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This book investigates the dialogic nature of research articles from the perspective of discourse analysis, based on theories of dialogicity. It proposes a theoretical and applied framework for the understanding and exploration of scientific dialogicity. Focusing on some dialogic components, among them citations, concession, inclusive we and interrogatives, a combined model of scientific dialogicity is proposed, that reflects the place and role of various linguistic structures against the background of various theoretical approaches to dialogicity. Taking this combined model as a basis, the analysis demonstrates how scientific dialogicity is realized in an actual scientific dispute and how a scientific project is constructed step by step by means of a dialogue with its readers and discourse community. A number of different patterns of scientific dialogicity are offered, characterized by the different levels of the polemic held with the research world and other specific researchers – from the “classic”, moderate and polite dialogicity to a direct and personal confrontation between scientists.
This book investigates the dialogic nature of research articles from the perspective of discourse analysis, based on theories of dialogicity. It proposes a theoretical and applied framework for the understanding and exploration of scientific dialogicity. Focusing on some dialogic components, among them citations, concession, inclusive we and interrogatives, a combined model of scientific dialogicity is proposed, that reflects the place and role of various linguistic structures against the background of various theoretical approaches to dialogicity. Taking this combined model as a basis, the analysis demonstrates how scientific dialogicity is realized in an actual scientific dispute and how a scientific project is constructed step by step by means of a dialogue with its readers and discourse community. A number of different patterns of scientific dialogicity are offered, characterized by the different levels of the polemic held with the research world and other specific researchers – from the “classic”, moderate and polite dialogicity to a direct and personal confrontation between scientists.
THIS TITLE HAS BEEN UPDATED TO REFLECT THE 2016 MLA UPDATE. The New York Times best-selling book on academic writing--in use at more than 1,500 schools.
Joining the Dialogue offers an exciting new approach for teaching academic research writing to introductory students by drawing on communication ethics. Holding to the current view that academic writing means situating ourselves in a research community and learning how to join the research conversations going on around us, Joining the Dialogue proposes that how we engage in dialogue with other researchers in our community matters. We not only read, acknowledge, and build on the research of others as we compose our work; we also engage openly, attentively, critically, and responsively to their ideas as we articulate our own. With this in mind, Joining the Dialogue is geared to helping students discover the key ethical practices of dialogue—receptivity and response-ability—as they join a research conversation. It also helps students master the dialogic structure of research essays as they write in and for their academic communities. Combining an ethical approach with accessible prose, dialogic structures and templates, practical exercises, and ample illustrations from across the disciplines, Joining the Dialogue teaches students not only how to write research essays but also how to write those essays ethically as a dialogue with other researchers and readers.
Due to continuing immigration and increasing racial and ethnic inclusiveness, higher education institutions in the United States are likely to grow ever more diverse in the 21st century. This shift holds both promise and peril: Increased inter-ethnic contact could lead to a more fruitful learning environment that encourages collaboration. On the other hand, social identity and on-campus diversity remain hotly contested issues that often raise intergroup tensions and inhibit discussion. How can we help diverse students learn from each other and gain the competencies they will need in an increasingly multicultural America? Dialogue Across Difference synthesizes three years’ worth of research from an innovative field experiment focused on improving intergroup understanding, relationships and collaboration. The result is a fascinating study of the potential of intergroup dialogue to improve relations across race and gender. First developed in the late 1980s, intergroup dialogues bring together an equal number of students from two different groups – such as people of color and white people, or women and men – to share their perspectives and learn from each other. To test the possible impact of such courses and to develop a standard of best practice, the authors of Dialogue Across Difference incorporated various theories of social psychology, higher education, communication studies and social work to design and implement a uniform curriculum in nine universities across the country. Unlike most studies on intergroup dialogue, this project employed random assignment to enroll more than 1,450 students in experimental and control groups, including in 26 dialogue courses and control groups on race and gender each. Students admitted to the dialogue courses learned about racial and gender inequalities through readings, role-play activities and personal reflections. The authors tracked students’ progress using a mixed-method approach, including longitudinal surveys, content analyses of student papers, interviews of students, and videotapes of sessions. The results are heartening: Over the course of a term, students who participated in intergroup dialogues developed more insight into how members of other groups perceive the world. They also became more thoughtful about the structural underpinnings of inequality, increased their motivation to bridge differences and intergroup empathy, and placed a greater value on diversity and collaborative action. The authors also note that the effects of such courses were evident on nearly all measures. While students did report an initial increase in negative emotions – a possible indication of the difficulty of openly addressing race and gender – that effect was no longer present a year after the course. Overall, the results are remarkably consistent and point to an optimistic conclusion: intergroup dialogue is more than mere talk. It fosters productive communication about and across differences in the service of greater collaboration for equity and justice. Ambitious and timely, Dialogue Across Difference presents a persuasive practical, theoretical and empirical account of the benefits of intergroup dialogue. The data and research presented in this volume offer a useful model for improving relations among different groups not just in the college setting but in the United States as well.
