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來自 Moscow Institute of Physics and Technology 的課程

Academic Literacy

84 個評分

Moscow Institute of Physics and Technology

Academic Literacy

84 個評分

課程 1（共 5 門，Specialization English for Research Publication Purposes）

This is the first course of the English for Research Publication Purposes Specialization. The course is an introduction to what you need to know about academic discourse. You’ll gain important critical reading skills to help you develop as a self-critical scientific writer. You will learn practical tools and effective strategies for increasing your academic vocabulary and grammar so that you will write well-structured coherent academic texts.

從本節課中

MODULE IV : ACADEMIC DISCOURSE

The final module looks beyond the sentence to the ways that grammar structures paragraphs and longer texts. The module covers issues related to the textuality ofacademic texts, i.e. cohesion, coherence, intentionality, acceptability, informativity, situationality, andintertextuality. In particular, the module focuses on lexical and grammatical cohesion. The modulealso discusses the concept of paragraphing and what the topic sentence and the statement ofpurpose mean for effective academic writing.

Introductory video3:03

Cohesion and Coherence6:24

Types of Cohesion6:10

Grammatical Cohesion8:06

與講師見面

Elena Bazanova
Director of the Language Training and Testing Center
Moscow Institute of Physics and Technology

The final module looks beyond the sentence to the ways that grammar structures,

paragraphs, and longer texts.

At this point, the grammar of the clauses becomes two for

organizing written academic discourse.

Because the textual function of Prema allows writers to organize words,

clauses and information in ways that are coherent and cohesive.

Academic discourse is more than grammar.

It refers to the ways of thinking and using language in the academia.

Academic discourse has functions like exposition, clarification, and

conclusion requiring us to do things with language.

Like explain, define, compare, contrast, classify, agree,

disagree, illustrate, elaborate, make claims, see implications,

infer, exemplify, anticipate, and conclude.

Discourse is not just a language itself.

It is language use that represent a person's experience in the world.

Thus, what one has said and written is significant to the academic community.

Academic discourse does not only function as a tool to convey one's thoughts, but

also influences one's formation of social identity, values and world knowledge.

What exactly do we mean by academic discourse?

There are at least as many academic discourses, as there are disciplines.

Can we identify any essential features that run across the discipline?

How did they come to look the way they do, and could they look any different?

Disciplines differ in modes of inquiry, in forms of proof, and

in methods of research.

Obviously, these differences manifest themselves in writing, however,

some principles appear in all academic writing guides, no matter the discipline.

Some shared features, such as source citation are of course,

realized differently across disciplines.

But there is remarkable consensus as regards such general principles

as message organization and text structure, voice and register.

Density of words and sentences, and ideas.

Clarity and coherence.

Purpose, functions and audience.

This module looks beyond the sentence to the ways that grammar structures,

paragraph and longer text.

At this point, the grammar of the clause becomes a tool for organizing writing,

because the texture function of grammar allows writers to organize words,

clauses and information in ways that are coherent.

They fit the reader's expectations for this kind of text and

cohesive clauses, and ideas stick together in logical, and acceptable ways.

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