| |
| |
| Preface | |
| |
| |
| Sources of extracts used in the text | |
| |
| |
| |
| Introduction | |
| |
| |
| |
| The main elements in academic writing | |
| |
| |
| |
| You and your writing task | |
| |
| |
| |
| You and your subject matter | |
| |
| |
| |
| You and your reader | |
| |
| |
| |
| Your language: form and structure | |
| |
| |
| |
| Reflection and Research | |
| |
| |
| |
| Reflection: asking questions and proposing answers | |
| |
| |
| |
| Speculative thinking and writing | |
| |
| |
| |
| Choosing a topic | |
| |
| |
| |
| Kinds of question | |
| |
| |
| |
| Coming to terms with an essay topic | |
| |
| |
| |
| Summary | |
| |
| |
| |
| Interpretation: reading and taking notes | |
| |
| |
| |
| The 'problem' of reading | |
| |
| |
| |
| Evidence, interpretation and fact | |
| |
| |
| |
| What an author does | |
| |
| |
| |
| An author's major motives | |
| |
| |
| |
| Modes of analysis | |
| |
| |
| |
| An author's structural intentions | |
| |
| |
| |
| Interpreting a difficult text | |
| |
| |
| |
| The Dynamics of an Essay | |
| |
| |
| |
| Introductions | |
| |
| |
| |
| The constituents of an essay | |
| |
| |
| |
| The constituents of an introduction | |
| |
| |
| |
| The use and misuse of introductory material | |
| |
| |
| |
| Setting out your case | |
| |
| |
| |
| Writing an introduction to a research paper | |
| |
| |
| |
| Middles | |
| |
| |
| |
| Some common problems | |
| |
| |
| |
| The uses of outlines | |
| |
| |
| |
| Expanding a case | |
| |
| |
| |
| Summary | |
| |
| |
| |
| Endings | |
| |
| |
| |
| Recapitulation | |
| |
| |
| |
| Mood: suggestion and implication | |
| |
| |
| |
| Variations on a theme | |
| |
| |
| |
| Language | |
| |
| |
| |
| You, your language and your material | |
| |
| |
| |
| Subjective and objective: the uses of 'I' and 'we' | |
| |
| |
| |
| Confusing yourself with your material | |
| |
| |
| |
| Quoting - and not quoting | |
| |
| |
| |
| Some verbs of enquiry: how to use them | |
| |
| |
| |
| Analytical language 1: sentences | |
| |
| |
| |
| Discrimination and confusion | |
| |
| |
| |
| Elements of sentence structure | |
| |
| |
| |
| Participants, processes and circumstances | |
| |
| |
| |
| Analytical language 2: rhetorical strategies | |
| |
| |
| |
| Analysing versus describing | |
| |
| |
| |
| Defining | |
| |
| |
| |
| Comparing and contrasting | |
| |
| |
| |
| Cohesion and texture | |
| |
| |
| |
| Determinants of cohesion and texture | |
| |
| |
| |
| Revising and improving text | |
| |
| |
| |
| Conventions of academic writing | |
| |
| |
| |
| Academic culture | |
| |
| |
| |
| A skeleton key to stylistic conventions | |
| |
| |
| Appendices | |
| |
| |
| |
| Writing book reviews | |
| |
| |
| |
| Sample analyses of essay topics | |
| |
| |
| |
| A revised manuscript | |
| |
| |
| Index | |