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Hooks & Sinkers: Writing impactful Introductions and conclusions in academic discourse

Session Goals:
  • (1) Explore conventions of academic genre discourses, including academic journal publications.
  • (2) Probe disciplinary expectations, conventions, demands, constraints, affordances, contexts, goals, exigencies, challenges, and opportunities.
  • (3) Investigate how starting and ending well in academic discourse can serve goals of argumentation, discussion, and communication.
Takeaways/Deliverables (aspirational...)- At the end of this session, you will:
  • Be capable of identifying successful, effective introductions & conclusions in your discipline.
  • Be equipped with practical examples, models and vocabularies to effectively act in contexts demanded by academic discourse.
  • Be empowered to write, act, and compose effective beginnings and endings for project you may be composing currently.
Hooks & Sinkers
  • (1) Academic writers respond to what others have written on their topic.
  • (2) Academic writers state the value of their work and announce their plan for their paper.
  • (3) Academic writers acknowledge that others might disagree with the position they have taken.
  • (4) Academic writers adopt a voice of authority.
  • (5) Academic writers use academic and discipline-specific vocabulary.
  • (6) Academic writers emphasize evidence, often in tables, graphs, and images.

What makes for an effective introduction when writing in your discipline?

Collaborative-Brainstorming Google Doc Link

tinyurl.com/yxo93bt5

Staement Types (Latour and Woolgar):

  • (5) Statements responding to a taken-for-granted fact (Latour and Woolgar 76)
  • (4) A has a certain relationship with B, relationship is made explicit (77) Ex. Scientific textbooks
  • (3) A has a certain relationship with B, couched in another statement (78) Ex. Review articles
  • (2) “Basic relationships are thus imbedded within appeals to ‘what is generally known’ or ‘what might reasonably be thought to be the case.’ The modalities in type 2 statements sometimes take the form of tentative suggestions, usually oriented to further investigations which may elucidate the value of the relationship at issue…” (79)
  • (1) Conjecture or speculation about a relationship.
  • Ex. End of paper of private discussion
  • Definition, ranging from specific to broad: Funneling definition
  • Moving from general definition to specific definition: using deduction, bouncing off surrounding definitions

Venue Considerations: Context, audience, purpose, issue, editor(s),

What makes for an effective conclusion when writing in your discipline?

Collaborative-brainstorming Google Doc Link:

tinyurl.com/yxm5fj3h

Works Cited:

All images Creative Commons via Pixabay.

Frieder, R.E, VanIddekinge, C.H. & Raymark, P.H. (2016). How quickly do interviewers reach decisions? An examination of interviewers’ decision-making time across applicants. Journal of Occupational and Organizational Psychology 89, pp. 223-248.

Dewalt, S., Taylor, B.N. & Ickes, K. (2015). Density-dependent survival in seedlings differs among woody life-forms in tropical wet forests of a Caribbean island. Biotropica 47(4), pp. 310-319.

Latour, B. and Woolgar, S. (1979). Laboratory life: the construction of scientific facts. Princeton: Princeton University Press.

Harding, J.P., Pauszek, J., Pollard, N., and Parks, S. (2018). Alliances, assemblages, and affects: three moments of building collective working-class literacies. College Composition and Communication 70(1), pp. 6-29.

Thonney, Teresa. (2011). Teaching the conventions of academic discourse. TETYC, pp. 342-367.

Credits:

photos via Pixabay (creative commons)

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