Swales, John. <br/><br/>
Academic Writing for Graduate Students : Essential Tasks and Skills -  A Course for Nonnative Speakers of English / 
John M. Swales and Christine B. Feak ; Carolyn G. Madden and John S. Swales (Series Editors) ; Ann M. Johns (Advisor to the Series) 
 - Ann Arbor :  University of Michigan Press,  1994. 
 - 253 p. :  ill. ;  23 cm. 
 - Michigan Series in English for Academic and Specific Purposes .
<br/><br/>Includes bibliographical references (p. 247-248) and index. 
<br/><br/>"This text is specifically designed to help nonnative graduate students improve their academic writing in English. It consists of eight linked units plus three appendixes. The units start with writing at the paragraph level and conclude with the construction of a research paper. The genre-based approach allows detailed attention to the purposes, structures, and styles of particular kinds of texts. In addition, the approach is strategic; it assumes that graduate students need to write in ways that enhance their credibility in the eyes of their instructors. Academic Writing for Graduate Students does not neglect areas of academic grammar and vocabulary found to be troublesome for nonnative speakers of English. These are handled through "Language Focus" sections so placed in the text that they tie in with the wider rhetorical objectives. <br/> In addition, Academic Writing for Graduate Students has several other special features: <br/>  It is based on the growing body of research literature deadling with the features of academic and research English.<br/>  It builds on the high-level analytic skills typical of its target audience. In particular, it helps students to learn to scrutinize texts from their own chosen fields so that they can come to recognize the discourse conventions operating in that field. <br/>  The activities are strongly and imaginatively task based.<br/><br/>   It gives attention to certain writing situations not covered by previous textbooks; these include using electronic mail and producing critiques and conference abstracts." (Book Cover)<br/> TABLE OF CONTENTS :<br/> Introduction<br/> UNIT ONE: An Approach to Academic Writing Audience <br/> Purpose and Strategy<br/> Organization<br/> Style<br/>  Language Focus: The Vocabulary Shift<br/>  Language Focus: Formal Grammar and Style<br/> Flow<br/>  Language Focus: Linking Words and Phrases<br/>  Language Focus: this + Summary Word <br/> Presentation<br/> Positioning<br/> UNIT TWO: Writing General-Specific Texts<br/><br/> Sentence Definitions<br/>  Language Focus: The Grammar of Definitions<br/> Extended Definitions<br/> Contrastive Definitions<br/> Comparative Definitions<br/> Generalizations <br/> UNIT THREE: Problem, Process, and Solution<br/> The Structure of Problem-Solution Texts  Language Focus: Midposition Adverbs<br/> Problem Statements<br/> Procedures and Processes<br/>  Language Focus: Verbs and Agents in the Solution<br/>  Language Focus: -ing Clauses of Result<br/>  Language Focus: Indirect Questions<br/> UNIT FOUR: Data Commentary<br/> Strength of Claim<br/> Structure of Data Commentary<br/> Location Elements and Summaries<br/>  Language Focus: Verbs in Indicative and Informative Summaries<br/>  Language Focus: Linking as-Clauses<br/> Highlighting Statements<br/> Qualifications and Strength of Claim<br/> Organization<br/>  Language Focus: Qualifying Comparisons<br/> Concluding a Commentary<br/>  Language Focus: Deadling with "Problems"<br/> Dealing with Graphs<br/>  Language Focus: Referring to Lines on Graphs<br/> Dealing with Chronological Data<br/>  Language Focus: Prepositions of Time<br/> UNIT FIVE: Writing Summaries<br/> Writing an Assignment Summary<br/>  Language Focus: The First Sentence in a Summary<br/>  Language Focus: Nominal that-Clauses<br/>  Language Focus: Summary Reminder Phrases<br/> Some Notes on Plagiarism<br/> Comparative Summaries<br/> UNIT SIX: Writing Critiques<br/> Requirements for Writing Critiques<br/>  Language Focus: Unreal Conditionals<br/>  Language Focus: Evaluative Language <br/> Critical Reading<br/> Writing Critiques<br/>  Language Focus: Inversions<br/>  Language Focus: Special Verb Agreements<br/> Reaction Papers<br/>  Language Focus: Scare Quotes<br/> Reviews<br/> A Final Look at the ESL Literature<br/> UNIT SEVEN: Constructing a Research Paper I<br/> Overview of the Research Paper<br/> Methods<br/>  Language Focus: Imperatives in Research Papers<br/> Writing Up a Methods Section<br/> Methods Sections across Disciplines <br/>  Language Focus: Hyphens in Noun Phrases<br/> Results<br/><br/> Commentary in Results Sections<br/> UNIT EIGHT: Constructing a Research Paper II<br/> Introduction Sections<br/> Creating a Research Space<br/>  Language Focus: Claiming Centrality<br/> Reviewing the Literature<br/>  Language Focus: Citation and Tense<br/> Variation in Reviewing the Literature<br/> Move 2 - Establishing a Niche<br/>  Language Focus: Negative Openings<br/> Occupying the Niche<br/>  Language Focus: Tense and Purpose Statements <br/> Completing and Introduction<br/> Discussion Sections<br/> Opening a Discussion Section<br/>  Language Focus: Levels of Generalization<br/> Limitations in Discussions<br/> Cycles of Moves<br/> Acknowledgments <br/> Titles<br/> Abstracts<br/>  Language Focus: Linguistic Features of Abstracts<br/> Appendixes<br/>  One: Articles in Academic Writing<br/>  Two: Academic English and Latin Phrases<br/>  Three: Electronic Mail<br/> Selected References<br/> Index<br/> 
<br/><br/><label>ISBN: </label>0472082639 (pbk) 
<br/><br/><label>LCCN: </label>94060513 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English language--Rhetoric--Study and teaching--Foreign speakers.<br/>Academic writing--Study and teaching--Foreign speakers.