What do you know (and believe) about academic writing in English?

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* 1. Academic writing...

	Yes, usually.	No, not usually.
should be formal.	should be formal. Yes, usually.	should be formal. No, not usually.
(Optional) Expand on your answer here:
should not show the author's opinion.	should not show the author's opinion. Yes, usually.	should not show the author's opinion. No, not usually.
(Optional) Expand on your answer here:
is predictable.	is predictable. Yes, usually.	is predictable. No, not usually.
(Optional) Expand on your answer here:
should not be written in the first person ("I").	should not be written in the first person ("I"). Yes, usually.	should not be written in the first person ("I"). No, not usually.
(Optional) Expand on your answer here:
should not involve "dialogue" with the reader.	should not involve "dialogue" with the reader. Yes, usually.	should not involve "dialogue" with the reader. No, not usually.
(Optional) Expand on your answer here:
requires integration of other people's ideas.	requires integration of other people's ideas. Yes, usually.	requires integration of other people's ideas. No, not usually.
(Optional) Expand on your answer here:
should include cohesive devices, such as "therefore" and "however".	should include cohesive devices, such as "therefore" and "however". Yes, usually.	should include cohesive devices, such as "therefore" and "however". No, not usually.
(Optional) Expand on your answer here:

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* 2. Which are the most important sections in an academic essay? (Rank them.)

Title

Introduction

Body

Conclusion

References

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* 3. Briefly explain your choice for the 1st ranked item above.

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* 4. In this class you will need to read a number of scholarly journal articles. Such articles generally follow a particular formula, with sections that almost always come in the same order. Can you match those sections to their descriptions below? (The descriptions are in the correct order already.)

