SlideShare a Scribd company logo

Module 4 - Academic Writing: Orienting the Reader

Ron Martinez, profile picture
Ron Martinez

The document discusses several topics related to academic writing, including orienting the reader, responding to others' perspectives, and summarizing key points. It provides an example of using the CARS framework in an abstract to establish the research space or niche. It also discusses common problems in Brazilian journal abstracts and the importance of crafting a clear title.

Education
Related topics:
The Academic Writing Guide • Academic Publishing
1 of 165
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
Academic Writing: Orienting the Reader Dr. Ron Martinez UFPR, UC Berkeley
Do you have a particular reader in mind when you write?
In part 1... ● IMRaD in abstracts ● A reminder about the “naysayer”
"They Say, I Say" • "(A) writer needs to indicate not only what his or her thesis is, but also what larger conversation that thesis is responding to." (p. 20) • "(W)hen it comes to constructing an argument […], remember that you are entering a conversation and therefore need to start with 'what others are saying'…" (p. 20)
A good example (from "Josephine") "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "
"Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "
"Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "
"Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. " 1
"Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. " 1 2
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
The Naysayer
"Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "
What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose."
What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose."
What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose."
What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose."
What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose." DISCUSSION INTRODUCTION METHOD RESULT S
What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose." DISCUSSION INTRODUCTION METHOD RESULT S
Can you hear the Naysayer? 1. “There has been no research on this topic so far in the literature.” 2. “The importance of this subject has already been well established.” 3. “The results of this research conclusively prove that the participants improved.”
Can you hear the Naysayer? 1. “There has been no research on this topic so far in the literature.” 2. “The importance of this subject has already been well established.” 3. “The results of this research conclusively prove that the participants improved.”
Can you hear the Naysayer? 1. “There has been no research on this topic so far in the literature.” 2. “The importance of this subject has already been well established.” 3. “The results of this research conclusively prove that the participants improved.”
Can you hear the Naysayer? 1. “There has been no research on this topic so far in the literature.” 2. “The importance of this subject has already been well established.” 3. “The results of this research conclusively prove that the participants improved.”
C.A.R.S. (Swales, 1990) • Create • A • Research • Space INTRODUCTION
C.A.R.S. (Swales, 1990) • Create • A • Research • Space ABSTRACT & INTRODUCTION
C.A.R.S. (Swales, 1990) • Create • A • Research • Space ABSTRACT & INTRODUCTION
Prof. Dr. Ron Martinez - UFPR
Prof. Dr. Ron Martinez - UFPR
C.A.R.S. and IMRaD in Abstracts Prof. Dr. Ron Martinez - UFPR
Prof. Dr. Ron Martinez - UFPR
Prof. Dr. Ron Martinez - UFPR
Prof. Dr. Ron Martinez - UFPR
I Prof. Dr. Ron Martinez - UFPR
I M Prof. Dr. Ron Martinez - UFPR
I M R Prof. Dr. Ron Martinez - UFPR
I M R D Prof. Dr. Ron Martinez - UFPR
Module 4 - Academic Writing: Orienting the Reader
"C.A.R.S." framework • Establish “territory”: Mention importance, what the “conversation” is. • Establish “niche”: Mention the “gap.” • Occupy niche: Say how that gap will be (or was) filled. 1 2 3
Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration and possible associations with health concerns. Results show that older adults generally require less sleep
Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults
Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults
Module 4 - Academic Writing: Orienting the Reader
Brazilian journal analyzed
Common problem: No “Space” created • Establish “territory”: Mention importance, what the “conversation” is. • Establish “niche”: Mention the “gap.” • Occupy niche: Say how that gap will be (or was) filled. 1 2 3
Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults
Common problem: No “Space” created • Establish “territory”: Mention importance, what the “conversation” is. • Establish “niche”: Mention the “gap.” • Occupy niche: Say how that gap will be (or was) filled. 1 2 3
Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults
Module 4 - Academic Writing: Orienting the Reader
Next... The importance of considering your Title carefully
Module 4 - Academic Writing: Orienting the Reader
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD.
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE
1998
ZEUM
Module 4 - Academic Writing: Orienting the Reader
2011