Starting from informal cross-disciplinary conversations between colleagues, this volume is the result of an experiment in understanding the standpoints and methodologies of others in a multidisciplinary setting. At its heart are the core values of a liberal arts education: intellectual curiosity and the ability to communicate across borders. Written with the aim of communicating academic content to non-specialists, the essays interweave narratives about truth with various kinds of dialogue and the importance of historical consciousness. Together they illustrate the power of writing as a tool for strengthening a scholarly community. “A treasure trove of inventive, accessible, and deeply thoughtful writing, that ranges from astrophysics to anthropology, from literature to law, and from politics to public health. These are essays very much in the spirit of Montaigne: wise and witty, their open, exploratory, and at times personal approach make them ideal for classroom discussion. They offer us opportunity and space for valuable reflection and learning, and remind us that the liberal arts and sciences must be at the heart of debates about the human condition and the world’s most important and pressing concerns.” - Professor Ian Gadd, Academic Director of the Global Academy of Liberal Arts (GALA) “The classroom is where important but complex issues are explained in accessible form and language. This book offers its readers a crash course in such essential topics as truth, language, the law, religion, statistics, and history, but you don’t have to stick to a school timetable and there is no exam afterwards. It’s a feast for the mind; enjoy!” - Maarten Prak, Emeritus Professor of History at Utrecht University and first chair of the Board of Studies at University College Utrecht
“Shows the reader how to harness new technology while upholding the highest standards of research. The result is a joy to read . . . a boon for students.” —Robert J. Sampson, professor of the social sciences at Harvard University Today’s researchers have access to more information than ever before. Yet the new material is both overwhelming in quantity and variable in quality. How can scholars survive these twin problems and produce groundbreaking research using the physical and electronic resources available in the modern university research library? In Digital Paper, Andrew Abbott provides some much-needed answers to that question. Abbott tells what every senior researcher knows: that research is not a mechanical, linear process, but a thoughtful and adventurous journey through a nonlinear world. He breaks library research down into seven basic and simultaneous tasks: design, search, scanning/browsing, reading, analyzing, filing, and writing. He moves the reader through the phases of research, from confusion to organization, from vague idea to polished result. He teaches how to evaluate data and prior research; how to follow a trail to elusive treasures; how to organize a project; when to start over; when to ask for help. He shows how an understanding of scholarly values, a commitment to hard work, and the flexibility to change direction combine to enable the researcher to turn a daunting mass of found material into an effective paper or thesis. More than a mere how-to manual, Abbott’s guidebook helps teach good habits for acquiring knowledge, the foundation of knowledge worth knowing. Those looking for ten easy steps to a perfect paper may want to look elsewhere. But serious scholars, who want their work to stand the test of time, will appreciate Abbott’s unique, forthright approach and relish every page of Digital Paper.
Writing is crucial to the academic world. It is the main mode of communication among scientists and scholars and also a means for students for obtaining their degrees. The papers in this volume highlight the intercultural, generic and textual complexities of academic writing. Comparisons are made between various traditions of academic writing in different cultures and contexts and the studies combine linguistic analyses with analyses of the social settings in which academic writing takes place and is acquired. The common denominator for the papers is writing in English and attention is given to native-English writers’ and non-native writers’ problems in different disciplines. The articles in the book introduce a variety of methodological approaches for analyses and search for better teaching methods and ways of improving the syllabi of writing curricula. The book as a whole illustrates how linguists strive for new research methods and practical applications in applied linguistics.
From the author of Stylish Academic Writing comes an essential new guide for writers aspiring to become more productive and take greater pleasure in their craft. Helen Sword interviewed one hundred academics worldwide about their writing background and practices. Relatively few were trained as writers, she found, and yet all have developed strategies to thrive in their publish-or-perish environment. So how do these successful academics write, and where do they find the “air and light and time and space,” in the words of poet Charles Bukowski, to get their writing done? What are their formative experiences, their daily routines, their habits of mind? How do they summon up the courage to take intellectual risks and the resilience to deal with rejection? Sword identifies four cornerstones that anchor any successful writing practice: Behavioral habits of discipline and persistence; Artisanal habits of craftsmanship and care; Social habits of collegiality and collaboration; and Emotional habits of positivity and pleasure. Building on this “BASE,” she illuminates the emotional complexity of the writing process and exposes the lack of writing support typically available to early-career academics. She also lays to rest the myth that academics must produce safe, conventional prose or risk professional failure. The successful writers profiled here tell stories of intellectual passions indulged, disciplinary conventions subverted, and risk-taking rewarded. Grounded in empirical research and focused on sustainable change, Air & Light & Time & Space offers a customizable blueprint for refreshing personal habits and creating a collegial environment where all writers can flourish.