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Revise your text so that you improve its quality. Ask following questions: | |||
*What works? What doesn't? | |||
Then do 3 steps of revision: | |||
== 1. Content. == | |||
*Have you explained why you conducted this research? | |||
*Clarified how this research fits into other research? | |||
*Given all necessary details? Reported results? | |||
*Confirmed the logic of your reasoning and inference? | |||
The text is your own original research on a topic, and quite possibly a unique way of looking at that research – you should defense it against educated audience, but also raise interest of your readers. | |||
== | == 2. Organization. == | ||
*Do you need to reorganize sections of the paper? Revise main points for clarity? | |||
* | *Use headings and sub-headings for clarification? | ||
* | *Delete material? Add material? Insert transitions to connect sections of the paper to the thesis? | ||
Working through paragraph by paragraph, ask yourself the purpose of each in terms of the thesis. Check the effectiveness of your organization by glossing the draft and then track your thoughts, outline your draft, or insert trial sub-heads. Improve your organization by inserting transitional phrases or paragraphs, or by adding clarifying and elaborating information. | |||
== | == 3. Coherence. == | ||
*Do you offer a road map of your paper in your thesis statement and through your headings (if you use them)? | |||
* | *Incorporate transitional devices? | ||
* | *Stay consistent within topics? | ||
* | *Use pronouns and repetitions within paragraphs to indicate continuation of the topic? | ||
* | *Comment in the document about the significance to your argument of the information (especially direct quotations) that you have introduced? | ||
Improve coherence by incorporating ideas using a consistent organizing principle, inserting transitions between sections, using topic sentences, and inserting headings and sub-headings. | |||
==Resources== | |||
KU Writing Center : Writing Guide: Research Papers {online}. Lawrence, Kansas, USA : University of Kansas, 2007 {2007-12-27}. WWW: <http://www.writing.ku.edu/students/docs/research.pdf>. | |||
== | == Logic == | ||
'''Paragraphs''' | |||
*Each deals with one aspect, clearly stated in a topic sentence | |||
*All sentences within each paragraph are related | |||
*Paragraphs in each section of the article are linked, in a logical order | |||
'''Argument''' | |||
*All aspects are covered | |||
*Each aspect is adequately discussed | |||
*Definitions are provided (where required) | |||
*Argument is developed logically | |||
*Argument is convincing | |||
Connected to the '''style''' | |||
*Logical outline of headings and subheadings | |||
*The article / thesis flows (reads easily) | |||
*The style is concise | |||
*The language is clear | |||
==== | ==== External links ==== | ||
* | *Look on the “Logic and argument” chapter from The Writing Program at Dartmouth College: Logic and argument http://www.dartmouth.edu/~writing/materials/student/ac_paper/logic.shtml | ||
* | *Or you can evaluate it briefly e.g. according to the Editing Checklist: see Guide to academic writing. Online: http://www.uwc.ac.za/students/postgraduates/downloads/ACADEMIC%20WRITING%20GUIDE%20-%20complete%20draft.doc | ||
== | === Other links === | ||
* | *Choice of structure http://www.criticalreading.com/choice_of_structure.htm | ||
*Scaffolding the academic writing process: A focus on developing ideas http://jalt.org/pansig/2005/HTML/Hayashi.htm | |||
*How to Write an Abstract http://core.ecu.edu/engl/snyderh/3870/how2abs.html | |||
*READING-TO-LEARN AND WRITING-TO-LEARN SCIENCE ACTIVITIES FOR THE ELEMENTARY SCHOOL CLASSROOM http://www.ed.psu.edu/ci/Journals/97pap1.htm | |||
*DESTINATION READING OPENER http://65.196.230.73/EdSchool/LMS4Resources/LessonPlans/LP-Pkg_C4U22_R_TT.pdf | |||
*Towards a Validated Analysis of Scientific Text Structurestructures in technical writing University of East Anglia http://applij.oxfordjournals.org/cgi/reprint/7/1/57.pdf | |||
*Scientext http://w3.u-grenoble3.fr/lidilem/scientext/res_en.php | |||
* | |||
* | |||
Verze z 29. 11. 2008, 23:19
Revise your text so that you improve its quality. Ask following questions:
- What works? What doesn't?
Then do 3 steps of revision:
1. Content.
- Have you explained why you conducted this research?
- Clarified how this research fits into other research?
- Given all necessary details? Reported results?
- Confirmed the logic of your reasoning and inference?
The text is your own original research on a topic, and quite possibly a unique way of looking at that research – you should defense it against educated audience, but also raise interest of your readers.
2. Organization.
- Do you need to reorganize sections of the paper? Revise main points for clarity?
- Use headings and sub-headings for clarification?
- Delete material? Add material? Insert transitions to connect sections of the paper to the thesis?
Working through paragraph by paragraph, ask yourself the purpose of each in terms of the thesis. Check the effectiveness of your organization by glossing the draft and then track your thoughts, outline your draft, or insert trial sub-heads. Improve your organization by inserting transitional phrases or paragraphs, or by adding clarifying and elaborating information.
3. Coherence.
- Do you offer a road map of your paper in your thesis statement and through your headings (if you use them)?
- Incorporate transitional devices?
- Stay consistent within topics?
- Use pronouns and repetitions within paragraphs to indicate continuation of the topic?
- Comment in the document about the significance to your argument of the information (especially direct quotations) that you have introduced?
Improve coherence by incorporating ideas using a consistent organizing principle, inserting transitions between sections, using topic sentences, and inserting headings and sub-headings.
Resources
KU Writing Center : Writing Guide: Research Papers {online}. Lawrence, Kansas, USA : University of Kansas, 2007 {2007-12-27}. WWW: <http://www.writing.ku.edu/students/docs/research.pdf>.
Logic
Paragraphs
- Each deals with one aspect, clearly stated in a topic sentence
- All sentences within each paragraph are related
- Paragraphs in each section of the article are linked, in a logical order
Argument
- All aspects are covered
- Each aspect is adequately discussed
- Definitions are provided (where required)
- Argument is developed logically
- Argument is convincing
Connected to the style
- Logical outline of headings and subheadings
- The article / thesis flows (reads easily)
- The style is concise
- The language is clear
External links
- Look on the “Logic and argument” chapter from The Writing Program at Dartmouth College: Logic and argument http://www.dartmouth.edu/~writing/materials/student/ac_paper/logic.shtml
- Or you can evaluate it briefly e.g. according to the Editing Checklist: see Guide to academic writing. Online: http://www.uwc.ac.za/students/postgraduates/downloads/ACADEMIC%20WRITING%20GUIDE%20-%20complete%20draft.doc
Other links
- Choice of structure http://www.criticalreading.com/choice_of_structure.htm
- Scaffolding the academic writing process: A focus on developing ideas http://jalt.org/pansig/2005/HTML/Hayashi.htm
- How to Write an Abstract http://core.ecu.edu/engl/snyderh/3870/how2abs.html
- READING-TO-LEARN AND WRITING-TO-LEARN SCIENCE ACTIVITIES FOR THE ELEMENTARY SCHOOL CLASSROOM http://www.ed.psu.edu/ci/Journals/97pap1.htm
- DESTINATION READING OPENER http://65.196.230.73/EdSchool/LMS4Resources/LessonPlans/LP-Pkg_C4U22_R_TT.pdf
- Towards a Validated Analysis of Scientific Text Structurestructures in technical writing University of East Anglia http://applij.oxfordjournals.org/cgi/reprint/7/1/57.pdf
- Scientext http://w3.u-grenoble3.fr/lidilem/scientext/res_en.php