EnglishAcademicWritingChapter5:WritingStyleEnglishAcademicWritingLeadin:(1)Whatiscitation?Howmanykindsofcitationarethereandwhichkinddoyouprefer?(2)Whatdoyouusuallydowithin-textcitation?(3)Whatisplagiarism?Howtoavoidit?(4)Inpairsorgroups,pleasediscussthedetailsofreferencesbasedonyourexperience?(5)Whatarethecharacteristicsoflanguageinacademicpaper?

(6)whatarethecommonstyleguidesthatyouarefamiliarwith?ChapterFive:WritingStyle

PartOne:Citationvs.Plagiarism

PartTwo:References

PartThree:LanguageStyleChapterFive

PartOne:Citationvs.Plagiarism1.Introduction

Definition:

Citationistheactofidentifyingsources.Acitationnamestheauthorandworkandprovidessufficientbibliographicinformationtoallowthereadertotrackdowntheoriginalsource.Twotypesofcitation:

(1)Citationasnote/reference,(2)Citationasmaterialquoted.ChapterFive

PartOne:Citationvs.Plagiarism2.GuidelinesforCitingtheIdeasofOthersCiteonlythemostappropriateandthelatestliterature.Citethepublishedliterature.Providecitationsfordirectquotationsandparaphrases,forideas,anddatatakenfromanoriginalsource.Accuracyincitationmustbeguaranteed.Citationformatmustbestandardized.Betentativeincitationratherthanbeingtooassertive.Donotcitemorethanisnecessary.Don’tputa“catch-all”citationattheendofaparagraph.Citeasyouuse.ChapterFive

PartOne:Citationvs.Plagiarism3.In-TextCitationThreewaysofin-textcitation:

①Boththenameanddateenclosedinparentheses.E.g.

1.TheInternetisausefulresearchtool(Kwok,2018).2.Cyanidehasbeenfoundtoinhibitenzymeaction(Grubb,1977;Smith,1980;Taylor,1983).3.Cyanidehasbeenfoundtoinhibitenzymeaction(Jonesetal.,1985).

ChapterFive

PartOne:Citationvs.Plagiarism②Tomakethelastnameoftheresearcherthesubjectorobjectofthesentenceorclauseandfollowitimmediatelywiththedateofthestudyinparentheses.E.g.

Kwok(2018)statesthattheInternetisausefulresearchtool.

Lim(2018)statesthatthattheInternetisausefulresearchtool.ChapterFive

PartOne:Citationvs.Plagiarism③Ifyouwishtoemphasizethedateofthecitedstudy,youcanomittheparenthesesbysayingthat:E.g.Asearlyas2018,KowkfoundthattheInternetisausefultool.

Somejournalsjustcitethesequenceofthereferencesinthetextinordertosavespace.E.g.

Vibrationisusedtoprepareuniformgranularmixturesortosegregategranularcomposites[3,7,12,16,19].ChapterFive

PartOne:Citationvs.Plagiarism4.Footnotes

Definition:

Footnotes,alsocalled“bottomnotes”or“end-of-thenotes”,markitsusebyaddinganumberinuppercasetotheupperrightcornerofthewordsorsentencestobenoted,andthenputthenoteinthebottomofthepage.E.g.________________________22Note,thisisdifferentfromthereferencescenarioreferredtothroughoutthispaper,inthatitincludestheimpactondemandofpricesgeneratedbytheERISmodel.23Andaround86%ofcumulativealcoholconsumptionintransport..ChapterFive

PartOne:Citationvs.Plagiarism5.Endnotes

Definition:

Endnotesareputattheendofthearticle.Endnoteshelpreadersunderstandandretrieverelevantdocumentations.Itshouldbenotedthatthenumbersoftheendnotesmustbeconsistentwiththesequenceinthearticle.E.g.

Notes1.LeonardShatzkin,InColdType:OvercomingtheBookCrisis(Boston:HoughtonMifflin,1982).2.PaulStarr,“TheElectronicReader”,inReadinginthe1980s,ed.StephenBraubard(NewYork:Bowker,1983),149.3.Shatzkin,79.4.Starr,149.ChapterFive

PartOne:Citationvs.Plagiarism6.Plagiarism

(1)Definition:

Plagiarismistheactofusingsomeoneelse’sideasorwordseitherinspokenorwrittenformwithoutgivingthatpersoncredit.

