The most common reasons for writing:

to report on a piece of research the writer has conducted to answer a question the writer has been given or chosen to discuss a subject of common interest and give the writer’s view to synthesize research done by others on a topic

Common types of academic writing:

Notes Reports Projects Essays Dissertations/Theses Papers

The most common written sources:

Textbooks Websites Journal articles Official reports (e.g. from government) Newspaper or magazine articles e-books

The most common requirements to your academic text:

you should give reasons for your initial hypothesis you should obtain more well-rounded data you should show the logic of your experiments you should present clear, consistent logical argument to  somebody else involved in the research of this field.

 

Ex 1. Read the introduction of a thesis and answer the questions.

 

“Calculation of a temperature field of sledge-bobsleigh track in St. Petersburg”

Introduction

The publication of American legal scholarship is significantly different from the

publication  of  scholarship  in  other  academic  disciplines.    In  most  disciplines,

scholarship  is  published  primarily  in  peer-reviewed  journals.    By  contrast,  legal

scholarship  is  published  primarily  in  student-

associated with law schools.1  While student-edited law journals typically have faculty

advisors,  the  degree  of  faculty  involvement  varies,  and  student  editors  exercise

substantial editorial independence.

This  article  presents  an  empirical  study  of  the  copyright  practices  of student-

edited law journals, based on a 24-question survey sent to the overwhelming majority

of United States law journals, focusing on copyright ownership and fair use.  The study

suggests that many student law journal editors have adopted copyright policies that

are  inconsistent  with  the expectations  of  legal  scholars  and  the  copyright doctrine.

Specifically,  many  student-edited  law  journals  have  adopted  copyright  policies  that

preclude open-access publishing and prohibit the fair use of copyrighted materials.  In

addition, it appears that some student-edited law journals may not understand their

own copyright policies.

The publication of American legal scholarship is significantly different from the

publication  of  scholarship  in  other  academic  disciplines.    In  most  disciplines,

scholarship  is  published  primarily  in  peer-reviewed  journals.    By  contrast,  legal

scholarship  is  published  primarily  in  student-

associated with law schools.1  While student-edited law journals typically have faculty

advisors,  the  degree  of  faculty  involvement  varies,  and  student  editors  exercise

substantial editorial independence.

This  article  presents  an  empirical  study  of  the  copyright  practices  of student-

edited law journals, based on a 24-question survey sent to the overwhelming majority

of United States law journals, focusing on copyright ownership and fair use.  The study

suggests that many student law journal editors have adopted copyright policies that

are  inconsistent  with  the expectations  of  legal  scholars  and  the  copyright doctrine.

Specifically,  many  student-edited  law  journals  have  adopted  copyright  policies  that

preclude open-access publishing and prohibit the fair use of copyrighted materials.  In

addition, it appears that some student-edited law journals may not understand their

own copyright policies.

The publication of American legal scholarship is significantly different from the

publication  of  scholarship  in  other  academic  disciplines.    In  most  disciplines,

scholarship  is  published  primarily  in  peer-reviewed  journals.    By  contrast,  legal

scholarship  is  published  primarily  in  student-

associated with law schools.1  While student-edited law journals typically have faculty

advisors,  the  degree  of  faculty  involvement  varies,  and  student  editors  exercise

substantial editorial independence.

This  article  presents  an  empirical  study  of  the  copyright  practices  of student-

edited law journals, based on a 24-question survey sent to the overwhelming majority

of United States law journals, focusing on copyright ownership and fair use.  The study

suggests that many student law journal editors have adopted copyright policies that

are  inconsistent  with  the expectations  of  legal  scholars  and  the  copyright doctrine.

Specifically,  many  student-edited  law  journals  have  adopted  copyright  policies  that

preclude open-access publishing and prohibit the fair use of copyrighted materials.  In

addition, it appears that some student-edited law journals may not understand their

own copyright policies.

The publication of American legal scholarship is significantly different from the

publication  of  scholarship  in  other  academic  disciplines.    In  most  disciplines,

scholarship  is  published  primarily  in  peer-reviewed  journals.    By  contrast,  legal

scholarship  is  published  primarily  in  student-

associated with law schools.1  While student-edited law journals typically have faculty

advisors,  the  degree  of  faculty  involvement  varies,  and  student  editors  exercise

substantial editorial independence.

This  article  presents  an  empirical  study  of  the  copyright  practices  of student-

edited law journals, based on a 24-question survey sent to the overwhelming majority

of United States law journals, focusing on copyright ownership and fair use.  The study

suggests that many student law journal editors have adopted copyright policies that

are  inconsistent  with  the expectations  of  legal  scholars  and  the  copyright doctrine.

Specifically,  many  student-edited  law  journals  have  adopted  copyright  policies  that

preclude open-access publishing and prohibit the fair use of copyrighted materials.  In

addition, it appears that some student-edited law journals may not understand their

own copyright policies.

Sledge-bobsleigh tracks - sports constructions, as a rule, not having analogs. The general requirements to the main characteristics of routes are stated in the International rules on bobsled of 2010 [23], however the technical solutions made during design depend on many factors: location, climatic conditions, competitions level, standard requirements of construction and so forth.

The most difficult part is the design of a trench and system of a freezing of ice which in total have to ensure safety and quality of competitions.

In the real work the question of the organization of system of cold supply in borders of a concrete trench of the route is considered.

The work purpose is to make practical recommendations about a configuration of the pipe cooling system of an open ice surface of sports appointment for the route in climatic conditions of St. Petersburg.

For realization of a goal in work the following tasks are set:

1. To give analytical estimates of the temperature distribution of the ice surface;

2. To define influence of configuration of pipelines on the ice surface temperaturedifference, by carrying out numerical modeling.

Object of research is the site of a technological plate of the sledge-bobsleigh track.

Questions

1 What is a piece of research the writer has conducted?

2 Did the writer give an answer to a question that he/she has been given or chosen?

3. Was it a subject of common interest?

4. Did the writer manage to synthesize research done by others on a topic?

5. What is the difference between textbooks, websites, journal articles, official reports, newspaper or magazine articles, e-books? Find the examples of each type.

6. What are the most common requirements to an academic text?