	Results	Appendix	Abstract	Discussion	Introduction	Conclusion	Method	References
In this section you can find a brief summary of the purpose of the research, and what the researcher(s) did.	In this section you can find a brief summary of the purpose of the research, and what the researcher(s) did. Results	In this section you can find a brief summary of the purpose of the research, and what the researcher(s) did. Appendix	In this section you can find a brief summary of the purpose of the research, and what the researcher(s) did. Abstract	In this section you can find a brief summary of the purpose of the research, and what the researcher(s) did. Discussion	In this section you can find a brief summary of the purpose of the research, and what the researcher(s) did. Introduction	In this section you can find a brief summary of the purpose of the research, and what the researcher(s) did. Conclusion	In this section you can find a brief summary of the purpose of the research, and what the researcher(s) did. Method	In this section you can find a brief summary of the purpose of the research, and what the researcher(s) did. References
In this section the author sets up the rationale for the study, especially by talking about what other researchers have already written on the subject, thus building a case for why her/his particular research is important.	In this section the author sets up the rationale for the study, especially by talking about what other researchers have already written on the subject, thus building a case for why her/his particular research is important. Results	In this section the author sets up the rationale for the study, especially by talking about what other researchers have already written on the subject, thus building a case for why her/his particular research is important. Appendix	In this section the author sets up the rationale for the study, especially by talking about what other researchers have already written on the subject, thus building a case for why her/his particular research is important. Abstract	In this section the author sets up the rationale for the study, especially by talking about what other researchers have already written on the subject, thus building a case for why her/his particular research is important. Discussion	In this section the author sets up the rationale for the study, especially by talking about what other researchers have already written on the subject, thus building a case for why her/his particular research is important. Introduction	In this section the author sets up the rationale for the study, especially by talking about what other researchers have already written on the subject, thus building a case for why her/his particular research is important. Conclusion	In this section the author sets up the rationale for the study, especially by talking about what other researchers have already written on the subject, thus building a case for why her/his particular research is important. Method	In this section the author sets up the rationale for the study, especially by talking about what other researchers have already written on the subject, thus building a case for why her/his particular research is important. References
In this section the researcher presents information about the participants of the study, any instruments used, and how the study itself was carried out.	In this section the researcher presents information about the participants of the study, any instruments used, and how the study itself was carried out. Results	In this section the researcher presents information about the participants of the study, any instruments used, and how the study itself was carried out. Appendix	In this section the researcher presents information about the participants of the study, any instruments used, and how the study itself was carried out. Abstract	In this section the researcher presents information about the participants of the study, any instruments used, and how the study itself was carried out. Discussion	In this section the researcher presents information about the participants of the study, any instruments used, and how the study itself was carried out. Introduction	In this section the researcher presents information about the participants of the study, any instruments used, and how the study itself was carried out. Conclusion	In this section the researcher presents information about the participants of the study, any instruments used, and how the study itself was carried out. Method	In this section the researcher presents information about the participants of the study, any instruments used, and how the study itself was carried out. References
In this section the researcher presents data that emerged from the study, often in the form of tables and figures.	In this section the researcher presents data that emerged from the study, often in the form of tables and figures. Results	In this section the researcher presents data that emerged from the study, often in the form of tables and figures. Appendix	In this section the researcher presents data that emerged from the study, often in the form of tables and figures. Abstract	In this section the researcher presents data that emerged from the study, often in the form of tables and figures. Discussion	In this section the researcher presents data that emerged from the study, often in the form of tables and figures. Introduction	In this section the researcher presents data that emerged from the study, often in the form of tables and figures. Conclusion	In this section the researcher presents data that emerged from the study, often in the form of tables and figures. Method	In this section the researcher presents data that emerged from the study, often in the form of tables and figures. References
In this section the researcher talks about the data that was presented, usually in the context of whether or not they support what the researcher hoped to discover. The issues written about earlier in the paper are also revisited here.	In this section the researcher talks about the data that was presented, usually in the context of whether or not they support what the researcher hoped to discover. The issues written about earlier in the paper are also revisited here. Results	In this section the researcher talks about the data that was presented, usually in the context of whether or not they support what the researcher hoped to discover. The issues written about earlier in the paper are also revisited here. Appendix	In this section the researcher talks about the data that was presented, usually in the context of whether or not they support what the researcher hoped to discover. The issues written about earlier in the paper are also revisited here. Abstract	In this section the researcher talks about the data that was presented, usually in the context of whether or not they support what the researcher hoped to discover. The issues written about earlier in the paper are also revisited here. Discussion	In this section the researcher talks about the data that was presented, usually in the context of whether or not they support what the researcher hoped to discover. The issues written about earlier in the paper are also revisited here. Introduction	In this section the researcher talks about the data that was presented, usually in the context of whether or not they support what the researcher hoped to discover. The issues written about earlier in the paper are also revisited here. Conclusion	In this section the researcher talks about the data that was presented, usually in the context of whether or not they support what the researcher hoped to discover. The issues written about earlier in the paper are also revisited here. Method	In this section the researcher talks about the data that was presented, usually in the context of whether or not they support what the researcher hoped to discover. The issues written about earlier in the paper are also revisited here. References
In this section the researcher usually talks about the limitations of the study, but also the broader implications of the research. Often this section ends with a remark about future research.	In this section the researcher usually talks about the limitations of the study, but also the broader implications of the research. Often this section ends with a remark about future research. Results	In this section the researcher usually talks about the limitations of the study, but also the broader implications of the research. Often this section ends with a remark about future research. Appendix	In this section the researcher usually talks about the limitations of the study, but also the broader implications of the research. Often this section ends with a remark about future research. Abstract	In this section the researcher usually talks about the limitations of the study, but also the broader implications of the research. Often this section ends with a remark about future research. Discussion	In this section the researcher usually talks about the limitations of the study, but also the broader implications of the research. Often this section ends with a remark about future research. Introduction	In this section the researcher usually talks about the limitations of the study, but also the broader implications of the research. Often this section ends with a remark about future research. Conclusion	In this section the researcher usually talks about the limitations of the study, but also the broader implications of the research. Often this section ends with a remark about future research. Method	In this section the researcher usually talks about the limitations of the study, but also the broader implications of the research. Often this section ends with a remark about future research. References
In this section the researchers list all the literature that was included in their paper.	In this section the researchers list all the literature that was included in their paper. Results	In this section the researchers list all the literature that was included in their paper. Appendix	In this section the researchers list all the literature that was included in their paper. Abstract	In this section the researchers list all the literature that was included in their paper. Discussion	In this section the researchers list all the literature that was included in their paper. Introduction	In this section the researchers list all the literature that was included in their paper. Conclusion	In this section the researchers list all the literature that was included in their paper. Method	In this section the researchers list all the literature that was included in their paper. References
In this section, which is not always included, the researchers present extra materials of relevance to their paper.	In this section, which is not always included, the researchers present extra materials of relevance to their paper. Results	In this section, which is not always included, the researchers present extra materials of relevance to their paper. Appendix	In this section, which is not always included, the researchers present extra materials of relevance to their paper. Abstract	In this section, which is not always included, the researchers present extra materials of relevance to their paper. Discussion	In this section, which is not always included, the researchers present extra materials of relevance to their paper. Introduction	In this section, which is not always included, the researchers present extra materials of relevance to their paper. Conclusion	In this section, which is not always included, the researchers present extra materials of relevance to their paper. Method	In this section, which is not always included, the researchers present extra materials of relevance to their paper. References

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* 5. Academic writing uses a number Latin-origin abbreviations. Check (mark) the abbreviations you know and know how to use.

etc.

e.g.

i.e.

cf.

ibid.

et al.

op cit.

e.i.e.i.o.

