756:"Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending on the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart, with the discussion still vigorously in progress."
1418:
is a relationship between writing identity and displaying emotions within an academic atmosphere. Instructors cannot simply read off one's identity and determine how it should be formatted. The structure of higher education, particularly within universities, is in a state of continual evolution, shaping and developing student writing identities. Nevertheless, this dynamic can lead to a positive contribution to one's academic writing identity in higher education. Unfortunately, higher education does not value mistakes, which makes it difficult for students to discover an academic identity. This can lead to a lack of confidence when submitting assignments. A student must learn to be confident enough to adapt and refine previous writing styles to succeed.
58:
20:
745:, all texts are part of a larger network of intertextuality, meaning they are connected to prior texts through various links, such as allusions, repetitions, and direct quotations, whether they are acknowledged or not. Writers (often unwittingly) make use of what has previously been written and thus some degree of borrowing is inevitable. One of the key characteristics of academic writing across disciplines is the use of explicit conventions for acknowledging intertextuality, such as
821:, and can lead to severe consequences. However, the delineation of plagiarism is not always straightforward, as interpretations of what constitutes plagiarism can vary significantly across different cultures. This complexity is further amplified by the advent of advanced technologies, including artificial intelligence (AI), which have both complicated the detection of plagiarism and introduced new considerations in defining originality and authorship.
831:
1422:
factors can also prevent enjoyment in academic writing including finding time and space to complete assignments. Studies have shown core members of a "community of practice" concerning writing reports are more of a positive experience than those who do not. Overall emotions, lack of confidence, and prescriptive notions about what an academic writing identity should resemble can hinder a student's ability to succeed.
592:
in the broader discourse community. However, the exact style, content, and organization of academic writing can vary depending on the specific genre and publication method. Despite this variation, all academic writing shares some common features, including a commitment to intellectual integrity, the advancement of knowledge, and the rigorous application of disciplinary methodologies.
721:(WAC) is a comprehensive educational initiative designed not only to enhance student writing proficiency across diverse disciplinary contexts but also to foster faculty development and interdisciplinary dialogue. The Writing Across the Curriculum Clearinghouse provides resources for such programs at all levels of education.
631:. In the humanities, academic style is often seen in elaborated complex texts, while in the sciences, academic style is often seen in highly structured concise texts. These stylistic differences are thought to be related to the types of knowledge and information being communicated in these two broad fields.
1417:
Participating in higher education writing can entail high stakes. For instance, one's GPA may be influenced by writing performance in a class and the consequent grade received, potentially stirring negative emotions such as confusion and anxiety. Research on emotions and writing indicates that there
729:
In a discourse community, academic writers build on the ideas of previous writers to establish their own claims. Successful writers know the importance of conducting research within their community and applying the knowledge gained to their own work. By synthesizing and expanding upon existing ideas,
604:
that is conventionally characterized by "evidence...that the writer(s) have been persistent, open-minded and disciplined in the study"; that prioritizes "reason over emotion or sensual perception"; and that imagines a reader who is "coolly rational, reading for information, and intending to formulate
591:
Academic writing typically uses a more formal tone and follows specific conventions. Central to academic writing is its intertextuality, or an engagement with existing scholarly conversations through meticulous citing or referencing of other academic work, which underscores the writer's participation
679:
The concept of a discourse community is vital to academic writers across all disciplines, for the academic writer's purpose is to influence how their community understands its field of study: whether by maintaining, adding to, revising, or contesting what that community regards as "known" or "true."
714:
The structure and presentation of arguments can vary based on the discourse community the writer is a part of. For example, a high school student would typically present arguments differently than a college student. It is important for academic writers to familiarize themselves with the conventions
1421:
Academic writing can be seen as stressful, uninteresting, and difficult. When placed in the university setting, these emotions can contribute to student dropout. However, academic writing development can prevent fear and anxiety from developing if self-efficacy is high and anxiety is low. External
765:
While the need for appropriate references and the avoidance of plagiarism are undisputed in academic and scholarly writing, the appropriate style is still a matter of debate. Some aspects of writing are universally accepted as important, while others are more subjective and open to interpretation.
