1. Key concepts and considerations in academic writing
The basics
Key concepts and considerations in academic writing

2. What is the difference between speaking and writing?
With your group think of some major differences between speaking and writing.
What are things that you can do when you are speaking to someone that you can not do in writing?

3. The Academic Writing Situation
Speaking
Writing
Three dimensional
Two-dimensional
You know your audience
You are separated from your audience
Intonation
Word-choice and punctuation

4. Looking More Closely at the “Academic Writing” Situation
Audience
Purpose
Organization
Style
Flow
Presentation

5. Audience
before you begin to write anything, you must take into account who will be reading your work

6. Examples
How do the texts differ in terms of vocabulary?
How do the texts differ in terms of detail?
Do the texts appear to be well-written? Why do
you think so?
A. (1) The noticing hypothesis is a concept in second-language acquisition proposed by Richard Schmidt in (2) He stated that learners cannot learn the grammatical features of a language unless they notice them. (3) Noticing alone does not mean that learners automatically acquire language; rather, the hypothesis states that noticing is the essential starting point for acquisition. (4) There is debate over whether learners must consciously notice something, or whether the noticing can be subconscious to some degree.
B. (1) Schmidt (1993) defines noticing as “the necessary and sufficient condition for the conversion of input to intake” (p.209). (2) Intake is an intermediary step between input and uptake, where we can conceive of input as all stimuli, perceptual and linguistic, that the learner is exposed to, and of uptake as the stimuli that are eventually committed to long-term memory. (3) Note that this characterization does not specify exactly what intake is, other than that it is the product of noticing and an intermediary step in the acquisition process.

7. purpose

8. Purpose Audience and purpose are interconnected.
If the audience knows less than the writer about a subject, the writer’s purpose may be said to be ‘instructional’. However, if the audience knows more than the writer about a subject, the writer’s purpose is most likely to ‘display’ her knowledge of the subject matter.
To do this, the writer generally seeks to exhibit her familiarity with the topic, establish her expertise in that area, and demonstrate her intelligence in discussing it.
Which of the two “noticing” texts on the previous page would you describe as instructional? Which is more a display?

9. Examples
Which of the two is more instructional?
Which is more a display?
A. (1) The noticing hypothesis is a concept in second-language acquisition proposed by Richard Schmidt in (2) He stated that learners cannot learn the grammatical features of a language unless they notice them. (3) Noticing alone does not mean that learners automatically acquire language; rather, the hypothesis states that noticing is the essential starting point for acquisition. (4) There is debate over whether learners must consciously notice something, or whether the noticing can be subconscious to some degree.
B. (1) Schmidt (1993) defines noticing as “the necessary and sufficient condition for the conversion of input to intake” (p.209). (2) Intake is an intermediary step between input and uptake, where we can conceive of input as all stimuli, perceptual and linguistic, that the learner is exposed to, and of uptake as the stimuli that are eventually committed to long-term memory. (3) Note that this characterization does not specify exactly what intake is, other than that it is the product of noticing and an intermediary step in the acquisition process.

10. Defining audience and purpose
What is the specific audience for your article?
What do they already know about the topic?
What kinds of things are important to this audience?
How will they benefit from your work?
What is the right level?
Is this topic most suited for a research article/ a practice-based article or some other format?

11. Presentation

12. presentation
The appearance of your written work is extremely important.
Organization
Accuracy
Font
Errors that could have been caught with a careful proofreading are a sign of laziness and are less easily forgiven.

13. examples
In response to the ongoing and growing concerns, in 2006, the Ministry of Education, Science and Technology announced plans to design a new high- stakes English ability test, known as the National English Ability Test (NEAT). This costly multi-year initiative has aimed at addressing and resolving criticisms of previous testing systems and initiating new proficiency-based directions in English education in South Korea.
In response to the ongoing and growing concerns, in 2006, the Ministry of Education, Science and Technology announced plans to design a new high-stakes English ability test, known as the National English Ability Test (NEAT). This costly multi-year initiative has aimed at addressing and resolving criticisms of previous testing systems and initiating new proficiency-based directions in English education in South Korea.

14. examples
English eduactation in south korea has change a lot over the last 50 year. The methods used two teach the language have started to focus on learners ability to communicate in the langageage rather than memorizing rulez and translating texts.
English education in South Korea has change a lot over the last 50 year. The methods used to teach the language have started to focus on learners’ ability to communicate in the language rather than memorizing rules and translating texts.

16. Typical structure of an academic article
Introduction
Literature review
Methods
Findings
Discussion
Conclusion

18. Getting started

19. Tips: finding resources
B-ok.org
Sci-hub.bz
Libgen.io

20. Tips: presentation MS Word Using headings to organize your paper
Introduction
Literature review
Methods
Findings
Discussion
Conclusion
References

21. Tips: proofreading 1checker - www.1checker.com/
Grammarly -

22. Task What academic topics are you interested in?
Write down as many as you can think of
Pick the topic that you are most passionate about, something that you really want to know more about.

23. Task #2 Find 3 articles relating to a topic you are interested.
Read the introductions
Summarize/ take notes on the main points or points that overlap in the articles