Course Schedule 410 GWP 417 Whats Writing 424

  • Slides: 58
Download presentation

Course Schedule 4/10 コースガイダンス コースの内容を説明・GWPの活動 4/17 What’s Writing? ライテイィングのためのロジック 4/24 Basic English writing Formal

Course Schedule 4/10 コースガイダンス コースの内容を説明・GWPの活動 4/17 What’s Writing? ライテイィングのためのロジック 4/24 Basic English writing Formal Letter, Cover Letter, email の 書き方 5/1 Practical Writing 1 Resume, CVの書き方 5/8 Proficiency Test 5/15 Practical Writing 2 英語論文・エッセイの書き方 5/22 Literacy in Writing 英語論文の書き方(約束事) 5/29 Presentation in English 英語でのプレゼンの基礎 2013/5/22 Academic Writing Report 1 2

So far, we have covered… • • • Logic for writing Letter, Cover letter

So far, we have covered… • • • Logic for writing Letter, Cover letter Email CV Resume Essay writing Report writing, Summary Report Research Paper Writing Theses writing 2013/5/22 Academic Writing 3

Recap Parts of thesis • • • Titles Abstract Introduction Experimental method Material Result

Recap Parts of thesis • • • Titles Abstract Introduction Experimental method Material Result Discussion Summary Acknowledgement 2013/5/22 Academic Writing 11

Recap: Titles Your title gives the first impression - Keep it short - Make

Recap: Titles Your title gives the first impression - Keep it short - Make it “Academic” (not Journalistic) - Make sure it represents the main topic(s) of your paper Based on your Title: - Readers decide to read your abstract 2013/5/22 Academic Writing 12

Recap: Abstract Your abstract is the only PR you can do for your paper

Recap: Abstract Your abstract is the only PR you can do for your paper - Make it clear & concise Short but including everything Appeal to a wide audience Make sure it accurately shows the essence of your paper Based on your abstract: - Conferences decide if you can present your paper - With an oral presentation - With a poster - Journals readers decide to buy & read your paper - Readers will find it easier to follow your main text 2013/5/22 Academic Writing 13

Body • reason     show data(objective) • opinion (separate from data)       use your own words       data

Body • reason     show data(objective) • opinion (separate from data)       use your own words       data interpretation→discussion • conclusion   correspond to questions       Does it follow logical sequence? • action      preannounce       • Summary 2013/5/22 Academic Writing 14

 例 Fig. 3 Fluctuation of the temperature inside the room Table 5: Score-up

例 Fig. 3 Fluctuation of the temperature inside the room Table 5: Score-up per section for the class of 2007 Reading Before After Score-up 2013/5/22 Academic Writing 19. 5 21. 2 1. 7 Listening 14. 2 16. 6 2. 4 Speaking 14. 1 21. 3 7. 2 Writing 14. 3 20. 1 5. 8 Total 62. 2 83. 4 21. 2 16

Chart Pie chart Bar graph Figure 2. Bar graphs are used to show discrete

Chart Pie chart Bar graph Figure 2. Bar graphs are used to show discrete data. Fig. 1. A pie chart looks like a pie. The pie chart has 3 "sectors" ("slices" or "shares"). The purple sector makes up 50% of the total. Flow chart Scatter plot Fig 3. A scatter plot shows a series of measurement points. It is similar to a line graph, but in a scatter plot there can be multiple y values for one x value. 2013/5/22 Academic Writing Figure 4. Flowcharts are often used to explain an algorithm or a process, or to visualize a flow of data or materials in a schematic way. 17

Caption • Figure 1 shows the test results. During the manufacturing of Z, the

Caption • Figure 1 shows the test results. During the manufacturing of Z, the process is done at the end of the welding. The thickness of the plate was 3 mm. When the aluminum content was less than 0. 6 mass%, no influence was observed on the surface. • As seen in Fig. 2, the temperature rapidly rises. 2013/5/22 Academic Writing 18

Verbs (Choosing the right verb to convey the right idea)

Verbs (Choosing the right verb to convey the right idea)

Tense (1) Present tense • Established (general) knowledge “Differentiated cells can be reprogrammed to

Tense (1) Present tense • Established (general) knowledge “Differentiated cells can be reprogrammed to an embryonic-like state by transfer of nuclear contents unto oocytes or by fusion with embryonic stem (ES) cells. ” • Research goal/summary “Here, we demonstrate induction of pluripotent stem cells from mouse embryonic or adult fibroblasts by inducing four factors, …” • Hypothesis “…based on our hypothesis that such factors also play pivotal roles in the maintenance of ES cell identity…” • Figures and tables Figure 1 shows/illustrates… 2013/5/22 Academic Writing 20

