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Academic Writing: A Guide for Management Students and Researchers

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RESEARCH METHODS Matthukutty, M., Monippally and Badrinarayan Shankar Pawar, Academic Writing: A Guide to for Management Students and Researchers, Response Books from SAGE, 2010, 235pp, Rs.375, Soft.

Writing skills play an important role in shaping the career of any professional, particularly those of academicians and researchers. To survive in this highly competitive environment where the order of the day is to "publish or perish," they need to develop the ability to organise their ideas and give them a proper shape. Effective writing is not simply a way of conveying information through a combination of grammatically correct sentences but also a way of presenting knowledge in such a way that make comprehension easy. Writing with grace and impact requires a careful and conscious effort. Such writing is often a product of training and practice. In the last decade or so, many books on writing skills have flooded the market. However most of these books have been written in textbook style. As a result, developing writing skills, particularly long forms of writing, still remains a challenge for management students and novice researchers. Written in a reader friendly style, the book, Academic Writing: A Guide for Management Students and Researchers by Matthukutty, M., Monippally and Badrinarayan Shankar Pawar is a welcome addition to the existing pool of knowledge as it addresses many issues related to academic writing. In academic writing, the authors include academic research papers (conceptual and empirical), theses, dissertations and academic papers / reports of students for the course requirements. The book is a scholarly work of two stalwarts who share their scholastic insights based on their long experience as academicians. The book is great guide to those who are ready to embark on this journey of academic writing.

The contents of the book are organised in a logically sequential manner. Comprising of a total of six chapters on different aspects, the book is divided into three parts. These parts focus on its three main aspects: clearly understanding the process of research, effectively presenting the results of the acquired knowledge, and appropriately acknowledging the use of other people's ideas and works in the documentation. Part I, "The Research Process and the Role of...

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Academic Writing: A Guide for Management Students and Researchers (Response Books) First Edition

• ISBN-10 8132104412
• ISBN-13 978-8132104414
• Edition First Edition
• Publisher SAGE Publications Pvt. Ltd
• Publication date May 31, 2010
• Part of series Response Books
• Language English
• Dimensions 5.5 x 0.5 x 8.25 inches
• Print length 264 pages
• See all details

Editorial Reviews

Using a lucid conversational style, the authors talk of the challenges that most writers face and offer a systematic approach to overcome it. Broadly divided in three parts, the book covers all the essentials that go in the generation of academic papers….Throughout the text, the authors have used extracts from student assignments, making it more readable and comprehensible from the student’s perspective. The elaborate analysis that follows each extract helps the reader master the skill of reviewing not only others’ works but also their own writing. While all the three parts of the book are interconnected, each unit can be read and assimilated as independent unit. Additional resources provided in Appendix 2 are a valuable add-on. This small, crisp book can be recommended for everyone who wants to master the skill of writing well. It is a ‘must read’ for all management students and researchers for whom project reports and term papers from part of the academic curriculum.

In days of rhetoric than logic, here comes a book of the latter sorts on some aspects of the former. ‘ Academic Writing’ , so nice! ...When something comes well intended from two seasoned professors, almost every aspect of it can be well worn…So if you are an MBA student not wanting to get caught with the charges of plagiarism or a PhD scholar in management trying to improve your bad writing, you should read this book…. This book is…different from other books on academic writing as it covers the basic and necessary requirements of academic writing for the students of management.

About the Author

Mathukutty M. Monippally is Professor of Communication, Indian Institute of Management Ahmedabad, India. Earlier, he was with the Central Institute of English and Foreign Languages (now The English and Foreign Languages University), Hyderabad. He received his PhD from the University of Manchester, UK, in 1983. His books for managers include The Craft of Business Letter Writing and Business Communication Strategies . He is a coauthor of Effective Communication for Sales Executives and Business and Technical Writing in English . Apart from teaching courses such as ‘Written Analysis and Communication,’ ‘Spoken Business Communication,’ ‘Management Communication’ and ‘Persuasive Communication’ at IIM Ahmedabad, he also conducts workshops on different aspects of communication for middle and senior managers. His research interests are in bad news delivery, leadership communication and persuasive communication. He has published papers and management cases in national and international journals.

