Enhanced descriptions from Syndetics:

* What is expected of you in university writing?* What can you do to develop and build confidence in your writing?* How can you address the variety of written assignments you will encounter in your studies?Writing at University is a student writing guide with a difference. It provides a deeper understanding of what writing at university is all about, with useful methods and approaches to give you more control over your academic writing. The book explores both traditional essay and other kinds of writing that you will need to do as part of your studies. You are encouraged to build upon your existing abilities as a writer through applying practical tasks to your own work. The second edition of this best-selling title has been completely updated with new coverage of report writing, learning journals, electronic writing and using the internet.This book is an essential tool for anyone who wants to improve their writing skills at university or FE colleges, including both undergraduates and postgraduate students. It is key reading for students in courses that require essay, report, or dissertation writing and for students returning to study. It is also an invaluable resource for academic staff who want to support students with their writing.

Table of contents provided by Syndetics

• Acknowledgements (p. xii)
• 1 You and university writing (p. 1)
• 1.1 Why a book on university writing? (p. 2)
• 1.2 Working with others (p. 3)
• 1.3 You as a writer (p. 4)
• 1.4 Different types of writing (p. 5)
• 1.5 Talking for writing (p. 6)
• 1.6 Getting started, keeping going and dealing with writing blocks (p. 7)
• Keeping a learning log (p. 9)
• 1.7 Getting help (p. 9)
• 1.8 A note on word processing (p. 10)
• 1.9 A tour through the rest of the book (p. 10)
• 2 Getting started (p. 13)
• 2.1 Bridging a gap: you and university study (p. 14)
• 2.2 Practice writing (p. 15)
• Fast writing (p. 19)
• 2.3 Brainstorming (p. 19)
• 2.4 Generating questions (p. 21)
• 3 Writing for different course (p. 25)
• 3.1 Ways of writing (p. 26)
• 3.2 Different perspectives (p. 26)
• 3.3 Unpacking assignments (p. 28)
• 3.4 Key elements of university writing (p. 32)
• 3.5 Different ways of knowing (p. 33)
• 3.6 Structure and argument (p. 35)
• 3.7 The traditional essay format approach to writing (p. 35)
• 3.8 The 'building blocks' approach to writing (p. 36)
• 4 Beginning with the title (p. 39)
• 4.1 Keywords (p. 40)
• 4.2 Disadvantages of just looking for keywords (p. 41)
• 4.3 Analysing the assignment (p. 42)
• Example A (p. 43)
• Example B (p. 45)
• Example C (p. 47)
• 5 Reading as part of writing (p. 51)
• 5.1 Approaching reading (p. 52)
• 5.2 Choosing your reading for an assignment (p. 53)
• 5.3 Working with your reading (p. 55)
• 5.4 Thinking about the different texts (p. 57)
• 5.5 Reading and note taking (p. 58)
• 5.6 Making mind maps from reading (p. 59)
• 5.7 Keeping records (p. 61)
• 5.8 Making meaning through reading (p. 63)
• 'Fitting together' reading (p. 64)
• 'Analytic' reading (p. 64)
• 5.9 Reading your own and other students' work (p. 66)
• 6 Organizing and shaping your writing (p. 71)
• 6.1 Getting the assignment into shape (p. 71)
• 6.2 Different approaches to planning and organizing your writing (p. 72)
• The diver writer (p. 73)
• The patchwork writer (p. 74)
• The grand plan writer (p. 74)
• The architect writer (p. 75)
• What kind of writer are you? (p. 76)
• 6.3 Some structures used in university writing (p. 77)
• Chronology writing (p. 77)
• Description writing (p. 78)
• Cause-effect writing (p. 78)
• Compare/contrast writing (p. 78)
• Summary writing (p. 79)
• Analysis writing (p. 79)
• Evaluating writing (p. 80)
• Using a range of writing structures (p. 81)
• 6.4 Considering your argument: working out your 'story' and getting your central idea (p. 82)
• Building on your central idea step by step (p. 82)
