Candlin, C., Crompton, P., & Hatim, B. (2016). Academic writing step by step: A research-based
approach. Sheffield, England: Equinox. 207 pages,
paperback.
Academic Writing Step by Step: A Research-Based
Approach is notable for being the last materials project of
the late Chris Candlin, a true giant in the discipline of applied
linguistics, and his two writing collaborators, Peter Crompton and Basil
Hatim, who are based at the American University of Sharjah. As
befitting the many and varied interests of its creator, the work is
suitably ambitious, promising on its back cover to “use a new
methodology for teaching academic writing, informed by discourse
analysis, genre theory and by recent research in text analysis.” To fly
such distinct methodological colors marks a promising beginning and
entices the reader to explore further.
From a cursory glance, however, the format of the book appears
similar to many other titles in the crowded world of
university-preparation materials. Each of the 10 chapters cluster around
short, research-based articles, mostly from the “popular” sciences
area. These authentic texts have been chosen to illustrate and practice
the sequential processes involved in reading, developing ideas,
vocabulary, and grammar prior to writing a research-based academic
paper. In practice, this means that each chapter addresses a key writing
requirement of research-based papers and teaches writing skills using a
range of discourse-based learning activities. Where the book could be
said to depart from the standard approach is in its hybrid methodology.
Using discourse analysis techniques sourced from both English for
specific purposes and systemic functional linguistics, it unpacks for
its readers how argumentatively based academic texts are
created.
Despite the publisher’s claim that this resource is suitable for
a range of teaching and self-study contexts, the work is clearly
designed for use as a textbook in a semester-long course of study at the
preuniversity or, possibly, first-year university level. In this
regard, I believe it would work well with each of the 10 units providing
enough content for at least 5 hours of work for a high-level
class.
Examining one chapter in depth (Unit F: The Critique and the
Persuasive Synthesis), I note the attention to detail when building
context for the focus reading about daydreaming. Less awe-inspiring is
paragraph analysis based on multiple-choice questions before a slightly
jarring mix of grammar areas in the “Grammar in Context” section
(conditional clauses and ellipsis). The following “Text Organization”
section is more valuable and deconstructs the argumentative reading by
identifying the components and functions of sections of the chosen text.
The final section of the chapter focuses on writing a persuasive
synthesis, which is another critical skill but one I felt was a little
rushed through.
Academic Writing Step by Step: A Research-Based
Approach works well as a staged, thoughtful treatise on how
research-based academic papers are put together on many levels. The
layout of each chapter is clear, and the focus on promoting functional
awareness of textual elements is especially welcome. Also, one of the
longer units on “Logos, Ethos, Pathos and Logical Fallacies” gives new
insights about how to teach these notoriously slippery concepts in a
learner- and teacher-friendly way. In the final unit, the book
culminates in an extended piece on the development of a draft student
paper, working through structural issues and the sequencing of
information for an essay on the topic of animal experimentation before
presenting a final, very usefully annotated, long model text.
Without a doubt, the book’s chapters provide readers with very
useful guidance on writing skills, such as summarizing, synthesizing,
and persuading readers. However, because of its heavy reliance on
textual sources, it is crucial to choose appropriate texts. This, I
feel, is one area where there could have been some potential to extend
beyond the popular science–type articles the authors have selected.
Whereas texts from sources like Newsweek and The Guardian are indeed appealing and accessible to
readers at the level targeted by the authors, I believe other more
traditional academic readings could have been introduced into the work
to provide a more textually vibrant mix. In saying this, I acknowledge
the line between quality journalism and academic writing may not always
be so clear and is increasingly blurred. I also felt the repetition of
the topic area of animal experimentation throughout, although
potentially reassuring for student writers for scaffolding purposes, is
an area that would not work so well with students from some cultural and
disciplinary backgrounds.
Overall, Academic Writing Step by Step: A
Research-Based Approach is a valuable work and will work well
as a class textbook, particularly in preuniversity English for academic
purposes courses. As such, it offers a lasting tribute to one of its
creators, Chris Candlin.
Steven Thurlow is a PhD candidate and academic
skills adviser at The University of Melbourne, Australia. He has worked
in the fields of teaching English for academic purposes and academic
skills advising, both in Australia and internationally, since 1999. His
research interests include writer’s voice and examining the
intersections between academic and creative writing. |