Product details

• Publisher ‏ : ‎ SAGE Publications Pvt. Ltd; First Edition (May 31, 2010)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 264 pages
• ISBN-10 ‏ : ‎ 8132104412
• ISBN-13 ‏ : ‎ 978-8132104414
• Item Weight ‏ : ‎ 12 ounces
• Dimensions ‏ : ‎ 5.5 x 0.5 x 8.25 inches
• #21,399 in Test Prep & Study Guides
• #98,537 in Study Guides & Workbooks
• #437,477 in Unknown

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You will have many kinds of writing assignments to complete while at the GSD. The file below provides insight into GSD-specific expectations, and the links provide more general support in understanding the skills and strategies needed for academic writing.

• Forms of Writing at the GSD This resources created by fellow GSD students can help you identify key features and expectations of the most common forms of writing that you will encounter. Remember to ask your instructor if you have questions and to come to Writing Services for writing support.
• What is "Academic" Writing? This essay is useful for understanding style and method in academic writing.
• Harvard Faculty Explain Analytical Writing Faculty from Harvard College explain analytical writing in this project from the Harvard College Writing Center.
• Advice on Academic Writing This catalog of advice from the University of Toronto was created by writing instructors.
• Scholarly Pursuits (GSAS) This searchable booklet from Harvard GSAS is a comprehensive guide to writing dissertations, dissertation-fellowship applications, academic journal articles, and academic job documents.
• Strategies for Essay Writing This resource from Harvard College Writing Center offers strategies to begin a writing project.

Successful academic writing starts with identifying the explicit and implicit expectations of the assignment. If you don't understand the assignment, you may not only have trouble starting to write but might put effort into the wrong things. If you are still unsure how to proceed after following these steps, ask your instructor. And if you want support at any point in the writing process, including reading through the assignment, make an appointment with GSD's Writing Services at Frances Loeb Library.

Stated Expectations

Look for these elements in the assignment prompt:

- Is it asking for outside research?

- Are there course texts or materials you will need to include?

- Is there an approximate length requirement?

- Which skills does it want you to demonstrate? Look for the verbs

• Compare or contrast

Unstated Expectations

Some expectations of the assignment may not be mentioned in the prompt, so give some thought to the context of the assignment to figure these out. 

- What kind of theoretical, practical, or disciplinary frameworks or procedures has the professor been modeling in class and assigning for homework? This writing assignment is probably in some way asking you to demonstrate understanding and proficiency in applying them.

- Who is your audience and what is the situation? You will adjust your use of industry terminology and the density of your writing depending on whether you are writing for your instructors or for a broader community. The assignment might not tell you that your writing will be persuasive or evaluative, but if you know your relationship to your audience, you can determine if you need to persuade them with evidence and analysis, help them make their own decision by providing pros and cons for a project, or energize them by helping them imagine the benefits and practicality of a design.

• Understanding Assignments UNC's Writing Center provides a detailed process for decoding assignments, including definitions of many key terms to watch for.
• Tips for Reading Assignment Prompts Harvard College Writing Center's brief overview of steps to take in understanding an assignment.
• Understanding Assignments Purdue OWL's succinct step-by-step guide for understanding assignment prompts.
• How to Read an Assignment Harvard College Writing Center's brief advice on what to do and avoid with examples.
• Writing a First Draft
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Journal of English for Academic Purposes 14 (2014) 124e127

Contents lists available at ScienceDirect

Journal of English for Academic Purposes

journal homepage: www.elsevier .com/locate/ jeap

Book reviews

Academic Writing: A Guide for Management Students and Researchers, M.M. Monipally, B.S. Pawar. Response Books-SAGE, New Delhi (2010). 235 pp., US $23.78,UK £14.99, Paperback, ISBN: 978-81-321-0441-4. Good EssayWriting: A SocialSciences Guide, P. Redman, W. Maples, (4th ed.) SAGE, London (2011). 184 pp., US $19.21, UK £13.99, Paperback, ISBN:978-0-85702-371-1

Monipally and Pawar aim their book ‘at MBA students, MPhil and PhD scholars, and young faculty in management andbehavioural sciences.’ For the authors, who teach in India, their students are ‘among the best in the country, perhaps in theworld. But their writing often lets them down’. Further to this, the authors want their book to help this target audience topublish in a world in which the mantra is ‘Publish or perish’.

