Critical Reading and Writing for. Postgraduates. Second Edition. Mike Wallace and Alison Wray. 3. 02/12/ AM. We have already noted that critical reading for postgraduate study is task- driven: usually . read, and also to ensure your own scholarly writing is well constructed. It is the authors' ments/ This passage. Critical Reading and Writing for Postgraduates (3rd ed.) (SAGE Study Skills Series series) by Mike Wallace. Read online, or download in secure PDF or secure.

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Is criticality just related to academic reading and writing and research? One way to think of . Critical Reading and Writing for Postgraduates. London: Sage. Synopsis: 'A systematic, coherent approach to developing critical reading and writing skills that are applicable to a range of different levels of analysis and types . Critical Reading and Writing for Postgraduates - Ebook download as PDF File . pdf), Text File .txt) or read book online.

Muddle everything together.

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Explain subtle points and finer details. State the obvious, repeat or over-explain. Be precise, clear, direct and to the point. Be concise: reduce what you say to its essence in both your thinking and your communicating.

Use definite, specific, concrete language. Use terms consistently — stick to one meaning for each, or explain if you need a different usage. Use loaded or deliberately emotive language. Assume the reader knows why you are including the information you are.

Emphasise an important point by giving it a prime place in the sentence or paragraph, or by reinforcing it with the language you use, e. Give specific examples to illustrate the points you make about how something happens in context.

[DOWNLOAD] PDF Critical Reading and Writing for Postgraduates (SAGE Study Skills Series)

Repeat the same information in the same or slightly different words in the hope that the reader will not notice that you are padding it out! On the contrary, the reader will definitely notice and will be bored!

Support and illustrate your claims with appropriate evidence and examples.

Exploit the information you have, and show your reading with up to date and appropriate references. Copy and paste from texts books and articles. Refer to books, because they sound impressive, even though you have not read them. Develop your argument to reflect your actual findings and reading.

Decide what you think first and then twist the facts or refer to texts selectively to make them fit your claims. Make unproven assumptions and generalisations, especially from merely anecdotal evidence or personal experience alone.

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Rely on persuasive language alone to make your point. Start from a reliable premise e. Product details Format Paperback pages Dimensions x x Other books in this series. The Literature Review Diana Ridley.

Add to basket. Doing a Literature Review Christopher Hart.

Succeeding in postgraduate study

Writing for Academic Success Gail Craswell. Your Research Project Nicholas Walliman. Essential Study Skills Tom Burns. Doing Essays and Assignments Pete Greasley. Good Essay Writing Peter Redman.

Critical Reading & Writing Resources

Doing Postgraduate Research Stephen Potter. Doing a Literature Search Christopher Hart. Writing Your Thesis Paul Oliver.

Your Undergraduate Dissertation Nicholas Walliman. Essay Writing MunLing Shields. Scaffolded activities which encourage self-reflection provide essential practice for postgraduates wishing to develop their critical sub-skills, and are also an invaluable resource for Learning Development professionals working to foster these sub-skills in their students, whatever their disciplinary context or cultural background.

It is practical with its various techniques and strategies, without being prescriptive. It will build your confidence in critically engaging with what you read and, because the authors treat reading and writing as an intertwined process, it will help with evidencing your own claims, identifying gaps in your arguments and seeing the assumptions you forget you are making. Indeed this book has the capacity to support us all to become better writers.

It provides an extremely detailed step-by-step guide to engaging with several types of academic literature and it presents numerous worked examples of how critical writing should be done. The book should be regarded as essential reading for postgraduate students, especially with regard to the preparation of dissertations and theses. It will also be of great value for academics engaged in the critical review of literature in their respective fields and for critical reflection upon their own work for publication.

Mike is series editor of the Sage Learning to Read Critically series of books. His own research on managing change in the public services is reported in many books and academic journals.

Her research concerns the modelling of lexical storage and processing, particularly in relation to formulaic phrases, and it has been applied to language learning, evolution of language and language disability.

Pushing the Boundaries Oxford University Press, are internationally acclaimed.

Her current research is into dementia communication. She has a longstanding commitment to researcher training, including the developing of academic expertise. She is lead author of the popular undergraduate research methods textbook Projects in Linguistics Hodder, Rating details. Book ratings by Goodreads. Goodreads is the world's largest site for readers with over 50 million reviews.

We're featuring millions of their reader ratings on our book pages to help you find your new favourite book. Close X. Follow us.Such students may make sweeping statements and generalizations based on inaccurate reading. Acknowledgements We are grateful to the postgraduate students at the University of Bath and Cardiff University who helped us develop the materials in the first edition of this book, and to the many academics participating in our workshops for feedback informing the second edition.

The accounts by Wray and Staczek and Butters are a useful starting point because both aim to locate specific linguistic disputes within a broader theoretical perspective.

With books, the first named co-author probably conceptualized the monograph and did most of the writing. Our commentator has not chosen to provide the kind of information that you would need in order to see what options there are. Learning the knack of reasonable scepticism is, of course, particularly challenging because published material does vary in its rigour and reliability. It was unclear how he could justify his claim that the phonics method was best for any school on the basis of this small amount of evidence.

You can generally assume that the first named author has contributed data or key ideas.

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