ChapterFive

PartOne:Citationvs.Plagiarism

(2)Content:①Q(mào)uotingmaterialwithoutattribution.②Passingoffanother’sideaasyourown,evenifithasbeenreworded.③Imitatingapassage’sstructureorargumentwithoutattribution.④Concealingtheextenttowhichborrowingfromatextorothersourcehasoccurred.ChapterFive

PartOne:Citationvs.Plagiarism

(3)Methodstoavoidplagiarism:Summarizewhatyouhavereadimmediatelyafteryouhavereaditandwithoutreferringbacktothesourceinordertoavoidcopyingdirectlyfromthesource.Whencopyingdirectlyfromthesourceorevenparaphrasewhatyouhaveread,besuretonotethepagenumberfromwhichitcomes.

Inwriting,provideclearreferencestothesourcesquoted.DocumentallthesourcesquotedintheReferencessection.

gotomainChapterFive

PartTwo:References1.IntroductiongotomainTherearemanystyleguidesforacademicwriting,butthemostwidelyusedonesareAPA,CMSandMLA.NameDefinitionUsageAPAAmericanPsychologicalAssociationGuidelinesandrulesforpropergrammaticalusage,citationformats,orpaperwritingfromtheAmericanPsychologicalAssociation(APA).Oftenusedinsocialscienceworks.CMSChicagoManualofStyleGuidelinesandrulesonpropergrammaticalusage,citationformats,orpaperwritingfromeithertheChicagoManualofStyleorKateL.MLAModernLanguageAssociationGuidelinesandrulesforpropergrammaticalusage,citationformats,orpaperwritingfromtheMLA.Oftenusedinworksontheliberalartsandhumanities.ChapterFive

PartTwo:References2.WhatStyleGuidetoUse?l?Anthropology:AmericanAnthropologicalAssociation’sStyleGuideOnline:/pubs/style_guide.html?Biology(alsonaturalsciences):CouncilofBiologyEditorsStyleManualOnline:/writing/Handbook/DocCBE.htmll?Chemistry:AmericanChemicalSociety(ACS)StyleGuideOnline:/chemistry/info/acs.htmll?Economics:Turabian(asimplifiedChicagostyle)Online:/writetest/Handbook/DocChicago.htmll?English:MLAHandbookforWritersofResearchPapersOnline:/writetest/Handbook/DocMLA.html...ChapterFive

PartTwo:References3.ContentofReferences(1)Author(2)Titleandversion(3)Sourcetype(4)Publicationdetails(5)SourceofdocumentChapterFive

PartTwo:References4.ReferencesSystems(1)Sequentialsystem(2)Author-YearsystemSequentialSystemarrangesthereferencesinchronologicalorderaccordingtotheorderofthereferencesinthepaper.

Author-YearSystemarrangesthereferenceaccordingtothealphabeticalorderoftheauthor’slastname.ChapterFive

PartTwo:ReferencesActivity1:

Analyzethereferencesofalinguisticjournalandtrytodetermineitscharacteristics.參考文獻(xiàn)Alreck,P.L.&R.B.Settle.1985TheSurveyResearchHandbook[M].Homewood,Illinois:RichardD.Irwin,Inc.Dewey,J.1933.HowWeThink[M].NewYork:D.C.Health.Dewey,J.1938/1963.ExperienceandEducation[M].NewYork:Macmillan.Freeman,D.2002.Thehiddensideofthework:Teacherknowledgeandlearningtoteach[J].LanguageTeaching35:1213.Freeman,R.&J.C.Richards(eds.).1996.TeacherLearninginLanguageTeaching

[C].Shanghai:ShanghaiForeignLanguageEducationPress.Freeman,D.&K.Johnson.1998.Reconceptualizingtheknowledge

baseoflanguageteachereducation[J].TESOLQuarterly32:3972417.Kaufman,D.2004.Constructivistissuesinlanguagelearningandteaching[J].AnnualReviewofAppliedLinguistics24:303-319.

ChapterFive

PartTwo:ReferencesKey:①Familynamewithinitialscomesfirst,givennamefollows;②Journalarticletitleislisted;③Journalnameandbooknameareinitalics,④Whenthereareanumberofauthors,listthemall....ChapterFive

PartTwo:References5.APAReferences

Definition:

TheAPAstyleguideprescribesthattheReferencesection,bibliographiesandotherlistsofnamesshouldbeindicatedbylastnamesfirstandmandatesinclusionoffirstnameprefixes.E.g.“MartindeRijke”shouldbesortedas“DeRijke,M.”.

“SaifAlFalasi”shouldbesortedas“Al-Falasi,S.”.