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* 6. Which sentence below contains correct APA in-text citation formatting?

It has also been suggested that "people don't just write, they write to accomplish different purposes in different contexts," and this, in turn, affects how language is used (19).

It has also been suggested that "people don't just write, they write to accomplish different purposes in different contexts," and this, in turn, affects how language is used (Hyland).

It has also been suggested that "people don't just write, they write to accomplish different purposes in different contexts," and this, in turn, affects how language is used (HYLAND).

It has also been suggested that "people don't just write, they write to accomplish different purposes in different contexts," and this, in turn, affects how language is used (Hyland, 2003, p. 19).

It has also been suggested that "people don't just write, they write to accomplish different purposes in different contexts," and this, in turn, affects how language is used (Hyland, 2003: 19).

It has also been suggested that "people don't just write, they write to accomplish different purposes in different contexts," and this, in turn, affects how language is used.

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* 7. In your opinion, how academically appropriate are the following sentences?

	Not appropriate	Somewhat inappropriate	Appropriate	Very appropriate
"As I have demonstrated in this paper, students definitely benefit from intensive pronunciation practice."	"As I have demonstrated in this paper, students definitely benefit from intensive pronunciation practice." Not appropriate	"As I have demonstrated in this paper, students definitely benefit from intensive pronunciation practice." Somewhat inappropriate	"As I have demonstrated in this paper, students definitely benefit from intensive pronunciation practice." Appropriate	"As I have demonstrated in this paper, students definitely benefit from intensive pronunciation practice." Very appropriate
"As I hope to have demonstrated in this paper, students can benefit from intensive pronunciation practice."	"As I hope to have demonstrated in this paper, students can benefit from intensive pronunciation practice." Not appropriate	"As I hope to have demonstrated in this paper, students can benefit from intensive pronunciation practice." Somewhat inappropriate	"As I hope to have demonstrated in this paper, students can benefit from intensive pronunciation practice." Appropriate	"As I hope to have demonstrated in this paper, students can benefit from intensive pronunciation practice." Very appropriate
"As I have proved in this paper, students benefit from intensive pronunciation practice."	"As I have proved in this paper, students benefit from intensive pronunciation practice." Not appropriate	"As I have proved in this paper, students benefit from intensive pronunciation practice." Somewhat inappropriate	"As I have proved in this paper, students benefit from intensive pronunciation practice." Appropriate	"As I have proved in this paper, students benefit from intensive pronunciation practice." Very appropriate
"As I have convincingly demonstrated in this paper, students can benefit from intensive pronunciation practice."	"As I have convincingly demonstrated in this paper, students can benefit from intensive pronunciation practice." Not appropriate	"As I have convincingly demonstrated in this paper, students can benefit from intensive pronunciation practice." Somewhat inappropriate	"As I have convincingly demonstrated in this paper, students can benefit from intensive pronunciation practice." Appropriate	"As I have convincingly demonstrated in this paper, students can benefit from intensive pronunciation practice." Very appropriate
"As I think I have demonstrated in this paper, students probably benefit from intensive pronunciation practice."	"As I think I have demonstrated in this paper, students probably benefit from intensive pronunciation practice." Not appropriate	"As I think I have demonstrated in this paper, students probably benefit from intensive pronunciation practice." Somewhat inappropriate	"As I think I have demonstrated in this paper, students probably benefit from intensive pronunciation practice." Appropriate	"As I think I have demonstrated in this paper, students probably benefit from intensive pronunciation practice." Very appropriate

What do you know (and believe) about academic writing in English?

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* 1. Academic writing...

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* 2. Which are the most important sections in an academic essay? (Rank them.)

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* 3. Briefly explain your choice for the 1st ranked item above.

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* 5. Academic writing uses a number Latin-origin abbreviations. Check (mark) the abbreviations you know and know how to use.

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* 6. Which sentence below contains correct APA in-text citation formatting?

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* 7. In your opinion, how academically appropriate are the following sentences?

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* 8. How does one become a good writer of academic papers?

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* 9. In your opinion, briefly state what characterizes a "good" academic essay. (1-3 sentences is fine.)

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* 10. What is the first thing you should have before you start writing?