797:
Generally speaking, the range and organization of references illustrate the writer's awareness of the current state of knowledge in the field (including major current disagreements or controversies); typically the expectation is that these references will be formatted in the relevant disciplinary
845:
Academic writing encompasses many different genres, indicating the many different kinds of authors, audiences and activities engaged in the academy and the variety of kinds of messages sent among various people engaged in the academy. The partial list below indicates the complexity of academic
688:
Constraints are the discourse community's accepted rules and norms of writing that determine what can and cannot be said in a particular field or discipline. They define what constitutes an acceptable argument. Every discourse community expects to see writers construct their arguments using the
622:
The stylistic means of achieving these conventions will differ by academic discipline, seen, for example, in the distinctions between writing in history versus engineering, or writing in physics versus philosophy. Biber and Gray propose further differences in the complexity of academic writing
1468:
Standalone methods sections are atypical in presenting research in the humanities; other common formats in the applied and social sciences are IMRAD (which offers an "Analysis" section separate from the implications presented in the "Discussion" section) and IRDM (found in some engineering
715:
of their discourse community by analyzing existing literature within the field. Such an in-depth understanding will enable writers to convey their ideas and arguments more effectively, ensuring that their contributions resonate with and are valued by their peers in the discourse community.
675:
is a group of people that shares mutual interests and beliefs. "It establishes limits and regularities...who may speak, what may be spoken, and how it is to be said; in addition, prescribe what is true and false, what is reasonable and what foolish, and what is meant and what not."
680:
To effectively communicate and persuade within their field, academic writers are motivated to adhere to the conventions and standards set forth by their discourse community. Such adherence ensures that their contributions are intelligible and recognized as legitimate.
656:
has had a negative impact on academic writing and that many scientific articles now "contain more jargon than ever, which encourages misinterpretation, political spin, and a declining public trust in the scientific process."
2469:
C. Bazerman, J. Little, T. Chavkin, D. Fouquette, L. Bethel, and J. Garufis (2005). Writing across the curriculum. Parlor Press and WAC Clearinghouse. https://wac.colostate.edu/books/referenceguides/bazerman-wac/
2732:
Baldo, Shannon. "Elves and
Extremism: the use of Fantasy in the Radical Environmentalist Movement." Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric 7 (Spring 2010): 108–15. Print.
998:; often referred to as the 'critical edition'. The definitive collection of the work of a single writer or poet, in book form, carefully purged of publishers' errors and later forgeries, etc.
2166:
Brown, David West; Aull, Laura L. (2017). "Elaborated
Specificity versus Emphatic Generality: A Corpus-Based Comparison of Higher- and Lower-Scoring Advanced Placement Exams in English".
2587:
King, Donald W., Carol
Tenopir, Songphan Choemprayong, and Lei Wu (2009). 'Scholarly Journal Information Seeking and Reading Patterns of Faculty at Five U.S. Universities',
2283:"Academic Writing: Anxiety, Confusion and the Affective Domain: Why Should Subject Lecturers Acknowledge the Social and Emotional Aspects of Writing Development Processes?"
817:, the "wrongful appropriation of another author's language, thoughts, ideas, or expressions", and the representation of them as one's own original work, is considered
749:
and bibliography. The conventions for marking intertextuality vary depending on the discourse community, with examples including MLA, APA, IEEE, and
Chicago styles.
2033:
2075:
697:
For writers to become familiar with some of the constraints of the discourse community they are writing for, across most discourse communities, writers must:
752:
Summarizing and integrating other texts in academic writing is often metaphorically described as "entering the conversation," as described by
Kenneth Burke:
1496:
201:
464:
2208:
Giltrow, Janet and
Michele Valiquette. (1994). Genres and knowledge: Students writing in the disciplines. In Freedman, Aviva; Peter Medway (Eds.),
2310:
1768:
2440:
2360:
1971:
557:
writing that is produced as part of academic work in accordance with the standards of a particular academic subject or discipline, including:
1862:
838:
and are often categorized as "Periodicals" in university libraries. Here, the periodical collection of the Foster
Business Library at the
808:
Typically, this lists those materials read as background, evidencing wider reading, and will include the sources of individual citations.
