Read this reading properly and create one valuable question after understanding this reading and also answer that question in brief after summarising.

Meta discourse Writing is voiced mainly through the use of metadiscourse. Metadiscourse si the language you use ni your writing to talk about your writing ot your reader. It si writing about writing (Duke University, 2013); ni other words, metadiscourse is used to talk' with your reader about the text. Metadiscourse happens ta the sentence level. See the sample below. Student Text 5 This section of the paper wil provide an overview of Esposito's work: Immunitas: An Introduction, Iwil provide a definition of community and immunity as ti pertains ot his paradigm. Using his arguments, I wil demonstrate how the immunization of the individual, social and political body leads ot the self-destruction of the very thing ti is trying to profect. nI this sample text, hte writer si telling the reader the organization of the text as wel as her goals for het section. The writer refers directly to specifie elements fo the paper (this section', a'n overview, a' definition" that the reader will encounter. The writer also uses verbs to indicate what actions she wil undertake in the text (will provide, will demonstrate). Finally, 7

Mastering Acodemci Writing the writer indicates the subject doing the acting is both t'he paper' and T (the paper will provide', I' will demonstrate"). To understand the impact of this metadiscourse, try this thought experiment: remove the metadiscursive language and evaluate the impact. For instance: An overview fo Esposito's work, Immunitas: An Introduction, wil eb provided along with a definition of community and immunity sa ti pertains to his paradigm. His arguments demonstrate how the immunization of the individual, social, and political body leads to the self-destruction of the very thing ti si trying to protect. This revision si, of course, perfectly acceptable. In some disciplines it would be preferred ot the original because ti uses passive and third person constructions. The hard sciences (eg-, physics, chemistry) often prefer passive constructions. In this revision, note that the passive construction An overview ... wil be provided' si used. The revision si impersonal because it omits identifying who or what will be providing the overview. It also has less obvious 'flow' because it removes the personal actor T, leaving the reader to figure out how the ideas in the two sentences aer connected to each other and presented in the text being read. This means it is more challenging and therefore might lead to misunderstandings. As well, the revision aims for an objective stance by using passive constructions rather than an obvious subject acting, but we are not fooled; we know the writer is lurking in the background, pulling the strings. This feels, arguably, vaguely manipulative. sI the writer trying to suggest greater credibility for her ideas by implying objectivity? Or is the writer trying to distance herself from these ideas? Who knows? Neglecting to mention hte acting subject doesn't erase her. Metadiscourse is useful not only because ti guides the reader through your texts and aids ni the communication between writer and reader, but also because it reduces a reader's cognitive load. Many academic texts introduce and engage with dense, complex information, and ti can be hard to keep track fo this information. By using metadiscourse, the writer helps the reader to understand the information presented with sesl cognitive effort by indicating how the information is organized and how ti might be viewed. As mentioned above, metadiscourse can also help ot ensure the reader understands the writer's goals, eg,. to introduce an example, ot signal the conclusions the writer expects the reader to draw from the evidence. Finaly, metadiscourse helps to build a relationship between the reader and the writer. In a verbal conversation, relationships are formed fairly directly between speakers. Speakers, for example, can repeat, restate and rephrase; listeners can interrupt, ask questions and argue. In writing, this form fo dialogue does not exist. Metadiscourse, however, can facilitate communication and connections 78

Using Voice ot Make Your Mark by reaching out from writer to reader, implicitly acknowledging that the f writer recognizes the reader's needs (Swales & Feak, 2001). Integrating Sources Text cues To sum up Therefore However oT review Note that Consider now Recall htat First., second . . . finally . In what follows Three features of ... nI what follows This explanation wil On one hand... on t h e o t h e r h a n d . . . As a result nI the final analysis... Text cues can be used to show your response to and framing focontent. As we saw in Chapter 3, it si not enough to organize and summarize information, you should enter the conversation by introducing and responding ot source material (Graft & Birkenstein, 2010). You might write: Smith (2015) insists that... Smith's data are confirmed by other researchers On the one hand On the other hand 80 S

