Download e-book for iPad: Academic Writing for Graduate Students: Essential Tasks and by John M. Swales, Christine B. Feak

By John M. Swales, Christine B. Feak

ISBN-10: 0472082639

ISBN-13: 9780472082636

This profitable consultant to writing for graduate-and undergraduate-students has been transformed to incorporate updates and replacements of older facts units; an elevated diversity of disciplines with projects akin to nursing, advertising, and paintings heritage; discussions of discourse research; a broader dialogue of e mail use that comes with present e mail practices.

Academic Writing for Graduate Students" explains knowing the meant viewers, the aim of the paper, and educational genres." comprises using task-based method, analytic staff dialogue, and style consciousness-raising." exhibits the right way to write summaries and critiques." beneficial properties "language focus" sections that tackle linguistic components as they have an effect on the broader rhetorical objectives." is helping scholars place themselves as junior students of their educational communities.

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Additional resources for Academic Writing for Graduate Students: Essential Tasks and Skills: A Course for Nonnative Speakers of English (English for Specific Purposes)

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Below these headings are statements to be included in the note. Write the number of each in the blank following its appropriate heading. The statements you list after each heading should be in the order in which they would logically appear in a note (for instance, 1-5-3 may make more sense than if you were to order them 3-1-5). You may wish to write the note out on a separate piece of paper to assist yourself with this task. A. Demographics: _____ , _____ , _____ , _____ , _____ B. Current Condition(s)/Chief Complaint(s): _____ , _____ , _____ , _____ , _____ C.

They are the following: • Cardiovascular/Pulmonary • Integumentary • Musculoskeletal • Neuromuscular • Communication • Affect • Cognition • Learning Barriers • Learning Style • Education Needs Information that is outside of the usual information in each of these categories can be written if it is outstanding and makes a difference in the therapist’s decision to continue to examine a patient or to refer the patient elsewhere. In the example given previously, the therapist noted that the patient’s toes were cold, although this was not a specific examination technique listed under the Integumentary System for Systems Review.

________ Dependent in transfers supine↔sit, sit↔stand, bed ↔B/S chair. 13. ________ Pt. lives alone in a 2-story house; 5 steps c¯ handrail to enter. 14. ________ Pt. will be given written & verbal instruction in a HEP prior to D/C. 15. ________ Recommend home health care PT p¯ D/C. 16. ________ Pt. speaks very little English; speaks Spanish fluently. 17. ________ Skin in area of scar L wrist is very taut & adhered to scar tissue. 18. ________ PTA Pt. exercised regularly. 19. ________ Pt. is oriented ϫ3.

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Academic Writing for Graduate Students: Essential Tasks and Skills: A Course for Nonnative Speakers of English (English for Specific Purposes) by John M. Swales, Christine B. Feak


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