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1、A Book Review of Academic Writing for Graduate StudentsGraduate students will face a mass of writing lasks during studying for their chosen degrees. Naturally, the challenges that students face vary with corresponding degrees. However, they are also similar in two aspects. The first thing is that th
2、e tasks will be more complex and stricter than ever. The other one is that they need to be written “academically”. This textbook of Academic Writing for Graduate Students is designed to help people who are not native speakers of English yet are studying for graduate degrees-at both masters and docto
3、ral levels-through or partly through the medium of English with their academic writing. This book is primarily based on teaching materials insights and findings derived from the growing number of studies of teachers at research universities in the United States. It consists of eight units. In the fi
4、rst six units of this textbook, the writing tasks that may be required in the earlier stages of a graduate career are discussed. Unit One presents an overview of the considerations involved in successful academic writing, with an emphasis on the concept of positioning. Units Two and Three deal with
5、two important patterns in English expository writing: the movement from general to specific and the movement from problem to solution. Unit Four acts as a crucial link between the earlier and later units, since it deals with how to handle the discussion of data. Units Five and Six deal with writing
6、summaries and critiques respectively. Finally, Units Seven and Eight deal with constructing a real research paper, that is, one that might be submitted for publication.As a graduate student, I suggest most graduate shtdents or teachers read it. For a student, it sonsists of much academic Ehglish kno
7、wledge and guide you to write an academic English research paper. It is well-known that academic writing is a product of many considerations: audience, purpose, organization, style, flow, and presentation.Some of us may not realize this fact deeply that the audience for most graduate students will b
8、e an instructor, who is possibly quite knowledgeable about the assigned writing topic. So that the writers purpose is, naturally, to display familiarity, expertise, and intelligence rather than to explain knowledge. For a teacher who impart knowledge to students, it provides them with some technique
9、s on writing and teaching experience. The common English that we have learned ever can not meet the requirements in writing an academic English writing now. All of these require us mastering more knowledge on professional writing.Firstand foremost, readers should understand what they want to express
10、 and how they express as pointed out in the textbook when writing an acadimic English paper. When you read an research paper, you may think that it is a simple, straightforward account of an investigationindeed, papers are often designed to create this impression. However, we believe that such impre
11、ssions are largely misleading. Writers of papers operate in a strategic manner. This is principally because such writers know that papers have to justify themselves. They need to establish that the research questions are sufficiently interesting. They need to demonstrate that the research questions
12、are, in theory, answerable. And they need to compete against other papers for acceptance and recognition. As a result, authors are very much concerned with positioningwith showing that their studies are relevant and significant and have some new contribution to make. On the other hand, we know that
13、different sections have thus become identified with different purposes. Among them, Introduction and Discussion are important and take much time to contruct. It is widely recognized that writing introductions is slow, difficult, and troublesome for both native speakers as well as nonnative speakers.
14、 The process of writing introductions in Unit Eight can be worth learning. Most readers, including me, have no idea how to write a profect introduction and what should be written in the introduction. From this book, we have a clear outline. Some informatiuon must be written in the section. Introduci
15、ng and reviewing items of previous research in the chosen area and indicating a gap in the previous research, raising a question about it, or extending previous knowledge in some way and outlining purposes or stating the nature of the present research are necessary. The section of discussion is the
16、core of a research paper. Because it shows the writers working and achievement. Also the limitations of your study should be pointed outAlthough every unit deals with a point during writing an academic English paper, it does not mean that it ignore the surface features of grammar and phraseology. Ea
17、ch unit typically contains two or three language focus sections that step away from rhetoric in order to deal with some linguistic feature. It help readers understanding deeply the structure of a paper. At the same time, it introduces grammar. For example, Unit Two deals with definitions and Unit Fi
18、ve deals with assignment summary and it also discusses nominal that-clauses.It is noticed that academic English features complexity and instability. Especially at the graduate level, there are clear differences among texts typical of the arts (or humanities), the social sciences, the natural science
19、s, the life sciences, and those produced in professional schools such as engineering or architecture. This textbook may be suited for all graduate students. But for most students, it is a good guide. In a word, this textbook is a fairly fast-paced course taking nonnative speaker graduate students opening with a basic orientation and closing with writing an article for publication. Readers can study independently with the help of corresponding comment.