...following winning essay was submitted in 2009 by a UK higher education student for an essay writing competition sponsored by the LearnHigher Centre of Excellence in Teaching and Learning (CETL) network. The set title was ‘What is the point of referencing?’, and there was a maximum word limit of 1,500 words. There is a tutor commentary on the points made by the student to the left of the essay. The introduction to an essay is very important. Here the student immediately addresses the question. | What is the point of referencing?The reasons why accurate referencing is essential for academic work are not immediately apparent, particularly for students new to higher education. This essay will, therefore, examine why referencing is an essential part of academic writing and in the process address the question: ‘what is the point of referencing?’ | The student introduces the main reasons for referencing. | There are three main reasons for referencing. Firstly, referencing helps student writers to construct, structure, support and communicate arguments. Secondly, references link the writer’s work to the existing body of knowledge. Thirdly, only through referencing can academic work gain credibility. | Summarises the structure of the essay. | This essay will discuss these three aspects of referencing in detail, examine their validity, identify how referencing affects a writer’s writing style, and show how referencing helps students to present their own ideas and opinions in assignments...
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...!1 ENGLISH 1130 - 006: Academic Writing Douglas College (New Westminster Campus), South Building, Room 2690B Summer 2014 stephensonr@douglascollege.ca Phone: 604-527-5611 (Local 5611) Office: 2635, New Westminster Campus ! INSTRUCTOR: Dr. Ryan Stephenson Class Hours: Friday, 10:30 - 12:20 Office Hours: Friday, 9:30 - 10:20 Course Prerequisites: A minimum score on the Douglas College writing assessment, or equivalent, as listed in the College calendar. ! Courses for which this Course is a Prerequisite: In combination with another 1100-level English, with any CRWR course, or with English 1200, this course is a prerequisite for any 2300level English course. ! A Note on Hybrid Learning: ! ! You are enrolled in a hybrid section of ENGL 1130. Only 50% of your instructional time is delivered in class, with the remaining 50% delivered online. This means that you are expected to spend an average of 2 hours per week on the assigned Online Learning Modules. This time is over and above any time spent on readings and assignments. Hybrid learning is not for everyone. If you are not self-motivated and not able to keep yourself on track without a great deal of guidance, or if you do not feel comfortable using Blackboard or sending and receiving email attachments, then you should strongly consider taking a different section of this course. I will assume basic internet/online/computer competency. Technical difficulties should not prevent you from completing your work...
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...University of Phoenix Material Academic Success Answer each question below in at least 75 words per question, reflecting on your current abilities, and identify resources to strengthen your skills. Refer to the videos, readings, and other weekly assignments to help you compose your answers. |Question |Your reflection | |How would you define academic |Academic readiness is something you as a student already have instilled in you at a young age. It| |readiness? |is the skills you have to be able to do the classwork and homework on time without falling | | |behind. You learn to be academically ready from elementary school all the way up to high school | | |so when you get to college you are prepared. I feel that I am academically ready to handle | | |whatever tasks are put in front of me. | |What concerns, if any, do you have |The only concerns I have for me is my academic writing. I have never been a good writer. It is | |with academic writing and reading? |something I have struggled with my whole academic life. I have never been able to figure out | | |where commas go or when to end a sentence...
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...What characterises academic writing? It is perhaps tempting to think that Academic Writing (AW) is guided by a fairly homogeneous set of rules and aspects. This is so, possibly because we frequently see books with titles such as Academic Writing and Writing Academic English, and we hear from fellow students, teachers, colleagues and friends about the need for skills within written academic English. However, even if there arguably are core aspects and skills, it is important to acknowledge the fact that many differences exist when it comes to how certain disciplines grapple the challenges of writing academic discourse. The question, then, is whether we should rather talk about Academic Writings, to highlight this heterogeneity. A General Approach Indeed, in the debate on teaching approaches to Academic Writing (AW), there are proponents of a more generalised stance. The advocates of such an approach argue that there are commonalities across academic writing and that a number of core skills can and should be taught (see e.g. Bloor & Bloor, 1986). These core skills could have to do with features of academic prose and text-type patterns that recur in academic writing across disciplines. One of the more frequently proposed arguments in favour of a generalised approach is the lack of subject knowledge and expertise among writing instructors. Such lack of knowledge places restrictions on what can be taught and consequently focus should be placed on more broad principles. Examples...
