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Your exam paper

Your exam paper. Intro to Academic Writing. Your course paper. Format: 6 to 10 pages in Times New Roman size 12 (2500 to 4000 words approx.) not including bibliography and illustrations

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Your exam paper

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  1. Your exam paper Intro to Academic Writing

  2. Your course paper • Format: 6 to 10 pages in Times New Roman size 12 (2500 to 4000 words approx.) not including bibliography and illustrations • Individual or in groups (groups of 2 have to present 8 to 12 pages, of 3: 10 to 14 pages) OBS: gruppeopgaver SKAL have individuelt hæfting • Need to relate to course topics (I will godkende problem formulation in advance) • Need to quote relevant bibliography from pensum • Proper quotes (see Gauntlett)

  3. The Academic Genre: Definition • documentation • of a study or ”case” • of a ”theoretical” problem • using the areas’s theories and methods • aiming at convincing a colleague • about the validity • of the results and conclusions of the study/investigation • presented in a manner acceptable to the academic discourse community (Rienecker 2005 21)

  4. The Academic Genre: Definition • documentation • of a study or ”case” • of a ”theoretical” problem • using the areas’s theories and methods • aiming at convincing a colleague • about the validity • of the results and conclusions of the study/investigation • presented in a manner acceptable to the academic discourse community (Rienecker 2005 21)

  5. What to write about: a problem • a lacune / hole / gap in knowledge • something not completed • an unexplained observation • a unfitting / standing out / ”strittende” observation • something not analysed categorized • something that bothers or tickles • opposites / contrasts that still cause discussion • something that can and should be argued • something fall does not comply with mainstream thinking • something that needs (re)evaluation, change, or construction • something in need of novel prescriptions / handleforskrifter (Rienecker 2005 125)

  6. The Academic Genre: Definition • documentation • of a study or ”case” • of a ”theoretical” problem • using the areas’s theories and methods • aiming at convincing a colleague • about the validity • of the results and conclusions of the study/investigation • presented in a manner acceptable to the academic discourse community (Rienecker 2005 21)

  7. Theories and methods: sources • Primary, secondary and tertiary litterature • Research papers (usually peer reviewed) • Conference papers (often peer reviewed) • White papers, technical documents • Internet (homepages, google, wikipedia, …) • Popular science • Magazines, newspapers, leaflets, You are responsible and accountable for the information you take from sources – be critical and improve your information competencies.

  8. The Academic Genre: Definition • documentation • of a study or ”case” • of a ”theoretical” problem • using the areas’s theories and methods • aiming at convincing a colleague • about the validity • of the results and conclusions of the study/investigation • presented in a manner acceptable to the academic discourse community (Rienecker 2005 21)

  9. Papers should • argue • discuss • evaluate • investigate • nuance • problematize • prove • provide reasons for / begrunde • render probable / sandsynliggøre • show (Rienecker 1999 254)

  10. Papers should not • agitate • confess • entertain • evangelize / missionere • lecture / belære • popularize • postulate • praise • review / anmelde • talk about / causere • teach • turn down (Rienecker 1999 254)

  11. The Academic Genre: Definition • documentation • of a study • of a problem • using the areas’s theories and methods • aiming at convincing a colleague • about the validity • of the results and conclusions of the study/investigation • presented in a manner acceptable to the academic discourse community (Rienecker 2005 21)

  12. Types of readers Experts • Researchers • Developers • Fellow students • Teachers, examiners Laymen • Educated laymen • Laymen • Broad public • Unknown Others • Customers • …

  13. The Academic Genre: Definition • documentation • of a study • of a problem • using the areas’s theories and methods • aiming at convincing a colleague • about the validity • of the results and conclusions of the study/investigation • presented in a manner acceptable to the academic discourse community (Rienecker 2005 21)

  14. Academic ideals • Information should be true or rendered probable • reasoning can be followed: method, argumentation, and structure • systematic and methodical • rest upon, refers and relates to earlier work • up-to-date knowledge of earlier work • attitude is unprejudiced, honest • considers contrasting information and points • language is clear and explicit – the reader should not need to interpret the meanings or points (Rienecker 2000 47)

  15. The Academic Genre: Definition • documentation • of a study • of a problem • using the areas’s theories and methods • aiming at convincing a colleague • about the validity • of the results and conclusions of the study/investigation • presented in a manner acceptable to the academic discourse community (Rienecker 2005 21)

  16. Acceptable relates to • Presentation (language, spelling, grammar, punctuation, …) • Formalities (references, footnotes, ….) • Format (often specified by publishers, house styles) • Contents • … The acceptable standards vary in different research communities and research/subject areas.

  17. Questions for getting started • What is your interest based in/on? When did it start? • Do you have concrete examples and empirical data? • Have you made any observations? • Do you want to further any points? • What would you like to argue for? • Where do you see the most controversial/new/problematic in the topic? • How do you connect this to the area and theoretical? • On what basis do you want to make your arguments? • What is you purpose in addressing this problem? • How can working with this problem enhance your competances and toolbox? (Rienecker 1999 153)

  18. Next steps • Problem formulation and paper focus (1 April) • Structuring your papers (8 April) • On quotes and writing process (15 April) • Status report to writing group (22 April) • Present your draft to class and experts (6 Maj) • Hand-in date (21 Maj)

  19. Academic Writing • Materials Compiled by Anker Helms Jørgensen, who teaches our phd students this topic • All material comes from: • (Blåsjö 2000)Blåsjö, Mona (2000): Uppsatsens yta och djup - Studenters skrivutveckling mellan B- och C-uppsats [Surface and depth of the student essay. Writing development of university students.] TeFa report 33, Dept. of Nordic Languages, Stockholm University. • (Booth 1995)Booth, Wayne C., Colomb, Gregory G., and Williams, Joseph M. (1995): The Craft of Research. Chicago: The University of Chicago Press. • (Heltberg 1997)Heltberg, Eva and Kock, Christian (red): Skrivehåndbogen [The Writer’s Handbook]. Gyldendal, 1997. • (Rienecker 1997)Rienecker, Lotte (1997): Den gode opgave – arbejdsprocesser og kvalitetskriterier i opgaver på humaniora [The Good Essay – work processes and quality criteria in essays in the Humanities]. Gyldendal. • (Rienecker 1999)Rienecker, Lotte and Jørgensen, Peter Stray (1999): Opgaveskrivning på videregående uddannelser - en læreRbog [Writing essays in higher education – a Teacher’s handbook]. Frederiksberg, Samfundslitteratur. • (Rienecker 2000)Rienecker, Lotte and Jørgensen, Peter Stray (2000): Den gode opgave - opgaveskrivning på videregående uddannelser [The good essay – writing essays in higher education]. 2. udg. Frederiksberg: Samfundslitteratur. • (Rieneceker 2005)Rienecker, Lotte and Jørgensen, Peter Stray (2005): Den gode opgave. Håndbog i opgaveskrivning på videregående uddannelser [The good essay. Handbook in writing essays in higher education]. Samfundslitteratur. • (Swales 2000)Swales, John. M and Feak, Christine (2000): English in today’s research world – a writing guide. University of Michigan Press. • (Swales 2004)Swales, John M and Feak, Christine B. (2004): Academic Writing for Graduate Students – essential tasks and skills. Univ. Michigan Press. 2nd ed.

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