Writing to make a difference- while staying out of trouble
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This document provides an outline and notes from a lecture on writing to make a difference while avoiding plagiarism. The lecture covers why we write, making academic arguments, and plagiarism. It emphasizes developing a clear claim or thesis statement, supporting the claim with reasons and evidence, and engaging respectfully with other perspectives. The notes provide examples of strengthening a thesis statement and refining claims based on feedback. It stresses writing with an opinion to contribute new insights rather than just summarizing existing knowledge.
![How
to
make
claims
KIM
24
First Draft: Intention Final Draft
“In this essay I will discuss how
vulnerable Sweden is to the
decline in the number and
diversity of wild bumblebees, with
also including a comparison with
the rest of the EU.”
“This essay intends to argue that
bumblebees and their pollination
services are not of a great
economical importance to
Sweden.”
“From my previous studies we were
taught not to take a stance, we were
only allowed to discuss and analyze,
but always being objective. I
therefore find it very hard to present
a standpoint on a [specific] topic.”
Student:](https://image.slidesharecdn.com/academicwriting2016-161220162639/85/Writing-to-make-a-difference-while-staying-out-of-trouble-24-320.jpg)
![How
to
make
claims
KIM
25
First Draft: Intention Final Draft
“In this essay I will discuss how
vulnerable Sweden is to the
decline in the number and
diversity of wild bumblebees, with
also including a comparison with
the rest of the EU.”
“This essay intends to argue that
bumblebees and their pollination
services are not of a great
economical importance to
Sweden.”
“From my previous studies we were
taught not to take a stance, we were
only allowed to discuss and analyze,
but always being objective. I
therefore find it very hard to present
a standpoint on a [specific] topic.”
“Now to make what we are writing
significant and so that ultimately we
can produce a thesis that contributes
to scientific knowledge, rather than
summarises it, we have been asked
to write with an opinion.”
Student: Tutor:](https://image.slidesharecdn.com/academicwriting2016-161220162639/85/Writing-to-make-a-difference-while-staying-out-of-trouble-25-320.jpg)
![How
to
make
claims
KIM
26
First Draft: Intention Final Draft: Claim
“In this essay I will discuss how
vulnerable Sweden is to the
decline in the number and
diversity of wild bumblebees, with
also including a comparison with
the rest of the EU.”
“This essay intends to argue that
bumblebees and their pollination
services are not of a great
economical importance to
Sweden.”
“From my previous studies we were
taught not to take a stance, we were
only allowed to discuss and analyze,
but always being objective. I
therefore find it very hard to present
a standpoint on a [specific] topic.”
“Now to make what we are writing
significant and so that ultimately we
can produce a thesis that contributes
to scientific knowledge, rather than
summarises it, we have been asked
to write with an opinion.”
Student: Tutor:](https://image.slidesharecdn.com/academicwriting2016-161220162639/85/Writing-to-make-a-difference-while-staying-out-of-trouble-26-320.jpg)
![The
original
passage:
Students
frequently
overuse
direct
quota$on
in
taking
notes,
and
as
a
result
they
overuse
quota$ons
in
the
final
[research]
paper.
Probably
only
about
10%
of
your
final
manuscript
should
appear
as
directly
quoted
mager.
Therefore,
you
should
strive
to
limit
the
amount
of
exact
transcribing
of
source
materials
while
taking
notes.
-‐Lester,
James
D.
Wri$ng
Research
Papers.
2nd
ed.
(1976):
46-‐47.
Exercise
from
Purdue
Online
Wri$ng
Lab:
hgp://owl.english.purdue.edu/owl/resource/619/01/
65](https://image.slidesharecdn.com/academicwriting2016-161220162639/85/Writing-to-make-a-difference-while-staying-out-of-trouble-65-320.jpg)
![This
is
Plagiarism!
The
original
passage:
Students
frequently
overuse
direct
quota$on
in
taking
notes,
and
as
a
result
they
overuse
quota$ons
in
the
final
[research]
paper.
Probably
only
about
10%
of
your
final
manuscript
should
appear
as
directly
quoted
mager.
Therefore,
you
should
strive
to
limit
the
amount
of
exact
transcribing
of
source
materials
while
taking
notes.