“Zeum” press release: "Although the name Zeum sounded fun, it didn't provide parents with any clues about what they and their children would experience.”
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE
Abstract There is a popular belief that alcohol consumption can help someone speak a foreign language more fluently. However, there is no evidence in the current literature to support this idea. This study aimed to investigate the effect of drinking alcoholic beverages on how adult learners of English perceive themselves (self-ratings), and how they are perceived by others (peer-ratings). Results of show that consuming alcohol drinks positively affected perception of fluency.
Which title do you like most? A. Can drinking alcohol make you speak a foreign language more fluently? Evidence from a quasi-experimental study B. Ethyl alcohol (ethanol C2H5OH) consumption by human adults in distilled form: effects on neuromuscular verbal articulation in a foreign language C. Drinking alcohol positively affects fluency in a foreign language D. The effects of consuming alcoholic beverages on foreign language fluency
Abstract There is a popular belief that alcohol consumption can help someone speak a foreign language more fluently. However, there is no evidence in the current literature to support this idea. This study aimed to investigate the effect of drinking alcoholic beverages on how adult learners of English perceive themselves (self-ratings), and how they are perceived by others (peer-ratings). Results of show that consuming alcohol drinks positively affected perception of fluency.
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Different types of titles 1. Transparent 2. Finding 3. Implication/Application 4. Method-focused 5. Question 6. Effect 7. Elaboration 8. Quote
1. Transparent
Transparent
Transparent
2. Finding
Finding
Finding
Module 4 - Academic Writing: Orienting the Reader
3. Implication/Application
Implication/Application
4. Method-focused
Method-focused
Method-focused
Method-focused
5. Question
Question
Question
6. Effect
Effect
Effect
7. Elaboration
Elaboration
Elaboration
8. Quote
Quote
Quote
Quote
Mixed/Hybrid
Don't make your title too long!
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
One way to help you choose your title What is your claim? What is your evidence for this claim?
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD.
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE
Prof. Dr. Ron Martinez - UFPR
Prof. Dr. Ron Martinez - UFPR
Prof. Dr. Ron Martinez - UFPR CLAIM
Prof. Dr. Ron Martinez - UFPR CLAIM EVIDENCE
Module 4 - Academic Writing: Orienting the Reader
CLAIM
CLAIM EVIDENCE?
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
BUILDING AN ARGUMENT
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE EVIDENCE
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE EVIDENCE CLAIM
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE EVIDENCE CLAIM EVIDENCE CLAIM
Next... ● The importance of language choice in orienting the reader ● How to improve your own language choices
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE EVIDENCE CLAIM EVIDENCE CLAIM
12 Prof. Dr. Ron Martinez - UFPR 3
A linguistic inside look •Analyze the grammar used in each “move” •Analyze vocabulary and phrases used •Note and copy!
Prof. Dr. Ron Martinez - UFPR
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
2 Prof. Dr. Ron Martinez - UFPR 3 CLAIM EVIDENCE CLAIM
Module 4 - Academic Writing: Orienting the Reader
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
12 Prof. Dr. Ron Martinez - UFPR 3
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
Every area has its SPECIFICITIES!
Module 4 - Academic Writing: Orienting the Reader
Choose a mentor text!
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD.
DISCUSSION INTRODUCTION METHOD RESULT S I.M.R.aD. TITLE
But I have no data! • Try to get some! • Think of the article you produce for this class as a “template.” • Best option: use your partial data. • Good option: use unused data (adviser, lab, classmate...). • Another option: Build on what you did before (e.g. master’s work) • Worst case scenario: Consider a review (e.g. scoping review) article. • You have no topic yet? Create one! (Use your adviser.)
ARTICLE INTRODUCTION • Don’t just copy from your dissertation/thesis
ARTICLE INTRODUCTION • Rewrite that story!
Module 4 - Academic Writing: Orienting the Reader
YOU
YOU LIT REVIEW
YOU LIT REVIEW ARTICLE
Prof. Dr. Ron Martinez - UFPR
12 Prof. Dr. Ron Martinez - UFPR 3
Module 4 - Academic Writing: Orienting the Reader
The Introduction
Module 4 - Academic Writing: Orienting the Reader
Module 4 - Academic Writing: Orienting the Reader
What tools do you have in your toolbox?
Focus on what you know... • You are familiar with the typical Introduction structure (e.g. CARS). • You are aware concepts “They say”, “Naysayer”, and “Claiming.” • You know what you should and (should not) try to “copy.” • You can be a "linguistic detective" using tools like Google Scholar, Google Translate, Grammarly, SKELL, AntConc, and a mentor text.
What’s left (perhaps)... •Create a title. •Find "mentor articles" (perhaps with your adviser) and analyze the Introduction, "plagiarizing" useful linguistic features. • Start writing your Introduction!

