- •Reference Book
- •Academic Writing
- •Contents
- •Unit 1 Academic Writing Style
- •1. The Differences between Spoken and Written Language
- •Checklist of language to avoid in academic writing
- •Exercise 1. Find the matches between more formal and common vocabulary.
- •Exercise 2. Match the following colloquial expressions with their formal equivalents:
- •Exercise 3. Edit the following text fragments according to the academic writing style:
- •2. Levels of Formality
- •Exercise 4. Organize the following sets of sentences in the order of formality as shown in the example above. The first one is done for you as a guide.
- •Exercise 5. Identify the inconsistency in levels of formality in the following text fragments and revise them.
- •Unit 2 Paragraph Writing
- •1. Paragraph Structure
- •A Sample Paragraph
- •Concepts to remember
- •The Topic Sentence
- •Exercise 2. Underline the statement you think would make the best topic sentence of the paragraph.
- •Organizing Patterns
- •Patterns of Paragraph Development
- •Illustration
- •Paragraph 1
- •Paragraph 2
- •Paragraph 3
- •Paragraph 1
- •Paragraph 2
- •Paragraph 3
- •Paragraph 4
- •Paragraph 5
- •Transitional words and phrases
- •Spoken language
- •Evaluating a paragraph
- •Paragraph Writing Evaluation Form
- •Unit 3 Essay Writing
- •1. Organization of the Essay
- •2. The Introductory Paragraph
- •Practice: The Introductory Paragraph
- •3. The Concluding Paragraph
- •Example
- •Practice: Concluding Sentences
- •Example
- •Formulating the counterarguments against the thesis
- •Organizing the essay The classical system of argumentation based on that of ancient Greek and Roman orators
- •5. Argumentation Designs Diagram I
- •Diagram II: Controlling Handguns – Pro and Con
- •6. The Writing Product Content
- •Organization
- •Language
- •The Writing Process
- •7. Checklist of Essay The Whole Essay
- •Paragraph
- •Sentence
- •8. Sample Argumentative Essay The predominant reason students perform better with
- •Practice. Revising the Essay
- •Heavy Traffic
- •Unit4 Research Paper
- •1. What Is Research?
- •2. Steps in Writing a Research Paper
- •What you must do
- •What you must produce
- •Note Taking
- •Bibliography
- •Some examples to compare
- •Practice. Write a paraphrase of each of the following passages.
- •5. Summary
- •Requirements for Summaries
- •Steps in Summarizing
- •A Sample Outline and Summary the colonial heritage
- •The Outline
- •The Summary
- •Language Focus: The First Sentence in a Summary
- •Useful Phrases for Longer Summaries
- •6. Texts for Note-Taking, Paragraphing and Summarizing Text 1 japan paves way for big foreign influx
- •Text 2 the gulf between professor
- •The keys to a civil society—diversity, tolerance, respect, consensus
- •Multiple-choice tasks Original I
- •Sample I
- •Sample II
- •Sample III
- •Original II
- •Sample IV
- •Sample V
- •Sample VI
- •7. Annotated Research Paper
- •Educating Kids at Home
- •Works cited
- •Research Paper Peer Editor’s Comments and Suggestions
- •Paragraph structure
- •8. Research Paper Abstracts
- •Supplement Comparison of Punctuation Marks Usage in English and Ukrainian
- •Practice
- •List of Works Cited Books
- •Articles
- •Internet Sources
- •Other Sources
- •Basic Features of mla Style Key Points Two Basic Features of mla Style
- •Mla author/page style for in-text citations
- •The mla list of works cited
- •Key points What to Do in the mla List of Works Cited
- •Articles
- •Internet sources
- •Key Points Citing Internet Sources
- •Other sources
- •Literature Used
The Outline
From this marked reading selection, the following outline may be made
The Colonial Heritage
I. Parts of the heritage
A. A common language
B. Representative government
C. Respect for civil rights
D. Religious toleration
E. Racial toleration
F. The spirit of individual enterprise
II. Two basically American ideas
A. Idea of democracy—equal opportunity
1. Social changes
2. Educational changes
3. Political changes
B. Sense of special destiny
1. Evil effects
2. Good effects
The Summary
Now we are ready for the summary. The following summary has been reduced to half the original length. Parentheses have been placed around supporting details for main points, many of which can be omitted if a shorter summary is desired.
The heritage that the colonies left to the new nation can be quickly seen. Very valuable was the fact of a common language, English (which acted as a unifying element). Another priceless part of the heritage was the experience with representative forms of government. (The British colonies, unlike the French and Spanish colonies, were permitted to have governments that gave political experience to both the representatives and the people who elected them.)
Another important element in the heritage was the respect paid to civil rights. (The colonists believed strongly in freedom of speech, of the press, and of assembly.) In addition the colonists believed in religious toleration. (Every faith was protected in the British colonies.) Racial toleration also was part of the heritage. (People of all races mixed and intermarried.)
We must also include in the heritage the spirit of individual enterprise which developed in the rich but wild land. (The monopolies that had discouraged individual effort in the French and Spanish colonies were not permitted in the British colonies, and so the British colonists could take great advantage of the opportunities that were open to them.)
During the colonial period, two basic American ideas also began to develop. The first (or One) was the idea of democracy, which granted to everyone the same opportunity to get ahead. The demand for equality brought about many social, educational and political changes. (Or, more fully: The demand for equality brought about many social changes by breaking down special privileges. It also produced educational changes by offering the most education provided by any country in the world. In addition, it produced political changes by giving its citizens more responsibility in government.)
The other (or The second) basic idea was the sense of special destiny, (The wealth of the country, the energy of the people, the atmosphere of freedom gave them a feeling of optimism and strong self-confidence.) This feeling of special destiny sometimes had bad effects. (There were times when the American people trusted m fate when they should have tried harder to face their difficulties.) On the whole, however, those two basic ideas gave the Americans a sense of freshness, cheerfulness and hope that could be found nowhere else.
The following language focus provides some additional suggestions on how to begin your summary.