Literary and Cultural Studies:Writing academic texts - Revision history

Anna Auguscik at 20:16, 20 October 2011

2011-10-20T20:16:52Z

Olaf Simons: /* Different formats: seminar paper, BA-thesis, dissertation, essay, academic article */

2009-07-10T08:06:56Z

Different formats: seminar paper, BA-thesis, dissertation, essay, academic article

← Older revision		Revision as of 10:06, 10 July 2009
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	Structures can differ. One might begin with an observation, create a problem, go into research, discuss this research with a look on the object, come to conclusions. One could also begin with a scholarly statement, discuss it, re-evaluate it with a look at other research, balance the view with a look at the material in question. Or one might begin with a public perception, add the more scientific reflection, go to materials and discuss them, come to a conclusion. The good essay might not have a paragraph on the method chosen. Yet it will be written with an awareness of the methodological decision. The essay will get its reader with its succession of thoughts. The longer German term paper allows to work with different arguments that can be brought to ends. New chapters allow fresh beginnings, new projects - that is the special freedom the longer paper offers.		Structures can differ. One might begin with an observation, create a problem, go into research, discuss this research with a look on the object, come to conclusions. One could also begin with a scholarly statement, discuss it, re-evaluate it with a look at other research, balance the view with a look at the material in question. Or one might begin with a public perception, add the more scientific reflection, go to materials and discuss them, come to a conclusion. The good essay might not have a paragraph on the method chosen. Yet it will be written with an awareness of the methodological decision. The essay will get its reader with its succession of thoughts. The longer German term paper allows to work with different arguments that can be brought to ends. New chapters allow fresh beginnings, new projects - that is the special freedom the longer paper offers.

	The '''academic article''' is usually a mixture of the German 12-15 page seminar paper and the British and North-American essay. The sequence of steps can be chosen as the object and the thesis require. The German notion is that you step through a solid argument to develop the skills with which you will not fail in a situation of greater academic freedom. The British and North-American notion is that you move from the personal statement to one you can make in a public confrontation. The aim is the same: a statement others can refer to as one that brought the ongoing academic debate a step further. --[[User:Olaf Simons\|Olaf Simons]] 13:51, 28 June 2009 (UTC)		The '''academic article''' is usually a mixture of the German 12-15 page seminar paper and the British and North-American essay. The sequence of steps can be chosen as the object and the thesis require. The German notion is that you step through a solid argument to develop the skills with which you will not fail in a situation of greater academic freedom. The British and North-American notion is that you move from the personal statement to one you can make in a public confrontation. The aim is the same: a statement others can refer to as one that brought the ongoing academic debate a step further.

			Whatever genre you have to deal with, remember: '''You are expected to produce a difference between what one would have said without a scientific exploration and what you have said with the distanced look of the scientist who is able to analyse both, the object in question and the discussion dealing with it.''' --[[User:Olaf Simons\|Olaf Simons]] 13:51, 28 June 2009 (UTC)

	==Links==		==Links==

Olaf Simons: /* Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate */

2009-07-09T09:38:50Z

Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate

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	Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Study the object in question. A good term paper will make observations one might not immediately make. Think of how others would interpret (or interpreted) the object in question. Ask yourself whether it is interesting to go beyond.		Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Study the object in question. A good term paper will make observations one might not immediately make. Think of how others would interpret (or interpreted) the object in question. Ask yourself whether it is interesting to go beyond.

	Avoid the safe statement. "I analyse the complexity of the piece, my thesis is that the author made it that complex to make it more interesting" (avoid that statement especially if you felt, you only read such complex stuff for seminars, personally you find it utterly uninteresting since it is so tediously and boringly complex). Another safe and boring statement: The author wrote it like this because he had a personal feeling moving him..." (~~now~~ we understand ~~this~~ we have to know his life story and then we can claim to understand the object: it is simply personal, the way he does things when he feels like this-there is actually nothing to discuss in the object~~, he has~~ to produce it like this ~~for~~ personal reasons). The material you are ~~looking at~~ is ~~generally~~ public, you create public relevance. You should eventually be able to say more about the object and the culture dealing with it, and you should try to offer perspectives only someone schooled in looking at such materials can offer.		Avoid the safe statement. "I analyse the complexity of the piece, my thesis is that the author made it that complex to make it more interesting" (avoid that statement especially if you felt, you only read such complex stuff for seminars, personally you find it utterly uninteresting since it is so tediously and boringly complex). Another safe and boring statement: The author wrote it like this because he had a personal feeling moving him..." (You mean: Now that we understand that there was a personal feeling we have to know his life story and then we can claim to understand the object: it is simply personal, the way he does things when he feels like this. If you go that far you claim that there is actually nothing to discuss in the object. The author had to produce it like this out of personal reasons). The material you are analysing is public, you create public relevance. You should eventually be able to say more about the object and the culture dealing with it, and you should try to offer perspectives only someone schooled in looking at such materials can offer.

	Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Avoid your own biography as the reason why the object should be interesting. You have to sell your statement about the object to an audience. Public perceptions can be the object of your analysis. Your position towards them hast to be that of a distanced scientist.		Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Avoid your own biography as the reason why the object should be interesting. You have to sell your statement about the object to an audience. Public perceptions can be the object of your analysis. Your position towards them hast to be that of a distanced scientist.

Olaf Simons: /* Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate */

2009-07-09T09:36:16Z

Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate

← Older revision		Revision as of 11:36, 9 July 2009
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	Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Study the object in question. A good term paper will make observations one might not immediately make. Think of how others would interpret (or interpreted) the object in question. Ask yourself whether it is interesting to go beyond.		Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Study the object in question. A good term paper will make observations one might not immediately make. Think of how others would interpret (or interpreted) the object in question. Ask yourself whether it is interesting to go beyond.

	Avoid the safe statement. "I analyse the complexity of the piece, my thesis is that the author made it that complex to make it more interesting" (avoid that statement especially if you felt, you only read such complex stuff for seminars, personally you find it utterly uninteresting since it is so tediously and boringly complex~~-hypocrisy does not pay~~). Another safe and boring statement: The author wrote it like this because he had a personal feeling moving him..." (now we understand this we have to know his life story and then we can claim to understand the object: it is simply personal, the way he does things when he feels like this-there is actually nothing to discuss in the object, he has to produce it like this for personal reasons). The material you are looking at is generally public, you create public relevance. You should eventually be able to say more about the object and the culture dealing with it, and you should try to offer perspectives only someone schooled in looking at such materials can offer.		Avoid the safe statement. "I analyse the complexity of the piece, my thesis is that the author made it that complex to make it more interesting" (avoid that statement especially if you felt, you only read such complex stuff for seminars, personally you find it utterly uninteresting since it is so tediously and boringly complex). Another safe and boring statement: The author wrote it like this because he had a personal feeling moving him..." (now we understand this we have to know his life story and then we can claim to understand the object: it is simply personal, the way he does things when he feels like this-there is actually nothing to discuss in the object, he has to produce it like this for personal reasons). The material you are looking at is generally public, you create public relevance. You should eventually be able to say more about the object and the culture dealing with it, and you should try to offer perspectives only someone schooled in looking at such materials can offer.

	Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Avoid your own biography as the reason why the object should be interesting. You have to sell your statement about the object to an audience. Public perceptions can be the object of your analysis. Your position towards them hast to be that of a distanced scientist.		Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Avoid your own biography as the reason why the object should be interesting. You have to sell your statement about the object to an audience. Public perceptions can be the object of your analysis. Your position towards them hast to be that of a distanced scientist.

Olaf Simons: /* Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate */

2009-07-09T09:35:39Z

Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate

← Older revision		Revision as of 11:35, 9 July 2009
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	== Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate==		== Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate==
			Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Study the object in question. A good term paper will make observations one might not immediately make. Think of how others would interpret (or interpreted) the object in question. Ask yourself whether it is interesting to go beyond.