The book is divided into three main sections. Part 1, ‘The Research Process and the Role of Academic Writing’, in whichMonipally and Pawar describe aspects of empirical writing, which they call ‘science’writing. In part, this description consistsof usefully defining basic terms, such as ‘research’, ‘conceptual research’, ‘variables’ and ‘propositions’ and ‘knowledge’. Theauthors then go on to examine features of academic writing in Science and Research. Again, their emphasis is often on quitebasic concepts such as objectivity in academic writing. They then provide another list, this time of types of academic writingincluding, research papers, theses and dissertations. All of this is useful, as students are often woefully unsure of the tax-onomies present in academic writing. Themajor demerit of this part of the book, however, is its sheer long-windedness. Theirdefinitions are all good but explore the corners of each concept in ways which could be confusing and which a good editorwould have halved to good effect.

Part 2 of the book is entitled ‘The Anatomy of Academic Writing’. This section is a discussion of style and functions inacademic writing. It begins with a lengthy anecdote drawn from The Mahabharata and this may be a nod to its essentiallyIndian audience. However, the anecdote is used with other examples from student writing to show how there is an absoluteneed to make matters explicit in academic writing. This is another truth that students often see only with great difficulty.Interestingly the authors suggest that words are like clothes, while later on in the chapter castigating the use of metaphor inacademic writing. Again they show how metaphors are pretty but too often subjective and imprecise. The section continuesby discussing the nature of description and narrative, the use of data both visually and verbally. The final two chapters of thissection are on paragraph building, and there is a welcome chapter in which the authors fearlessly champion the idea ofacademic writing as storytelling. In addition, they show the advantages of peer-critiquing.

Part 3, ‘Acknowledging Academic Debts’, seems like another useful way of describing the process of citing the work ofothers. Some of this work is described by the authors with another metaphor; the ‘common intellectual fund’; i.e., commonknowledge which does not need to be acknowledged. Monipally and Pawar also examine levels of borrowing within para-phrase. The section ends with some rather more usual commentaries on citation systems and styles.

There is a lot to recommend in this book. The authors are undoubtedly very sensitive and skilled readers of academicwriting, and of its relationship to its audience. This is shown in their sensitivity towards the actual mechanics of creatingreadable writing; the difficulties of which they never underestimate. Monipally and Pawar show how writing is a long,painstaking process and not simply a product-oriented task that can be broken down into easily assimilable gobbets.However, as has been indicated above, the book is simply rather long-winded. Although there are useful chapter summariesat the ends of each chapter, nowhere do the authors attempt to make the book interactive or more direct. In addition, StrunkandWhite, a style guide the authors recommend, might be a recommendation these days only for writers with a very strongstomach. And the whole of genre analysis seems to have passed them by.

Redman and Maples’ Good Essay Writing: A Social Science Guide cannot be accused of failure to interact. As might beassumed from an Open University based book, aimed at distance learners, the text is broken down into easily digestiblechunks, and the book abounds in bullet points, sub-headings and colour boxes. There are 13 chapters, and each of those isfurther sub-divided into up to six sub-sections. Each chapter begins with bullet-points that present its main ideas and finisheswith an expanded summary, with some follow-up questions to ‘self-test’ the reader.

Redman andMaples clearly aim their book at novice academic writers. As a result, they take the reader/writer through theassumptions that underlie social sciencewriting and then into thewriting process itself. They end their bookwith chapters onreferencing, common worries including plagiarism, the use of ‘I’, what tutors look for, and some samples of student essays.After an introductory chapter, the authors ask ‘What is a Social Science Essay?’ They answer their own question with

Book reviews / Journal of English for Academic Purposes 14 (2014) 124e127 125

comments on what makes a social science essay distinctive. And they define such terms as, ‘question’, ‘claim’, ‘evidence’,‘evaluation’ and ‘theory’. Theory, in particular, is instructively analysed to show how allegiances to particular theories andstances will affect not only methodology but also analyses. Redman and Maples then discuss the common errors in socialscience essays and, in doing so, again establish what makes such essays different from other types of writing.

The bulk of their book, Chapters 3 to 9, examines the process of writing the essay. Chapter 3 presents an overview of theprocess and chapter 4 examines ‘Matching the Answer to the Question’. This chapter very usefully looks at ‘command’ or‘process’words in essay titles, such as ‘define’, ‘compare’, ‘discuss’, etc. Again, Redman andMaples contextualise these termswithgood examples from essay titles. In this chapter as well, social science students are lead towards particular kinds of social scienceessays, i.e., advocacy, compare and contrast, and evaluation. Additionally, the authors give good suggestions as to breaking downthe constituents of each of these essay types. Reading, note-taking and literature searches are discussed in chapter 5; in whichthe authors show how important it is to readwith an eye to the question that is to be answered. Chapter 6 somewhat skims overcritical thinking. It gives good examples of how to look at the limitations of evidence but little sense of how an undergraduatemight escape those limitations. Chapters 7, 8 and 9 look at introductions, writing the ‘main’ section, and finally writing con-clusions. The best of these is the long chapter on writing the main section (Chapter 8) with its useful advice on using evidenceand quotation, although its comments on ‘communicating with your audience’ are a little generalised.

