User:Gaydoshbrucea1/sandbox
Academic style
Academic writing often features prose register that is conventionally characterized by "evidence...that the writer(s) have been persistent, open-minded and disciplined in the study"; that prioritizes "reason over emotion or sensual perception"; and that imagines a reader who is "coolly rational, reading for information, and intending to formulate a reasoned response."[1]
Three linguistic patterns[2] that correspond to these goals across fields and genres, include the following:
- a balance of caution and certainty, or a balance of hedging and boosting;[3][4]
- explicit cohesion through a range of cohesive ties and moves;[5] and
- compression, or dense noun phrases to add detail rather than more dependent clauses.[6]
- Use of indexicality in the strategies for standard written English. [7]
Criticism
[edit]Academic style, particularly in humanities, has often been criticized for being too full of jargon and hard to understand by the general public.[8][9] In 2022, Joelle Renstrom argued that the COVID-19 pandemic has had a negative impact on academic writing and that many scientific articles now "contain more jargon than ever, which encourages misinterpretation, political spin, and a declining public trust in the scientific process."[10]
( I am looking for a non-biased article)
There is a need for literary and philosophical gurus to bring philosophy and everyday life to come together. [11]
In reflecting the criticism for academic writing, one can prescribe the variety of claims within academic discourse communities in that writing scholarly often challenges the writer's critical thinking within and across disciplines. [12]
CHATGPT
[edit]Academic writing has a platform, ChatGPT,for changing the way writers compose, thus interjecting questionable reliance on critical thinking technology.[13]
Intertextuality
[edit]Intertextuality is the combining of past writings into original, new pieces of text. According to Julia Kristeva, all texts are part of a larger network of intertextuality, meaning they are connected to prior texts through various links, such as allusions, repetitions, and direct quotations, whether they are acknowledged or not.[14] Writers (often unwittingly) make use of what has previously been written and thus some degree of borrowing is inevitable. One of the key characteristics of academic writing across disciplines is the use of explicit conventions for acknowledging intertextuality, such as citation and bibliography. The conventions for marking intertextuality vary depending on the discourse community, with examples including MLA, APA, IEEE, and Chicago styles.
Summarizing and integrating other texts in academic writing is often metaphorically described as "entering the conversation," as described by Kenneth Burke:[15]
Iterability: citing, with repetition, from simple fragments to wide use of parts of the other texts.
Presupposition: assuming one's audience makes reference to a text with respect to a context or phrases even when the reader is not present. [16]
With intertexuality creativity is borrowed[16]
Wittgenstein's Curse
[edit]The curse that language is limited so be sure to make disciplines, especially of the philosophical nature, meaningful in academic writing.[17]
"Give up literary criticism!" [17] Wittgenstein provoked guilt if the goal of writing was not useful. [17]
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- ^ Chris Thaiss and Terry Myers Zawacki (2006) Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life, Portsmouth: Boynton/Cook, [5-7].
- ^ Aull, L. L. (2020). How Students Write: A Linguistic Analysis. New York, Modern Language Association
- ^ Lancaster, Z. (2016). "Do Academics Really Write This Way? A Corpus Investigation of Moves and Templates in" They Say/I Say"." College composition and communication 67(3): 437.
- ^ Hyland, K. (2005). "Stance and engagement: a model of interaction in academic discourse." Discourse Studies 7(2): 173-192.
- ^ Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge [England]; New York, Cambridge University Press.
- ^ Biber, D. and B. Gray (2010). "Challenging stereotypes about academic writing: Complexity, elaboration, explicitness." Journal of English for Academic Purposes 9(1): 2-20.
- ^ Canagarajah, Suresh (2022-04-03). "Language diversity in academic writing: toward decolonizing scholarly publishing". Journal of Multicultural Discourses. 17 (2): 107–128. doi:10.1080/17447143.2022.2063873. ISSN 1744-7143.
- ^ Pinker, Steven (26 September 2014). "Why Academics Stink at Writing". www.chronicle.com. Archived from the original on 2020-09-04. Retrieved 2021-09-01.
- ^ Blyth, Mark (2012-03-09). "Five minutes with Mark Blyth: "Turn it into things people can understand, let go of the academese, and people will engage"". Impact of Social Sciences. Archived from the original on 2011-01-31. Retrieved 2021-09-01.
- ^ Renstrom, Joelle. "How Science Itself Fuels a Culture of Misinformation – The Wire Science". Retrieved 2022-06-22.
- ^ infoweb.newsbank.com https://infoweb.newsbank.com/apps/news/user/login?destination=document-view%3Fp%3DAMNP%26docref%3Dnews/14B517D526AA6830%26f%3Dbasic. Retrieved 2023-11-01.
{{cite web}}: Missing or empty|title=(help) - ^ Cheng, An (2006-12-01). "Analyzing and enacting academic criticism: The case of an L2 graduate learner of academic writing". Journal of Second Language Writing. 15 (4): 279–306. doi:10.1016/j.jslw.2006.09.002. ISSN 1060-3743.
- ^ "EBSCOhost Login". search.ebscohost.com. Retrieved 2023-11-01.
- ^ Roozen, Kevin. (2015) "Texts Get Their Meaning from Other Texts." Naming What We Know: Threshold Concepts in Writing Studies, Adler-Kassner & Wardle, eds. Logan: Utah State UP, 44-47,
- ^ Burke, Kenneth (1941). The Philosophy of Literary Form. Berkeley: University of California Press, 110-111.
- ^ a b "Vol. 5, No. 1, Autumn, 1986 of Rhetoric Review on JSTOR". www.jstor.org. Retrieved 2023-11-01.
- ^ a b c Tolson, Jay (2001). [search.ebscohost.com/login.aspx?direct=true&db=pwh&AN=5420089&site=eds-live. "Wittgenstein's Curse"]. Wilson Quarterly. 25 (4): 60 – via ebscohost.
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