TỐNG THỊ MỸ TRINH NGUYỄN DUY LINH PHAN THANH DU LAN LÊ THỊ LỆ NHUNG

1. WELCOME TO OUR PRESENTATION TỐNG THỊ MỸ TRINH NGUYỄN DUY LINH PHAN THANH DU LAN LÊ THỊ LỆ NHUNG

2. ACADEMIC WRITING 1. What is academic writing? Why do we have to study it? 2. Some characteristics of academicwriting. 3. How is academic writing evaluated?

3. 1.1. Definition: 1. What is Academic Writing? • Is the process of presenting ideas in an organized, systematic and logical way • Is the type of writing to produce in response what students learnt • Tells us what the writer thinks and what evidence has contributed to that thinking • Is usually serious, intended for a critical and informed audience and based on closely investigated knowledge Academic Writing Note: It is not a personal experience, nor a story, nor merely a description.

4. 1.2. Academic Writing is often used to write:  Essay Research paper  Book  Translation  Conference paper Dissertation and Thesis  Abstract  Explication etc

5. 1.3. Academic writing’s styles: Description orExposition Narration Argumentation or Persuasion etc

6. 1.4. Why do we have to study Academic Writing? Thinking Review of what is currently known about a given topic  Foundation for new views on the topic. To present To help develop the writer’s thinking

7. 2.1. Purpose: 2. Some characteristics of academic writing • Audience:Knowledgeable instructor (who is supposed to know more than the writer) • Purpose:To display familiarity, expertise and intelligence, not simply give information.

8. 2.2. Objectivity: • Analytic: concerned with real facts and specific details, not general aspects. • Objective: based on sources - things that can be seen or measured, not personal feelings (present a reasonable number of points of view to achieve a sense of argumentation)  not use personal pronouns (I, we, you). • Intellectual: based on an enlightened judgment of complex ideas and information, not emotions (forming a conclusion based on the data, not stating a general and unsupported opinion). • Rational: using clear thinking to make reasonable decision and judgment, not passionate arguments.

9. 2.3. Organization: 2.3.1. Structure: • Information presented in a structured format so that readers can follow the writer. •  Present clear introduction, body and conclusion. • Introduction: • * Goals:- Gain the reader’s attention. • - Identify the focus or thesis that is developed in the main (body) part of writing. • * Ways to attract reader: • - Open with a series of questions about the topic. • - Present startling or unusual facts or figures. • - Define an important subject or related term. • - Quote a well-known person or literary work.

10. Body: Developmental paragraphs - “heart” of the writing. • * Goals: • - Give convincing evidence to clearly and logically support the thesis. • * Requirements: • - They must be arranged in the best possible way: chronologically (order of time), order of importance… • - They should be supported with examples. • -They should flow smoothly from one to the next.

11. Conclusion: The summary paragraph. • * Goals: • Remind the reader of the writing’s thesis by paraphrasing it. • Tie together all of the important points by way of summarizing. • Draw a final conclusion for the reader.

12. 2.3.2 Cohesion and Coherence: • Coherence: • The writing must make sense (be clear, logical, well-organized and understandable). • The ideas may be complicated, so the communication should be easy to understand. • Cohesion: • The writing must be a united whole  have good use of linking words to join the ideas within and between sentences and paragraphs; and excellent usage of “signposting words” to show the development of the argument. • Linking words: moreover, however, therefore… • Signposting words: The next section will present…, It can be seen in the previous section…

13. 2.3.3. Accuracy / Precision: • Present precise evidence to support the writing  Factual information, figures or charts should be provided. • Sources are carefully selected and used  Not all online information is reliable. • Avoid vague language and generalizations  Be specific about numbers, places and people. • Use high standards of grammar, word choice, vocabulary, spelling and punctuation  Misuse them will cause confusion or misunderstanding to reader.

14. 2.4. Formal style: • Tentative: • Cautious about making very definite statements or arriving at conclusions too quickly  using words to indicate tentativeness • * Verbs:Seem to, appear to, is likely to, tend to, may or might, could, would… • * Adverbial and adjectival qualifiers: Apparently, seemingly, probably, maybe, perhaps, generally, often, on the whole…

15. Formal: Use appropriate and formal language. • Use written, not spoken language. • Not use short forms or contraction (that’s  that is, won’t  will not…). • Use single instead of phrasal verbs (look at  observe, set up  establish…). • Use more formal Verbs (get  obtain, a lot of  numerous…). • Use the more appropriate formal negative forms (not…any  no, not ... much  little…).

16. Limit the use of “run on” expressions (so on, and so forth, etc…). • Use passive forms (it can be seen). • Place adverb within the verb (the solution can then be discarded, the blood is slowly withdrawn…). • Avoid too long sentences or paragraphs. • Not use slang or colloquial words. (guy  man) • Approach : • Use deductive reasoning (from general to specific).

17. 2.5. Quotation and referencing: • * They are vital because they show that the writer has done considerable amount of reading and research. • Indirect quotations are preferred (use paraphrasing or summarizing). • The writer must supply the sources where he/she got the information / evidence to avoid plagiarism.

18. 3. How is academic writing evaluated? * Evaluating requires an understanding of not just the content of the text, but also an understanding of a text’s purpose, the intended audience and why it is structured the way it is.

19. We want to evaluate an academic writing, we should follow these main questions: • What is the author’s aim? • Who is the text for? • Is there a clear problem? • Does the writing style suit the intended audience? (eg: expert/non-expert, academic/non- academic) • Are words easy to understand? (it is easier to understand short, familiar words than technical terms that mean the same thing.)

20. * Is the text easy to understand? • It is easier to understand text when writers use active tenses rather than passive ones. • It is easier to understand short sentences than it is to understand long ones, because long sentences overload the memory system. Short sentences do not. • Short paragraphs are easier to read than long ones.

21. And we follow some main guidelines for academic writing: • Avoid negatives. Negatives can be confusing. Negative qualifications can be used, however, for particular emphasis, and for correcting misconceptions. • Avoid abbreviations. Too many abbreviations on a page are off-putting. Furthermore, if the abbreviations are unfamiliar to the reader, it is easy for them to forget what they stand for. • Avoid overloading the text with references. It is difficult to read sentences that end with long lists of supporting references.

22. Use numbers or bullets. Numbers or bullets are useful if you want to make a series of points within a paragraph. • Use subheadings. Subheading label sections so that writers and readers know where they are and where they are going. Subheadings help the reader to scan, select and retrieve material, as well as to recall it. Subheadings can be written in the form of statements or in the form of questions, then the text below must answer them. This helps the author to present- and the reader to follow- the argument.

23. THANKS FOR LISTENING