More Related Content

PPTX
Academic Writing: Discussing and Concluding
Ron Martinez
 
PPTX
Prppg7000 academic writing the method section (1)
Ron Martinez
 
PPTX
Module 6: Academic writing The 3 "Cs" and Authorial Voice
Ron Martinez
 
PPTX
Academic writing: discussing your results
Ron Martinez
 
PDF
Guiding the Reader: Title, Abstract and Introduction
Ron Martinez
 
PPTX
Academic Writing in English: Guiding the reader through title, abstract and i...
Ron Martinez
 
PPTX
Chapter 1 The Science of Psychology.pptx
SamihaSalum
 
PPTX
Chapter 1 The Science of Psychology.pptx
SamihaSalum
 
Academic Writing: Discussing and Concluding
Ron Martinez
 
Prppg7000 academic writing the method section (1)
Ron Martinez
 
Module 6: Academic writing The 3 "Cs" and Authorial Voice
Ron Martinez
 
Academic writing: discussing your results
Ron Martinez
 
Guiding the Reader: Title, Abstract and Introduction
Ron Martinez
 
Academic Writing in English: Guiding the reader through title, abstract and i...
Ron Martinez
 
Chapter 1 The Science of Psychology.pptx
SamihaSalum
 
Chapter 1 The Science of Psychology.pptx
SamihaSalum
 

Similar to Module 4 - Academic Writing: Orienting the Reader (14)

PDF
Test Bank for Cognitive Psychology, 8th Edition: Solso
mehalkastlnv
 
DOCX
WHERE TO START CHP. 2LEARNING OBJECTIVES· Discuss how a hypo.docx
philipnelson29183
 
PPTX
Left brain vs right brain
Col Mukteshwar Prasad
 
PDF
Test Bank for Cognitive Psychology, 8th Edition: Solso
kunziakondo
 
PDF
Conceitos de consciencia chalmers
Anderson Balbinot
 
DOCX
1 R
guest037f6a3
 
PDF
Test Bank for Cognitive Psychology, 8th Edition: Solso
nayrarpatraum
 
DOCX
Overview Write a 2–3-page assessment in which you respond to a ser.docx
karlacauq0
 
PPTX
Peer Couseling W3.pptx
JasonB23
 
DOCX
The Stroop Effect And Visual Perception Overview Write a 2-part .docx
suzannewarch
 
PDF
Test Bank for Cognitive Psychology, 8th Edition: Solso
mdahksyat13
 
PDF
Introduction To Psychology Worksheet Essay
Do My Paper For Money Vassar College
 
PDF
Good news for aging brains
Terry Clayton
 
DOCX
Google scholarAdvantages of using Google scholar for research·.docx
whittemorelucilla
 
Test Bank for Cognitive Psychology, 8th Edition: Solso
mehalkastlnv
 
WHERE TO START CHP. 2LEARNING OBJECTIVES· Discuss how a hypo.docx
philipnelson29183
 
Left brain vs right brain
Col Mukteshwar Prasad
 
Test Bank for Cognitive Psychology, 8th Edition: Solso
kunziakondo
 
Conceitos de consciencia chalmers
Anderson Balbinot
 
1 R
guest037f6a3
 
Test Bank for Cognitive Psychology, 8th Edition: Solso
nayrarpatraum
 
Overview Write a 2–3-page assessment in which you respond to a ser.docx
karlacauq0
 