Tense (2) Past tense • Specific findings (literature review) Scott proved that… • Current

Tense (2) Past tense • Specific findings (literature review) Scott proved that… • Current research description “We selected 24 genes as candidates for factors that induce pluripotency in somatic cells…” 2013/5/22 Academic Writing 21

Tense (3) Present perfect tense • • Previous research which results are already known

Tense (3) Present perfect tense • • Previous research which results are already known to be true or discussion is in progress. Studies have suggested that… Discussing previous results without direct reference to the paper (usually put in brackets) “Several genes that are frequently upregulated in tumors, such as Stat 3 (Matsuda et al. , 1999; Niwa et al. , 1998), E-Ras (Takahashi et al. , 2003), c-myc (Cartwright et al. , 2005), Klf 4 (Li et al. , 2005), and b-catenin (Kielman et al. , 2002; Sato et al. , 2004), have been shown to contribute to the long-term maintenance of the ES cell phenotype and the rapid proliferation of ES cells in culture. ” 2013/5/22 Academic Writing 22

Voice (態) Active 1 st person: We carried out an experiment 2 nd person:

Voice (態) Active 1 st person: We carried out an experiment 2 nd person: You carried out an experiment 3 rd person: The authors carried out an experiment Passive An experiment was carried out (…by the authors? …by other researchers? ) Formal 2013/5/22 Academic Writing 23

Important Note on Tenses • ALWAYS refer to the guidelines for authors • Read

Important Note on Tenses • ALWAYS refer to the guidelines for authors • Read several articles from the journal you submit your paper to Courtesy of IEEE – Author Tools, www. ieee. org/publications_standards/. . . /authors/index. html 2013/5/22 Academic Writing 24

Exercise ① Read Scan the paper for verbs ② Group the verbs according to

Exercise ① Read Scan the paper for verbs ② Group the verbs according to their meaning • show • find out • look (at) ③Compare the styles of “Results” and “Discussion” Time: ca. 10 minutes

EXHIBIT ILLUSTRATE INDICATE SHOW POINT  OUT MAKE  EVIDENT SUGGEST FIND  OUT DEMONSTRATE REVEAL DISPLAY

EXHIBIT ILLUSTRATE INDICATE SHOW POINT  OUT MAKE  EVIDENT SUGGEST FIND  OUT DEMONSTRATE REVEAL DISPLAY

ESTABLISH ASSESS IDENTIFY FIND  OUT FIND ASCERTAIN CHECK DETERMINE SEE

ESTABLISH ASSESS IDENTIFY FIND  OUT FIND ASCERTAIN CHECK DETERMINE SEE

OBSERVE VIEW LOOK (EXPRESS) SEE

OBSERVE VIEW LOOK (EXPRESS) SEE

Verb Editing First draft - many short, simple sentences - simple verbs (to be,

Verb Editing First draft - many short, simple sentences - simple verbs (to be, get, have, use, see, find out) • Simple verbs accurate verbs – be occur, exist, appear, observe – get obtain, receive, earn, become, start to be, cause, reach, understand • Look up the meaning in an English-English dictionary http: //dictionary. cambridge. org/ 2013/5/22 Academic Writing 29

Example: Obtain or Receive? Sugar is obtained by crushing and processing sugar cane. obtain=to

Example: Obtain or Receive? Sugar is obtained by crushing and processing sugar cane. obtain=to get something, especially by asking for it, buying it, working for it or producing it from something else to obtain permission First editions of these books are now almost impossible to obtain. In the second experiment they obtained a very clear result. You get something you want (by doing some action) receive • to get or be given something Did you receive my letter? They received a visit from the police. She died after receiving a blow to the head. Members of Parliament received a 4. 2% pay increase this year. • (of a radio or television) to change signal into sounds and pictures • to be able to hear someone's voice when they are communicating with you by radio 2013/5/22 Academic Writing 30

Verbs in “Results” and “Discussion” • “Results” – Descriptive verbs – Report • “Discussion”

