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Why Write? A Guide for Students in Canada: 4.1 Learning Goals

Why Write? A Guide for Students in Canada
4.1 Learning Goals
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Notes

table of contents
  1. Cover
  2. Title Page
  3. Copyright
  4. Table Of Contents
  5. Land Acknowledgement
  6. Acknowledgements
  7. Writing Is a Process, Not a Product
    1. 1.1. Learning Goals
    2. 1.2 Holistic Academic Writing
    3. 1.3 Writing Processes
    4. 1.4 Getting Started
    5. 1.5 Reading to Write
    6. 1.6 Drafting
    7. 1.7 Feedback: No One Writes Alone
    8. 1.8 Your Own Process
    9. 1.9 In Summary
  8. Writing Projects
    1. 2.1 Learning Goals
    2. 2.2 Genres, Stories, and Academic Writing
    3. 2.3 Academic Writing as a Genre
    4. 2.4 How to Use Genre to Help You Write
    5. 2.5 Reading Academic Writing
    6. 2.6 Common Sub-Genres of Academic Writing or What You’ll Be Writing
    7. 2.7 The Essay
    8. 2.8 Other Common Academic Writing Sub-Genre You Will Encounter
    9. 2.9 Online Writing and Academic Writing
    10. 2.10 In Summary
  9. Why We Write
    1. 3.1 Learning Goals
    2. 3.2 Language as Equipment for Living
    3. 3.3 The Basics: The Rhetorical Triangle as Communication Formula
    4. 3.4 Knowing Your Audience: Values and Beliefs
    5. 3.5 Everything's Persuasion
    6. 3.6 In Summary
  10. The Wonderful World of Research
    1. 4.1 Learning Goals
    2. 4.2 Knowledges and Traditions
    3. 4.3 Why Do You Learn to Research?
    4. 4.4 Your Research Journey
    5. 4.5 Quick Guide to Undergraduate Research for an Assignment
    6. 4.6 Citational Practice: Writing from Sources
    7. 4.7 In Summary
  11. Grammar and Mechanics
    1. 5.1 Learning Goals
    2. 5.2 Grammar as a Situated Practice
    3. 5.3 What is Grammar?
    4. 5.4 The Rules for Academic Writing in English
    5. 5.5 Using Algorithms to Correct Your Writing
    6. 5.6 Inclusive Grammar "Rules"
    7. 5.7 Breaking Rules (With a Purpose)
    8. 5.8 Voice
    9. 5.9 Crafting Coherent Paragraphs
    10. 5.10 In Summary
  12. Resources

1

4.1 Learning Goals

Jemma Llewellyn; Erin Kelly; Sara Humphreys; Tina Bebbington; Nancy Ami; and Natalie Boldt

LEARNING GOALS

You will be able to develop research questions.

Research is a journey to find answers and to find those answers, you need to start with a question. It can be daunting to try and figure out a research topic to investigate, formulating questions can help with this process. This chapter will give you ways to develop research questions so you can find what you need.

You will learn to determine appropriate sources.

Different projects require different types of sources. Sometimes you might need to cite a musical score or a news article while at other times, you will need to search for peer-reviewed sources. How can you determine when a source is reliable, reputable, and accurate? This chapter will help you to become a more discerning researcher.

You will be able to use library resources to locate and retrieve a variety of information sources.

A great deal of research is performed online (particularly during the pandemic), but the choices offered by library resources can be overwhelming. Here you will learn how to sift through different types of sources to find what you need to complete any assignment.

You will learn why academic integrity is a defining principle of academic communication.

You have probably been told to avoid cheating and plagiarism. You were likely given examples of what cheating and plagiarism looked like and told to avoid these serious errors at all costs. Were you ever told why academic integrity is so important? It’s more than giving credit or sharing resources. This chapter will introduce you to the fascinating world of citational practice.

Annotate

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4.2 Knowledges and Traditions
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Copyright © 2020 by Academic Writing Program, University of Victoria. Why Write? A Guide for Students in Canada by Academic Writing Program, University of Victoria is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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