INTEGRATING RESEARCH, CRITICAL THINKING, ACADEMIC READING AND WRITING ACSENDA SCHOOL OF MANAGEMENT Pearson GSE MAXIMIZE Practise your English and critical-thinking skills online with: YOUR © Supplementary reading and writing activities * Vocabulary development LEARNING © Grammar exercises for each unit in the Handbook EXPERIENCE Check your results as you complete the activities, and quickly identify notions to review. Wt Monitor your progress in the Gradebook. My eLab Access useful reproducibles and reference materials in the Documents tab: * Model texts and sample student essays * Reliability checklists for sources IIIVRNLE ¢ Review sheets for self- and peer evaluation ADVANCE STEVE MARSHALL IN ACADEMIC WRITING INTEGRATING RESEARCH, CRITICAL THINKING, ACADEMIC READING AND WRITING ACSENDA SCHOOL OF MANAGEMENT wll ACADEMIC WRITING—ADVANCED (ENGL102) ACSEN DA ‘SCHOOL OF MANAGEMENT @ Pearson GSE Product Owner Dedication Stephan Leduc | would like to dedicate this book to Jamie, Joey, and Miki. Editor Patricia Hynes Piera Palucci The publisher wishes to thank the following people for their helpful comments and suggestions: Proofreader Mairi MacKinnon Jerry Block, Fraser International College Catherine Macpherson Jennifer Carioto, Algonquin College Rights and Permissions Coordinator Kristibeth Kelly Delgado, Fanshawe College Aude Maggiori Michelle Duhaney, Seneca College Text Rights and Permissions Glenda Fish, Trent University Rachel Irwin Eldon Friesen, Brock University Art Director Héléne Cousineau Izabella Kojic-Sabo, University of Windsor Centre for English Language Development Graphic Design Coordinator Estelle Cuillerier Dagmar Kulikova, Seneca College Book and Cover Design Jennifer Walsh Marr, University of British Columbia Vantage College Benoit Pitre Darlene Murphy, University of Wiirzburg Book Layout Bobbi Reimann, Catholic University of Eichstatt-Ingolstadt Pige communication Cyndy Reimer, Douglas College Daniel Riccardi, University of British Columbia Vantage College Cover Photo Skye Skagfeld, Vancouver Island University SHUTTERSTOCK © Rawpixel.com © EDITIONS DU RENOUVEAU PEDAGOGIQUE INC.
(ERPI), 2017 ERPI publishes and distributes PEARSON ELT products in Canada. 1611 Crémazie Boulevard East, 10th Floor Montréal, Québec H2M 2P2 CANADA Telephone: | 800 263-3678 Fax: | 514 334-4720 information@pearsonerpi.com DANGER All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of EDITIONS DU RENOUVEAU PEDAGOGIQUE INC. Registration of copyright— Bibliothèque et Archives nationales du Québec, 2017 Registration of copyright— Library and Archives Canada, 2017 Printed in Canada 1234456789 HLN 212019 ISBN 978-2-766 1-0299-0 6102990 ABCD OFIO INTRODUCTION Success in Academic Writing Effective academic writing is key to success in higher education, and Advance in Academic Writing has been written with success in mind.
Success in academic writing depends on many factors. Of course, academic writers need to be able to use accurate sentence structure and vocabulary, as well as appropriate style; how- ever, effective academic writing is not possible without effective academic reading and critical thinking. Writers have to be able to understand and engage critically with academic texts written by experts, and this engagement needs to be evident in their writing. Integrating Research, Critical Thinking, Academic Reading and Writing Advance in Academic Writing is an integrated textbook that interweaves writing and key skills for academic success, including a chapter dedicated to understanding the basics of academic research.
Each chapter is based on a theme of scientific or social interest, includes authentic academic texts, and contains carefully constructed tasks that relate directly to the texts: active and critical reading, critical thinking, academic vocabulary, academic style, and effective sentence structure (writing- related grammar). Each chapter ends with a writing task that includes opportunities for editing and peer review. Learning, Reviewing, Consolidating, and Applying Knowledge Students need to apply what they learn in general academic writing courses in many contexts across the disciplines. Sometimes this application of knowledge to context takes place concurrently, during an academic writing course.