A
plagiarized
version:
Students
ooen
use
too
many
direct
quota$ons
when
they
take
notes,
resul$ng
in
too
many
of
them
in
the
final
research
paper.
In
fact,
probably
only
about
10%
of
the
final
copy
should
consist
of
directly
quoted
material.
So
it
is
important
to
limit
the
amount
of
source
material
copied
while
taking
notes.
68](https://image.slidesharecdn.com/academicwriting2016-161220162639/85/Writing-to-make-a-difference-while-staying-out-of-trouble-68-320.jpg)
Writing to make a difference- while staying out of trouble
- 1. Wri$ng to Make A Difference… While Staying Out of Trouble 1 Prof. Kim Nicholas Earth Systems Science, LUMES, Lund University 26 August 2016
- 2. Rearview Mirror: Thoughts from Yesterday • Self-‐awareness: clarify your own rules at the start, consider you might be wrong • Eye contact, body language • Ask ques$ons, listen carefully • Flexible, adaptable, humor, fair • Give space for others to express their views 2
- 3. Outline for today 1. Why write? 2. Making academic arguments 3. Plagiarism and how to avoid it 3
- 4. Outline for today 1. Why write? 2. Making academic arguments 3. Plagiarism and how to avoid it 4
- 5. Why do we write? 5
- 8. Making the thinking of wri/ng visible… 8 Process of wri$ng “Peer Wri$ng Tutors Help Interna$onal, Interdisciplinary Students to Stake their Claim” (Nicholas, Brady, and Rylander, 2015)
- 9. 9 Maybe we should call it academic revising… Kim’s masters thesis revisions Photo: Flickr user Amanky
- 10. 10 … and revising, and revising… Photo: Flickr user natalij
- 11. Outline for today 1. Why write? 2. Making academic arguments 3. Plagiarism and how to avoid it 11
- 12. 12 Here’s a claim: Herb spirals are nice to build! Greenhouse Educa$onal Ecosystem, Lund. Photo: KAN
- 13. Here’s lots of evidence for building a herb spiral! 13 Photo: Wikimedia Commons
- 14. But WHY should we build the spiral like that? 14
- 15. Reasons let you understand the logic and transfer it to new situa$ons 15 Image: hgp://www.zagorska.com/zagorska-‐oasis-‐blog/build-‐your-‐own-‐herb-‐spiral/
- 16. Reasons let you understand the logic and transfer it to new situa$ons 16 Image: hgp://www.zagorska.com/zagorska-‐oasis-‐blog/build-‐your-‐own-‐herb-‐spiral/ Be sure you understand context!
- 17. What does academic wri$ng do? Rylander, 2014, p. 3 • Make an argument! 17
- 18. What does academic wri$ng do? Rylander, 2014, p. 3 • Make an argument! WikiHow, “How to win a fist fight.” 18
- 19. What does academic wri$ng do? Rylander, 2014, p. 3 • Make an argument! WikiHow, “How to win a fist fight.” 19
- 20. What’s an academic argument an argument appropriately engaging with sources involves constructing your own argument. “Argument” in ay life often means conflict, but in the academic world it more often means a well-supported at is convincingly presented in writing or a presentation. Almost every type of text written at a ity has some type of argument, an idea or claim that you want to convince your readers is Craft of Research, Booth et. al. (2008) define five elements of an argument: claims, reasons, ce, counterargument, and warrants. In this introduction, we’ll focus on the first three, which olutely essential elements of an argument, with brief explanations of the last two. Here’s how et. al. (2008) formulate the relationship between claims, reasons, and evidence. in claim of a paper is the sentence or short section of the text that articulates an assertion uld be true or false (i.e., not a fact). That is, someone could disagree with you and write the te paper. If you’re working with a problem or a question in your text, then your main claim will solution or the answer. In order to convince the reader that your solution or answer is the ne, you’ll have to present various reasons that your claim is true (these reasons are also known CLAIM http:// awelu. srv.lu.s e/acad emic- REASON(S) EVIDENCEbecause of based on Rylander, 2014, p. 3 • “A well-‐supported idea that is convincingly presented in wri/ng or in a presenta/on.” 20
- 21. What’s a claim? Photo: Douglas Newton, Ohio State U • A statement that could be true or false (it’s possible to disagree) • The solu$on to a problem • The answer to a ques$on • Contributes to and advances a conversa$on (“I Say” in response to “They Say”) (some$mes called a “thesis statement”) Rylander, 2014, p. 3 21
- 22. An excellent claim “The major claim of the paper is stated clearly at the outset of the paper, and is complex, insighCul, interes/ng, and original, while being specific enough to be answerable. The claim advances our understanding, rather than repea$ng what others have found. The claim responds to a real and important ques/on, tension or problem.” Nicholas, 2014, PCA Rubric, p. 1 22
- 23. How to make claims KIM 23 First Draft: Intention Final Draft “In this essay I will discuss how vulnerable Sweden is to the decline in the number and diversity of wild bumblebees, with also including a comparison with the rest of the EU.” “This essay intends to argue that bumblebees and their pollination services are not of a great economical importance to Sweden.”