Peer Couseling W3.pptx
JasonB23
 
The Stroop Effect And Visual Perception Overview Write a 2-part .docx
suzannewarch
 
Test Bank for Cognitive Psychology, 8th Edition: Solso
mdahksyat13
 
Introduction To Psychology Worksheet Essay
Do My Paper For Money Vassar College
 
Good news for aging brains
Terry Clayton
 
Google scholarAdvantages of using Google scholar for research·.docx
whittemorelucilla
 
Ad

More from Ron Martinez (20)

PPTX
Academic writing: before you submit
Ron Martinez
 
PPTX
Teaching Genre in the Writing Center - Phase 1, Class 2
Ron Martinez
 
PPTX
Teaching genre in the writing center 1
Ron Martinez
 
PPTX
Module 5 - Academic Writing: Writing Your Introduction
Ron Martinez
 
PPTX
Academic Writing in English - Tips on the publication process (2019)
Ron Martinez
 
PPTX
Discussing and Concluding - Academic Writing in English 2019
Ron Martinez
 
PPTX
Academic Writing in English - Discussing your Results
Ron Martinez
 
PDF
Academic Writing in English - The M in IMRaD
Ron Martinez
 
PDF
Academic writing: the 3 Cs and authorial voice - 2019
Ron Martinez
 
PPTX
Writing your Introduction 2019 Week 5
Ron Martinez
 
PDF
Academic Writing: Think before you write - Week 3 2019
Ron Martinez
 
PPTX
Academic Writing: Issues of language 2019 (week 2)
Ron Martinez
 
PPTX
Introduction to Research Writing and Publication in English - 2019
Ron Martinez
 
PDF
Scientific and technical translation in English - Week 10 2019
Ron Martinez
 
PDF
Scientific and technical translation in English - Week 8
Ron Martinez
 
PDF
Scientific and Technical Translation in English - Week 5
Ron Martinez
 
PDF
3 column step-by-step
Ron Martinez
 
PDF
Scientific and technical translation in English week 4
Ron Martinez
 
PDF
Scientific and technical translation in English - week 3 2019
Ron Martinez
 
PDF
Scientific and Technical Translation in English - Week 2 2019
Ron Martinez
 
Academic writing: before you submit
Ron Martinez
 
Teaching Genre in the Writing Center - Phase 1, Class 2
Ron Martinez
 
Teaching genre in the writing center 1
Ron Martinez
 
Module 5 - Academic Writing: Writing Your Introduction
Ron Martinez
 
Academic Writing in English - Tips on the publication process (2019)
Ron Martinez
 
Discussing and Concluding - Academic Writing in English 2019
Ron Martinez
 
Academic Writing in English - Discussing your Results
Ron Martinez
 
Academic Writing in English - The M in IMRaD
Ron Martinez
 
Academic writing: the 3 Cs and authorial voice - 2019
Ron Martinez
 
Writing your Introduction 2019 Week 5
Ron Martinez
 
Academic Writing: Think before you write - Week 3 2019
Ron Martinez
 
Academic Writing: Issues of language 2019 (week 2)
Ron Martinez
 
Introduction to Research Writing and Publication in English - 2019
Ron Martinez
 
Scientific and technical translation in English - Week 10 2019
Ron Martinez
 
Scientific and technical translation in English - Week 8
Ron Martinez
 
Scientific and Technical Translation in English - Week 5
Ron Martinez
 
3 column step-by-step
Ron Martinez
 
Scientific and technical translation in English week 4
Ron Martinez
 
Scientific and technical translation in English - week 3 2019
Ron Martinez
 
Scientific and Technical Translation in English - Week 2 2019
Ron Martinez
 
Ad

Recently uploaded (20)

PDF
Abdominal Access Techniques with Prof. Dr. R K Mishra
mohitsuren827
 
PDF
OBE - B.A.(HON'S) IN INTERIOR ARCHITECTURE -Ar.MOHIUDDIN.pdf
ArchitectAFMMohiuddi
 
