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How to Use Your Reading in Your Essays

A fundamental part of writing at university is using what you read in your work. Your lecturers may ask you to be critical, original and to put what you read into your own words. You will also be told not to plagiarise. What does all this actually mean? How can you use other people's work and still be original? How much of your essay should be about what you read? How do you make clear the difference between your own ideas and those that have come from your reading? What words and phrases should you use to introduce and comment on your sources? The fully updated and revised edition of this popular book answers these questions, and takes you through the complete process of using your reading in your writing. It also: * Uses real texts and examples of real student writing * Gives you nearly 300 key words to use when integrating sources into your work and practice in using them accurately * Looks at common mistakes students make to help you to improve your own correction skills and avoid making the same mistakes yourself How to Use your Reading in your Essays equips you with all the information, practice and confidence you need to use your reading effectively in your writing and to get the best marks possible for your work.
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Table of Contents

Acknowledgements.- Introduction: An Example and Overview of How to Use Your Reading.- PART I: USING YOUR READING.- Introduction to Part A: Key Points for Reading at University.- How Do You Decide What to Read?.- How Do You Understand and Question What you Read?.- What Should you Write Down?.- Why and How Should you Quote?.- Why and How Should you Paraphrase?.- Why and How Should you Summarise?.- Putting it all Together in your Essay.- PART II: USEFUL VOCABULARY.- Introduction to Part B: Key Points For Developing your Vocabulary.- Introducing Sources and Using Verbs Precisely.- Describing the Views of Different Authors.- Comparing the Views of Different Authors and Showing How they Cite and Evaluate Each Other.- Commenting on a Source Positively.- Commenting on a Source Negatively.- Techniques for Re-expressing.- Sources.- Vocabulary and Writing Style.- PART III: CHECKING AND CORRECTING YOUR WORK.- Introduction To Part C: Key Points For Checking your Work.- Common Mistakes with In-essay.- References.- Ten Grammatical Areas that Cause Problems Correcting.- other Common Types of Error.- APPENDICES.- Answers to Practice.- Exercises.- Definitions of Terms Used in.- How to Use Your Reading in Your Essays.- Complete Business.- Ethics.- Essay.- Referencing Styles Abbreviations and Labels Used in Dictionary.- Entries A.- Brief Explanation of Word Class.- INDEX.

Promotional Information

Fills a much needed gap between reading for writing, and the actual process of writing. Useful exercises on paraphrasing/quoting/summarizing, and introducing and commenting on your reading. The initial example of what 'good academic writing' which makes use of sources looks like was useful in raising student awareness of key features, and also providing them with a goal - i.e. what they should be working towards themselves.' - Emma Bentley, EAP Tutor, English Language Centre, King's College London, UK "Combines a clear sightedness about the academic process, (from deciding what to read to polishing a final draft), with detailed advice and activities in specific areas of language, usage and grammar" - Kate Williams, Oxford Brookes University, UK

About the Author

Jeanne has been teaching and managing in the field of English language and academic writing for over twenty years and currently lectures at the University of Leeds UK. She has been Chair of the British Association of Lecturers in English for Academic Purposes and set up one of the first academic writing centres in a UK university. Jeanne is author of The Student Phrase Book, How to Use Your Reading in Your Essays, Reading and Making Notes and Writing for University.


"Combines a clear sightedness about the academic process, (from deciding what to read to polishing a final draft), with detailed advice and activities in specific areas of language, usage and grammar" - Kate Williams, Oxford Brookes University, UK

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