Chapter 10 is on referencing, including good reasons for using references, not only the obvious need to acknowledge butalso the need for students to demonstrate their familiarity with key material in an area. Chapter 11 is entitled ‘Some commonworries’ and has some friendly and cogent advice on why people might not be able to write enough. Like Monipally andPawar, Redman and Maples flag up the difficulties there are with the use of the first person and concomitant issues ofsubjectivity and objectivity, and the problems associated with and reasons for plagiarism. In Chapter 12, Redman and Maplestell their readers what tutors look for whenmarking essays. This is a slightly disappointing checklist of marking criteria and itwould be easy to imagine a novice writer looking through these undigested lists and throwing up their hands in despair. Thefinal chapter is more useful; a selection of four student essays with commentaries on each.

Notwithstanding the provisos suggested above, this is a very useful book in many ways. It is a clear introduction to ac-ademic essay writing for novice social science writers, and, although its prose is sometimes clunky and costive, I would behappy to recommend it for use not only with its target audience but with post-graduate researchers.

Ian Pople *University of Manchester, Oxford Road, Manchester M13 9PL, UK

� Tel.: þ44 (0)161 275 3996.E-mail address: [email protected]

http://dx.doi.org/10.1016/j.jeap.2013.03.003

Intercultural Rhetoric in the Writing Classroom, U. Connor. University of Michigan Press, Ann Arbor (2011). 124 pp.,ISBN: 978-0-472-03458-1, $US31.50, £UK20.95

Many readers of JEAP will be familiar with the work of Ulla Connor. She is perhaps best known for refining the concept ofcontrastive rhetoric, first introduced by Robert Kaplan in a 1966 essay “Cultural thought patterns in intercultural education”, andfor her advocacy in setting up contrastive rhetoric as a field of study. Connor’s full-lengthwork Contrastive Rhetoric: Cross-culturalAspects of Second Language Writing (1996) is essential reading for anyone teaching or researching the way multilingual writersexperiencewriting in different cultures. And yet, in Connor’s latest publication, Intercultural Rhetoric in theWriting Classroom, sheargues that contrastive rhetoric is an outdated concept incapable of identifying or responding to the complexities of cross-cultural communication. Given the importance of the concept of contrastive rhetoric to the teaching and research of manyJEAP readers, a revisionary argument from a scholar of Connor’s reputation makes Intercultural Rhetoric an important work.

To understand the importance of Connor’s argument in Intercultural Rhetoric it is necessary to provide a brief overview ofthe field of contrastive rhetoric studies. In 1966 Robert Kaplan presented the concept of contrastive rhetoric in an attempt totheorize how a writer’s rhetorical preferences, internalized while learning a language in one culture, might "interfere" withthe writer’s ability to identify and learn the rhetorical preferences in a different cultural setting. Kaplan’s argument wasimportant for theway it encouraged teachers and researchers to search for the connections between culture and rhetoric, andto use this information to improve the way language and writing are taught and experienced. While the concept wassometimes present in academic debates about ESL and EFL research and pedagogy in the 1970s and 1980s, Ulla Connor’sContrastive Rhetoric (1996) represented a watershed moment for the development of contrastive rhetoric into a field in itsown right. Connor updated research methods from the field of linguistics, particularly corpus and text analysis methods, tohelp researchers identify how writing approaches and styles are connected to cultural backgrounds.

However, the concept of contrastive rhetoric has attracted criticism since its inception. Scholars have claimed that not allindividuals are inculturated in the same way. That is, it is argued that rhetorical preferences apparent on a broad cultural(usually equated with national) scale are not internalized or valued equally by each individual member of that culture. Thisbrings into question the assumption behind some early contrastive rhetoric studies that an individual’s cultural background

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Sussex Centre for Language Studies

The Academic Writing Guide (AWG) is designed to familiarise you with the process of writing a discursive essay. A discursive essay is a genre of writing that requires you to investigate a topic; collect, generate, and evaluate evidence; and establish a position on the topic in a concise manner. Once you have decided on your position your writing will be an attempt to persuade your reader that it is a reasonable one to take. The pages in this guide will present information and activities designed to help you develop the skill of argumentation, which as well as being the main feature of discursive writing, underpins every aspect of university study.