1820:
533:
890:; usually a short factual note explaining some part of a particular work; e.g. its terminology, dialect, allusions or coded references
773:
Contrary to stereotype, published academic research is not particularly syntactically complex; it is instead a fairly low-involvement
689:
community's conventional style of language, vocabulary, and sources, which are the building blocks of any argument in that community.
2383:"The Effects of Self-Evaluation Writing Strategy Checksheets on Writing Self-Efficacy, Writing Anxiety and Academic Writing Outcomes"
1008:; usually containing exemplary works, and a scholarly essay. Sometime contains new work by a creative writer, responding to the work
1129:(in some regions referred to as masters dissertation), often completed within a year and between 6,000 and 20,000 words in length.
491:
2715:
Frayling, Christopher (1993). 'Research in Art and Design', Royal
College of Art Research Papers, Vol. 1, Issue 1, pp. 1–5
2225:
2131:
Biber, Douglas; Gray, Bethany (2010). "Challenging stereotypes about academic writing: Complexity, elaboration, explicitness".
2001:
474:
161:
2676:
2564:
2536:
2508:
2487:
1944:
1919:
1892:
1743:
1721:
1643:
1994:"Five minutes with Mark Blyth: "Turn it into things people can understand, let go of the academese, and people will engage""
1671:
1966:
1696:
2472:
C. Bazerman & D. Russell (1994). Landmark essays in writing across the curriculum. Davis, CA: Hermagoras Press.
2023:
2759:
2333:"'Fail better': Reconsidering the role of struggle and failure in academic writing development in higher education"
2067:
2735:
Greene, Stuart. "Argument as
Conversation: The Role of Inquiry in Writing a Researched Argument." n. page. Print.
469:
2738:
Kantz, Margaret. "Helping
Students Use Textual Sources Persuasively." College English 52.1 (1990): 74–91. Print.
2196:
1481:
526:
1430:
A commonly recognized format for presenting original research in the social and applied sciences is known as
718:
496:
149:
2650:
Rhodes, Carl and Andrew D. Brown (2005). 'Writing Responsibly: Narrative Fiction and Organization Studies',
2390:
1909:
454:
2413:""It's exciting and rewarding!": structured mini writing retreats as a tool for undergraduate researchers"
634:
One theory that attempts to account for these differences in writing is known as "discourse communities".
608:
Three linguistic patterns that correspond to these goals across fields and genres, include the following:
1739:"Do Academics Really Write This Way? A Corpus Investigation of Moves and Templates in 'They Say / I Say'"
1011:
896:
or review essay; a summary and careful comparison of previous academic work published on a specific topic
774:
601:
2741:
Porter, James. "Intertextuality and the Discourse Community."Rhetoric Review. 5.1 (1986): 34–47. Print.
2282:
1738:
2412:
2332:
1383:; stylish or aesthetic writing on serious subjects, often with reference to one's personal experience
519:
481:
268:
1961:
576:
monographs in which scholars analyze culture, propose new theories, or develop interpretations from
839:
26:
1842:
585:
436:
1939:. Cambridge applied linguistics series. Cambridge: Cambridge University Press. pp. 21–32.
311:
258:
2498:
1598:
1529:
1453:(Presentation of findings; often includes visual displays of quantitative data charts, plots)
1238:
1078:
486:
459:
365:
196:
136:
2545:
Coinam, David (2004). 'Concordancing Yourself: A Personal Exploration of Academic Writing',
1447:(Assumptions, questions, procedures described in replicable or at least reproducible detail)
989:
1790:
1608:
1101:
929:
666:
424:
166:
124:
8:
1583:
1539:
1524:
818:
778:
672:
114:
2148:
1843:"Challenging stereotypes about academic writing: Complexity, elaboration, explicitness"
1593:
1569:
1559:
1486:
1476:
1032:
1005:
652:
and hard to understand by the general public. In 2022, Joelle Renstrom argued that the
392:
316:
129:
2754:
2672:
2560:
2532:
2504:
2483:
2432:
2352:
2302:
2263:
1940:
1915:
1888:
1812:
1795:
1760:
1717:
1692:
1667:
1639:
1588:
1295:; an academic may sometimes be asked to give an expert written opinion, for use in a
1199:
1181:
1132:
1060:
1056:
964:
904:
893:
653:
618:
the use of compressed noun phrases, rather than dependent clauses, for adding detail.
