Academic Writing for International Students of Science will help international students to develop their command of academic scientific writing in English. It guides students through the writing process itself, and will help them to produce clear, well-written and well-organised essays and reports. The book covers a range of issues such as how to explain complex ideas clearly and concisely, how to develop a coherent argument, and how to avoid plagiarism by making effective reference to sources.

Through detailed analysis of authentic scientific texts, the book will enhance students’ understanding of the nature of academic scientific writing. This will enable them to understand how language and discourse function in a real scientific context. The texts serve as models of good writing and are followed by practice activities which will help students to develop their own writing skills.

Key topics include:

• the writing process;

• academic scientific style;

• sentence structure;

• paragraph development;

• referring to sources;

• coherence, argument and critical thinking;

• academic and scientific conventions.

This book will be an invaluable companion to those studying for a science or technology degree in an English-speaking institution. Informative study boxes, model answers and a clear, comprehensive answer key mean that the book can be used for self-study or with guidance in the classroom.

Academic writing for international students is designed to help science and technology students at university to improve their academic English and develop the knowledge, skills, tools and strategies needed to produce clear, coherent writing in assignments. The book is designed to be easy to read and use, to be a clear and accessible companion for the busy student. 

Key areas covered are:

·       Writing in the sciences

·       Writing at university

·       Scientific style

·       Sentence structure

·       Paragraph development

·       Referring to sources

·       Developing coherent texts and arguments

·       The conventions of scientific writing

The approach in the book is based on a simple notion of noticing two very important things:

·       what writers do in texts

·       what language and discourse features they use to do it 

The book uses authentic texts to explore that nature of scientific writing, focusing on important features of language and discourse. These Explorative Tasks allow you to see how language works in a real scientific context. There are also Practice Tasks and Review Tasks to consolidate learning and help you to build your own writing skills. This new edition introduces Reflective Tasks to encourage you to think about your own knowledge and experience, and bring this to bear on your writing journey at university.

New in the second edition:

·       Two new chapters: 

o   Writing in the sciences

o   Writing at university

·       New Reflective Tasks

·       New content and additional tasks throughout the book

·       Additional authentic examples of scientific writing

After many years of working with students on their academic writing, I decided to finally dig a little deeper into something of a recurring theme: the common reluctance among them to repeatwords and phrases, and the reader’s resulting confusion. Drawing on theories of lexical cohesionfirst outlined in Halliday and Hasan (1976), this paper will explore the role of repetition in writing. It will also present an analysis of data collected from students at the University of Manchester to examine the nature and origin of students’ attitudes to repetition and related issues. The theory and data analysis will form the basis of a consideration of how we might help students achieve abetter understanding of this important aspect of academic writing.

Halliday, M. and R. Hasan (1976) Cohesion in English. London: Longman.

An essential guide for all students studying for a Master's degree in social work, whether they have come directly from their undergraduate studies or after a period of employment. 

This book focuses specifically on the skills needed to study social work at Master's level, helping students get to grips with the academic rigour required at this higher level of study. This includes research skills, writing style, tone, the emphasis on self-reflection and the need to communicate in both academic and professional contexts. Pedagogical features and activities provide opportunities to explore, analyse and reflect on what has been learnt. The book will help cultivate a social practice approach to writing, raise awareness of the choices available, and aid understanding so that readers can produce the types of discourse required at Master’s level in social work. 

Studying for your Nursing Degree is perfect for anyone wanting to train to become a nurse or midwife. After reading this fully comprehensive guide you will understand:

the structure and culture of higher education, and how nursing fits into it

what to expect, and what will be expected of you, as a university student

teaching and assessment methods within nursing, so that you can perform to the best of your ability in an academic environment

how to manage your nursing studies in an effective way and make the most of the resources available to you.

The books in our Critical Study Skills series will help you gain the knowledge, skills and strategies you need to achieve your goals. They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication. Packed with tasks and activities to help you improve your learning, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life. Uniquely, this book is written by an experienced education lecturer and an English for Academic Purposes (EAP) lecturer.

The recently launched KTH Guide to scientific writing in English emerged from the many discussions between teachers in Language and Communication and the wider KTH scientific writing community - students, lecturers and researchers - on the nature of effective scientific writing. As a result of these origins, the Guide is rooted in typical writing genres at KTH, and it draws on examples of these to provide guidance on the areas of sentence structure, punctuation, text flow and scientific style. Much of the focus in the Guide is on helping writers to make more informed choices, rather than simply follow rules. We hope to encourage them to explore their own preferences, and thus develop their own individual academic voice.

The KTH Guide to scientific writing was created with the aim of supporting students and faculty with scientific writing in English. The guide is rooted in the typical writing genres of a technical university, and draws on examples of these to explore sentence structure, punctuation, text flow, and scientific style. Since its launch, the guide has become an integral part of classroom practice in the department of Language and Communication, and an online resource for all students and faculty at KTH. This paper presents our findings from the first stage of our evaluation of the guide. The evaluation consists of a short reflective questionnaire for users. We have begun to collect responses to the questions, and to conduct an inductive thematic analysis (ITA) to identify emerging themes. 

LSP teachers working at KTH Royal Institute of Technology have created a guide to scientific writing in English. This is an online resource that aims to raise awareness of what constitutes effective scientific writing.

The guide emerged from interactions between LSP teachers and their students and faculty colleagues on the nature of effective scientific writing in English. As a result, and in contrast to many other university writing guides, the KTH guide is rooted in the typical writing genres and conventions of a technical university, and draws on examples of these to explore sentence structure, punctuation, text flow, and scientific style. 

Since its launch, the guide has become an integral part of classroom practice, and it has drawn a number of comments from students and faculty colleagues in anonymized surveys and course evaluations. Our analysis of these comments suggests that users appreciate the focus on scientific writing (as opposed to more general academic writing), but that some struggle to find answers to specific questions. 

In this paper, we introduce the guide, present a thematic analysis of the evaluations, and discuss the impact of these on the development of not only the guide, but also on scientific writing practices at KTH.