• Constructing your 'story' (p. 83)
• Formulating your central idea (p. 83)
• Developing you argument from topics and themes (p. 85)
• 7 Making an argument and persuading your reader (p. 89)
• 7.1 Your reader (p. 90)
• 7.2 What does 'argument' mean? (p. 91)
• 7.3 How students define 'argument' in their subjects (p. 92)
• Psychology (p. 93)
• History (p. 93)
• History/Philosophy (p. 94)
• Biological physics (p. 94)
• Law (p. 94)
• Sciences (p. 95)
• English (p. 96)
• Linguistics (p. 97)
• 7.4 Developing a thesis statement (p. 97)
• 7.5 Working from first thoughts (p. 98)
• 7.6 Making an argument by anticipating questions and objections (p. 100)
• 7.7 Making an argument by looking at two opposing versions (p. 101)
• 7.8 Persuading the reader (p. 104)
• 8 Making good use of your sources (p. 110)
• 8.1 Referencing systems (p. 112)
• 8.2 Referencing websites (p. 113)
• 8.3 Referencing other sources (p. 114)
• 8.4 Recording references (p. 115)
• 8.5 Referencing and plagiarism (p. 115)
• 8.6 Thinking about plagiarism (p. 119)
• 8.7 Using your sources creatively (p. 120)
• Discussion (p. 123)
• 9 Putting yourself into your academic writing (p. 127)
• 9.1 One student's dilemma (p. 128)
• 9.2 'Parrot writing' (p. 129)
• 9.3 Can you be 'original' in your university writing? (p. 131)
• 9.4 Using 'I' in your assignments (p. 132)
• 9.5 From the personal to the academic (p. 133)
• Commentary on Passage 1 (p. 136)
• Commentary on Passage 2 (p. 138)
• Commentary on Passage 3 (p. 139)
• 10 Putting it together (p. 142)
• 10.1 Writing the introduction (p. 143)
• 10.2 Writing the conclusion (p. 147)
• 10.3 Reviewing your work: redrafting and editing (p. 150)
• 10.4 Editing for the reader (p. 151)
• 10.5 Reviewing your work: what are you looking for? (p. 151)
• 10.6 Reorganizing your work: an example (p. 153)
• 11 Completing the assignment and preparing for next time (p. 157)
• 11.1 Grammar and punctuation (p. 157)
• 11.2 Techniques for working on your writing (p. 158)
• Cohesion (p. 158)
• Punctuation (p. 160)
• Reference (p. 165)
• Coherence (p. 166)
• 11.3 Handing in your assignment (p. 167)
• 11.4 Learning from feedback: grades and tutors' comments (p. 168)
• Using written feedback (p. 169)
• Talking with a tutor (p. 169)
• Understanding tutors' written comments (p. 170)
• 12 Exploring different kinds of writing (p. 173)
• 12.1 Case study: one student's experience (p. 175)
• Example 1 A practical report (p. 175)
• Example 2 A collaborative writing project (p. 177)
• Example 3 A review of an article (p. 179)
• Example 4 A tutorial presentation (p. 180)
• Example 5 An essay based on an interview (p. 181)
• Example 6 A seminar paper (p. 181)
• 12.2 Report writing (p. 184)
• 12.3 Dissertations and projects (p. 187)
• 12.4 Electronic writing (p. 188)
• Email (p. 189)
• Computer conferencing (p. 189)
• 12.5 Using the Internet as a resource for writing (p. 190)
• 12.6 Evaluating web resources (p. 191)
• The URL (p. 191)
• The publisher (p. 191)
• Personal web pages (p. 192)
• The author (p. 192)
• Authority and reliability (p. 192)
• Date (p. 192)
• Purpose (p. 193)
• Omissions (p. 193)
• 12.7 Visual and written texts (p. 194)
• 13 Learning journals and reflective writing (p. 195)
• 13.1 Learning journals (p. 196)
• What if your learning journal is assessed? (p. 197)
• What is a learning journal like? (p. 198)
• Who is your journal for? (p. 200)
• Different kinds of learning journal: different titles (p. 200)
• Hand-write or word-process? (p. 201)
• How can learning journals help you to learn? (p. 202)
• 13.2 Reflecting on practical work (p. 206)
• 13.3 From journals to reflective essays (p. 207)
• 13.4 The 'learning cycle' and different kinds of writing (p. 207)
• 13.5 A final reflection (p. 209)
• Further reading and some additional sources (p. 211)
• References (p. 214)
• Index (p. 216)

Author notes provided by Syndetics