1、英文论文写作技巧Table of Contents: IntroductionChapter 1: The Thinking PhaseSection 1: Understanding writing situations Section 2: Writing Purpose Section 3: Topic Section 4: Audience Section 5: Your context developing a critical stance Chapter 2: The Writing PhaseSection 1: Researching the topic 16Section
2、2 Reading to respond 17Section 3: Note taking strategies 18Section 4: Writing strategies 20Section 5: Academic arguments 20Section 6: Development in writing 23Chapter 3: The Organisation PhaseSection 1: Presenting your Ideas 26Section 2: Notes and guidance on essay writing 26Section 3: Undergraduate
3、 Thesis/ Dissertation Guidelines 27Section 4: Postgraduate Research Guidelines 28Chapter 4: Other Types of Academic WritingSection 1: Note taking 32Section 2: Editing and Proofreading 33Section 3: Scientific format paper 31Section 4: Answering exam questions 34Appendices: National College of Ireland
4、 StandardsSection 1: Presentation of Essays 40Section 2: General Layout of assignments 40Section 3: How assignments are marked 41Section 4: Off campus project regulations and submissions 41Section 5: B Course project regulations and submissions 41Section 6: E Course project regulations and submissio
5、ns 42Section 7: Management report Guidelines 42Section 8: Undergraduate Thesis/Dissertation Structure 43Section 9: Postgraduate Thesis/Dissertation Structure 43Section 10 Working Paper Guidelines 44Section 11: The Last Check! 45Bibliography 46INTRODUCTIONIntroduction:This manual gives a general intr
6、oduction to the skills ofacademic writing, whether essays/projects, managementreports, theses or exam questions. It outlines the complete process, starting with topic research, through the essay plan and finally, to the writing stage. The writing of essays/ research papers/ dissertations andcompleti
7、ng of assignments are two of the main ways in which the student sets out and develops his/her abilities in the subject. It is also a way, along with invigilated examinations, in which an educational institution tests its students. It can be said briefly that an essay is an opportunity to make a case
8、, to set out an argument and to buttress it with evidence. The case is your case; it represents your response to the author or work before you, or to the problem posted by the question you are answering. Think of it as a means of persuading the reader, to share your point of view. This attitude will
9、 influence the tone and the content of your essay; it will also help you to see the sense in which an essay is, and must be, original. Essentially there are three phases or stages in the preparation of a project or essay (whether an assignment or an exam question) which are out-lined below and which
10、 will be explored in greater detail in the following chapters;Stages of Project and Essay PreparationThe Thinking PhaseUnderstanding the writing situationWriting purposeDefinition of topicAudienceYour Context Developing a critical stanceThe Writing PhaseResearching the topicReading to respond: encou
11、ntering the textWriting strategiesAcademic ArgumentsDevelopment in WritingThe Organisation PhasePresenting your ideasNotes and guidance on essay writingUndergraduate thesis/ dissertation guidelinesPostgraduate research guidelinesManaging your time:Managing your time effectively is one of the most pr
12、o-active ways of improving your study and writing skills if you feel in control of your time and have a routine that suits that particular rhythms of your life studying and completing coursework becomes a natural part of that rhythm, instead of an extra imposition. It is useful to begin by identifyi
13、ng time related issues and asking yourself why do you waste “study time”? Lack of clear focus not knowing how or where to start. It is important to be clear about the area under consideration. Some of the active reading techniques detailed in the following section may help you to have a greater unde
14、rstanding of the topic area. Procrastination Everyone can identify with this, particularly if there are competing priorities on either a social or domestic front; its usually easiest to defer the study. The longer you leave it the more difficult it will become. Jumping from one task to another faili
15、ng to complete a piece of research or reading you have set yourself can be both demoralising in the long term and an inefficient use of time you may have to go over it all again next time. Studying with friends or colleagues share ideas, discuss approaches this can be an extremely effective strategy
16、, however if you act as distractions for one another time spent together can ultimately be very unproductive.CHAPTER 1THE THINKING PHASESection 1: Understanding writing situationsWhen we are having a conversation with someone on the telephone, are involved in a classroom discussion, are giving a pre
17、sentation, or having a meeting with fellow students, it is obvious to us that we are involved in the act of communication. However sometimes we find it hard to think about writing as equally social, as yet another form of communication. Writing is hard work, and its usually done in a quiet place, aw
18、ay from others. It might seem odd to hear it called a social act. However the most experienced writers and lecturers call it just that. If you think about it carefully, youll realise that, with few exceptions (diaries, travel journals, and shopping lists among them), most writing activities are inte
19、nsely social. Even relatively simple writing activities, such as taking a telephone message, sending email, or writing a personal letter, involve conveying a message to another person as clearly as possible. More complex writing activities, such as writing a business proposal or a progress report, r
20、equire writers to think much more carefully about how their readers will react to what is written.Accountability in writingAccountability is a key concept in writing and particularly so in academic writing and research writing. It would be embarrassing to repeat what someone had just said before you
21、 joined a conversation. It would be even more embarrassing to be accused of stealing someones ideas because you hadnt bothered to read what theyd written about an issue. Knowing whats been written about an issue being an accountable member of a conversation is the first step toward becoming an effec
22、tive writer.Contributing something of ValueSimilarly, the idea of contributing something of value to a conversation is centrally important in most writing projects. Your writing will be ignored if it fails to offer something of value to your readers.Readers ValuesWhats valuable to your readers of co
23、urse depends on who those readers are, providing a detailed history of the internet will win you little favour from readers of a technical manual for web server software, but will be of great value to readers of a book covering the development of the worldwide web. For these reasons, the relationshi
24、ps between readers and writers can become quite complex. Just as writers compose documents for a wide range of purposes, readers read for a variety of reasons. The degree to which writers can accomplish their purposes depends in large part on the extent to which their document can influence people t
25、o behave and think in certain ways. The degree to which readers find a document useful depends on the extent to which it is consistent with their interests and needs. The document, as a result becomes the key point of contact between readers and writers who might live in different times, be separate
26、d by thousands of miles, and/ or bring radically different experiences to their writing and reading of the document.What is the Context? This deals with the setting in which the writing takes place. Physical context refers to the context in which a writers and readers interact with a text. Writers c
27、ompose texts in a variety of physical settings that can affect what and how they write. Social Context, The community or social context - to which readers and writers belong can also affect the reading and writing of a document. Writers and readers from the same or similar communities are more likel
28、y to communicate effectively with each other via a document than writers and readers who come from different communities. Cultural context refers to a larger set of similarities and differences among readers.Section 2: Writing PurposePurpose is the reason why you are writingNotice that selecting the
29、 form for your writing (list, report, essay, letter, thesis) is one of your choices that helps you in achieving your purpose. You also have choices about style, organization, kinds of evidence that help you achieve your purpose Writers need to consider both audience and purpose in writing because th
30、e two elements affect writing significantly, and decisions about one affect the other. When you use the term, readers, however, you are, in addition, thinking about how your audience processes your text, or how they actually read. In addition to being interested in your ideas, these actual readers m
31、ust wade through yourwords and sentences. Writers need to learn to anticipate the needs of their readers as well as the interests of their audiences.To help process information, readers usually need the following:The Important Guidelines for Readers (Audience) A title or lead-in that focuses accurat
32、ely on the content of the text. Readers dont like to be misled about the focus of the text. Some sentences or paragraphs that set the context for this topic. Readers like to know why they should read this text. Sentences that give the thesis, claim, or main point of the text. Readers want to know the main point in order to process the information in the text. Paragraphs that focus on a single main idea. Readers like to deal with one major idea at a time, to avoid becoming conf