More often, application to context takes place months later. In this sense, it is essential that academic writing courses build in ways for students to review and consolidate new knowledge so as to increase the likelihood of its successful application later on. Put simply, it is not enough for students to read a text, follow instructions, do a task, then move on. For learners to internalize and retain knowledge, continuous review and consolidation are required.
Multi-Stage Review and Consolidation Advance in Academic Writing is structured to include multi-stage review and consolidation. The writing tasks at the end of each chapter encourage self- and peer review with task-specific checklists and structured evaluation sheets. To encourage long-term internalization of knowledge, students consolidate key aspects of the content between chapters, in two dedicated review chapters, in the Handbook at the end of the book, and in the customized My eLab. Acknowledgements | would like to acknowledge the students | have taught over the years at University College London and Simon Fraser University, from whom | have learned so much.
| am especially grateful to the students who provided samples of their academic writing and to the reviewers, whose comments were invaluable. | would also like to acknowledge the support of the following people at Pearson ELT: Stephan Leduc, Aude Maggiori, and Benoit Pitre. Finally, | offer my gratitude to editor Patricia Hynes, whose expertise, knowledge, and attention to detail | greatly appreciated. HIGHLIGHTS 'BRINGING IN 0THERS IDEAS: L2 0 0Q Opening Page Each chapter opens with a quotation for reflection, an introduction of the chapter topic and theme, and a list of contents.
Students engage with the chapter theme by doing an exploratory task. Active and Critical Reading Authentic texts on the chapter theme introduce language and text features for analysis. The texts—primarily excerpts of academic journal articles—are the starting point for the critical- thinking, vocabulary, grammar, style, and writing tasks that follow. Critical Thinking Critical-thinking tasks are linked to in-depth engagement with academic texts, with a focus on how to create effective arguments and how expert authors avoid logical fallacies in their writing.
Vocabulary Students build vocabulary that is particularly useful in academic writing, such as reporting verbs and language for describing data. A short list of words and expressions from the chapter texts is selected for vocabulary development in My eLab. IV ADVANCE IN ACADEMIC WRITING Effective Writing Style Students practise essential aspects of effective style in academic writing, including objective and subjective styles, appropriate formality, and correct in-text citations and references. Effective Sentence Structure Examples from the chapter texts are used to show accurate structures in context.
The chapter focus is linked to a Handbook unit, which develops the topic further. HANDBOOK: Writing Effective Sentences Fourteen units expand on the grammar, sentence structure, and punctuation topics introduced in the chapters. Each unit is linked to additional practice in My eLab. Write, Revise, and Edit A final writing task gives students the opportunity to integrate their learning from the chapter.
A checklist or review sheet is also provided for self- and peer reviews. Pe nee ad ——— Appendices Three appendices provide detailed explanations of linking words, cover the main aspects of APA citation style, and highlight common mistakes to avoid in academic writing. SCOPE AND SEQUENCE Structure lense and aspect Seven Stages lingual students’ academic thinking? learning vocabulary ofthe Pi Writing ae "E9 © Formality: Formality: phrasal phrasal bé and Latinate ver > Handbook Unit1 2 © Expository text on © Evaluate types of © Research-related © Articles, nouns, Understanding the research process research vocabulary and noun phrases Research Journal article on a historic © Passive voice double-blind control trial —> Handbook Unit2 3 © Readi Reading around d a text © 6 Genre and d stylein style i ¡ s Anaphoric Anaphoricant and Independent an id Independ Bringing in © Skimming writing cataphoric reference | dependent clauses Others ldeas: * Journal and newspaper words © Simple, compound, Reading articles on self-driving cars © Language and complex * Scanning of attribution sentences © Annotating — > Handbook Unit 3 4 © Encyclopedia entry