Skip to product information
1 of 1

The Logic of Academic Writing

by Fabrizio Macagno and Chrysi Rapanta

Collections: Academic Research & Writing, Textbooks, Virtual Exhibit Hall | American Sociological Association

Regular price $ 39.70 USD
Regular price Sale price $ 39.70 USD
Sale Sold out
Format
View full details

Description

The Logic of Academic Writing was developed from a practical educational need, namely teaching early-year Ph.D. students some basic ideas on how they can structure their arguments in ways that may make sense for an academic paper to be written and consequently published. The authors' research expertise is in argumentation studies: the discipline that analyzes how arguments are produced, evaluated, and addressed, considering the pragmatic, logical, and dialectical levels. Since academic writing is characterized by supporting an original idea through proofs or arguments, the book focuses on the “logic” of writing, that is, on the reasoning we use for structuring ideas, paragraphs, and papers...the reasoning mechanisms that we use when we develop and organize our ideas, connect them with other ideas, and support them through arguments.

Details

ISBN (View all)
978-1-7329870-3-6
Dimensions
6.0 x 9.0 in
Length
222 pages
Year Published
2020

Instructor Materials

This title includes access to course materials for verified instructors:
Log in to view Request access

Testimonials

The Logic of Academic Writing addresses a critical need among academics who are looking to improve the quality of their writing. The book takes a unique approach to an age-old problem by combining argumentation theory and education with a special emphasis on writing. This is supplemented by compelling theoretical and applied guidelines, numerous examples, tips, and self-questioning exercises that will enhance individual understanding of the content. Readers can focus only on chapters that address their specific interests rather than sequential read-throughs.

Mercè Garcia-Milà

Full Professor, Cognition, Development and Educational Psychology Department, Universitat de Barcelona