Entry # 7 The Writing Process - Academic Writing

University of Leeds on Academic Writing 
(last visited July 12th, 2020)

A series of 5 videos (last viewed on July 12th, 2020)starting with

As stated in previous entries of this blog, watching videos for learning purposes is a valuable tool if smartly used. Naturally, the source (in this case, the videos) must be carefully selected by an academical authority who has previously verified its appropriateness. 

It is said that an image is worth a thousand words, and if we assemble the right images with the right words, the effect is boosted. Furthermore -and reality in the current context of pandemic can confirm this rotundly- an educational video can be watched at any time, it usually lasts a few minutes, it is reachable from any point of the globe, from different devices, can be watched more than once if needed, can be paused, etc. Once again, it is of key importance to make the right choice when selecting the material. 

As per the mindmap, it allows the hierarchical organization of  critical concepts, but it does not present detailed information whatsoever; it is not the purpose of a mindmap to provide a bountiful amount of knowledge. However, it is a great resource to collect information and establish connections, which demands involving cognitive functions. In addition, producing a mindmap is creatively engaging, for you can select shapes, colors, fonts, different styles of arrows/connectors, add images, links and more (although this might turn into a drawback if you are too into design and spend endless hours designing, and forget about the main purpose of the graphic).

Given that a mindmap is not suitable for long and detailed explanations (because it is not its nature, as previously stated) I took down some notes of what I considered to be more salient from the University of Leeds website on Academic Writing. The purpose of these notes is to scaffold my study before the final exam, and to establish a deeper interaction with the written text. If I was to just read and understand, and that was all, then I would have to trust in my memory, which keeps proving to be an unreliable friend (that is what notes are for!)

The contents dealt with in this entry are not only necessary but fundamental in our formation as secondary school teachers and as academic individuals who will probably write papers at some point. It also guides us when we, as readers,  go through academic texts and make sense of things that otherwise would remain in the shadows. So, these contents also cast light on the academic texts that we are dealing with now, in our last year of Teaching Training College. 

The importance of taking notes while we are reading, and how to do it right.

Information on note taking - University of Leeds

Overall structure: Introduction, main body and conclusion

The introduction outlines the main direction the writing will take, and gives any necessary background information and context.

In the main body each point is presented, explored and developed. These points must be set out in a logical order, to make it easier for the reader to follow and understand.

The conclusion brings together the main points, and will highlight the key message or argument you want the reader to take away. It may also identify any gaps or weaknesses in the arguments or ideas presented, and recommend further research or investigation where appropriate.

Write in structured paragraphs

Use paragraphs to build and structure your argument, and separate each of your points into a different paragraph.

Make your point clear in the first or second sentence of the paragraph to help the reader to follow the line of reasoning.

The rest of the paragraph should explain the point in greater detail, and provide relevant evidence and examples where necessary or useful. Your interpretation of this evidence will help to substantiate your thinking and can lend weight to your argument.

At the end of the paragraph you should show how the point you have made is significant to the overall argument or link to the next paragraph.

Demonstrate balance in your writing

In your academic work, you should not present something as a fact that might not be. In academic writing, you can use language that we often refer to as hedges or boosters to show how confident you are about an argument or claim you are discussing.

Hedges

When writing, be careful of using words such as "definitely" or "proves". Ask yourself whether your statement is a fact or whether there may be some doubt either now or in the future.

Some useful hedging words and phrases to use in your work are:

·         “This suggests...”

·         “It is possible that...”

·         “A possible explanation...”

·         “Usually...”

·         “Sometimes...”

·         “Somewhat...”

Boosters

You might want to express a measure of certainty or conviction in your writing and this is when 'booster' language can help.

Some useful booster words and phrases to use in your work are:

·         “Clearly” (only use if you are certain it is clear)

·         “There is a strong correlation...”

·         “Results indicate...”

Argument

The most important voice to get across in your writing is your own; it is how you can show the reader (usually your tutor) what you are thinking, what your views are and how you have engaged critically with the topic being discussed. You can do this by building an effective and persuasive argument for your reader.

Your argument is how you express your viewpoint and answer the question you have been set, using evidence.

Make sure that your argument runs throughout your writing and that everything you include is relevant to it. Try to sum up your argument in a few words before you start writing and keep checking that it remains the focus as you research and write your work.

MORE ON ARGUMENTS...

Extracted from BBC ACADEMIC WRITING ARGUMENT  (last visited July 16th, 2020)

A language of argument glossary

Claim
The claim is the point you are making.

This is not a fact. Other people might have a different opinion. Therefore you need to support this claim with evidence.

Justification
What about justification? It is the logical thinking that explains why the evidence supports the claim. It’s sometimes called the warrant. In many cases, the justification is not actually written down as part of the argument, as it an obvious assumption or widely held belief.

Counter-arguments
Arguments can also include counter-arguments.

This is where you anticipate potential rejections of your argument.

Evidence
The evidence is the data or information you use to support your claim.

The pieces of evidence may be drawn from many different sources. When including the work of others, you need to reference it.

Limitations
In certain kinds of academic papers, it’s important to include what we call limitations. If you are reporting and analysing the results of a survey, for example, you need to talk about the weakest areas of your study. This could be related to the methodology or sample size.

Finally,we must not forget that  it  is  crucial   to revise   and   edit    as thoroughly   as  possible