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...Material Academic Success Answer each question below in at least 75 words per question, reflecting on your current abilities, and identify resources to strengthen your skills. Refer to the videos, readings, and other weekly assignments to help you compose your answers. |Question |Your reflection | |How would you define academic |I would define academic readiness as, being prepared to embark on an educational journey. For | |readiness? |instance take myself, I haven’t been to school in 10 years, for someone in my shoes this | | |circumstance could be a bit overwhelming. So I am now preparing to enter a new educational | | |journey that I need to get ready for. I feel this stage in my life is where academic readiness | | |will take place. | |What concerns, if any, do you have |The concerns I have will mainly come from the academic writing portion. As far as academic | |with academic writing and reading? |reading goes, that’s second nature to me. I have always enjoyed reading, I feel that’s why I read| | |so fluently. On the other hand, academic writing is a totally...
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...Cambridge IELTS Course Cambridge (etc.) : Cambridge University Press, 2000 LLB 428.43 SAH Pejovic, Vladimir IELTS preparation and practice: Reading and writing Oxford : Oxford Univeristy Press, 2006 LLB 428 CAM* IELTS with answer 2: (1b+2c) Cambridge : Cambridge Univerity Press, 2003 Summary: It containes: four complete tests for Academic candidates ENG Exams – IELTS * Catt, Carolyn Language Passport, Preparing students for the IELTS interview New Zealand : Addison Wesley Longman, 1966 ENG Exams – IELTS * IELTS with answer 1: (1b+2c) Cambridge : Cambridge Univerity Press, 2003 Summary: It containes: four complete tests for Academic candidates 428 JAK* Jakeman, Vanessa IELTS Practice Tests Plus London : Longman, 2001 LLB 428 SAH* Sahanaya, Wendy IELTS preparation and practice Oxford : Oxford Univeristy Press, 2006 ENG Exams – IELTS * Deakin, Greg Practice tests for IELTS Melbourne : Indonesia Australia Language Foundation, 1996 LLB 428 SAH Sahanaya, Wendy IELTS. Preparation and Practice. Reading and Writing . Academic Module Oxford : Oxford University Press, 2001 LLB 428 SAH Sahanaya, Wendy IELTS Preparation and Practice. Listening and Speaking Oxford University Press Melbourne, 2001 ENG Exams - IELTS CAM* IELTS with answer 3: (1b+2c) Cambridge : Cambridge Univerity Press, 2003 Summary: It containes: four complete tests for Academic candidates LLB 428 SAH* Sahanaya, Wendy IELTS preparation and practice: Listening and Speaking (1b+2c) Oxford : Oxford Univeristy Press, 2006 LLB 428...
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...University of Phoenix Material Academic Success Answer each question below in at least 75 words per question, reflecting on your current abilities, and identify resources to strengthen your skills. Refer to the videos, readings, and other weekly assignments to help you compose your answers. |Question |Your reflection | |How would you define academic |In order be academically ready I feel one needs to understand, and/or is making efforts to | |readiness? |understand the class topics. You need to be goal oriented, and have your goals outlined, and know| | |what is going to take achieve those goals. In order for a person to succeed academically they | | |need to be responsible and be able to balance school and everyday life. Without balance if feel | | |like you will fail and not able be academically ready. | |What concerns, if any, do you have |I have great reading skills, and I feel like reading is actually one of my strengths. I know for | |with academic writing and reading? |a fact I am going to struggle with my writing academically. This is one of the key reasons I have| | |returned to school. In high school I never...
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...A | Course Title & Number | WRI 102: Writing and Reading across the Curriculum | B | Pre/Co-requisite(s) | Successful completion of WRI 101 or placement through the English Placement Test. | C | Number of credits | 3 - 0 - 3 | D | Faculty Name | Özgür Parlak | E | Term/ Year | Fall 2014 | F | Sections | CRN | Section | Days | Time | Location | 10675 | 02 | Mon-Wed | 08:00 - 9:15 | LAN 116 | 10678 | 05 | Mon-Wed | 09:30 – 10:45 | LAN 116 | * Location subject to change | G | Faculty Information | Instructor | Office | Telephone | Email | Özgür Parlak | LAN 217 | 06 515 2684 | oparlak@aus.edu | Office Hours: * Office Hours will be posted on the office door as well as on iLearn. | H | Course Description from Catalog | Builds on the reading and writing skills acquired in WRI 101. Strengthens students’ reasoning skills and understanding of the various rhetorical strategies available to them in the writing process as they produce competently organized argumentative essays. Requires students to practice ethical, basic integration and documentation of sources. Hones students’ linguistic proficiency. | I | Course Learning Outcomes | Upon completion of WRI 102, the students will be able to 1. demonstrate the ability to write a structured and logical critical analysis of an academic text 2. demonstrate the ability to write lucid and cogent prose in a fully developed, audience conscious, academic argumentative essay (approximately 3-5 pages) that...