PDF
Weekly quiz Compilation Jan -July 25.pdf
Nitin Suresh
 
PPTX
PPT- ENG7_QUARTER1_LESSON1_WEEK1. IMAGERY -DESCRIPTIONS pptx.pptx
KMDee
 
PDF
Module 4: Burden of Disease Tutorial Slides S2 2025
Jonathan Hallett
 
PDF
2.FourierTransform-ShortQuestionswithAnswers.pdf
Raji Murugan
 
PPTX
Final Presentation General Medicine 03-08-2024.pptx
ZaheerAhmad228692
 
PPTX
master seminar digital applications in india
ananyaray35
 
PPTX
Final Presentation General Medicine 03-08-2024.pptx
ZaheerAhmad228692
 
PDF
Microbial disease of the cardiovascular and lymphatic systems
KeyaSharma
 
DOC
Soft-furnishing-By-Architect-A.F.M.Mohiuddin-Akhand.doc
ArchitectAFMMohiuddi
 
PDF
grade 11-chemistry_fetena_net_5883.pdf teacher guide for all student
banteamlakmebratu738
 
PDF
Chinmaya Tiranga quiz Grand Finale.pdf
Nitin Suresh
 
PDF
Black Hat USA 2025 - Micro ICS Summit - ICS/OT Threat Landscape
Chris Sistrunk
 
PDF
The Lost Whites of Pakistan by Jahanzaib Mughal.pdf
jahanzaibmughal6
 
PDF
VCE English Exam - Section C Student Revision Booklet
jpinnuck
 
PDF
O5-L3 Freight Transport Ops (International) V1.pdf
labyankof
 
PPTX
Lesson notes of climatology university.
sgladness67
 
PPTX
Cell Types and Its function , kingdom of life
ClaireMangundayao1
 
PDF
3rd Neelam Sanjeevareddy Memorial Lecture.pdf
Academy of Grassroots Studies and Research of India (AGRASRI)
 
Abdominal Access Techniques with Prof. Dr. R K Mishra
mohitsuren827
 
OBE - B.A.(HON'S) IN INTERIOR ARCHITECTURE -Ar.MOHIUDDIN.pdf
ArchitectAFMMohiuddi
 
Weekly quiz Compilation Jan -July 25.pdf
Nitin Suresh
 
PPT- ENG7_QUARTER1_LESSON1_WEEK1. IMAGERY -DESCRIPTIONS pptx.pptx
KMDee
 
Module 4: Burden of Disease Tutorial Slides S2 2025
Jonathan Hallett
 
2.FourierTransform-ShortQuestionswithAnswers.pdf
Raji Murugan
 
Final Presentation General Medicine 03-08-2024.pptx
ZaheerAhmad228692
 
master seminar digital applications in india
ananyaray35
 
Final Presentation General Medicine 03-08-2024.pptx
ZaheerAhmad228692
 
Microbial disease of the cardiovascular and lymphatic systems
KeyaSharma
 
Soft-furnishing-By-Architect-A.F.M.Mohiuddin-Akhand.doc
ArchitectAFMMohiuddi
 
grade 11-chemistry_fetena_net_5883.pdf teacher guide for all student
banteamlakmebratu738
 
Chinmaya Tiranga quiz Grand Finale.pdf
Nitin Suresh
 
Black Hat USA 2025 - Micro ICS Summit - ICS/OT Threat Landscape
Chris Sistrunk
 
The Lost Whites of Pakistan by Jahanzaib Mughal.pdf
jahanzaibmughal6
 
VCE English Exam - Section C Student Revision Booklet
jpinnuck
 
O5-L3 Freight Transport Ops (International) V1.pdf
labyankof
 
Lesson notes of climatology university.
sgladness67
 
Cell Types and Its function , kingdom of life
ClaireMangundayao1
 
3rd Neelam Sanjeevareddy Memorial Lecture.pdf
Academy of Grassroots Studies and Research of India (AGRASRI)
 