509:
417:
402:
360:
343:
278:
263:
79:
74:
41:
2668:
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures
2479:
Academic Tribes And Territories: Intellectual Enquiry and the Culture of Disciplines
2222:
2152:
2645:
Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy
2596:
Qualitative Research: Challenging the Orthodoxies in Standard Academic Discourse(s)
2424:
2344:
2294:
2255:
2175:
2140:
2028:
1854:
1804:
1752:
1603:
1564:
1534:
1386:
1366:
1359:
1351:
1343:
1274:
926:
916:
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876:
835:
782:
623:
between disciplines, seen, for example, in the distinctions between writing in the
380:
348:
338:
306:
119:
2428:
2348:
1234:
plan. There will often be a 'key' or written work incorporated with the final work
741:
is the combining of past writings into original, new pieces of text. According to
710:
offer warrants for one's view based on community-specific arguments and procedures
2666:
2659:
Doing Academic Writing in Education: Connecting the Personal and the Professional
2554:
2526:
2477:
2229:
1993:
1269:
1050:
862:
738:
566:
387:
326:
243:
238:
233:
228:
67:
57:
2243:
2144:
1858:
1549:
1544:
1380:
1144:
1105:
742:
570:
562:
412:
355:
253:
206:
186:
156:
30:
2703:
Writing Spaces: Discourses of Architecture, Urbanism and the Built Environment
2685:
2259:
1689:
Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life
1227:. There will often be a 'key' or written work incorporated with the final work
791:
Writing should be organized in a manner which demonstrates clarity of thought.
19:
2748:
2436:
2356:
2306:
2267:
1816:
1808:
1764:
1403:; usually a short work, giving one's own memories of a famous person or event
1375:
1311:
1292:
1231:
1187:
1122:, completed over a number of years, often in excess of 20,000 words in length
934:
866:
407:
397:
2652:
The Organization: The Interdisciplinary Journal of Organizations and Society
2594:
Kouritzin, Sandra G., Nathalie A. C Piquemal, and Renee Norman, eds (2009).
2298:
1491:
1300:
1252:
1208:
1119:
1019:
248:
2179:
1756:
2718:
Piotrowski, Andrzej (2008). 'The Spectacle of Architectural Discourses',
1613:
1277:
1246:
1150:
1112:
1066:
970:
958:
948:
921:
887:
871:
612:
a balance of caution and certainty, or a balance of hedging and boosting;
375:
321:
221:
176:
2497:
Booth, Wayne C.; Colomb, Gregory G.; Williams, Joseph M. (15 May 2009).
1911:
Grammatical Complexity in Academic English: Linguistic Change in Writing
992:; the definitive collection of the work of a single artist, in book form
707:
acknowledge prior work and situate their claim in a disciplinary context
2223:"Defining and Avoiding Plagiarism: The WPA Statement on Best Practices"
1887:(Michigan Classics ed.). Ann Arbor: University of Michigan Press.
1578:
1326:
1281:
1147:; longer essay involving library research, 3000 to 6000 words in length
1095:
1043:
1037:
910:
814:
624:
554:
429:
333:
301:
273:
191:
181:
171:
2603:
Turning Points in Qualitative Research: Tying Knots in a Handkerchief
1791:"Stance and engagement: a model of interaction in academic discourse"
1554:
1305:
1213:
1205:
1091:
1087:
1015:
1001:
995:
983:
856:
830:
643:
370:
1469:
subdisciplines, which features Methods at the end of the document).
1573:
1519:
1505:
1501:
1406:
1370:
1347:
1329:
1287:
1256:
1224:
1193:
1177:
1082:
986:; collection, collation, ordering and editing of the work of others
952:
799:
746:
296:
94:
89:
49:
23:
2098:
Roozen, Kevin. (2015) "Texts Get Their Meaning from Other Texts."
1636:
Genres across the Disciplines: Student Writing in Higher Education
1434:, an initialism that refers to the usual ordering of subsections:
1216:
catalogue, often of an individual or group's papers and/or library
1200:
Summaries of knowledge for researchers, students or general public
1138:
2382:
1400:
1315:
628:
615:
explicit cohesion through a range of cohesive ties and moves; and
577:
1885:
Disciplinary discourses: social interactions in academic writing
1412:
1395:
1320:
1242:
1126:
730:
writers are able to make novel contributions to the discourse.
