Academic Writing and Publishing

Hartley, James

doi:10.4324/9780203927984

Cited by 147 publications

(113 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Hay evidencia, por ejemplo, de que los médicos muy a menudo toman decisiones terapéuticas a partir de los títulos de los artículos científicos (Goodman, 2000); Haynes et al 1990). Es una de las razones por las cuales los títulos deben transmitir de manera clara y precisa el tema de la investigación (Day, 1998;Hartley, 2008;Swales y Feak, 1994), y, si es importante, el diseño de la misma, al mismo tiempo que deben llamar la atención de los lectores en general, pero, en primerísimo lugar la de los editores y de los árbitros. Además, cuanto más preciso y exacto sea un título, más fácil será para los bibliotecólogos indexarlo (Diodato y Pearson, 1985;Hodges 1983).…”

Section: Introductionunclassified

Grammatical means of textual cohesion in appellate court decisions

Entralgo¹,

Salager‐Meyer²,

Briceño

2015

LFE 21.2

View full text Add to dashboard Cite

show abstract

Section: Introductionunclassified

Grammatical means of textual cohesion in appellate court decisions

Entralgo¹,

Salager‐Meyer²,

Briceño

2015

LFE 21.2

View full text Add to dashboard Cite

show abstract

“…This is in line with [3] that to maintain clarity of information for the readers to read, some stages of report writing should be followed. Majority of the students were not used to or not familiar with writing the ideas that clarity of information for the readers was missing.…”

Section: Resultsmentioning

confidence: 97%

“…The understanding of those will determine whether the Introduction Part provides reasonable ground for the readers to read further. The lack of undestanding on this field will lead the students' writing become misleading since the Introduction Part should include some stages to maintain clarity of information for the readers [3]. Moreover, the information can be assumed unclear when it is not presented properly.…”

Section: Introductionmentioning

confidence: 99%

English Tenses and Conventions in Research Report Writing

Usadiati¹,

Norahmi²

2017

Proceedings of the 5th SEA-DR (South East Asia Development Research) International Conference 2017 (SEADRIC 2017)

View full text Add to dashboard Cite

Abstract-Appropriate use of English tenses and conventions is a must for students who write their thesis in English. It is imperative whether they are aware of the appropriateness to translate their research activities into a written form that conform to the expectations of scientific and academic community. A survey was conducted to 65 out of a population of 124 students of the English Education Study Program of Universitas Palangka Raya who were writing the draft of their research report. The survey was done to obtain data on the use of English tenses and conventions in the Introduction part of their thesis research report writing. The results showed that the inappropriateness of the use of English tenses and conventions occurred due to the lack of understanding on the appropriate use of the English tenses and conventions in the Introduction Part. They used incorrect tenses in stating the arguments and in quoting previous research results. They did not provide a clear setting to move from the general area toward more specific topic of the research. They could not differentiate report-oriented style from research-oriented style in communicating the information about their research.

show abstract

“…Additionally, Hartley (2008) presents a guide for writing and publishing that helps novice as well as seasoned writers reflect upon this process while considering the different alternatives they have to succeed. He asserts that "academic writing does not take place in a social vacuum and the motives for writing are mixed and various.…”

Section: Writing Demystificationmentioning

confidence: 99%

Academic Writing at Graduate School: An Attempt at Its Demystification

Garcé

2016

WJEL

View full text Add to dashboard Cite

This article reports the findings of a qualitative research study carried out in an academic writing class, with English Didactics Master's students. It aims at identifying graduate students' pre-conceptions of academic writing, describing the process undertaken in an attempt to demystify academic writing, and empower students to write and publish. Data collection instruments included an initial and a final survey, a student journal, and a series of templates for the building of arguments. The findings suggest that recognizing students' potential and providing them with the necessary tools to improve their writing process are key factors in fostering more confident, better writers and the beginning of the writing demystification process.

show abstract

Academic Writing and Publishing

Cited by 147 publications

References 0 publications

Grammatical means of textual cohesion in appellate court decisions

Grammatical means of textual cohesion in appellate court decisions

English Tenses and Conventions in Research Report Writing

Academic Writing at Graduate School: An Attempt at Its Demystification

Contact Info

Product

Resources

About