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English academic writing for students of Physics SARA FARSHCHI & NELE PÖLDVERE Course teachers [1] Sara Farshchi [email protected] Nele Pöldvere [email protected] Course teachers [2] • Doctoral Candidates in English Linguistics • Previously taught Written Proficiency for undergraduate students of English, Academic writing for Physics students and other linguistics courses at Lund University What is this course about? • A hands-on, practical introduction to academic writing in English • Primary goals: – help students improve their academic writing skills in English – provide concrete and practical guidelines to help students avoid common issues and pitfalls of academic writing – help students of physics communicate their ideas better, and more efficiently How is this course organized? • Lecture 1: 30 January, 10.15-12.00; Sal D • Essay submission deadline: 1 March at midnight • Lecture 2 (feedback sessions): – Group 1: 15 March, 09.15-11.00; Sal D – Group 2: 15 March, 11.15-13.00; Sal D How is this course organized? • Lecture 1: 30 January, 10.15-12.00; Sal D • Essay submission deadline: 1 March at midnight • Lecture 2 (feedback sessions): – Group 1: 15 March, 09.15-11.00; Sal D – Group 2: 15 March, 11.15-13.00; Sal D Please note that the lectures are obligatory! How are the groups organized? • Group 1: Initial letter of family name a-l • Group 2: Initial letter of family name m-ö Your task • Write and submit a text of 1500 words in length, written in formal academic English • 2 possible topics: A. “The motivation for your scientific thesis work” B. “The contents/meaning/impact/philosophical implications of quantum mechanics in the modern world” • Submission deadline: 1 March at midnight • Individual comments will be available by 13 March What kind of language style should you use? • Please try to write in academic English, using the type of language and style that you would use in a degree paper • Take the task as seriously as possible; otherwise, it won’t be useful to you The rationale for this course • UKÄ (the Swedish Higher Education authority) has highlighted several language issues with Physics students’ degree papers in English: – Word level (spelling, word choice, formality, etc) – Sentence level (grammar, information structure, sentence structure) – Paragraph level (topic sentences, supporting sentences) – Text level (coherence and cohesion, linking, logic/contradictions) • Experts in physics are not always language experts • If we take care of some language issues, your professors and supervisors can instead focus on PHYSICS The rationale for this course • UKÄ (the Swedish Higher Education authority) has highlighted several language issues with Physics students’ degree papers in English: – Word level (spelling, word choice, formality, etc) – Sentence level (grammar, information structure, sentence structure) – Paragraph level (topic sentences, supporting sentences) – Text level (coherence and cohesion, linking, logic/contradictions) • Experts in physics are not always language experts • If we take care of some language issues, your professors and supervisors can instead focus on PHYSICS QUALITY Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use – Run-on sentences/ comma splice – Sentence fragments – Articles – Collocations and word choice – Prepositions – Verb tense Common errors we have observed: – Subject-verb agreement error Another postulate Bohr came up with said that electrons in a stable orbit does not radiate electromagnetic energy. Common errors we have observed: – Subject-verb agreement error – Punctuation Common errors we have observed: – Subject-verb agreement error – Punctuation Another advantage of a laser pulse is that since the pulse is so short in time it is quite broad in frequency. Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use ...another great thing is that the material is very light in weight with respect to the strength of the material. Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use – Run-on sentences/ comma splice Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use – Run-on sentences/ comma splice But UCNPS has a relatively low luminescent ratio between the amount of excited photons and the amount of the emission photons, the ratio is also named quantum yield, thus enhancement of upconversion luminescence is imperative. Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use – Run-on sentences/ comma splice – Sentence fragments Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use – Run-on sentences/ comma splice – Sentence fragments *Although the idea of the brain as a neural network can still make for a very useful implementation. Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use – Run-on sentences/ comma splice – Sentence fragments – Articles Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use – Run-on sentences/ comma splice – Sentence fragments – Articles *I have an information that you may find very helpful. Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use – Run-on sentences/ comma splice – Sentence fragments – Articles – Collocations and word choice Common errors we have observed: – Subject-verb agreement error – Punctuation – Informal language use – Run-on sentences/ comma splice – Sentence fragments – Articles – Collocations and word choice ...my thesis work could help researchers in the field of medicine to evade this problem... Writing and feedback • We know that in order to become a good writer, you need to practice a lot • It’s also very important to get feedback on your work • So perhaps students of Physics at Lund University don’t always write enough or get enough feedback on their writing before the degree paper? Why study academic writing? “In science, the credit goes to the man who convinces the world, not to the man to whom the idea first occurs.” Sir William Osler Why study academic writing? “In science, the credit goes to the man who convinces the world, not to the man to whom the idea first occurs.” Sir William Osler Writing is a key skill that can help us achieve our professional goals What makes a good writer? [1] • Inborn talent? • Years of English and humanities classes? • An artistic nature? • Divine inspiration? What makes a good writer? [2] “Writing is an art. But when it is writing to inform it comes close to being a science as well.” Robert Gunning, The Technique of Clear Writing What makes a good writer? [2] “Writing is an art. But when it is writing to inform it comes close to being a science as well.” Robert Gunning, The Technique of Clear Writing Writing to inform is a craft, not an art. Clear, effective writing can be learned! What makes a good writer? [3] • A few learnable rules of style à the tools we’ll learn in this course • Having something to say • Logical and clear thinking What makes a good writer? [4] “A text is a machine to think with.” Adapted from I. A. Richards What makes a good writer? [4] “A text is a machine to think with.” Adapted from I. A. Richards By improving our writing skills we can become better thinkers Topics A. The motivation for your scientific thesis work B. The contents/meaning/impact/philosophical implications of quantum mechanics in the modern world” What do we care about? • Produce an essay, not an excerpt from your thesis – Intro including the aim – Body including the arguments – Conclusion summarizing what was discussed • These are necessary components of an essay. Even if you choose not to have sections in a short essay such as this, you still need to organize your thoughts and arguments according to this. What do we care about? • Produce an essay, not an excerpt from your thesis or a diary entry – Intro including the aim – Body including the arguments – Conclusion summarizing what was discussed • These are necessary components of an essay. Even if you choose not to have sections in a short essay such as this, you still need to organize your thoughts and arguments according to this. • References are mandatory What do we care about? • Structure • Coherence • Academic writing style • Accuracy • Use of references Content is secondary, but…! Contact information [email protected] [email protected] We would highly appreciate your input! 1) What would you like to learn more about? 2) What do you find problematic about writing in English? Please brainstorm and write down what you come up with on a sheet of paper.