- 24. How to make claims KIM 24 First Draft: Intention Final Draft “In this essay I will discuss how vulnerable Sweden is to the decline in the number and diversity of wild bumblebees, with also including a comparison with the rest of the EU.” “This essay intends to argue that bumblebees and their pollination services are not of a great economical importance to Sweden.” “From my previous studies we were taught not to take a stance, we were only allowed to discuss and analyze, but always being objective. I therefore find it very hard to present a standpoint on a [specific] topic.” Student:
- 25. How to make claims KIM 25 First Draft: Intention Final Draft “In this essay I will discuss how vulnerable Sweden is to the decline in the number and diversity of wild bumblebees, with also including a comparison with the rest of the EU.” “This essay intends to argue that bumblebees and their pollination services are not of a great economical importance to Sweden.” “From my previous studies we were taught not to take a stance, we were only allowed to discuss and analyze, but always being objective. I therefore find it very hard to present a standpoint on a [specific] topic.” “Now to make what we are writing significant and so that ultimately we can produce a thesis that contributes to scientific knowledge, rather than summarises it, we have been asked to write with an opinion.” Student: Tutor:
- 26. How to make claims KIM 26 First Draft: Intention Final Draft: Claim “In this essay I will discuss how vulnerable Sweden is to the decline in the number and diversity of wild bumblebees, with also including a comparison with the rest of the EU.” “This essay intends to argue that bumblebees and their pollination services are not of a great economical importance to Sweden.” “From my previous studies we were taught not to take a stance, we were only allowed to discuss and analyze, but always being objective. I therefore find it very hard to present a standpoint on a [specific] topic.” “Now to make what we are writing significant and so that ultimately we can produce a thesis that contributes to scientific knowledge, rather than summarises it, we have been asked to write with an opinion.” Student: Tutor:
- 27. Claim in the $tle! 27
- 28. What were some claims from your PCA papers? 28
- 29. Reasons e Craft of Research, Booth et. al. (2008) define five elements of an argument: claims, reasons, nce, counterargument, and warrants. In this introduction, we’ll focus on the first three, which bsolutely essential elements of an argument, with brief explanations of the last two. Here’s how h et. al. (2008) formulate the relationship between claims, reasons, and evidence. main claim of a paper is the sentence or short section of the text that articulates an assertion could be true or false (i.e., not a fact). That is, someone could disagree with you and write the site paper. If you’re working with a problem or a question in your text, then your main claim wi e solution or the answer. In order to convince the reader that your solution or answer is the one, you’ll have to present various reasons that your claim is true (these reasons are also know ub-claims”), and then present evidence for those reasons. How many sub-claims you need and much evidence depends on the topic and what you judge your readers’ expectations to be. CLAIM http:// awelu. srv.lu.s e/acad emic- integrit y/plagi arism/ REASON(S) EVIDENCEbecause of based on • Claims don’t exist in a vacuum • You need a relevant mo/va/on to support your claim, and answer “why is your claim right?” • Hint: “Because I feel or think so” is not a good enough reason to convince others! Rylander, 2014, p. 3-‐4 29
- 30. What were some reasons from your PCA papers? How do we know that your claim COULD be true? 30