on © Engaging critically | © Describing data © Subject-verb 3D printing with statistical data agreement Describin To Tu BE © Online article about air and media statistics © Review of sentence Analyzing Data pollution statistics fragments and © Tabloid article punctuation —> Handbook Unit 10 5 Journal article on writing © Academic integrity | © Guessingmeaning | ¢ Relative clauses Bringing in from sources versus plagiarism from context (defining and Others’ Ideas: ° lnÍerring meaning * “Standing on the © Reporting verbs non-defining) Writing © Online article on plagiarism shoulders of giants” in the music industry © Assessing the reliability of sources —> Handbook Unit4 6 ¢ Newspaper article © Role of prisons: © Language of © Punctuation: P ting on prisons in Sweden rehabilitate or opinion commas Coherent © Note taking punish? cate © Logical fallacies: = cause and effect —> Handbook Unit 5 7 © Pre-reading research skills © Bringing life © Review of guessing | © Conditional Writing © Locating stance, opinion, experience into meaning from sentences Arguments in and relevance in abstracts one’s writing context Essays © Abstracts from academic ® Exemplification journal articles and an academic blog on cellphone use in class —> Handbook Unit 11 vi ADVANCE IN ACADEMIC WRITING The Writing Process Effective Writing Style Write, Revise, and Edit © Seven stages of the writing © Using or avoiding personal © Paragraph about personal *Grammar diagnostic process language background © Supplementary reading © Revise verb forms and writing activities in paragraph © Vocabulary exercises © Exercises on tense and aspect © 10 stages of the research © Writing in an objective, © 100-word summary © Supplementary reading process scientific style (passive of the chapter article and writing activities voice) © Vocabulary exercises © Exercises on articles, nouns, and noun phrases © Summary-writing process © Adapting semi-formal style © 200-word academic © Supplementary reading for academic writing summary and writing activities Paraphrasing © Self- and peer review © Vocabulary exercises (with review sheet) Exercises on clauses and sentences © Expository writing © Review of effective style © Process paragraph based © Supplementary reading ona diagram and writing activities © Paragraph describing data © Vocabulary exercises from two bar charts © Exercises on subject-verb © Self- and peer review (with agreement checklist) © Response paper writing © Shifting style from © 200-word response paper © Supplementary reading process conversational to formal © Self- and peer review and writing activities © Writing reference list (with review sheet) © Vocabulary exercises entries in APA style. Exercises on relative clauses © Developing arguments © Review shifting style © Two opinion paragraphs © Supplementary reading from informal to formal © Peer review (with checklist) and writing activities © Vocabulary exercises © Exercises on commas © Forming outlines for Describing the genre Four-page argumentative © Supplementary reading argumentative essays features of an academic essay and writing activities blog © Self- and peer review * Vocabulary exercises © Review of describing (with review sheet) © Exercises on conditional statistical data sentences vil TABLE OF CONTENTS WRITING AND RESEARCH: GETTING STARTED [= EEZGIKI SEVEN STAGES OF THE WRITINGPROCESS.
3 THEME: ACADEMIC WRITING What Our Students Tell Us: Perceptions of Three Multilingual Students on Their Academic Writing in First Year (excerpts). 4 Seven Stages of the Writing Process. - 15 EZSGrri UNDERSTANDING RESEARCH. 27 THEME: HOMEOPATHY AND CONTROL TRIALS What Is Research?.
seu cee commas suegvs 128 10 Stages of the Research Process. - s St Inventing the Randomized Double-Blind Trial: The Nureinbste Salt Test of 1835 (iögR): corse 36 FEC.Lif BRINEING IN 0THERS IDEAS: READING. ce 49 THEME: SELF-DRIVING CARS To Delegate or Not to Delegate: A Review of Control Frameworks for Autonomous Cars (excerpts). 52 Driverless Cars Work Great in Sunny California.
But How About in a Blizzard?. 59 (EGET DESCRIBING PROCESSES AND STATISTICAL DATA seve 775 THEMES: 3D PRINTING AIR POLLUTION 3D Printing a ee ae ieee. #6 Air Pollution Statistics (excerpt).------------cŸŸ cà 80 Modern Life Is KILLING Children: Gadgets, Pollution and Pesticides Are Blamed as Cancer Rates Soar 40 per cent in Just 16 Years. 88 WRITING FOR ACADEMIC PURPOSES: ARGUMENTS [=i BRINGING IN OTHERS’ IDEAS: WRITING.