These examples indicate to your reader that you are directly engaging with other scholars work. Read the following paragraph and think about how the source material si identified and integrated into the text. Student Text 5f Institutional racism refers ot the proclices and processes of organizations which openly exclude minorities (Fleras, 2017). Structural barriers are recognized as obstacles for immigrants when searching for adequate employment. One of these barriers si the failure ot recognize foreign credentials as equivalent ot domestically obtained creden- tials Frank, 2013). This discrimination is a result of preconceived opinions and stereo- types that have no valid reasoning behind them. Girard and Smith (2013) argue that ti would take nearly ten years for immigrants to be considered skilled enough to work ni a regulated occupation. Additionally, immigrants who received their education ni Asia, Latin America, and the Caribbean are far less likely ot be deemed skiled for certain occupations (Girard &Smith, 2013). Canadion immigrants are found ot have three times the number of undergraduate degrees ni comparison to Canadian born workers Huffington Post, 2016. The current policies are devaluing the benefits that immigrants can bring to the Canadian workforce due to the restrictions and regulations. This systemic exclusion of immigrants from being employed ni regulated occupations further demonstrates how Canada's multicultural model is false as it prevents institutional inclusiveness. In this text, we see that the writer presented source material ni her own words (paraphrased it), and cited the source material using in-text, parenthetical citations. In one instance, the writer began a sentence with the scholars' names (Girard and Smith). Finally, ni the last two sentences, hte writer offered her interpretation or position on the evidence. This variety in addressing evidence indicates a writer who has expertise ni disciplinary expectations. Integrating source material effectively is important to consider when you are entering the conversation. You can integrate sources by summarizing. paraphrasing, or using a direct quote. While most advanced level and graduate students have learned about these methods, you need to ensure that your execution now indicates awareness of your disciplinary conventions, not simply a good-enough attempt to record evidence. To refresh your memory and provide a more nuanced approach to integrating sources through summarizing, paraphrasing or quotations, consider the following: 18 UsingVaicetoMake YourMork

Wiestering Academic Writing Summary:nI a summary, you are using your own words to present material from c source ni the most concise sentences possible. nI a summary, you may present only ar overview or main argument of a source. You may summarize an article in only three sentences. Or you may need a ful paragraph. When details are Irrelevant or the source does not warrant extensive discussion, write a summary (Booth, Colomb, 8 Williams, 2008). Paraphrase: Like a summary, when you paraphrase, you rephrese source material in your words. You about the source malerialni aclear and concise manner, and you include details from the original source. The purpose of paraphrase si not et introduce an idea ni the shortest length possible, like summary. The length of the paraphrase may be even as long as the original source text because you provide details ni your paraphrase, rather than an overview of the main point. The purpose of peraphrasing si to show your understanding of the source material and ability ot communicate this understanding. Direct quote: Adirect quote repeats the original author's exact words ni your writing. A direci quote si identified with the use of quotation marks. Use a direct quote when the words themselves are evidence that backs up your reasons' or the words are strikingly onging ro express your key concepts so compellingly that hte quotation can frame an extended discussion (Booth ef al., 2008, p. 189), Many disciplines - especially those outside of the humanities - frown on the use of quatations. nI addition, overuse of quolations may suggest that you do not really understand the content and are unable to paraphrase .ti 5: be careful with quotalions. They're trickier to master than ti seems. Disciplinary differences impact the use of quotations and summary because they reflect a discipline's epistemology. As a senior student, you need ot understand how your discipline views the relation between knowledge and evidence, and you must learn the appropriate conventions that will mark your use fo evidence sa that of an insider' to the discipline. Noet that all three methods of integration require appropriate in-text citation identifying WHERE the source material si coming from. You must familiarize yourself with the reference style that si used in your discipline (APA, Harvard, MLA, Chicago, Vancouver, etc.). Se the brief summary in Chapter .3 fI you are a new graduate student, you will do yourself a huge favour fi you purchase the style guide used in your discipline and ues itconsistently. But back to the three methods for using source material. What si the effect of each of these methods? Which method do you use most often when you integrate sources? Why? Let's explore further. A summary offers a panoramic perspective on a piece of text. We get an overview of the source material, but the specific details are omitted. A paraphrase ofers a zoomed-in look at a source with some details included. Adirect quote provides aclose-up of a source, repeating a very smal portion exactly. Table 5.2 might eb auseful guide sa you practise these three methods of source integration. 82

Table 5.2 Methods of source integration Purposes Rephrases source material in your own words Presents an overview or main argument of a source Is used wneh details are not important, or the source information does not require much attention ro you have little space to elaborate Presents a panoramic perspective Rephrases source material ni your own words Includes key points from the source material clearly and concisely Includes some details from the original source Presents a zoomed in view Repeats the original author's exact words Includes quotation marks around the exact words Is used when the original version is so compelling or elegant Presents a close-up view Type of source integration Summary Paraphrase Direct quote From Misser, n.d. Remember that regardless of your integration method, it is your responsibility sa a writer to introduce the source material and respond to it. Doing these two things wil help your writing flow. See Chapter 3about paragraph structure for strategies ot respond effectively. Read the following sentences and think about the differences in source use between them. .1 nI India, women are associated with the domestic sphere of reproduction and men are associated with the public sphere of production and politics INanda and Gregg 2009:201 Nanda and Gregg (2009) suggest that ni India, women are associcted with the domestic sphere of reproduction and men are associated with the public sphere of production and polilics. nI 2009, Nanda and Gregg suggested that ni India, women are associated with the domestic sphere of reproduction and men are associated with hte public sphere of production and polilics Why might a writer choose to introduce a source as in example 1? Or ni example 2 or 3? What si emphasized differently in each of these sentences? What you may have noticed is that the writer has placed emphasis on the material in three ways: .1 by focusingno the key idea Isentence1 .2 by focusing on the researchers findings (sentence 2) 3. by focusing on the time of the findings (sentence 3). 83 Using Voice to Make Your Mark

