英文论文写作技巧.docx

英文论文写作技巧.docx

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英文论文写作技巧

TableofContents:

Introduction

Chapter1:

TheThinkingPhase

Section1:

Understandingwritingsituations

Section2:

WritingPurpose

Section3:

Topic

Section4:

Audience

Section5:

Yourcontext–developingacriticalstance

Chapter2:

TheWritingPhase

Section1:

Researchingthetopic16

Section2Readingtorespond17

Section3:

Notetakingstrategies18

Section4:

Writingstrategies20

Section5:

Academicarguments20

Section6:

Developmentinwriting23

Chapter3:

TheOrganisationPhase

Section1:

PresentingyourIdeas26

Section2:

Notesandguidanceonessaywriting26

Section3:

UndergraduateThesis/DissertationGuidelines27

Section4:

PostgraduateResearchGuidelines28

Chapter4:

OtherTypesofAcademicWriting

Section1:

Notetaking32

Section2:

EditingandProofreading33

Section3:

Scientificformatpaper31

Section4:

Answeringexamquestions34

Appendices:

NationalCollegeofIrelandStandards

Section1:

PresentationofEssays40

Section2:

GeneralLayoutofassignments40

Section3:

Howassignmentsaremarked41

Section4:

Offcampusprojectregulationsandsubmissions41

Section5:

BCourseprojectregulationsandsubmissions41

Section6:

ECourseprojectregulationsandsubmissions42

Section7:

ManagementreportGuidelines42

Section8:

UndergraduateThesis/DissertationStructure43

Section9:

PostgraduateThesis/DissertationStructure43

Section10WorkingPaperGuidelines44

Section11:

TheLastCheck!

45

Bibliography46

INTRODUCTION

Introduction:

Thismanualgivesageneralintroductiontotheskillsofacademicwriting,whetheressays/projects,managementreports,thesesorexamquestions.Itoutlinesthecompleteprocess,startingwithtopicresearch,throughtheessayplanandfinally,tothewritingstage.Thewritingofessays/researchpapers/dissertationsandcompletingofassignmentsaretwoofthemainwaysinwhichthestudentsetsoutanddevelopshis/herabilitiesinthesubject.Itisalsoaway,alongwithinvigilatedexaminations,inwhichaneducationalinstitutiontestsitsstudents.Itcanbesaidbrieflythatanessayisanopportunitytomakeacase,tosetoutanargumentandtobuttressitwithevidence.Thecaseisyourcase;itrepresentsyourresponsetotheauthororworkbeforeyou,ortotheproblempostedbythequestionyouareanswering.Thinkofitasameansofpersuadingthereader,toshareyourpointofview.Thisattitudewillinfluencethetoneandthecontentofyouressay;itwillalsohelpyoutoseethesenseinwhichanessayis,andmustbe,'original'.Essentiallytherearethreephasesorstagesinthepreparationofaprojectoressay（whetheranassignmentoranexamquestion）whichareout-linedbelowandwhichwillbeexploredingreaterdetailinthefollowingchapters;

StagesofProjectandEssayPreparation

TheThinkingPhase

Understandingthewritingsituation

Writingpurpose

Definitionoftopic

Audience

YourContextDevelopingacriticalstance

TheWritingPhase

Researchingthetopic

Readingtorespond:

encounteringthetext

Writingstrategies

AcademicArguments

DevelopmentinWriting

TheOrganisationPhase

Presentingyourideas

Notesandguidanceonessaywriting

Undergraduatethesis/dissertationguidelines

Postgraduateresearchguidelines

Managingyourtime:

Managingyourtimeeffectivelyisoneofthemostpro-activewaysofimprovingyourstudyandwritingskills–ifyoufeelincontrolofyourtimeandhavearoutinethatsuitsthatparticularrhythm’sofyourlifestudyingandcompletingcourseworkbecomesanaturalpartofthatrhythm,insteadofanextraimposition.Itisusefultobeginbyidentifyingtimerelatedissuesandaskingyourselfwhydoyouwaste“studytime”?

•Lackofclearfocus–notknowinghoworwheretostart.Itisimportanttobeclearabouttheareaunderconsideration.Someoftheactivereadingtechniquesdetailedinthefollowingsectionmayhelpyoutohaveagreaterunderstandingofthetopicarea.

•Procrastination–Everyonecanidentifywiththis,particularlyiftherearecompetingprioritiesoneitherasocialordomesticfront;it’susuallyeasiesttodeferthestudy.Thelongeryouleaveitthemoredifficultitwillbecome.

•Jumpingfromonetasktoanother–failingtocompleteapieceofresearchorreadingyouhavesetyourselfcanbebothdemoralisinginthelongtermandaninefficientuseoftime–youmayhavetogooveritallagainnexttime.

•Studyingwithfriendsorcolleagues–shareideas,discussapproaches–thiscanbeanextremelyeffectivestrategy,howeverifyouactasdistractionsforoneanothertimespenttogethercanultimatelybeveryunproductive.

