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</td></tr></table>Adminhttps://vcsewiki.czp.cuni.cz/w/index.php?title=VCSEwiki:Text_analysis&diff=372&oldid=prevMajka: Created page with '__NOTOC__ == Usual text structure (in academic articles) == *Title (abstract) *Introduction (purpose) *Background paragraph *Body paragraphs (in journals) following: **Literature…'2009-06-10T18:33:12Z<p>Created page with '__NOTOC__ == Usual text structure (in academic articles) == *Title (abstract) *Introduction (purpose) *Background paragraph *Body paragraphs (in journals) following: **Literature…'</p>
<p><b>New page</b></p><div>__NOTOC__<br />
== Usual text structure (in academic articles) ==<br />
*Title (abstract)<br />
*Introduction (purpose)<br />
*Background paragraph<br />
*Body paragraphs (in journals) following:<br />
**Literature review <br />
**Research design/methods <br />
**Results/Analysis)<br />
*Discussion <br />
*Conclusion <br />
<br />
==== External links ====<br />
*How the parts of the text are related to each other and how you can recognize their relationships: http://www.criticalreading.com/choice_of_structure.htm<br />
*How can the text be analyzed? http://www.criticalreading.com/inference_analysis.htm<br />
<br />
== Paragraph ==<br />
“A paragraph is generally understood as a single "unit" of a text – paragraphs are the workhorses of the paper. If a single paragraph is incoherent or weak, the entire argument might fail. Every paragraph has a "job" to do. Every new paragraph would declare a point and then offer support for that point. So, the paragraphs cannot wander aimlessly among a half dozen points, or declare points without offering any evidence to support them – otherwise the reader becomes confused or irritated by presented arguments. Good paragraphs also have a very precise relationship with other paragraphs.” (Gocsik, 2005 )<br />
<br />
==== External links ====<br />
*What should the paragraph do: Gocsik, Karen. Writing: Considering Structure & Organization EDT Dartmouth College http://www.dartmouth.edu/~writing/materials/student/ac_paper/write.shtml. You can write short annotation of every paragraph (few words – what is it about?) according to it. That will show you if the paragraph itself is consistent – and if it is related to the other parts of the text.<br />
<br />
== Logic ==<br />
'''Paragraphs'''<br />
*Each deals with one aspect, clearly stated in a topic sentence<br />
*All sentences within each paragraph are related<br />
*Paragraphs in each section of the article are linked, in a logical order<br />
'''Argument'''<br />
*All aspects are covered<br />
*Each aspect is adequately discussed<br />
*Definitions are provided (where required)<br />
*Argument is developed logically<br />
*Argument is convincing<br />
Connected to the '''style'''<br />
*Logical outline of headings and subheadings<br />
*The article / thesis flows (reads easily)<br />
*The style is concise<br />
*The language is clear<br />
<br />
==== External links ====<br />
*Look on the “Logic and argument” chapter from The Writing Program at Dartmouth College: Logic and argument http://www.dartmouth.edu/~writing/materials/student/ac_paper/logic.shtml<br />
*Or you can evaluate it briefly e.g. according to the Editing Checklist: see Guide to academic writing. Online: http://www.uwc.ac.za/students/postgraduates/downloads/ACADEMIC%20WRITING%20GUIDE%20-%20complete%20draft.doc<br />
<br />
=== Other links ===<br />
*Choice of structure http://www.criticalreading.com/choice_of_structure.htm <br />
*Scaffolding the academic writing process: A focus on developing ideas http://jalt.org/pansig/2005/HTML/Hayashi.htm<br />
*How to Write an Abstract http://core.ecu.edu/engl/snyderh/3870/how2abs.html<br />
*READING-TO-LEARN AND WRITING-TO-LEARN SCIENCE ACTIVITIES FOR THE ELEMENTARY SCHOOL CLASSROOM http://www.ed.psu.edu/ci/Journals/97pap1.htm<br />
*DESTINATION READING OPENER http://65.196.230.73/EdSchool/LMS4Resources/LessonPlans/LP-Pkg_C4U22_R_TT.pdf <br />
*Towards a Validated Analysis of Scientific Text Structurestructures in technical writing University of East Anglia http://applij.oxfordjournals.org/cgi/reprint/7/1/57.pdf <br />
*Scientext http://w3.u-grenoble3.fr/lidilem/scientext/res_en.php</div>Majka