Module 4 - Academic Writing: Orienting the Reader

  • 1. Academic Writing: Orienting the Reader Dr. Ron Martinez UFPR, UC Berkeley
  • 2. Do you have a particular reader in mind when you write?
  • 3. In part 1... ● IMRaD in abstracts ● A reminder about the “naysayer”
  • 4. "They Say, I Say" • "(A) writer needs to indicate not only what his or her thesis is, but also what larger conversation that thesis is responding to." (p. 20) • "(W)hen it comes to constructing an argument […], remember that you are entering a conversation and therefore need to start with 'what others are saying'…" (p. 20)
  • 5. A good example (from "Josephine") "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "
  • 6. "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "
  • 7. "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "
  • 8. "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. " 1
  • 9. "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. " 1 2
  • 13. "Epilepsy affects cognition and many studies show that one of its most affected functions is memory. However, little is said about the executive functions, which are essential for carrying out activities of daily living and problem solving. The present study aims to describe executive functions in adults with refractory epilepsy, comprehending the components of inhibitory control, working memory and cognitive flexibility. "
  • 14. What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose."
  • 15. What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose."
  • 16. What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose."
  • 17. What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose."
  • 18. What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose." DISCUSSION INTRODUCTION METHOD RESULT S
  • 19. What issues might a naysayer raise? "They might question the instruments we used for the neuropsychological evaluation. As this research is self- funded, we had to choose from instruments that were publicly available. However, one could argue that other instruments were better suited for our purpose." DISCUSSION INTRODUCTION METHOD RESULT S
  • 20. Can you hear the Naysayer? 1. “There has been no research on this topic so far in the literature.” 2. “The importance of this subject has already been well established.” 3. “The results of this research conclusively prove that the participants improved.”
  • 21. Can you hear the Naysayer? 1. “There has been no research on this topic so far in the literature.” 2. “The importance of this subject has already been well established.” 3. “The results of this research conclusively prove that the participants improved.”
  • 22. Can you hear the Naysayer? 1. “There has been no research on this topic so far in the literature.” 2. “The importance of this subject has already been well established.” 3. “The results of this research conclusively prove that the participants improved.”
  • 23. Can you hear the Naysayer? 1. “There has been no research on this topic so far in the literature.” 2. “The importance of this subject has already been well established.” 3. “The results of this research conclusively prove that the participants improved.”
  • 24. C.A.R.S. (Swales, 1990) • Create • A • Research • Space INTRODUCTION
  • 25. C.A.R.S. (Swales, 1990) • Create • A • Research • Space ABSTRACT & INTRODUCTION
  • 26. C.A.R.S. (Swales, 1990) • Create • A • Research • Space ABSTRACT & INTRODUCTION
  • 27. Prof. Dr. Ron Martinez - UFPR
  • 28. Prof. Dr. Ron Martinez - UFPR
  • 29. C.A.R.S. and IMRaD in Abstracts Prof. Dr. Ron Martinez - UFPR
  • 30. Prof. Dr. Ron Martinez - UFPR
  • 31. Prof. Dr. Ron Martinez - UFPR
  • 32. Prof. Dr. Ron Martinez - UFPR
  • 33. I Prof. Dr. Ron Martinez - UFPR
  • 34. I M Prof. Dr. Ron Martinez - UFPR
  • 35. I M R Prof. Dr. Ron Martinez - UFPR
  • 36. I M R D Prof. Dr. Ron Martinez - UFPR
  • 38. "C.A.R.S." framework • Establish “territory”: Mention importance, what the “conversation” is. • Establish “niche”: Mention the “gap.” • Occupy niche: Say how that gap will be (or was) filled. 1 2 3
  • 39. Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration and possible associations with health concerns. Results show that older adults generally require less sleep
  • 40. Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults
  • 41. Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults
  • 44. Common problem: No “Space” created • Establish “territory”: Mention importance, what the “conversation” is. • Establish “niche”: Mention the “gap.” • Occupy niche: Say how that gap will be (or was) filled. 1 2 3
  • 45. Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults
  • 46. Common problem: No “Space” created • Establish “territory”: Mention importance, what the “conversation” is. • Establish “niche”: Mention the “gap.” • Occupy niche: Say how that gap will be (or was) filled. 1 2 3
