ENGL 112 Study Guide - Final Guide: Apposition, Academic Writing, Glossary Of Cricket Terms

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Published on 14 Apr 2013
School
UBC
Department
English
Course
ENGL 112
Professor
English 112 Key Concepts & Questions for Review
Chapter 1 (genre)
1. What is genre (how does Giltrow define it?) and how is it related to cultural situations?
Genre has been reconceptualized as involving situation and form, and thus requires a type
of communication, but also the situation that the communication serves (traditionally
defined in terms of form and used for categorization).
Genres help us hear/distinguish/recognize cultural situations (occasions in our culture)
2. How do cultural situations imprint language?
Recognizing cultural situations (and the ways people typically respond to them) has
allowed the situations to leave its mark on English, pressing into the general shape of
language features (word patterns, sentence construction) that distinguish certain ones into
particular contexts/circumstances.
3. Identify 3 examples of cultural situations that have specific kinds of writing associated
with them. What are the features of these genres?
Ex 1: Texting emoticons, abbreviations and acronyms
Ex 2: For Sale advertisements incomplete sentnces, abbreviations, adjectives, etc
Ex 3: Academic writing signposts, only necessary adjectives, uncommon jargon
4. What are the salient (distinguishing) features of the research genres? Identify as many
characteristics as you can think of, and describe their purpose. (Flip through Academic
Reading if you need to find some examples).
Research genres use writing that is concise and clear (as opposed to vague or wordy), is
logical, uses signposts for direction, and uses terminology related to (and often only
found in) the specific subject or field of concern.
Chapter 3 (citation/states of knowledge)
1. What is citation? Is it unique to scholarly writing? Identify several ways in which an
academic paper might cite a source.
Citation is ―the customary practice of attributing words, phrases, or statements to another
speaker,‖ and it is used in both scholarly and nonscholarly writing, as well as everyday
conversations and situations. Citation in scholarly discourse differs from that of other
contexts as it uses reporting expressions, super-/sub- scripts, footnotes, dates, and the
repetition of words and ideas of others.
2. What are reporting expressions?
Reporting expressions are statements/phrases/expressions that report sources of
information (the writer‘s name, the title of work, the dat of publication, the reporting
verb). Can be in the form of double reporting, which accounts for the source‘s
summarizing activity (reports information used by their source).
3. Why do scholars use citation?
Scholars use citation to clarify the existing state of knowledge surrounding the subject in
question, as developed by other academics in the field, as well as to set out the
knowledge deficit that they wish to fulfill by expanding further on this subject.
4. Define state of knowledge and knowledge deficit.
State of knowledge is the writer‘s estimate of the limits of established knowledge of a
specific subject (as well as the conditions this knowledge was produced under, and the
positions from which statements issue)
Knowledge Deficit is the gap in established knowledge surrounding a subject: what
hasn‘t been covered, what needs to be said, any errors in what is said to be true. This is
what justifies the present research project.
Chapter 4 (summaries)
1. What is a summary?
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A summary is a compression (with or without rearrangement) of what another speaker
has said or written.
2. What are some of the characteristics of a summary?
A summary compiles the gist of the work in question, and arranges the material to be
compiled in terms of levels of generality and details (abstract and concrete references).
3. How do reporting expressions help to identify a summarizer's position?
Reporting expressions allow the characterization of the action of the original (as an
explanation, argument, an analysis, observations, or a review), which shows the
summarizer‘s position in relation to the writer whose ideas they are representing.
4. What is reporting reporting? (Sometimes called double reporting). What is its value to
scholarly conversation?
Double reporting is the citing or others‘ citations, or reporting information used by their
source, or the account for the source‘s summarizing activity.
In scholarly discourse, double reporting defines the summarizer‘s position, and traces the
history of a statement (through various pieces of writing).
Chapter 5 (summaries cont'd)
1. Pretend you are explaining to a student who hasn't yet taken English 112 how to
summarize a passage that remains at "high levels of generalities" (i.e. consists mostly of
abstractions). (Remember to define abstraction).
An abstraction is an idea or concept, and a high-level passage uses many of these
abstractions, with little to no smaller details or examples. In order to summarize a piece
with mostly ‗high levels of generalities‘ in a way that easier to understand, providing said
lower-level examples will help readers measure their understanding of the passage (by
showing the summarizer‘s position and perspective on the material summarized.
2. Explain how to summarize a passage that contains mostly lower-level details.
In order to summarize a lower-level passage, one should provide abstractions to group the
many details and examples, to organize into a more concise way. This also will show the
summarizer‘s position (his/her perspective on the material being summarized).
3. What is narrative, and why can it be especially difficult to summarize?
A narrative is a sequence of events organized chronologically into a story.
Narratives can be especially difficult to summarize because they tend not to contain
levels of generality‘ which explain the conditions in the story.
Chapter 6 (orchestrating voices)
1. What is meant by the phrase orchestrating voices?
Arranging by way of direct or indirect reported speech, a dialogue of two or more
speakers/voices (often of other research publication)
2. What special arrangements do you need to make to introduce non-scholarly voices into
an academic paper?
To introduce the new arrival of non-scholarly voices into an academic paper, it can be
useful to include explanations of who their intended audience(s) was/were or the parts
that they overlooked (eg. ―While x‘s claims overlook the uncertainty of evidence in this
area, they do represent/speak to widley held interest in/concerns about..‖)
Chapter 7 (definitions)
1. Why are definitions important characteristics of research papers? What work do they do?
Definitions are an important characteristics of research papers since they bring important
terms into focus for readers who need clarification. They negotiate the space between
academic writers and their main readers (other researchers/scholars).
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Document Summary

Genre has been reconceptualized as involving situation and form, and thus requires a type of communication, but also the situation that the communication serves (traditionally defined in terms of form and used for categorization). Ex 1: texting emoticons, abbreviations and acronyms. Ex 2: for sale advertisements incomplete sentnces, abbreviations, adjectives, etc. Identify as many characteristics as you can think of, and describe their purpose. (flip through academic. Reading if you need to find some examples). Research genres use writing that is concise and clear (as opposed to vague or wordy), is logical, uses signposts for direction, and uses terminology related to (and often only found in) the specific subject or field of concern. Identify several ways in which an academic paper might cite a source. Citation is the customary practice of attributing words, phrases, or statements to another speaker, and it is used in both scholarly and nonscholarly writing, as well as everyday conversations and situations.

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