- 31. Evidence e Craft of Research, Booth et. al. (2008) define five elements of an argument: claims, reasons, nce, counterargument, and warrants. In this introduction, we’ll focus on the first three, which bsolutely essential elements of an argument, with brief explanations of the last two. Here’s how h et. al. (2008) formulate the relationship between claims, reasons, and evidence. main claim of a paper is the sentence or short section of the text that articulates an assertion could be true or false (i.e., not a fact). That is, someone could disagree with you and write the site paper. If you’re working with a problem or a question in your text, then your main claim wi e solution or the answer. In order to convince the reader that your solution or answer is the one, you’ll have to present various reasons that your claim is true (these reasons are also know ub-claims”), and then present evidence for those reasons. How many sub-claims you need and much evidence depends on the topic and what you judge your readers’ expectations to be. CLAIM http:// awelu. srv.lu.s e/acad emic- integrit y/plagi arism/ REASON(S) EVIDENCEbecause of based on • DATA! (also called “empirical material”) • Two sources of data: • Original research (your own observa$ons and analysis) • Secondary research (using the direct observa$ons and analysis of others) Rylander, 2014, p. 3-‐4 31
- 32. What evidence did you use to support your claim in your PCA? • How do we know that your claim IS true? 32
- 33. Using Others’ Work • We absolutely need the work of others to engage in the conversa$on and contribute to academic wri$ng and develop independent and cri/cal thinking skills • It is absolutely essen$al to use and give credit to the ideas of others fairly • Failing to do so is plagiarism • Fortunately, approaching your work in the right way will both make your wri$ng stronger, and ensure you avoid plagiarism. 33
- 34. Outline for today 1. Why write? 2. Making academic arguments 3. Plagiarism and how to avoid it 34
- 35. What is plagiarism? Slide from Ladaea Rylander, LU Academic Support Centre 35
- 36. 2012 policy says… “Plagiarism is a lack of independence in the design and/or wording of academic work presented by a student compared to the level of independence required by the educa$onal context.” Slide from Ladaea Rylander, LU Academic Support Centre 36
- 37. 2012 policy says… “Deceilul plagiarism is a lack of independence combined with an intent on the part of the student to present the work of others as his or her own.” Slide from Ladaea Rylander, LU Academic Support Centre 37
- 38. Why does plagiarism maRer? 38
- 39. 39
- 40. 40 Is this cheating/plagiarism? Yes May be No 1. Submitting someone else’s work as one’s own 2. Submitting an essay a friend has written with the friend’s permission to use it as one’s own 3. Copying a text word for word and acknowledging where the text is from without using quotation marks 4. Paraphrasing a text and acknowledging where the text is from without using quotation marks 5. Paraphrasing a text by copying and pasting, then changing some words and including a reference 7. Referring to sources in a book or article without having read the original sources oneself 8. Omitting results that disagree with the results one is aiming for 10. Recycling what one has written in previous essays or papers 11. Allowing a course mate to read and (possibly) copy one’s own text 12. Not handing in an assignment on time and falsely claiming that the delay is due to illness 13. Draw conclusions and make statements without making any references 14. Copying a chart or a diagram from a website without properly acknowledging its source 15. Using a commonly known fact without citing a source 16. Using someone else’s ideas, rewriting them and including a reference Adapted from Hult, Å., Hult, H. (2003) Att fuska och plagiera - ett sätt att leva eller ett sätt att överleva? (To cheat and plagiarise – a way of life or a way of survival?) Report nr 6, p.33, Linköping University, Centre for Learning and Teaching”. Available at: http://www.liu.se/cul/filarkiv-cul/1.94087/CULrapportnr62003.pdf
- 41. How does plagiarism happen? 41
- 42. How does plagiarism happen? • Inten$onal deceit (paying others, using en$re essays or sec$ons of other’s work) • Much more common: uninten$onal – Transcribing original text as notes and forgemng they are not your words – Working too much on a sentence level and rephrasing text too literally – Struggling with developing your own argument, and using an argument from other sources without proper agribu$on – Struggling with language and over-‐relying on other’s words – Not giving credit where credit is due with proper cita$ons 42