Verbs in “Results” and “Discussion” • “Results” – Descriptive verbs – Report • “Discussion” – May/might – Suggest/favor 2013/5/22 FACTS POSSIBILTIES Academic Writing 31

modal • opinion, possibility may, might, can, could, will (順に強く) • opinion Should, ought

modal • opinion, possibility may, might, can, could, will (順に強く) • opinion Should, ought to, must, have to may not, might not, shouldn't, wouldn't can't, won't, impossible (順に強く) 2013/5/22 Academic Writing 32

Punctuation (One comma can make a big difference)

Punctuation (One comma can make a big difference)

“Eats, Shoots & Leaves” • A punctuation book by Lynne Truss • Describes grammar

“Eats, Shoots & Leaves” • A punctuation book by Lynne Truss • Describes grammar rules in an entertaining way • Punctuation matters! Panda. Large black-and-white bear-like mammal, native to China. Eats, shoots and leaves. 2013/5/22 Academic Writing 34

“Eats, Shoots & Leaves” SLOW CHILDREN CROSSING 通 学 路 ス ピ ー ド

“Eats, Shoots & Leaves” SLOW CHILDREN CROSSING 通 学 路 ス ピ ー ド 落 と せ Slow, children crossing Slow children crossing Images courtesy of “Eats, Shoots & Leaves: Why, Commas Really Do Make a Difference!” 2013/5/22 Academic Writing 35

Commas • before a coordinating conjunction(等位接続詞) (and, but, for, nor, so, yet)  Steven’s inventions

Commas • before a coordinating conjunction(等位接続詞) (and, but, for, nor, so, yet)  Steven’s inventions have inspired communication tools, computer graphics, films, and social networking services. • When items in a series have internal commas, use semicolons   Pollsters focused their efforts on Columbus, Ohio; Des Moines, Iowa; and Saint Louis, Missouri. 2013/5/22 Academic Writing 36

Let’s Compare • Scientists, who observe standards of objectivity in their work, can contribute

Let’s Compare • Scientists, who observe standards of objectivity in their work, can contribute usefully to public policy debates. • Scientists who observe standards of objectivity in their work can contribute usefully to public policy debates. (descriptive) Observe standards Scientists of objectivity 2013/5/22 Academic Writing 37

Apostrophe • Abbreviated forms: can’t, wouldn’t Not acceptable in research papers. • When you

Apostrophe • Abbreviated forms: can’t, wouldn’t Not acceptable in research papers. • When you make plural forms of alphabets.    P’s, q’s , triple A’s • No apostrophes for plural form of abbreviations or numbers.   Ph. Ds 1990 s   MAs fours   TVs SAT score in the 1400 s 2013/5/22 Academic Writing 39

Numerals-1 • We use 16 amperes or 5 milliliters in a research paper. but,

Numerals-1 • We use 16 amperes or 5 milliliters in a research paper. but, spell out if the word is short and not accompanied with figures. In the ten years covered by the study, the number of participating institutions in the United States doubled, reaching 90, and membership in the six-state region rose from 4 to 15. • Spell out at the beginning of the sentences.  Two thousand four was an election year in the United States. × 2004 was an election year in the U. S. 2013/5/22 Academic Writing 40

Numerals-2 • Accompanied by the symbols of units        6 lbs. 4: 20 p. m.

Numerals-2 • Accompanied by the symbols of units        6 lbs. 4: 20 p. m. 3% 8 KB $9 2” • Address 1429 Vernon Ridge Dr. • Date 1 June 2013, June 1, 2013 dd/mm/yy   no commas mm/dd, yy   with a comma • Decimal numbers 9. 4 • Division page 5, pp 5 -10 year 4 of the study 2013/5/22 Academic Writing 41

Numerals-3 • Mix them in a big number    4. 5 million • Only

Numerals-3 • Mix them in a big number    4. 5 million • Only five of the 250 delegates • Exactly three automobiles and 129 trucks • From 1 billion to 1. 2 billion 2013/5/22 Academic Writing 42

Numerals-4 • Put commas every 3 digit  1, 000  20, 000  8, 765, 432

Numerals-4 • Put commas every 3 digit  1, 000  20, 000  8, 765, 432 • Not in pages, addresses, years   Page 1011   4156 Alphonse Dr.   In 1999 2013/5/22 Academic Writing 43

Numerals-5 1% $3. 45 30% $25 100% $1, 000 Spell our the centuries   the

Numerals-5 1% $3. 45 30% $25 100% $1, 000 Spell our the centuries   the twentieth century Eighteen-century thought Nineteenth- and twentieth-century invention 2013/5/22 Academic Writing 44

