The Art and Architecture of Academic Writing
| New York City College of Technology, City University of New York
| University of Iceland
This book is a bridge to confident academic writing for advanced non-native English users. It emphasizes depth over breadth through mastery of core writing competencies and strategies which apply to most academic disciplines and genres. Tailored to students in EMI programs, the content was piloted and revised during a longitudinal writing study. The innovative approach prepares students to write for the academic community through the dual lenses of Art (developing a writer’s voice through choices in language, style, and topics) and Architecture (mastering norms of academic language, genre, and organization.) The user-friendly text maximizes time for writing practice and production by avoiding lengthy readings. Part 1 builds skills and confidence in writing by focusing on assignments that do not require research. Part 2 applies newly mastered principles, skills, and strategies to research-based writing. Students learn to incorporate thesis, research, and evidence into a process for academic writing by following the AWARE framework (Arranging to write, Writing, Assessing, Revising, and Editing.)
[Not in series, 231] 2021. x, 299 pp.
Publishing status: Available
© John Benjamins
Table of Contents
|
Part I. Developing Your Academic Voice
|
4–155
|
|
Chapter 1. The Art of Academic Writing
|
4–22
|
|
Chapter 2. The Architecture of Academic Writing
|
24–44
|
|
Chapter 3. AWARE: A Framework for Thesis-Driven Writing
|
46–67
|
|
Chapter 4. Description and Narrative in Thesis-Driven Writing
|
70–87
|
|
Chapter 5. The Body of the Essay
|
90–109
|
|
Chapter 6. Compare/Contrast and Cause/Effect
|
112–135
|
|
Chapter 7. Introductions and Conclusions
|
138–155
|
|
Part II. Presenting the Views of Others
|
160–293
|
|
Chapter 8. Research to Support a Thesis
|
160–179
|
|
Chapter 9. Conducting Research for a Case Study
|
182–205
|
|
208–236
|
|
|
238–266
|
|
|
Chapter 12. Writing the Research Paper
|
268–293
|
|
Checklist for revising and proofreading
|
|
|
Index
|
295
|
References
Connor, U.
(1996) Contrastive rhetoric: Cross-cultural aspects of second-language writing. Cambridge University Press.
Coxhead, A.
(2000) A new academic word list. TESOL Quarterly, 34(2): 213–238.
Cresswell, J. W.
(2007) Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
Hyland, K.
(2007) Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148–164.
Kaplan, R.
(1966) Cultural thought patterns in intercultural education. Language Learning, 16, 1–20. 
Lave, J., & Wenger, E.
(1991) Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
Lichtman, M.
(2006) Qualitative research in education: A user’s guide. Sage.
Nesi, H., & Gardner, H.
(2012) Genres Across the Disciplines: Student Writing in Higher Education. Cambridge University Press.
Saldana, J.
(2009) The coding manual for qualitative researchers. Sage.
Wolcott, H. F.
(1994) Transforming qualitative data: Description, analysis, and interpretation. Sage.
Swales, J.
(1990) Genre analysis: English in academic and research settings. Cambridge University Press.
Subjects & Metadata
Communication Studies
BIC Subject: CBW – Writing & editing guides
BISAC Subject: LAN005010 – LANGUAGE ARTS & DISCIPLINES / Writing / Academic & Scholarly