The course introduces basic skills of academic research writing and logical thinking to help graduate students develop from readers into academic writers. Students produce a preliminary abstract for a major paper—typically their graduation thesis—and deliver an oral presentation analyzing a research paper in their own field.
The course uses group discussion among students and the instructor. For this reason, all participants must be able to communicate in spoken and written English. Participants should be prepared to discuss actively. This includes asking questions and sharing ideas.
Students who enroll for course credit are required to meet the following conditions: attend at least 80% of meetings; write one abstract; deliver one oral presentation. See assignments here. Students who wish to observe the course for no credit may request to do so.
Any graduate student, researcher, or professor may schedule a tutorial with Mei-writing faculty (including professor Nilep) or Mei-writing tutors. Click here to make an appointment.
This schedule is tentative and may change. Please read the readings and complete the assignments before that day's class (except lecture notes).
What is academic writing?
|none||Optional reading: Irvin, "What is academic writing?"|
|4/21||Audience and purpose in academic writing||Nilep, "Audience, purpose, and tone"
|Register at the administrative office of your department. (Deadline varies by department.)|
|4/28||What is a research question?||SUNY Empire, "Developing research questions";
Hamlitsch, "Necessities for building a thesis statement"
|5/12||What is a thesis statement?||Weida and Stolley, "Developing strong thesis statements";
Kabara, "Data laundry-listing"
|Preparation for assignment 1: Choose a research project to present. It may be your own project or a paper you have read.|
|5/19||Logical argument (I)
|Van Heuveln, "Arguments" (Other chapters are also helpful.)
Nilep, "Deductive logic"
|Group discussion: What is the thesis or conclusion of the project you will present? How does the data support the conclusion?|
|5/26||Logical argument (II)
|Weber and Brizee, "Using logic in writing";
Van Heuveln, "Inductive reasoning"
|Optional reading: Gasson, "Rigor in qualitative analysis"|
|6/2||Research design||Grand Canyon U., "Basic research design";
Optional: Bhattacherjee, Social Science Research (Provides a good overview of research design)
|Preparation for assignment 1: Analyze the paper you selected. What argument supports the thesis? What are the paper's weaknesses or strengths?|
|6/16||Writing a strong thesis statement||Lai, "What is a thesis and how to build one from scratch"
|6/23||What is an abstract?||Lai, "How to build an informative abstract"
|Preparation for assignment 2: Write a (one sentence) thesis statement for your abstract project. If you want feedback from the class & instructor, email it before midnight 6/22 to firstname.lastname@example.org. Put "Fundamentals of academic writing" in the subject line.|
|6/30||Writing the abstract||U. Queensland, "Writing an abstract"
Sano-Franchini, "Writing the Academic Conference Proposal"
|Find two abstracts that you think do a good job communicating what the paper is about. Bring them to class. You will discuss in your group what makes them effective.|
|7/7||Logical, rhetorical, and statistical fallacies||Choose at least one: Lecture notes||Preparation for assignment 2: Make an outline or plan for your abstract. Be sure to include information about your research question, methods or reasoning, and your thesis statement.|
|7/14||Student presentations||none||Major assignment 1: Oral presentations|
|none||Major assignment 1: Oral presentations
Peer review: Write a draft of your abstract. Bring two copies to class. You will read your peers' abstracts and offer advice on anything that is unclear. They will do the same for you.
|7/28||Major assignment 2 due. Email your abstract to email@example.com.|
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TBA = "To be announced" (決めていない)