relate to the audience (the reader); and some the use to which the next will be put.

The rules of academic writing in English are quite complicated; nevertheless most student find that they can recognise the difference between formal and informal academic writing.

Distinguishing between academic and personal styles of writing

What is academic writing?

There are many different kinds of academic writing in English. Some of these differences arise from different disciplines and the ways in which they create and share knowledge; some relate to the audience (the reader); and some to the use to which the text will be put.

            The rules of academic

Task 1         Recognising academic writing

            A: Look at the following sentence

Linguists were and remain convinced by Noam Chomsky of the Massachusetts institute of Technology, who discovered that however disparate human languages seem, all share a common, basic structure, seemingly hardwired, into the brain.

If you are working in group, choose a partner and together identify at least the features of this sentence that you think are academic

B. Now look at the following sentence.

            The way you speak says a lot about you.

With you partner, identify at least three features of this sentence that seem non- academic to you. (10)

Task 2         Recognising levels of formality

Study table 1.1, which identifies two quite different levels of formality, and them complete the table that follows. 

Table 1.1: Different levels of formality

	Academic	Non- academic
Reader	Academics	Family and friend
Content	Serious thought	Conversational
Style	Complex sentences showing considerable variety in construction	Mostly simple and compound sentences joined by conjunctions  such as and or but
Organization	Clear and well planned	Less likely to be as clear and as organised
Grammar	Likely to be error free	May not always use complete sentences
vocabulary	Technical and academic language used accurately	Use of short forms, idioms and slang

Read the sentences and tick (√) either F (formal) or I (informal) after each the sentence. Make notes on which features helped you reach your decision. (20)

Sentences	F	I	Notes
I couldn’t finish the interviews on time
The initial tests were completed and the results analysed by june   2002.
I’d like to start by drawing your attention to previous research in this area.
In the 1990s, some researchers started to point out the problems with this theory.
He agreed with me that this procedure didn’t make much sense
We’ll repeat me test sometime next year.
While it is still to early to draw frim conclusions from the data preliminary analysis suggests the following trends are present.
In addition, the research attempts to answer two furtner related questions.

 Read the sentences and tick (√) either F (formal) or I (informal) after each the sentence. Make notes on which features helped you reach your decision. (20)

Sentences	F	I	Notes
I couldn’t finish the interviews on time
The initial tests were completed and the results analysed by june   2002.
I’d like to start by drawing your attention to previous research in this area.
In the 1990s, some researchers started to point out the problems with this theory.
He agreed with me that this procedure didn’t make much sense
We’ll repeat me test sometime next year.
While it is still to early to draw frim conclusions from the data preliminary analysis suggests the following trends are present.
In addition, the research attempts to answer two furtner related questions.

Task 3         Distinguishing between levels of formality

Put the following texts in order by giving 1 to the most academic and 4 to the least academic. To help you, think about: who is this text intended for? Why would readers pick up this text and read it? What resources did the writer of the text have available? (30)

     A

     What makes a good paragraph? It is difficult to say anyway I’ll try to give an answer. A good paragraph starts with a main idea to some kind the test of the paragraph goes on to develop the main idea by explaining it or by supporting it with evidence.

  B

    The reciprocal relationship between reading and writing has become a local point of L 1 and L 2 literacy research empirical finding have led researchers to recognize that reading to composing (I.e. writing) both involve the construction of meaning, development and application of complex cognitive and linguistic skill activation of existing knowledge and past experience and the ability to solve problems.

 C

    The differences between a paper and an online presentation is that in print you document forms a whole and the reader is focused on the en set of information whereas on the web you need to split each document into multiple hyperlinked pages since users are not willing to read long pages 

 D

  The University of Alzu was established in April 1993 with the goal of educating and graduating students who would become Japan’s professionals in computer science and engineering (Kunil, 1994) with this mind, the University’s curriculum has effectively communicate in English, the international computer science language. The disseminated to the international computer science community is considered to be essential for all scientists and engineers. Effective writing is a necessary skill for 25% of their professional time on writing to variety to technically oriented documents ( 15% informal and 10% formal) (Hucklu, 1991) to prepare our students for these endeavours, a two term English Technical Writing course has been included in the required curriculum of all University Aizu Students.

Task 4 Explaining features of formality

Using the features shown in table 1.1, try to explain you have put the extracts (in task 3) in the order you chose. Make some notes to share with a group of classmates or with the teacher. (20)

 Task 5 Reflecting on academic writing

Look back at the introduction and the ‘Thinking about writing processes’ section of this unit, and think about your own language. What might your responses have been if you were looking at academic writing in your own language? Make some notes as you go. The turn your notes into short piece of writing that would begin to answer the question (20)

SCORE: If all correct of task, so to get 100 percent (10+20+30+20+20=100)

            But if student to get 3 point in task three, four, five

            So 20+20+30=70 and students that get price 70 from 100

SOURCE

Day. 2011. How to write and publish a scientific paper. 7th ed. Greenwood. 300 p.