  • 47. Example: Abstract There is a growing concern that people are not getting enough sleep. Moreover, there is increasing evidence of an association between sleep and adult health. However, there is still little research on how much sleep older adults (>65) need. This retrospective cohort study examined reported sleep duration among the elderly and possible associations with health concerns. Results show that older adults
  • 49. Next... The importance of considering your Title carefully
  • 53. 1998
  • 54. ZEUM
  • 56. 2011
  • 57. “Zeum” press release: "Although the name Zeum sounded fun, it didn't provide parents with any clues about what they and their children would experience.”
  • 59. Abstract There is a popular belief that alcohol consumption can help someone speak a foreign language more fluently. However, there is no evidence in the current literature to support this idea. This study aimed to investigate the effect of drinking alcoholic beverages on how adult learners of English perceive themselves (self-ratings), and how they are perceived by others (peer-ratings). Results of show that consuming alcohol drinks positively affected perception of fluency.
  • 60. Which title do you like most? A. Can drinking alcohol make you speak a foreign language more fluently? Evidence from a quasi-experimental study B. Ethyl alcohol (ethanol C2H5OH) consumption by human adults in distilled form: effects on neuromuscular verbal articulation in a foreign language C. Drinking alcohol positively affects fluency in a foreign language D. The effects of consuming alcoholic beverages on foreign language fluency
  • 61. Abstract There is a popular belief that alcohol consumption can help someone speak a foreign language more fluently. However, there is no evidence in the current literature to support this idea. This study aimed to investigate the effect of drinking alcoholic beverages on how adult learners of English perceive themselves (self-ratings), and how they are perceived by others (peer-ratings). Results of show that consuming alcohol drinks positively affected perception of fluency.
  • 67. Different types of titles 1. Transparent 2. Finding 3. Implication/Application 4. Method-focused 5. Question 6. Effect 7. Elaboration 8. Quote
  • 91. Quote
  • 92. Quote
  • 93. Quote
  • 95. Don't make your title too long!
  • 101. One way to help you choose your title What is your claim? What is your evidence for this claim?
  • 104. Prof. Dr. Ron Martinez - UFPR
  • 105. Prof. Dr. Ron Martinez - UFPR
  • 106. Prof. Dr. Ron Martinez - UFPR CLAIM
  • 107. Prof. Dr. Ron Martinez - UFPR CLAIM EVIDENCE
  • 109. CLAIM
  • 118. Next... ● The importance of language choice in orienting the reader ● How to improve your own language choices
  • 120. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 121. A linguistic inside look •Analyze the grammar used in each “move” •Analyze vocabulary and phrases used •Note and copy!
  • 122. Prof. Dr. Ron Martinez - UFPR
  • 123. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 124. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 125. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 126. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 127. 2 Prof. Dr. Ron Martinez - UFPR 3 CLAIM EVIDENCE CLAIM
  • 129. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 130. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 131. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 132. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 133. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 134. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 135. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 136. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 137. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 138. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 145. Every area has its SPECIFICITIES!
  • 147. Choose a mentor text!
  • 150. But I have no data! • Try to get some! • Think of the article you produce for this class as a “template.” • Best option: use your partial data. • Good option: use unused data (adviser, lab, classmate...). • Another option: Build on what you did before (e.g. master’s work) • Worst case scenario: Consider a review (e.g. scoping review) article. • You have no topic yet? Create one! (Use your adviser.)
  • 151. ARTICLE INTRODUCTION • Don’t just copy from your dissertation/thesis
  • 154. YOU
  • 157. Prof. Dr. Ron Martinez - UFPR
  • 158. 12 Prof. Dr. Ron Martinez - UFPR 3
  • 163. What tools do you have in your toolbox?
  • 164. Focus on what you know... • You are familiar with the typical Introduction structure (e.g. CARS). • You are aware concepts “They say”, “Naysayer”, and “Claiming.” • You know what you should and (should not) try to “copy.” • You can be a "linguistic detective" using tools like Google Scholar, Google Translate, Grammarly, SKELL, AntConc, and a mentor text.
  • 165. What’s left (perhaps)... •Create a title. •Find "mentor articles" (perhaps with your adviser) and analyze the Introduction, "plagiarizing" useful linguistic features. • Start writing your Introduction!