PrintSourcesElectronicSources

Rules1.directreadersspecificallytothesourcematerialusingURLswhichwork,2.includetheaccessdate,3.includeallotherrelevantAPAstyledetailsforthesource.ChapterFive

PartTwo:References6.ACSStyle

Definition:

TheACSstyle,astandardmethodofcitationinacademicpublications,originatedwiththeAmericanChemicalSociety(ACS).TheBibliographysectionoftheACSstyleappearsattheendofthepaperinalphabeticalorderifcitedbyauthoranddateorinnumericalorderifcitedbynumbers.

BookBookorEncyclopediaChapterInternetSiteJournalNewspaper...ChapterFive

PartTwo:References7.Cautions

lAllsourcescitedinthetextmustbedocumentedintheReferencessection.

l?NootherreferenceislistedintheReferencessectionunlessitwascitedinthetext.

lWriteasmuchinformationasnecessaryforthereference.

lAdaptthemethodofdocumentationtonewneeds.

gotomainChapterFive

PartThree:LanguageStyle1.IntroductionAcademicassignmentsusuallyfollowaparticularstyle;herearesomecommonlyobservedfeatures:TentativeFormalObjectiveConciseVariedChapterFive

PartThree:LanguageStyle2.Tentativeness(1)Avoidover-generalizationssuchas“always”and“every”,replacethemwith“often”and“many/much”.(2)Uselinguistic“hedges”(e.g.probably,seems,mightbe)toqualifygeneralizations.(3)?Usetentativewordsorphrasessuchas“tendsto”,“indicatesthat”,“suggeststhat”.(4)Limityourclaims—berealistic.ChapterFive

PartThree:LanguageStyleActivity2:

RewritethefollowingsentencesinmoretentativeEnglish:①Recentresearchprovesthatallpeoplepreferemailtotraditionalletter-writingasamodeofcommunication(Mahlab,1994).②Thisalwaysoccurswheneverthereisadownturnincommodityprices.③Everylearnerinternalizesnewlanguagebetterifgivenaclearcontext.④Thegovernment’sdrunk-drivingcampaignhasledtoadecreaseinthenumberofroaddeaths.⑤Internationalstudentsarealwaysquietintutorials.ChapterFive

PartThree:LanguageStyleKey:①Recentresearchsuggeststhatamajorityofpeoplepreferemailtotraditionalletter-writingasamodeofcommunication(Mahlab,1994).②Thistendstooccurwheneverthereisadownturnincommodityprices.③Learnerstendtointernalizenewlanguagebetterifgivenaclearcontext.④Thegovernment’sdrunk-drivingcampaignmayhaveledtoadecreaseinthenumberofroaddeaths.⑤Many(thoughnotall)internationalstudentstendtobeamongthequieterparticipantsintutorials.ChapterFive

PartThree:LanguageStyle3.FormalityAvoidslangandtoo-casuallanguage,e.g.“cool”or“prettyawful”.Usefullformsofwordsratherthanabbreviations,e.g.,“doesnot,shouldhave,itis”ratherthan“doesn’t,should’ve,it’s”.Avoidphrasalverbs,e.g.“l(fā)ookinto”,preferringsinglepolysyllabicverbs,e.g.“investigate”.Usepowerfulreportingwords:“support,claim,suggest,recommend,andcontradict”.Makeslessuseofcoordinationandgreateruseofsubordination.Avoidinformalpunctuationsuchascontractionsanddashes;colonsandsemi-colonsfeaturecommonlyinacademicstyle.Usecomplexratherthansimplesentences,andlongratherthenshortparagraphs.Avoidtheuseofrhetoricalquestions.ChapterFive

PartThree:LanguageStyle4.ObjectivityUsereferencingtoindicatesources.Useimpersonalexpressionsandthepassivevoice,e.g.itcanbeconcludedthat...,ithasbeenclaimedthat...Usethirdpersonpronouns,avoidthefirstperson“I,we”orsecondperson“you”.Avoidsexistandbiasedlanguage,forexample,using“oldpersons”insteadof“elderly”.Avoidwordsthathaveemotionalorattitudinalconnotations.ChapterFive

PartThree:LanguageStyleActivity3:

RewritethefollowingsentencesinmoreobjectiveEnglish:①Ithinkthatsmokinginpublicshouldbebanned.②Ithinkobjectivityontelevisionisnothingmorethananideal.③Ifoundthatthevocabularychoiceplayedaroleindeterminingwhichtopicsspeakerstakeup.ChapterFive

PartThree:LanguageStyleKey:①Thereisacasefor