649:
648:
Academic style has often been criticized for being too full of
2710:
Inspiring Writing in Art and Design: Taking a Line for a Write
1441:(Overview of relevant research and objective of current study)
1263:
777:
characterized by the modification of nominal elements through
2624:
Liberating Scholarly Writing: The Power of Personal Narrative
2575:
Writing Qualitative Inquiry: Self, Stories, and Academic Life
2102:
Adler-Kassner & Wardle, eds. Logan: Utah State UP, 44-47,
1431:
1391:
1355:
1158:
973:; detailed technical specifications and/or performance report
881:
2100:
Naming What We Know: Threshold Concepts in Writing Studies,
1935:
Swales, John (1990). "The Concept of Discourse Community".
1170:
1155:
781:
and refining elaborations, often presented as sequences of
1336:
1937:
Genre analysis: English in academic and research settings
1664:
Genre Analysis: English in Academic and Research Settings
1296:
1220:
1219:
Simplified graphical representation of knowledge; e.g. a
1716:. New York: The Modern Language Association of America.
1342:
These are acceptable to some academic disciplines, e.g.
884:; usually short, between 1,500 and 6,000 words in length
849:
2638:
Writing Performance: Poeticizing the Researcher's Body
2582:
Text, Role and Context: Developing Academic Literacies
2024:"How Science Itself Fuels a Culture of Misinformation"
1113:
By graduate students for their advisors and committees
2640:(Carbondale, IL: Southern Illinois University Press)
2118:. Berkeley: University of California Press, 110-111.
2068:"Chapter 1.2: Discourse Communities and Conventions"
942:
692:
2496:
2337:
Innovations in Education and Teaching International
2617:The Handbook of Academic Writing: A Fresh Approach
683:
2657:Richards, Janet C., and Sharon K. Miller (2005).
2612:, 5th edn (Cambridge: Cambridge University Press)
1472:Other common sections in academic documents are:
938:); usually presenting a digest of recent research
2746:
1666:. Cambridge, UK: Cambridge Applied Linguistics.
2695:
2601:Lincoln, Yvonna S, and Norman K Denzin (2003).
2503:(Third ed.). University of Chicago Press.
2381:Bin Abdul Hamid, Muhammad Fadzli (2023-08-21).
2380:
1638:. Cambridge Applied Linguistics. Cambridge UP.
1139:By undergraduate students for their instructors
977:
2476:Tony, Becher; Paul, Trowler (1 October 2001).
1464:(Analysis, Implications, Suggested next steps)
1164:
846:writing and the academic world it is part of.
2629:Paltridge, Brian (2004). 'Academic Writing',
1686:
1413:Emotions in higher-education academic writing
527:
2665:Zamel, Vivian; Spack, Ruth (6 August 2012).
1908:Biber, Douglas; Gray, Bethany (2016-05-26).
1841:Biber, Douglas; Gray, Bethany (March 2010).
1687:Thaiss, Chris; Zawacki, Terry Myers (2006).
2686:The University of Sydney. (2019). Academic
2556:Writing At University: A Guide For Students
2552:
2524:
2221:Council of Writing Program Administrators,
2212:, Portsmouth, NH: Boynton/Cook (pp. 47-62).
1633:
1264:Disseminating knowledge outside the academy
2664:
2626:(New York; London: Teachers College Press)
2605:(Walnut Creek, CA; Oxford: AltaMira Press)
2517:Borg, Erik (2003). 'Discourse Community',
2410:
1691:. Portsmouth: Boynton/Cook. pp. 5–7.
951:; short summary, often instructions for a
534:
520:
56:
2165:
2130:
1907:
1840:
1736:
1714:How students write: a linguistic analysis
1223:, or refining a display generated from a
2615:Murray, Rowena, and Sarah Moore (2006).
2553:Phyllis, Creme; Mary, Lea (1 May 2008).
2475:
2197:7. Academic writing – general principles
2133:Journal of English for Academic Purposes
2021:
1847:Journal of English for Academic Purposes
1323:of a book, film, exhibition, event, etc.
