UNDERSTANDING THE RESEARCH ARTICLE GENRE: READING TOWARDS WRITING
UPCOMING 5-WEEK COURSE FOR GRADUATE STUDENTS WHO ARE NON-NATIVE SPEAKERS OF ENGLISH
School of Graduate Studies / ELWS course offering (non-credit):
Understanding the Research Article Genre: Reading Towards Writing (for Non - Native Speakers of English)
Graduate students spend a great deal of time reading research articles; however, when it comes to writing them, they often have difficulty following the example of what they have read. This course is designed to help graduate students engaged in experimental work write research articles by increasing their familiarity with the established forms of such articles. To do so, we will analyze the discourse strategies of articles that follow the basic pattern for reporting empirical research: Introduction, Methods, Results, and Discussion (IMRAD). The course will involve close readings of articles drawn from representative fields of study. The course will also consider writing issues relevant for non-native speakers of English, such as grammatical patterns, syntactic forms, lexical choices and rhetorical structure. Students will also receive feedback on the research papers that they themselves are writing. Course Duration: 5 weeks.
This course is suitable for students whose work involves experimental research, that is, students from the physical, life, or social sciences who need to write articles that more or less follow the IMRAD format. If you have any questions about whether this course is appropriate for you, please contact Dr. Peter Grav for clarification: firstname.lastname@example.org. It is recommended that students complete ELWS’ other three Academic Writing courses before taking this one.
Instructor: Dr. Peter Grav
This free non-credit course runs May 12 to June 9 on Tuesdays from 10:00 – 12:00
Course registration procedures can be found on the ELWS website at http://www.sgs.utoronto.ca/informationfor/students/english/courses/registration.htm#regist.
Please note that enrolment is limited in order to maintain a desirable teacher-student ratio.