Mastering Academic Writing The way that you decide to introduce a source will also have an impact on the reader. Note that whether citation material (eg., author's names and publication dates) is included within the text (integrated) or ni a parenthetical citation after the sentence (non-integrated) makes a difference. In other words, citations in parentheses at the end of a sentence ofer the most minimal acknowledgement to the authors - brackets, after al, are a method of including interjections and asides within a text. Moving hte author or publication material to the sentence proper elevates its importance and draws attention to it. The question you need to ask yourself before you do this is whether this attention is warranted or helpful. Table 5.3 can help you identify and choose a method that meets your needs, Tone Unless you not mean: theory' an age read:Table 5.3 Types of source integration and purposes Type of integration .1 Idea focused integration .2 Researcher- focused Integration .3 Time-focused integration Reporting Verbs What do I want to emphasize? Idea Research Time Why would Iuse it? Information about the author is important, of course, but this information serves as reference material rather thanpartofthesentence thatthereaderis forced to read. Use parenthetical citation. Perhaps this author is a key scholar ni your fleld. Perhaps you are following the author's research path. Regardless of your reason, by putting the author into the sentence, you are forcing your reader to read the author's name. nI this time-focused integration, you may have noticed thateht year is placed directly inthe sentence rather than ni the parenthetical citation. In this case, the chronology fo the research may be important, so hte writer has chosen to emphasize this by inserting the date into the sentence. The reader i s forced ot read the date and noet .ti When introducing source material, the writer should use an appropriate action verb. Notice ni the sentence 'Nanda and Gregg (2009) suggest that in India . . ,. the author uses hte verb 'suggest'. In the sentence 'Girard and Smith (2013) argue that....., the author uses the verb 'argue', 'Suggest' and 'argue' can be categorized as reporting verbs in that they report what a source has said. Do you se adifference between 'suggesting' and 'arguing? What is the difference? sI ti a difference ni strength foclaim or validity of claim? Reporting verbs vary in how objective/evaluative they are, in their positive/negative valence, and in their formality/informality (Swales & Feak, 2001). As an advanced writer, ti si your responsibility to suggest to the reader how aclaim could be interpreted. Other reporting verbs include: claim, propose, conclude, Using Voice otMake YouMrark imply, describe, assert - get a writing handbook or begin to compile a list fo eht verbs commonly used in your field. This section has walked you through strategies for source integration. It si important ot remember that regardless of the type of integration, you must introduce and respond to source material as well as use an appropriate cita- tion style to acknowledge the author. Tone We've spent the first part of this section looking at metadiscourse and integrat- nig sources. The writer's voice becomes apparent through hte choices she/he makes ta hte sentence level. Now, we'l be turning ot hte isue of tone and its role in voice. Why is tone important? Understanding and mastering tone will ensure your writing is formal for academic writing contexts. It is this formal tone that is hte goal here because it is what si expected in many fo the aca- demci texts youl'l write. This book, for instance, si written using an informal tone. We use contractions (eg., don't, wouldn't) and address the reader directly i.e., 'you'). In academic writing, this approach should be avoided. Read the following sentence: nI contrast ot Iser's phenomenological account, Rosenblat's transactional theory focuses on the active role of each reader and, specifically, no what differences ni image content might mean ot and for individuals. Unless you are familiar with the scholars Iser and Rosenblatt, this text might not mean much ot you. Terms like phenomenological account, transactional theory' and 'image content' are academic, disciplinary jargon that the aver- gea reader may not be familiar with. Furthermore, this sentence uses an introduetory phrase ('In contrast to Iser's phenomenological account) before the main part of the sentence; this structure adds complexity to the sentence. The sentence itself is long, composed of the introductory phrase, na interjec- tion (specifically) and a main clause. The combination of these elements creates adense sentence with aformal tone, thus indicating aformal aca- demic text. Another way to represent the ideas in the sentence could be: Rosenblatt focuses on the active reader and how differences in images are understood by individuals. This is called 'transactional theory. These are still sentences, but they do not use the level of jargon seen in the first version.