Janet Giltrow's Academic Writing: Writing and Reading in the Disciplines has been widely acclaimed in all its editions as a superb textbook—and an important contribution to the pedagogy of introducing university and college students to the conventions of writing in an academic milieu. Giltrow draws meaningfully on theory, especially genre theory, while using specific texts to keep the discussion grounded in the particular. Exercises throughout help students to interpret, summarize, analyze, and compare examples of academic and scholarly writing. The book is intended to demystify scholarly genres, shedding light on their discursive conventions and on academic readers' expectations and values.
Academic Writing: An Introduction is a concise version of the full work, designed to be more compact and accessible for use in one-term writing courses. This new edition has been revised throughout and contains many new exercises, updated examples, an expanded discussion of research writing in the sciences, new glossary entries, and a new section on research ethics and the moral compass of the disciplines.
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About the Author
Janet Giltrow is a Professor of English and Associate Dean of Arts at the University of British Columbia. Her research has been published in journals such as American Literature, Style, Studies in the Novel, Modern Language Review, Technical Writing and Communication, and TEXT, and in collections on feminist narratology, genre theory, linguistic variation, language and law, and internet communication.
Richard Gooding is a lecturer in the Department of English and in Arts Studies in Research and Writing at the University of British Columbia. Daniel Burgoyne is a professor in the Department of English at Vancouver Island University. They are the co-authors of the Canadian edition of the New Century Handbook.
Marlene Sawatsky is a Senior Lecturer and teaches courses in Writing and Rhetoric in the English Department at Simon Fraser University.
Table of Contents
Chapter 1: Introducing Genre
1. Hearing Voices
2. Hearing Genres
3. High-School vs. University Writing
4. The University as Research Institution
Chapter 2: Readers Reading I
1. Who Do You Think You're Talking To?
2. Attitudes Toward Language
3. Traditions of Commentary on Student Writing
4. An Alternative to Traditional Commentary: The Think-Aloud Protocol
5. Adapting the Think-Aloud Protocol in the Writing Classroom
6. Reading on Behalf of Others
7. Reliability of Readers
Chapter 3: Citation and Summary
1. Introducing Scholarly Citation
2. Is Citation Unique to Scholarly Writing?
3. Why Do Scholars Use Citation?
Chapter 4: Summary
1. Noting for Gist
2. Recording Levels
3. Using Gist and Levels of Generality to Write Summary
4. Establishing the Summarizer's Position
5. Reporting Reporting
6. Experts and Non-experts
Chapter 5: Challenging Situations for Summarizers
1. High-level Passages
2. Low-level Passages
3. Summarizing Narrative
Chapter 6: Orchestrating Voices
1. Making Speakers Visible: Writing as Conversation
2. Orchestrating Scholarly Voices
3. Identifying Different Genres and Orchestrating Non-scholarly Voices
Chapter 7: Definition
3. Sustained Definitions
4. The Social Profile of Abstractions and Their Different Roles in Different Disciplines
Chapter 8: Readers Reading II
1. Think-Aloud and Genre Theory
2. The Mental Desktop
Chapter 9: Scholarly Styles I
1. Common and Uncommon Sense
2. Is Scholarly Writing Unnecessarily Complicated, Exclusionary, or Elitist?
3. Nominal Style: Syntactic Density
4. Nominal Style: Ambiguity
5. Sentence Style and Textual Coherence
Chapter 10: Scholarly Styles II
1. Messages about the Argument
2. The Discursive I
3. Forecasts and Emphasis
4. Presupposing vs. Asserting
Chapter 11: Making and Maintaining Knowledge I
1. Making Knowledge
2. Method Sections
3. Qualitative Method and Subject Position
Chapter 12: Making and Maintaining Knowledge II
2. Other Markers of the Status of Knowledge
3. Tense and the Story of Research
Chapter 13: Introductions
1. Generalization and Citation
2. Reported Speech
4. State of Knowledge and the Knowledge Deficit
5. Student Versions of the Knowledge Deficit
Chapter 14: Conclusions and the Moral Compass of the Disciplines
2. The Moral Compass of the Disciplines: Research Ethics
3. The Moral Compass of the Disciplines: Moral Statements