	~~Do follow your interest and your curiosity~~. ~~Think~~ of ~~something~~ that ~~startled~~ you ~~when first looking at the thing. Think~~, ~~secondly~~, ~~of readings~~ you ~~came across~~ and ~~that convinced you, or did~~ not ~~convince you, of readings the text might~~ have ~~intended~~ and ~~readings one~~ can ~~non~~ the ~~less defend as interesting options~~. ~~'''Think of clarity~~ you ~~could try to offer~~, ~~think as well of complexity~~ you ~~could produce with a~~ more ~~thorough evaluation of~~ the ~~material~~ in ~~question'''~~.		Avoid the safe statement. "I analyse the complexity of the piece, my thesis is that the author made it that complex to make it more interesting" (avoid that statement especially if you felt, you only read such complex stuff for seminars, personally you find it utterly uninteresting since it is so tediously and boringly complex-hypocrisy does not pay). Another safe and boring statement: The author wrote it like this because he had a personal feeling moving him..." (now we understand this we have to know his life story and then we can claim to understand the object: it is simply personal, the way he does things when he feels like this-there is actually nothing to discuss in the object, he has to produce it like this for personal reasons). The material you are looking at is generally public, you create public relevance. You should eventually be able to say more about the object and the culture dealing with it, and you should try to offer perspectives only someone schooled in looking at such materials can offer.

	Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. ~~Whatever made you personally chose this topic is at best of anecdotal value if people have begun to follow~~ the ~~train of your thoughts~~. You have to sell ~~whatever you think~~ to an ~~anonymous~~ audience of experts (e.g. at a conference or in a scientific journal). The story of what you learned in the seminar, what you felt when you first read the book... etc. is not part of your work, it be then that you can sell it as cultural significance, as the usual situation. Public perceptions can be the object of your analysis. Your position towards them hast to be that of a distanced scientist.		Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Avoid your own biography as the reason why the object should be interesting. You have to sell your statement about the object to an audience. Public perceptions can be the object of your analysis. Your position towards them hast to be that of a distanced scientist.

	Can you have personal views? Yes. But you must sell them as views others can accept as simply advantageous, more revealing, more potent to influence new research in the ongoing debate. The absolute ''no go'' is the statement you define as personal with the assertion that others can have their own views and that they hence should ~~not challenge yours~~. Some students feel they received a bad mark, because their professor did not like their view. You misunderstand the role of your professor ~~and your work if you come to this conclusion~~. '''Your professor should discuss your work in order to find out: what is merely personal opinion and what has the power to make points in the ongoing debate''' (as for instance an interesting refutation of views, or a viable substantiation of positions you dealt with, a new reading you offered with an awareness of its advantages).		Can you have personal views? Yes. But you must sell them as views others can accept as simply advantageous in an argument, that is as more revealing, more potent to influence new research in the ongoing debate. The absolute ''no go'' is the statement you define as personal with the assertion that others can have their own views (and that they hence should allow you your own view). Some students feel they received a bad mark, because their professor did not like their view. You misunderstand the role of your professor. '''Your professor should discuss your work in order to find out: what is merely personal opinion and what has the power to make points in the ongoing debate''' (as for instance an interesting refutation of views, or a viable substantiation of positions you dealt with, a new reading you offered with an awareness of its advantages).

	== Cover page ==		== Cover page ==

Olaf Simons: /* Introduction: Justify your work */

2009-06-29T13:40:23Z

Introduction: Justify your work

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	::What is your question? Why is it or why should it be a question of scientific interest. Can we hope to get beyond personal views, that is towards positions a further debate will have to take into account?		::What is your question? Why is it or why should it be a question of scientific interest. Can we hope to get beyond personal views, that is towards positions a further debate will have to take into account?
	* The aim of your work		* The aim of your work
	::You want to prove a certain position, to substantiate an observation, to balance a position with a look at a another work, to question an argument recently brought forth, to point at ~~material~~ that require a new interpretation...		::You want to prove a certain position, to substantiate an observation, to balance a position with a look at a another work, to question an argument recently brought forth, to point at materials that require a new interpretation...
	* The debate: Summarise research, discussions in the media		* The debate: Summarise research, discussions in the media
	::Give a summary of the ongoing debate. Differentiate between a public and the scientific debate (your audience is located in the latter, even where address a topic of wider public discussions). Summarize the debate as an exchange: What positions have been prominent following whose interventions. Can one discern movements? Did feminist research change our perspective? Did a certain event create a watershed? See our [[Literary Studies:Research guide]] to find research.		::Give a summary of the ongoing debate. Differentiate between a public and the scientific debate (your audience is located in the latter, even where address a topic of wider public discussions). Summarize the debate as an exchange: What positions have been prominent following whose interventions. Can one discern movements? Did feminist research change our perspective? Did a certain event create a watershed? See our [[Literary Studies:Research guide]] to find research.