References • Quotation or reference should be clearly indicated • If there are multi-authors,

References • Quotation or reference should be clearly indicated • If there are multi-authors, put everyone’s name • Name of the journal should follow the international standard • Follow the journal’s rule in which order you should put the bibliographic elements • Do not cite the papers which are not published • Numbering system:put the number of the referenced books in the order of appearance • Harvard system(author and year):at the end of the paper, put all the references in ABC order 2013/5/22 Academic Writing 45

 • • • 書誌内容 bibliographic information Title Last name of author Capitalize only

• • • 書誌内容 bibliographic information Title Last name of author Capitalize only the first word Comma or period between each piece of info First author and et al. (Eds) for more than one editor Location, colon, publisher Indent all lines after the first line Put year, volume, page editor in parentheses 2013/5/22 Academic Writing 47

Numbering system Harvard system at the end of the paper, put all the references

Numbering system Harvard system at the end of the paper, put all the references in ABC order 2013/5/22 Academic Writing put the number of the referenced books in the order of appearance 48

Plagiarism If you use quotation without indicating, it will be a plagiarism   copy and

Plagiarism If you use quotation without indicating, it will be a plagiarism   copy and paste is also a crime   You have to get out of university by doing it. • Respect the intellectual property • Multi-posting is inhibited 2013/5/22 Academic Writing 49

Recap: Peer-review Peer = person of equal rank or standing; friend Review = inspect,

Recap: Peer-review Peer = person of equal rank or standing; friend Review = inspect, examine; reconsider, rethink Helps the Journal/Conference to - See whether your paper will be interesting for their audience - Improve (the readability of) your paper - Check whether your claims are correct (or at least reasonable) Gives you valuable feedback - To improve your paper - To improve/expand your research - To improve your writing skills (Language ability, Structure, Logic, …) Peer review is not for criticizing, but for making your writings better. 2013/5/22 Academic Writing 50

Peer review check sheet • Read the paper twice, once to get an overview

Peer review check sheet • Read the paper twice, once to get an overview of the paper, and a second time to provide constructive criticism for the author to use when revising his/her paper. Answer the questions below. • Organization 1. Were the basic sections (introduction, body, conclusion) adequate? 2. Did the writer use subheadings well to clarify the sections of the text? 3. Was the material ordered in a way that was logical, clear, easy to follow? 2013/5/22 Academic Writing 51

 • Grammar and Style 4. Were there any grammatical or spelling problems? 5.

• Grammar and Style 4. Were there any grammatical or spelling problems? 5. Was the writer’s writing style clear? Were the sentences and paragraphs cohesive? • Content 6. Did the writer adequately summarize and discuss the topic? 7. Did the writer or merely summarize existing data or publications? 8. Did the writer make some contribution of thought to the paper? 2013/5/22 Academic Writing 52

When you peer review • Read a draft all the way through before you

When you peer review • Read a draft all the way through before you begin to comment on it. • Point out the strength of the draft. • Don’t overwhelm the writer, but stick to the major issues on the feedback form. • Be respectful and considerate of the writer’s feelings. • Make sure the comments are constructive and specific. • Raise questions from a reader’s point of view, points that may not have occurred to the writer. • Offer suggestions, not commands. 2013/5/22 Academic Writing 53

Research Proposal • There is no single format for research proposals  because every research

Research Proposal • There is no single format for research proposals  because every research proposal has different discipline, requirements, and formats. • A description of the research problem. • An argument as to why that problem is important. • A review of literature relevant to the research problem • A description of the proposed research methodology. • A description of how the research findings will be used 2013/5/22 Academic Writing 54

This research project explores ……… • Where does this research question come from? •

This research project explores ……… • Where does this research question come from? • Clarify or quantify any concepts which may not be clear. • Why the research is important. 2013/5/22 Academic Writing 55

Don’t • Use words when you are not absolutely certain of their meaning •

Don’t • Use words when you are not absolutely certain of their meaning • Use difficult words to impress your reader • Use overly simplistic language • Repeat yourself • Digress (起承転結) 2013/5/22 Academic Writing 57

Report 2 • Write a summary report of the document which was distributed last

Report 2 • Write a summary report of the document which was distributed last week. • A sheet of A 4 plus title page • Your fonts should be no bigger than 12, no smaller than 10 • Include your opinion as well. • Deadline: 23: 59 Monday, May 27 th, 2013/5/22 Academic Writing 58