CHAPTER1

THETHINKINGPHASE

Section1:

Understandingwritingsituations

Whenwearehavingaconversationwithsomeoneonthetelephone,areinvolvedinaclassroomdiscussion,aregivingapresentation,orhavingameetingwithfellowstudents,itisobvioustousthatweareinvolvedintheactofcommunication.Howeversometimeswefindithardtothinkaboutwritingasequallysocial,asyetanotherformofcommunication.Writingishardwork,andit’susuallydoneinaquietplace,awayfromothers.Itmightseemoddtohearitcalledasocialact.Howeverthemostexperiencedwritersandlecturerscallitjustthat.Ifyouthinkaboutitcarefully,you’llrealisethat,withfewexceptions（diaries,traveljournals,andshoppinglistsamongthem）,mostwritingactivitiesareintenselysocial.Evenrelativelysimplewritingactivities,suchastakingatelephonemessage,sendingemail,orwritingapersonalletter,involveconveyingamessagetoanotherpersonasclearlyaspossible.Morecomplexwritingactivities,suchaswritingabusinessproposaloraprogressreport,requirewriterstothinkmuchmorecarefullyabouthowtheirreaderswillreacttowhatiswritten.

Accountabilityinwriting

Accountabilityisakeyconceptinwritingandparticularlysoinacademicwritingandresearchwriting.Itwouldbeembarrassingtorepeatwhatsomeonehadjustsaidbeforeyoujoinedaconversation.Itwouldbeevenmoreembarrassingtobeaccusedofstealingsomeone’sideasbecauseyouhadn’tbotheredtoreadwhatthey’dwrittenaboutanissue.Knowingwhat’sbeenwrittenaboutanissue–beinganaccountablememberofaconversation–isthefirststeptowardbecominganeffectivewriter.

ContributingsomethingofValue

Similarly,theideaofcontributingsomethingofvaluetoaconversationiscentrallyimportantinmostwritingprojects.Yourwritingwillbeignoredifitfailstooffersomethingofvaluetoyourreaders.

Reader’sValues

What’svaluabletoyourreadersofcoursedependsonwhothosereadersare,providingadetailedhistoryoftheinternetwillwinyoulittlefavourfromreadersofatechnicalmanualforwebserversoftware,butwillbeofgreatvaluetoreadersofabookcoveringthedevelopmentoftheworldwideweb.Forthesereasons,therelationshipsbetweenreadersandwriterscanbecomequitecomplex.Justaswriterscomposedocumentsforawiderangeofpurposes,readersreadforavarietyofreasons.Thedegreetowhichwriterscanaccomplishtheirpurposesdependsinlargepartontheextenttowhichtheirdocumentcaninfluencepeopletobehaveandthinkincertainways.Thedegreetowhichreadersfindadocumentusefuldependsontheextenttowhichitisconsistentwiththeirinterestsandneeds.Thedocument,asaresultbecomesthekeypointofcontactbetweenreadersandwriters–whomightliveindifferenttimes,beseparatedbythousandsofmiles,and/orbringradicallydifferentexperiencestotheirwritingandreadingofthedocument.

WhatistheContext?

Thisdealswiththesettinginwhichthewritingtakesplace.Physicalcontextreferstothecontextinwhichawritersandreadersinteractwithatext.Writerscomposetextsinavarietyofphysicalsettingsthatcanaffectwhatandhowtheywrite.SocialContext,Thecommunity–orsocialcontext-towhichreadersandwritersbelongcanalsoaffectthereadingandwritingofadocument.Writersandreadersfromthesameorsimilarcommunitiesaremorelikelytocommunicateeffectivelywitheachotherviaadocumentthanwritersandreaderswhocomefromdifferentcommunities.Culturalcontextreferstoalargersetofsimilaritiesanddifferencesamongreaders.

Section2:

WritingPurpose

Purposeisthereasonwhyyouarewriting

Noticethatselectingtheformforyourwriting（list,report,essay,letter,thesis）isoneofyourchoicesthathelpsyouinachievingyourpurpose.Youalsohavechoicesaboutstyle,organization,kindsofevidencethathelpyouachieveyourpurposeWritersneedtoconsiderbothaudienceandpurposeinwritingbecausethetwoelementsaffectwritingsignificantly,anddecisionsaboutoneaffecttheother.Whenyouusetheterm,"readers,"however,youare,inaddition,thinkingabouthowyouraudienceprocessesyourtext,orhowtheyactuallyread.Inadditiontobeinginterestedinyourideas,theseactualreadersmustwadethroughyour

wordsandsentences.Writersneedtolearntoanticipatetheneedsoftheirreadersaswellastheinterestsoftheiraudiences.

Tohelpprocessinformation,readersusuallyneedthefollowing:

TheImportantGuidelinesforReaders（Audience）

•Atitleorlead-inthatfocusesaccuratelyonthecontentofthetext.Readersdon'tliketobemisledaboutthefocusofthetext.

•Somesentencesorparagraphsthatsetthecontextforthistopic.Readersliketoknowwhytheyshouldreadthistext.

•Sentencesthatgivethethesis,claim,ormainpointofthetext.Readerswanttoknowthemainpointinordertoprocesstheinformationinthetext.

•Paragraphsthatfocusonasinglemainidea.Readersliketodealwithonemajorideaatatime,toavoidbecomingconf