- 43. How to avoid plagiarism 1. Read to understand the source 2. Incorporate sources fairly 1. Develop good prac$ce in summarizing and paraphrasing 2. Fairly agribute ideas to their source 3. Understand and follow APA cita$on to clearly indicate origin of ideas 43
- 44. read • iden$fy claims in others’ texts and their strengths and weaknesses • evaluate others’ argumenta$on • decipher the conversa$on others engage in • assess wri$ng norms in your field to understand the source Slide from Ladaea Rylander, LU Academic Support Centre 44
- 45. incorporate sources • Summarize • Paraphrase • Quote • Reference Slide from Ladaea Rylander, LU Academic Support Centre 45
- 46. incorporate sources • Summarize • Paraphrase • Quote • Reference Focuses on main ideas in the text as a whole Slide from Ladaea Rylander, LU Academic Support Centre 46
- 47. Tip! Plagiarism is ooen easily detectable by shios in language quality. It’s beger to use your own words with gramma$cal mistakes than take text without mistakes as your own. Plagiarism is a much worse offense than poor grammar. Slide from Ladaea Rylander, LU Academic Support Centre 47
- 48. Good wri$ng is simple wri$ng. Don’t use big words to try to sound smart. Use simple words well to show you understand big ideas. 48
- 49. incorporate sources • Summarize • Paraphrase • Quote • Reference Rewording of a sentence-‐level detail in a source’s text Slide from Ladaea Rylander, LU Academic Support Centre 49
- 50. Tip! A proper paraphrase uses less than 20% of source’s language. More than 20% and you approach patchwri$ng territory. Slide from Ladaea Rylander, LU Academic Support Centre 50
- 51. Image: hgp://www.hacker9.com/why-‐you-‐should-‐never-‐copy-‐paste-‐your-‐passwords.html 51
- 52. Image: hgp://www.hacker9.com/why-‐you-‐should-‐never-‐copy-‐paste-‐your-‐passwords.html Never copy + paste 52
- 53. incorporate sources • Summarize • Paraphrase • Quote • Reference Source’s exact words in quota/on marks. Slide from Ladaea Rylander, LU Academic Support Centre 53
- 54. Tip! Summarize and paraphrase more than quote directly. Slide from Ladaea Rylander, LU Academic Support Centre 54
- 55. incorporate sources • Summarize • Paraphrase • Quote • Reference Acknowledgment of source use both in-‐ text and in a reference list Slide from Ladaea Rylander, LU Academic Support Centre 55
- 56. Clear & fair agribu$on Human impact on the environment can be represented as the combina$on of the effects of four factors: popula$on, affluence, consump$on, and technology. Popula$on is no longer the dominant driver of impact; instead, changes in affluence and consump$on are driving impacts from biodiversity loss in developing countries, to tremendously inefficient use of land and resources for agriculture. (Cassidy, et al., 2013; Lenzen, et al., 2012; Waggoner & Ausubel, 2002). Kim’s summary of connec0ons between readings in class
- 57. It’s not clear which author made which claim Human impact on the environment can be represented as the combina$on of the effects of four factors: popula$on, affluence, consump$on, and technology. Popula$on is no longer the dominant driver of impact; instead, changes in affluence and consump$on are driving impacts from biodiversity loss in developing countries, to tremendously inefficient use of land and resources for agriculture. (Cassidy, et al., 2013; Lenzen, et al., 2012; Waggoner & Ausubel, 2002). Kim’s summary of connec0ons between readings in class so far. 57
- 58. It’s not clear which author made which claim Human impact on the environment can be represented as the combina$on of the effects of four factors: popula$on, affluence, consump$on, and technology. Popula$on is no longer the dominant driver of impact; instead, changes in affluence and consump$on are driving impacts from biodiversity loss in developing countries, to tremendously inefficient use of land and resources for agriculture. (Cassidy, et al., 2013; Lenzen, et al., 2012; Waggoner & Ausubel, 2002). Kim’s summary of connec0ons between readings in class so far. 58
- 59. Human impact on the environment can be represented as the combina$on of the effects of four factors: popula$on, affluence, consump$on, and technology (Waggoner & Ausubel, 2002). Popula$on is no longer the dominant driver of impact; instead, changes in affluence and consump$on are driving impacts from biodiversity loss in developing countries (Lenzen, et al., 2012), to tremendously inefficient use of land and resources for agriculture (Cassidy, et al., 2013). Kim’s summary of connec0ons between readings in class so far. Put authors directly next to their claims within or at the end of each sentence. 59
