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Academic Phrasebank
The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work.The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used.The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used.The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. More about Academic Phrasebank.
writing 
february 2014 by arnow
How the Language Really Works: The Fundamentals of Critical Reading and Effective Writing
Dan Kurland geeft aanwijzingen voor het kritisch lezen en interpreteren van teksten door analyse van de keuzes van de auteur met betrekking tot de inhoud, taal en structuur van de tekst.
reading  writing  phil_student  argumentation-reasoning-logic 
july 2013 by arnow
patter | research education, academic writing, public engagement, funding, other eccentricities.
Pat Thomson is Professor of Education in the School of Education, The University of Nottingham. Her research is centred primarily on how schools might change to be more engaging and meaningful for more children and young people. She has recently been investigating the arts, creativity and other kinds of experiential approaches in school and community settings, including galleries and museums. She is also interested in researcher education and the writing that scholars want to, and must, do.
blog  research  writing 
july 2013 by arnow

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