Browsing by Subject "academic writing"

Now showing 1 - 11 of 11
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    A Guide to Reading and Writing at University
    (2015-12-19) Ojiambo, Melina; Chinaka, Michelle; Karigambe, Frank
    At University you will be expected to write well thought out texts (or written assignments). The goal of writing is to communicate ideas clearly and concisely. Right from the beginning, the reader should have a good understanding of what your text is about and why you are writing it. They should be able to see the central idea (or argument) of your text (assignment) and be able to identify the main ideas or points in your argument. Therefore, your text needs to have a clear structure from the beginning to the end with a strong introduction, a well-structured body (with paragraphs) and a clear conclusion. The ideas in your assignment should flow logically from one to the next and support your central argument. At university you will also be expected to integrate the thoughts and ideas of other authors in your texts (assignments). It is therefore important to know how to select, read and understand different kinds of academic texts (e.g. journal articles and textbooks). It is also important to know how to integrate the ideas of other authors in your text. The first two chapters of this workbook look at these key issues. The chapters that follow look at how to achieve clarity in your writing and begin by looking at how to plan your assignments (chapter 3) and how to develop a strong argument (chapter 4). Following this, chapter 5 discusses how to write strong introductions and conclusions, while chapter 6 looks at how to structure the body of your assignments and improve the flow of ideas within your text. The final chapter in this workbook (chapter 7) looks at how you can make your thoughts (or opinions) clear to the reader as you write texts.
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    The tangled web: investigating academics' views of plagiarism at the University of Cape Town
    (Taylor & Francis, 2010) de Jager, Karin; Brown, Cheryl
    This article considers the problematic question of student plagiarism, its causes and manifestations, and how it is addressed in academic environments. A literature survey was conducted to establish how higher education institutions approach these issues, and a twofold investigation was conducted at the University of Cape Town. Data was gathered from the case records of the university disciplinary tribunals dealing with plagiarism, and a survey was conducted among academic staff to establish how they dealt with issues surrounding plagiarism and academic dishonesty. Academics seem unwilling to follow official university policies if they are perceived to be unrealistic.
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    Tensions between textbook pedagogy and the literacy practices of the disciplinary community: a study of writing in first year economics
    (Elsevier Ldt, 2007) Paxton, Moragh
    This paper describes aspects of a research project which used linguistic and intertextual analysis of student writing to investigate the relationship between the academic curriculum and student voice in a first year economics course at a South African university. I argue that the discourses and practices of first year university economics textbooks provide a model of literacy practices which contradict many of the literacy practices of the discipline of economics. The first year economics textbook in particular, rather than exposing students to a variety of arguments and encouraging the development of critical reading skills appropriate for academic contexts, tends to be single voiced. This gives the impression of consensus in the discipline and it may encourage rote learning and plagiarism. This argument is supported with data from a research project.
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    UCT Author-date Reference Guide: based on the Harvard Referencing style
    (University of Cape Town Libraries, 2016) De Jager, Karin; Dianne, Steele; Adam, Amina
    An important characteristic of academic writing is the acknowledgement of other writers’ words or creations through citing and referencing all sources of information used. Citing is the practice of quoting from, or referring to other writers’ works and ideas in one’s own text. Referencing is the listing of the full details of the publications that have been cited, so that the reader can find the original sources. Citing and referencing have long been regarded as indicators of academic writing. This guide will facilitate the learning and understanding of the UCT Author-date referencing style, with practical examples from a wide variety of sources.
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    Writing your World Week 1 - Drafting your definition
    (2017-12-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on writing your own definition. It looks at how the three students individually defined identity based on the prior videos. This is video 8/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Finding yourself in the academic space
    (2017-12-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on the overview of the essay writing in the academic space. This video explains the challenges students face when asked to write an academic essay. The video discusses the requirements, norms and practises surrounding writing in the academic space. It also lists the two main themes that will be covered in the course. This is video 1/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Giving feedback on definitions
    (2019-06-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on providing feedback on the student writers' definitions of identity. The video discusses how Ada's definition showed an understanding of Woodward's argument. It then focuses on how Ziggy's definition presents the stock definition that is commonly held about identity. Lastly, Joe's definition is also analysed. The analysis of the students' definitions are also followed by suggestions on how to improve their writing. This is video 9/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - How do definitions work?
    (2017-12-01) Hunma, Aditi; Nomdo, Gideon
    This video focuses on the role of definitions when it comes to identity. It goes on to consider and discuss what a definition is. It also touches on the importance and role of definitions. The video then discusses the importance of context when it comes to definitions. This is video 7/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Meet our student writers
    (2019-06-01) Nomdo, Gideon; Hunma, Aditi
    This video introduces the student writers that will be participating throughout the course. The first student to be introduced is Ada a Kenyan-German former graphic design artist. Ada is interested in getting a basic introduction to university-level writing and opportunities to practice.The second student is Ziggy. Ziggy is from Johannesburg and is a law student. Ziggy is interested in learning how to express his ideas in an academic format. The third student is Joey. Joey is a creative who is interested in theater. Joey is looking forward to gaining some insights into the tone and structure used in academic texts. This is video 3/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Woodward on identity: I, me and the world
    (2019-06-01) Nomdo, Gideon; Hunma, Aditi
    This video focuses on routes and roots of a person's identity. It discusses how there are changes in personalities as people progress in life. It discusses how identity changes in different environments. The video also touches on the fluidity of identity with regards to official identity documents and mobility. It then discusses coping mechanisms that may be needed when identity is under threat. This is video 6/9 in week 1 of the Writing your World course.
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    Writing your World Week 1 - Woodward on identity: Roots and routes
    (2019-06-01) Hutchings, Catherine; Woodward, Kath
    This video focuses on a discussion with Professor Woodward on identity in relation to the world we live in. The professor talks about how personalities are linked to the world that we live in. She then discusses how people use identities to operate within the world and the relevant restrictions. The video goes on to talk about how people share identities and are able to make sense of who they are in relation to others and the world they live in. Then it discusses the embodiment of identities. This is followed up by a discussion on culture, religion and gender. This is video 5/9 in week 1 of the Writing your World course.