- 60. Human impact on the environment can be represented as the combina$on of the effects of four factors: popula$on, affluence, consump$on, and technology (Waggoner & Ausubel, 2002). Popula$on is no longer the dominant driver of impact; instead, changes in affluence and consump$on are driving impacts from biodiversity loss in developing countries (Lenzen, et al., 2012), to tremendously inefficient use of land and resources for agriculture (Cassidy, et al., 2013). Kim’s summary of connec0ons between readings in class so far. Put authors directly next to their claims within or at the end of each sentence. 60
- 62. EndNote is your friend 62
- 63. Tip! When taking notes, don’t focus on the text’s sentence level. Slide modified from Ladaea Rylander, LU Academic Support Centre 63
- 64. Wri$ng exercise to avoid plagairism 64
- 65. The original passage: Students frequently overuse direct quota$on in taking notes, and as a result they overuse quota$ons in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted mager. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. -‐Lester, James D. Wri$ng Research Papers. 2nd ed. (1976): 46-‐47. Exercise from Purdue Online Wri$ng Lab: hgp://owl.english.purdue.edu/owl/resource/619/01/ 65
- 66. A legi/mate summary (OK!) • Students should take just a few notes in direct quota$on from sources to help minimize the amount of quoted material in a research paper (Lester, 1976, p. 46-‐47). 66
- 67. A legi/mate paraphrase (OK!) A legi/mate paraphrase: • In research papers students ooen quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essen$al to minimize the material recorded verba$m (Lester, 1976, p. 46-‐47). 67
- 68. This is Plagiarism! The original passage: Students frequently overuse direct quota$on in taking notes, and as a result they overuse quota$ons in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted mager. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. A plagiarized version: Students ooen use too many direct quota$ons when they take notes, resul$ng in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes. 68
- 69. How Urkund Detects Plagairism 69
- 70. Plagiarism is treated as a serious crime 70
- 71. hgp://blog.fieldoo.com/2014/02/want-‐to-‐be-‐the-‐next-‐ronaldo-‐prac$ce-‐10000-‐hours/ 71 Wri$ng is a skill developed through prac$ce
- 73. 73
- 74. Resources The Harvard Guide to Source Use hgp://usingsources.fas.harvard.edu/icb/icb.do Recognizing and Avoiding Plagiarism Quiz Cornell University, College of Arts and Sciences hgps://plagiarism.arts.cornell.edu/tutorial/ exercises/ques$ons.cfm They Say/I Say: The Moves That MaRer in Persuasive Wri/ng By Gerald Graff and Cathy Birkenstein AWELU hgp:// awelu.srv.lu.se/ 74
- 75. APA Guides for proper cita$on • In-‐text cita$ons hgp://blog.apastyle.org/apastyle/2011/01/wri$ng-‐in-‐ text-‐cita$ons-‐in-‐apa-‐style.html • You will find a quick overview guide showing correct formamng and use of the APA style here: hgp://owl.english.purdue.edu/owl/resource/560/01/ • Ci$ng figures & tables hgp://blog.apastyle.org/apastyle/tables-‐and-‐figures/ • You may also watch a short video tutorial explaining the use of APA cita$on here: hgp://www.apastyle.org/learn/tutorials/basics-‐ tutorial.aspx 75
- 76. From Jamieson, S. and R.M. Howard (2013). “Sentence-‐Mining: Uncovering the Amount of Reading and Reading Comprehension in College Writers’ Researched Wri$ng.” The New Digital Scholar: exploring and enriching the research and wri0ng prac0ces of NextGen students. New Jersey: American Society for Informa$on Science and Technology. P. 109-‐131 Paraphrase Patchwri/ng 76 Slide from Ladaea Rylander, LU Academic Support Centre
- 77. Resources for Prac$ce • hgp://www.lub.lu.se/en/student/academic-‐ conduct/urkund.html • Academic Support Centre at Lund University hFp://www.lunduniversity.lu.se/current-‐students/ academic-‐support-‐centre • Academic Wri0ng in English at Lund University (AWELU for short): hgp://awelu.srv.lu.se/ • Purdue Online Wri$ng Lab hgp://owl.english.purdue.edu/owl/sec$on/1/ 77