1026:
829:
465:Library and information science software
18:
2584:(Cambridge: Cambridge University Press)
2519:English Language Teaching (ELT) Journal
2417:Journal of Further and Higher Education
2191:
2189:
1337:Personal forms often for general public
2747:
2647:(Mahwah, NJ; London: Lawrence Erlbaum)
2330:
2280:
1959:
1934:
1882:
1788:
1661:
1634:Nesi, Hilary; Gardner, Sheena (2012).
701:identify the novelty of their position
660:
600:Academic writing often features prose
460:Geographic information system software
33:, one common genre of academic writing
2241:
2126:
2124:
2110:
2108:
2094:
2092:
1991:
1744:College Composition and Communication
2722:, Vol. 13, Issue 2, pp. 130–144
2654:, Vol. 12, Issue 4, pp. 467–491
2591:, Vol. 22, Issue 2, pp. 126–144
2577:(Walnut Creek, CA: Left Coast Press)
2521:, Vol. 57, Issue 4, pp. 398–400
2248:British Educational Research Journal
2186:
1711:
1657:
1655:
1249:, or a radically new style of design
850:By researchers for other researchers
785:such as what, where, when, and whom.
16:Writing resulting from academic work
2633:, Vol. 37, Issue 2, pp. 87–105
2619:(Maidenhead: Open University Press)
2244:"Academic identities under threat?"
2168:Research in the Teaching of English
1332:, position paper, or briefing paper
909:Site description and plan (e.g. in
13:
2549:, Vol. 13, Issue 1, pp. 49–55
2531:. University of Pittsburgh Press.
2458:
2232:. Princeton University. 2012-07-27
2121:
2105:
2089:
2057:. New York: Cornell UP, 1983: 145.
1901:
1190:; usually short, often illustrated
825:
733:
565:or research in facilities for the
14:
2771:
2528:A Geopolitics of Academic Writing
1967:The Chronicle of Higher Education
1652:
943:Technical or administrative forms
724:
693:Writing for a discourse community
595:
2411:Cunningham, Clare (2022-11-26).
1962:"Why Academics Stink at Writing"
2726:
2525:Canagarajah, A. Suresh (2002).
2443:from the original on 2024-02-24
2404:
2393:from the original on 2024-03-11
2374:
2363:from the original on 2024-02-25
2324:
2313:from the original on 2024-03-31
2274:
2235:
2215:
2202:
2159:
2116:The Philosophy of Literary Form
2078:from the original on 2024-07-09
2060:
2047:
2036:from the original on 2022-06-20
2022:Renstrom, Joelle (2022-04-06).
2015:
2004:from the original on 2011-01-31
1985:
1974:from the original on 2020-09-04
1953:
1928:
1865:from the original on 2024-04-14
1823:from the original on 2024-03-25
1771:from the original on 2024-03-25
1133:Thesis or dissertation proposal
760:
684:Discourse community constraints
2661:(Mahwah, NJ: Lawrence Erlbaum)
2573:Goodall, H. Lloyd Jr. (2000).
2559:. McGraw-Hill Education (UK).
2482:. McGraw-Hill Education (UK).
1914:. Cambridge University Press.
1876:
1834:
1782:
1730:
1705:
1680:
1627:
1072:
1014:, selecting and ordering oral
1:
2712:(Bristol; Chicago: Intellect)
2610:Handbook for Academic Authors
2429:10.1080/0309877X.2022.2085031
2349:10.1080/14703297.2016.1251848
2331:French, Amanda (2018-07-04).
2281:French, Amanda (2018-11-30).
1960:Pinker, Steven (2014-09-26).
1737:Lancaster, Zak (2016-02-01).
1620:
859:, in many types and varieties
719:Writing Across the Curriculum
2696:Architecture, design and art
1508:, any addition to a document
978:Collating the work of others
637:
7:
2720:Architectural Theory Review
2287:Journal of Academic Writing
2210:Learning and teaching genre
1512:
1165:By instructors for students
10:
2776:
2701:Crysler, C. Greig (2002).
2636:Pelias, Ronald J. (1999).
2463:
2199:, accessed 10 January 2023
2145:10.1016/j.jeap.2010.01.001
1992:Blyth, Mark (2012-03-09).
