Academic Writing for Military Personnel by ADAM CHAPNICK

By ADAM CHAPNICK

Academic Writing for army Personnel is written for individuals of the army who're both new to or re-entering the educational group and who have to familiarize themselves with educational writing. The authors, an skilled writing teacher and a retired army officer, express how persuasive educational writing complements officials' effectiveness of their common tasks, particularly as they achieve extra senior degrees of carrier. They clarify the variations among employees writing and educational writing, and description a few of the universal error army group of workers make while transitioning from one to the opposite. The book's chapters define the worth of sturdy written communique talents, the examine strategy, the writing procedure, educational referencing, and common grammatical and syntactical mistakes. particular examples selected with an army viewers in brain are built-in in the course of the e-book to supply the reader with proper and functional advice. The e-book concludes with a...

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Paraphrase of Another’s Ideas 3. Obscure or Controversial Statistics 4. Tangential/Explanatory/Expository Commentary II. Using Quotations Appropriately III. Integrating Quotations Effectively IV. Academic Professionalism 1. Complete Replication without Attribution 2. Partial Replication without Attribution 3. Lack of Attribution V. Summary 5: Common Problems in Academic Writing I. Run-on Sentences II. Tense Shifts III. Faulty Parallelism IV. Dangling Modifiers V. Wordiness/Jargon-Laden Writing VI.

Finally, being courteous is also important. Good academic writing is relatively unemotional and free of derogatory or sarcastic comments. A good argument stands on its own—bullying in any form should not be necessary. 4. Format This is probably the most frustrating part of the process. Good academic writing reflects a commitment to transparency. Any reader who seeks to question your interpretation of the evidence should be able to review exactly what you read that led to your conclusions. 6. Although our preference—based largely on the type of research that we do and read—is for footnotes (and our publisher’s is for endnotes), papers should be formatted in the style that is called for by the relevant course, journal, or publisher.

Tangential/Explanatory/Expository Commentary II. Using Quotations Appropriately III. Integrating Quotations Effectively IV. Academic Professionalism 1. Complete Replication without Attribution 2. Partial Replication without Attribution 3. Lack of Attribution V. Summary 5: Common Problems in Academic Writing I. Run-on Sentences II. Tense Shifts III. Faulty Parallelism IV. Dangling Modifiers V. Wordiness/Jargon-Laden Writing VI. Overusing the Passive Voice VII. Overusing Abbreviations, Acronyms, and Initialisms VIII.

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