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...the Web, is determining the reliability of the information presented. It can be quite difficult to determine the quality, authenticity, and authority of the information you encounter. However, there are a number of tools and skills at your disposal that help to determine if the information you find is trustworthy and of academic quality. Watch the Evaluating Websites tutorial to learn more about how to determine the quality of information found on the Web. Review the tutorial: “Evaluating Websites,” located at http://my.gcu.edu/about/tutorialResources/Pages/EvaluatingWebsites.aspx What makes a resource scholarly? Throughout your courses at GCU you will be encouraged to use scholarly resources to support your assignments and discussion questions. But what is a scholarly source? Simply put, a scholarly source is a resource or research created, published, and or written by scholars and professionals in a specific discipline. In addition, a scholarly source should have undergone rigorous fact checking and peer review to ensure the research and information presented is of strong academic quality. The bulk of scholarly resources can be found in books and academic and/or professional journals. A large majority of these are research based. A scholar or professional may publish articles in other resources, such as in magazines, newspapers, and even Web sites and blogs. However, these sources do not go through the rigorous fact checking that is expected from scholarly journals. This...
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...DDBA-8005 Handout What is Scholarly Writing? If you are just beginning your graduate studies, much of the next few years of your life will be devoted to scholarly writing. You will be reading, discussing, and producing scholarly writing. You will get feedback from peers, instructors, and the Writing Center staff about how to adapt to the expectations of scholarly writing. You hear about it so much, in fact, that you may hesitate to ask the basic question: "What is scholarly writing?" Scholarly writing is a type of writing rather than a level of writing (there is no hierarchy in writing genres). Scholarly writing is not any better than journalism, fiction, or poetry; it is just a different category. As with any type of writing, scholarly writing has traditions and expectations that you know about only if you read or write in that style. Because most of us do not use scholarly writing in our daily practice, it can feel unfamiliar and intimidating, but it is a skill that can be learned. The more you are immersed in it, the more you will get a feeling for its hallmarks. Here are a few of the most common characteristics of scholarly writing: • The wording in scholarly writing is specialized, requiring previous knowledge on the part of the reader. You will not be able to pick up a scholarly journal in another field and easily understand its contents (although you should be able to follow the writing itself). Scholarly authors assume that their audience is familiar...
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...------------------------------------------------- University of Phoenix Material Academic Success Answer each question below in at least 75 words per question, reflecting on your current abilities, and identify resources to strengthen your skills. Refer to the videos, readings, and other weekly assignments to help you compose your answers. Question | Your reflection | How would you define academic readiness? | I would define academic readiness as your own understanding of your study. Also what your own goals are and what your plans are to obtain them. As well as what your self discipline is | What concerns, if any, do you have with academic writing and reading? | My concerns mostly is the writing part of it all. I love to read, I just have a hard time putting things on paper. But. I know I will learn through all these exercise | What two university resources will you use to strengthen your writing and reading skills (refer to your Student Resources Worksheet)? | I believe the two resources that will best benefit me will be writepoint and guides. | What is your personal learning style (refer to the Ch. 1 Aplia homework)? | My personal learning style is like more hands on mode3. | What are two obstacles you might need to overcome (refer to your Life Factors and personality assessments)? | One of my biggest obstacle is time management. Plus another would be financial. | What strategies can you use to overcome these obstacles and be successful? | One strategy would...