1859:10.1016/j.jeap.2010.01.001
834:Academic journals collect
664:
641:
588:versions of all of these.
29:graduate students discuss
2260:10.1080/01411920701532269
1998:Impact of Social Sciences
1425:
487:Qualitative data analysis
2622:Nash, Robert J. (2004).
2242:Clegg, Sue (June 2008).
2055:Deconstructive Criticism
1809:10.1177/1461445605050365
1789:Hyland, Ken (May 2005).
840:University of Washington
27:geotechnical engineering
2760:Second language writing
2643:Prior, Paul A. (1998).
2114:Burke, Kenneth (1941).
1230:Creating a timeline or
1081:, especially using the
811:Avoidance of plagiarism
783:objects of prepositions
704:make a claim, or thesis
2580:Johns, Ann M. (1997).
2299:10.18552/joaw.v8i2.487
1090:, often incorporating
842:
794:Appropriate references
758:
627:versus writing in the
605:a reasoned response."
366:Inferential statistics
312:Descriptive statistics
259:Human subject research
34:
2708:Francis, Pat (2009).
2598:(New York: Routledge)
2500:The Craft of Research
2180:10.58680/rte201729118
1757:10.58680/ccc201628067
1662:Swales, John (1990).
1599:Scientific publishing
1530:Academic ghostwriting
1239:classification scheme
1098:forms within the text
1079:Collaborative writing
1027:Research and planning
965:Proposal for research
833:
754:
561:reports on empirical
150:Philosophical schools
22:
1883:Hyland, Ken (2004).
1712:Aull, Laura (2020).
1609:Scholarly skywriting
1102:Performative writing
667:Community of inquiry
553:refers primarily to
475:Reference management
425:Scientific modelling
167:Critical rationalism
2705:(London: Routledge)
2608:Luey, Beth (2010).
2053:Leitch, Vincent B.
1584:Research paper mill
1540:Academic publishing
1525:Academic authorship
819:academic dishonesty
673:discourse community
661:Discourse community
455:Argument technology
2589:Learned Publishing
2547:Language Awareness
2228:2019-01-07 at the
1594:Scientific writing
1570:Persuasive writing
1560:Expository writing
1497:List of references
1245:, or newly arisen
1180:, or hand-out, or
1061:research questions
1033:Empirical research
1006:exhibition catalog
990:Catalogue raisonné
843:
449:Tools and software
393:Secondary research
317:Discourse analysis
35:
2678:978-1-136-60891-9
2631:Language Teaching
2566:978-0-335-22116-5
2538:978-0-8229-7238-9
2510:978-0-226-06264-8
2489:978-0-335-20627-8
2423:(10): 1421–1433.
2195:Open University,
1946:978-0-521-32869-2
1921:978-1-107-00926-4
1894:978-0-472-03024-8
1796:Discourse Studies
1723:978-1-60329-468-3
1645:978-0-521-14959-4
1589:Rhetorical device
1057:Research proposal
905:Research proposal
894:Literature review
836:research articles
788:Logical structure
654:COVID-19 pandemic
551:scholarly writing
544:
543:
510:Philosophy portal
418:Systematic review
403:Literature review
361:Historical method
344:Social experiment
279:Scientific method
264:Narrative inquiry
115:Interdisciplinary
109:Research strategy
80:Research question
75:Research proposal
2767:
2682:
2570:
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2514:
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2387:essay.utwente.nl
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1659:
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1604:Scholarly method
1565:Knowledge worker
1535:Academic journal
1387:Commonplace book
1360:Literary studies
1352:Feminist studies
1344:Cultural studies
917:Technical report
900:Research article
877:Conference paper
567:natural sciences
547:Academic writing
536:
529:
522:
482:Science software
381:Cultural mapping
349:Quasi-experiment
339:Field experiment
307:Content analysis
202:Critical realism
120:Multimethodology
60:
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31:research posters
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1284:or radio script
1270:Call for papers
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1075:
1051:data collection
1029:
996:Collected works
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826:Academic genres
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739:Intertextuality
736:
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727:
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571:social sciences
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388:Phenomenography
327:Autoethnography
292:
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239:Critical theory
234:Art methodology
229:Action research
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