Academic Writing through Critical Thinking

An Argumentation Grounded Approach for a Critical Writer
1. Auflage 2027
ISBN: 978-1-032-98295-3
Verlag: Taylor & Francis

Buch, Englisch, 216 Seiten, Format (B × H): 152 mm x 229 mm

Academic writing is one of the most demanding tasks students face, and it remains demanding throughout their studies, from the first short assignment to the final thesis. Drawing on many years of university teaching, the authors propose a new, bottom-up methodology built on a simple insight: academic texts are fundamentally argumentative, so a well-constructed argument is the foundation on which a good academic text rests.

Academic Writing through Critical Reading and Thinking opens with the foundations of critical thinking and moves on to a core element, argumentation. Explained in plain language and practised through exercises designed for students new to both academic writing and argumentation, argumentation then becomes the basis for critical reading. Students learn to map and evaluate the arguments in academic sources, skills every academic writer needs. The book then turns to writing itself, treating an extended argument as the blueprint from which an academic text is built. Along the way, students learn to formulate good arguments and develop them into paragraphs and essays by following step-by-step guidelines. These guidelines cover the key requirements of academic writing, such as achieving unity and coherence, providing sufficient and varied supporting details, selecting appropriate sources and incorporating them into the text, and following the conventions of academic style.

This textbook offers a clear, systematic model for producing well-reasoned academic texts. Although it is written for beginners, it will also benefit more advanced students, for whom academic writing often remains a challenge.

Zielgruppe

Postgraduate, Undergraduate Advanced, and Undergraduate Core

Autoren/Hrsg.

Shtok, Nina

Welle, Mitchell Thomas

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung
• Geisteswissenschaften Sprachwissenschaft Schreiben und Publizieren, Kreatives Schreiben
• Geisteswissenschaften Literaturwissenschaft Literaturwissenschaft

Inhaltsverzeichnis

Chapter 1: Introduction

Chapter 2: On Critical Thinking

Chapter 3: On Argumentation for Academic Writing and Reading

Chapter 4: Critical reading

Chapter 5: Key features of academic writing: unity, coherence, and style

Chapter 6: Argument-based academic writing: paragraph

Chapter 7: Argument-based academic writing: essay

Chapter 8: Using sources in academic writing

Über Autor(innen)

Nina Shtok has 20 years of experience in university teaching and research. She currently teaches in the Department of Linguistics and Communication at the University of Lódz. Over her career, she has taught a range of courses, including Academic Writing (from basic to advanced levels), Argumentation, Critical Thinking, and Discourse Analysis, and she has supervised numerous BA and MA theses. Her current research focuses on the critical discourse analysis of media and political discourse. Together with Mitchell Welle, she is developing the argumentation dimension of the Discourse-Historical Approach. Both her teaching and her research are closely connected to critical thinking and academic writing.

Mitchell Thomas Welle has lectured at universities for about 15 years. Currently he is at various universities in Warsaw Poland (e.g. Warsaw University of Technology, Vistula, and VIZJA). In terms of research, he has worked in the Laboratory of the New Ethos in the AMoRe Project—funded by the Swiss National Science Foundation (SNSF) and Polish National Science Foundation (NCN)—and Deliberation Laboratory (funded by the Volkswagen Foundation); at the University of Geneva in Switzerland, he worked in the project “Coincidence Analysis” (funded by the SNSF). His current research interests are largely in Critical Thinking, Academic Writing, and Argumentation; other interests with  Nina Shtok include using (Critical) Discourse Analysis with emphasis on the Discourse Historical Approach in respect to polarization and national identity in US politics.