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...Connecting ideas in writing How to connect ideas at the sentence and paragraph level in academic writing In academic writing, it is important to present an argument clearly and cohesively. In addition, you may be required to discuss and evaluate existing research or ideas about the topic under discussion. Often you will be assessed on your ability to do both. Developing the language to connect ideas in academic writing will help you with both these tasks. The appropriate use of ‘discourse markers,’ that is, words or phrases that signal a relationship, can reveal and reinforce the direction that your argument is taking, and make clear the relations between sections of your writing. more information such as “Notwithstanding a lack of natural resources, the region has …” Addition – to add an idea additionally, and, also, apart from this, as well (as), in addition, moreover, further, furthermore, too Condition – to provide a condition if, in that case, provided that, unless Experienced writers use these special connecting words or phrases to bridge gaps between ideas that may at first seem unrelated. This flyer provides some suggestions for sentence openers, ‘linking words’ within sentences and between paragraphs, and alternative vocabulary choices you might use when connecting ideas in writing. For more information on other writing skills, see the Academic Skills booklet Tertiary Essay Writing. For comparison – to show how things are similar correspondingly, equally,...
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...GEN 300 Entire Course (UOP) For more course tutorials visit www.tutorialrank.com GEN 300 Ethics in an Academic Environment Assignment POWERPOINT ONLY GEN 300 Team Dynamics Instructions GEN 300 Effects of Technology Essay GEN 300 Research,Summary, and Paraphrase Activity GEN 300 Ethics in an Academic Environment Assignment PAPER ONLY GEN 300 Final Paper on Team Dynamics GEN 300 Student Web Scavenger Hunt GEN 300 Week 1 DQs GEN 300 Week 2 DQs GEN 300 Week 3 DQs GEN 300 Week 4 DQs GEN 300 Week 5 DQ ____________________________________________________ GEN 300 Ethics in an Academic Environment Assignment PAPER ONLY (UOP) For more course tutorials visit www.tutorialrank.com In Week Five, teams will submit a 1,750-2,100-word research paper examining issues related to ethics in an academic environment. ____________________________________________________ GEN 300 Ethics in an Academic Environment Assignment POWERPOINT ONLY (UOP) For more course tutorials visit www.tutorialrank.com 1. In Week Five, give a 10-15 minute oral presentation accompanied by 7-10 Microsoft® PowerPoint® slides illustrating their paper. Online Campus students will submit a 7-10 slide Microsoft® PowerPoint® presentation slides with presenter notes to the Assignment newsgroup by Monday, Day 7 of Week Five. 2. To prepare for this assignment, each team member should review the following resources: a. Keys to College Studying, Appendix – Conducting Research. b. Critical Thinking:...
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...documenting, you establish your credibility as a writer and researcher. You're letting your reader know that you've consulted experts whose ideas and information back up your own thoughts and ideas. Consequently, you make your viewpoint or argument more believable. * When you don't document correctly, your academic integrity can be called into question, because it may seem as though you're passing off others' ideas as your own. * If you don't document, you could inadvertently plagiarize, which is grounds for dismissal from college. Academic Integrity Academic integrity involves not only acknowledging your sources, but also creating your own ideas. Academic integrity, explained in this way, sounds relatively simple. But the particular applications are a bit more tricky. The most common academic integrity problems that most students encounter are: 1. relying too heavily on others' information in a research paper 2. relying too heavily on others' words in a paraphrase or summary 3. citing and documenting sources incorrectly 4. relying too heavily on help from other sources The most egregious violation of academic integrity is when a student uses a writing assignment for more than one course, or when a student "borrows" a paper and passes it off as his or her own work. What to Document The basic rule for documentation is: Document any specific ideas, opinions, and facts that are not your own. The only thing you don't have to document is common knowledge. For...
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...Strategic Service Marketing in context (1,000 words) Worth 25% of overall module grade. Submission is online ONLY via Turnitin by 12.00pm Friday 26th June 2015. 3) Activity 3: Application of Service Marketing principles (2,000 words) Worth 50% of overall module grade. Submission is online ONLY via Turnitin by 12.00pm Friday 17th July 2015. APA Referencing must be adhered to in ALL University academic work. All University of Chester Business School assessments are now subject to scanning via Turnitin which is software designed to detect possible plagiarism. If you do not correctly reference somebody else’s work, you may be accused of plagiarism. If in any doubt, please attend class when guidance will be given and consult the University regulations on Turnitin and the use of APA Referencing. Do not cite websites such as Wikipedia or tutor.com as these are not acceptable academic sources and will result in marks being deducted. Assignment Explanation Activity 1: - Service Encounter Diary (mark weighting: 25%) This activity requires you to present a record of two service experiences that you have had (we referred to it as ‘encountering a service’). For each encounter that you wish to present (only first-hand experience), you have to record the following: 1. Factual details. 2. Your response. 3. Your...
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