- •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
Unit 2 Paragraph Writing
1. Paragraph Structure
Topic sentence
Supporting sentences
First main supporting sentence
Supporting detail 1
Supporting detail 2
Supporting detail 3
Second main supporting sentence
Supporting detail 1
Supporting detail 2
Supporting detail 3
Third main supporting sentence
Supporting detail 1
Supporting detail 2
Supporting detail 3
Concluding sentence
A Sample Paragraph
History does seem to repeat itself, even in the way college students behave. In the 1840s students protested and acted in violent ways. Students at Yale, for example, objected to their mathematics course and burned their books in the streets. Some captured their tutor and kept him tied up all night, and others shot a cannon through tutor’s bedroom window. In the 1940s and 1950s students were a fun-loving, game-happy lot. They swallowed live goldfish, took part in dance marathons, and held contests to see how many people could crowd into phone booth. The more daring males broke into women’s rooms in “panty-raids,” then festooned their own rooms with the ill-gotten silks. Then, in the 1960s, students repeated the activities of the 1840s. They objected to their courses, littered the campuses with their books and papers, and locked teachers inside college buildings. They protested against all forms of social injustice, from war to the food in the cafeteria. The more violent threw rocks at the police, and a few planted bombs in college buildings. In the 1970s students repeated the fun and games of the forties and fifties. They held contests to see how many people could squeeze into a phone booth. They had dance marathons. The more daring ran naked across campuses, in a craze called “streaking”. The slightly less daring did their streaking with brown paper bags over their heads. Yes, history does seem to repeat itself, even in the sometimes violent and sometimes fun-and-games behavior of the students on college campuses.
Topic Sentence |
History does seem to repeat itself, even in the way college students behave. |
1. Main Point |
In the 1840s students protested and acted in violent ways. |
a. Supporting detail |
Students at Yale, for example, objected to their mathematics course |
b. Supporting detail |
and burned their books in the streets. |
c. Supporting detail |
Some captured their tutor and |
d. Supporting detail |
kept him tied up all night, and |
e. Supporting detail |
others shot a cannon through tutor’s bedroom window. |
2. Main Point |
In the 1940s and 1950s students were a fun-loving, game-happy lot. |
a. Supporting detail |
They swallowed live goldfish, |
b. Supporting detail |
took part in dance marathons, and |
c. Supporting detail |
held contests to see how many people could crowd into a phone booth. |
d. Supporting detail |
The more daring males broke into women’s rooms in “panty-raids,” |
e. Supporting detail |
then festooned their own rooms with the ill-gotten silks. |
3. Main Point |
Then, in the 1960s, students repeated the activities of the 1840s. |
a. Supporting detail |
They objected to their courses, |
b. Supporting detail |
littered the campuses with their books and papers, and |
c. Supporting detail |
locked teachers inside college buildings. |
d. Supporting detail |
They protested against all forms of social injustice, from war to the food in the cafeteria. |
e. Supporting detail |
The more violent threw rocks at the police |
f. Supporting detail |
and a few planted bombs in college buildings. |
4. Main Point |
In the 1970s students repeated the the fun and games of the forties and fifties. |
a. Supporting detail |
They held contests to see how many people could squeeze into a phone booth. |
b. Supporting detail |
They had dance marathons. |
c. Supporting detail |
The more daring ran naked across campuses, in a craze called “streaking”. The slightly less daring did their streaking with brown paper bags over their heads. |
Concluding Sentence |
Yes, history does seem to repeat itself, even in the sometimes violent and sometimes fun-and-games behavior of the students on college campuses. |