Before you begin working through the AWG and using the examples and activities to help you research and write your own discursive essay watch the interview with James, one of our former Foundation Year students, who worked through the AWG and is reflecting on his progress. Some of what James says may not make sense to you yet, but come back to it occasionally as your own research skills develop and see if your experience resembles his. As you listen, notice what James says about how his perspective on the learning process changed during the course of the Foundation Year.

Academic writing does not aim simply to describe (although describing will be part of the process). An essay that is too descriptive will receive a very low mark at university level. Similarly, an essay that takes a ‘balanced’ view and does little more that weigh up the pros and cons of each side of an argument is rarely appropriate for university-level study.

Your aim in writing a discursive essay is to persuade your reader that your position (your argument) is a valid one. It makes a claim about a topic and defends this claim with evidence. A discursive essay must therefore begin with a thesis or claim that is debatable. In other words, the thesis must be something that people could reasonably have differing opinions on. If your thesis is something that is generally agreed upon or accepted as fact then there is no reason to try to persuade your reader of its merits.

Argumentation – mass noun

2. A reason or set of reasons that you use for persuading other people to support your views, opinions, etc.

His main argument is stated in the opening paragraph.

Discursive writing

There is a lot of pre-writing work to do for a discursive essay. Before you can begin writing you need to:

Throughout the research and writing process you will submit a series of assessed tasks relating to this title. Each of the tasks is designed to support your writing development, and help you produce a well-argued discursive essay supported with appropriate academic evidence. Each submission carries a percentage of the overall marks for the portfolio, making it essential that you complete each one. The portfolio accounts for a large percentage of the overall marks for the two Academic Development modules (see module handbook).

At the start of each of the 3 Stages in the AWG you will be told what the aims and objectives are, as well as the different assessments you will have to complete for that Stage. You will also be told where to submit these assessments in Canvas (find details below and in the module handbook on your class Canvas site).

These voluntary, drop-in sessions offer you personalised support for your work with the Academic Writing Guide and all aspects of the Academic Development Module.

You don’t need an appointment for these sessions, just show up with any questions you have about the module or the AWG and the tutor will help you on a one-to-one basis. You are welcome to use the drop-in service as often as you like.

You can find information about the drop-in sessions on your Canvas site.

This resource will help you to develop your Academic Skills whilst at Sussex. It brings together all of the web resources, workshops and support that are available to you as a Sussex student. Academic Skills are essential to successful study; from time management and note making, all the way through to reference management and exam writing techniques. These skills will help you to fully engage with, and excel, in your studies. Use the navigation on the left side of the page to find the section you are after or use the search box in the header.

As you work through the Academic Writing Guide (AWG) you will create a range of documents that need to be saved as you go and then uploaded to an assessment point at the end of each stage.

As a Sussex student you can download Microsoft Office 365.

With Office 365 you can get Microsoft Office for your personally-owned computer and mobile device(s) at no cost, as well as access to online versions of Office products and 1TB of free cloud storage in OneDrive.

Remember you are not expected to have all these skills already - you will develop them throughout your time at Sussex.

Each Stage requires several hours of self-study to complete, and each Stage is assessed. You will have plenty of time to work through the 3 Stages, and at regular intervals will submit formal assessments that will be included in your assessed portfolio for the Academic Development module at the end of the year. After each submission your Academic Development tutor will give you feedback, which you will use to inform the process of developing your discursive essay further. Each assessed task carries a percentage of the overall marks for the portfolio, making it essential that you complete each one. The portfolio itself carries a large percentage of the overall marks for the Academic Development module.

You will find details about each of the assessments at relevant points in this Guide, and will need to pay close attention to them. Your Academic Development tutor will also be introducing and supporting the process in your Academic Development seminars.

The following is an overview:

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Academic Writing A practical guide for students

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terlalu mahal

Indonesian Journal of EFL and Linguistics , Ariyanti Ariyanti

eltrima laoly

Changing English

Ann Hewings , Mary Jane Curry

Journal of Academic Writing

Bojana Petric

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