Olaf Simons: /* Table of contents: Make statements, be transparent */

2009-06-29T13:37:39Z

Table of contents: Make statements, be transparent

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	== Table of contents: Make statements, be transparent ==		== Table of contents: Make statements, be transparent ==
	The interesting piece of work is problem oriented. The headlines offer solutions to problems. See [[#Your ~~Chapters~~: Make points\|“Your Chapters: Make points”]] for further information.		The interesting piece of work is problem oriented. The headlines offer solutions to problems. See [[#Your chapters: Make points\|“Your Chapters: Make points”]] for further information.

	Be aware of the following general problems:		Be aware of the following general problems:

Olaf Simons: /* Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate */

2009-06-29T13:35:43Z

Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate

← Older revision		Revision as of 15:35, 29 June 2009
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	Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Think, secondly, of readings you came across and that convinced you, or did not convince you, of readings the text might have intended and readings one can non the less defend as interesting options. '''Think of clarity you could try to offer, think as well of complexity you could produce with a more thorough evaluation of the material in question'''.		Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Think, secondly, of readings you came across and that convinced you, or did not convince you, of readings the text might have intended and readings one can non the less defend as interesting options. '''Think of clarity you could try to offer, think as well of complexity you could produce with a more thorough evaluation of the material in question'''.

	Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Whatever made you personally chose this topic is at best of anecdotal value if people have begun to follow the train of your thoughts. You have to sell whatever you think to an anonymous audience of experts (e.g. at a conference or in a scientific journal). The story of what you learned in the seminar, what you felt when you first read the book... etc. is not part of your work, it be then that you can sell it as cultural significance, as the usual situation. Public perceptions can be ~~part~~ your analysis. Your position towards them hast to be that of a distanced scientist.		Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Whatever made you personally chose this topic is at best of anecdotal value if people have begun to follow the train of your thoughts. You have to sell whatever you think to an anonymous audience of experts (e.g. at a conference or in a scientific journal). The story of what you learned in the seminar, what you felt when you first read the book... etc. is not part of your work, it be then that you can sell it as cultural significance, as the usual situation. Public perceptions can be the object of your analysis. Your position towards them hast to be that of a distanced scientist.

	Can you have personal views? Yes. But you must sell them as views others can accept as simply advantageous, more revealing, more potent to influence new research in the ongoing debate. The absolute ''no go'' is the statement you define as personal with the assertion that others can have their own views and that they hence should not challenge yours. Some students feel they received a bad mark, because their professor did not like their view. You misunderstand the role of your professor and your work if you come to this conclusion. '''Your professor should discuss your work in order to find out: what is merely personal opinion and what has the power to make points in the ongoing debate''' (as for instance an interesting refutation of views, or a viable substantiation of positions you dealt with, a new reading you offered with an awareness of its advantages).		Can you have personal views? Yes. But you must sell them as views others can accept as simply advantageous, more revealing, more potent to influence new research in the ongoing debate. The absolute ''no go'' is the statement you define as personal with the assertion that others can have their own views and that they hence should not challenge yours. Some students feel they received a bad mark, because their professor did not like their view. You misunderstand the role of your professor and your work if you come to this conclusion. '''Your professor should discuss your work in order to find out: what is merely personal opinion and what has the power to make points in the ongoing debate''' (as for instance an interesting refutation of views, or a viable substantiation of positions you dealt with, a new reading you offered with an awareness of its advantages).

Olaf Simons: /* Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate */

2009-06-29T13:35:11Z

Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate

← Older revision		Revision as of 15:35, 29 June 2009
Line 1:		Line 1:
	== Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate==		== Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate==

	Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Think, secondly, of readings you came across and that convinced you or did not convince you. '''Think of clarity you could try to offer, think as well of complexity you could produce with a more thorough evaluation of the material in question'''.		Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Think, secondly, of readings you came across and that convinced you, or did not convince you, of readings the text might have intended and readings one can non the less defend as interesting options. '''Think of clarity you could try to offer, think as well of complexity you could produce with a more thorough evaluation of the material in question'''.

	Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Whatever you ~~did, you will~~ have to sell it to an anonymous audience of experts (e.g. at a conference or in a scientific journal). The story of ~~how you dealt with the problem,~~ what you learned in the seminar, what you felt when you first read the book... etc. is not part of your work. Public perceptions can be part ~~of what you analyse~~. Your position towards them hast to be ~~distinct~~.		Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Whatever made you personally chose this topic is at best of anecdotal value if people have begun to follow the train of your thoughts. You have to sell whatever you think to an anonymous audience of experts (e.g. at a conference or in a scientific journal). The story of what you learned in the seminar, what you felt when you first read the book... etc. is not part of your work, it be then that you can sell it as cultural significance, as the usual situation. Public perceptions can be part your analysis. Your position towards them hast to be that of a distanced scientist.

	Can you have personal views? Yes. But ~~in order to win the audience~~ you must sell ~~these your results~~ as ~~results~~ others can accept as simply advantageous, more revealing, more potent to influence new research in the ongoing debate. The absolute ''no go'' is the statement you define as personal with the assertion that others can have their own views and hence should not challenge yours. Some students feel they received a bad mark, because their professor did not like their view. You misunderstand the role of your professor and your work if you come to this conclusion. '''Your professor should discuss your work to find out: what is merely personal opinion and what has the power to make points in the ongoing debate''' (as for instance an interesting refutation of views, or a viable substantiation of positions you dealt with).		Can you have personal views? Yes. But you must sell them as views others can accept as simply advantageous, more revealing, more potent to influence new research in the ongoing debate. The absolute ''no go'' is the statement you define as personal with the assertion that others can have their own views and that they hence should not challenge yours. Some students feel they received a bad mark, because their professor did not like their view. You misunderstand the role of your professor and your work if you come to this conclusion. '''Your professor should discuss your work in order to find out: what is merely personal opinion and what has the power to make points in the ongoing debate''' (as for instance an interesting refutation of views, or a viable substantiation of positions you dealt with, a new reading you offered with an awareness of its advantages).

	== Cover page ==		== Cover page ==

Olaf Simons: /* Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate */

2009-06-29T08:05:31Z

Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate

← Older revision		Revision as of 10:05, 29 June 2009
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	== Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate==		== Choosing a topic: Your paper has to be a contribution to the ongoing scientific debate==

	Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Think, secondly, of readings you came across and that convinced you or did not convince you. '''Think of clarity you could try to offer'''.		Do follow your interest and your curiosity. Think of something that startled you when first looking at the thing. Think, secondly, of readings you came across and that convinced you or did not convince you. '''Think of clarity you could try to offer, think as well of complexity you could produce with a more thorough evaluation of the material in question'''.

	Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Whatever you did, you will have to sell it to an anonymous audience of experts (e.g. at a conference or in a scientific journal). The story of how you dealt with the problem, what you learned in the seminar, what you felt when you first read the book... etc. is not part of your work.		Your paper is supposed to be a contribution to the ongoing '''scientific''' debate. Whatever you did, you will have to sell it to an anonymous audience of experts (e.g. at a conference or in a scientific journal). The story of how you dealt with the problem, what you learned in the seminar, what you felt when you first read the book... etc. is not part of your work. Public perceptions can be part of what you analyse. Your position towards them hast to be distinct.

	Can you have personal views? Yes. But to win the audience you must sell these your results as results others can accept as simply advantageous in the ongoing debate. The absolute ''no go'' is the statement you define as personal with the assertion that others can have their own views and hence should not challenge yours. Some students feel they received a bad mark, because their professor did not like their view. You misunderstand the role of your professor and your work if you come to this conclusion. '''Your professor should discuss your work to find out: what is merely personal opinion and what has the power to make points in the ongoing debate''' (as for instance an interesting refutation of views, or a viable substantiation of positions you dealt with).		Can you have personal views? Yes. But in order to win the audience you must sell these your results as results others can accept as simply advantageous, more revealing, more potent to influence new research in the ongoing debate. The absolute ''no go'' is the statement you define as personal with the assertion that others can have their own views and hence should not challenge yours. Some students feel they received a bad mark, because their professor did not like their view. You misunderstand the role of your professor and your work if you come to this conclusion. '''Your professor should discuss your work to find out: what is merely personal opinion and what has the power to make points in the ongoing debate''' (as for instance an interesting refutation of views, or a viable substantiation of positions you dealt with).

	== Cover page ==		== Cover page ==