¿Estás siempre preocupado? Una enfermedad real: Trastorno De Ansiedad Generalizada [GAD]

This book is for university students, with at least a mid-intermediate level of English. It can be used as part of an English for Academic Purposes (EAP) course, either alone or with the companion volume Giving an Academic Presentation in English. The chapters are independent so that EAP teachers and students can choose those sections that best fit their needs. This means that a course can range from a minimum of 20 hours, up to 60 hours or more. There is an introductory chapter that includes what role academics play in today’s world, where success is not just measured in terms of paper output but also involvement in interdisciplinary projects and supporting society at large. Each chapter covers a particular section of a paper (Abstract, Introduction, Methods etc) and begins with a discussion exercise on what the exact purpose of each section is. This purpose is also highlighted by comparisons with non-academic situations where similar skills are required. There are many examples and templates – none of which are lengthy or complex - but which are designed to highlight key points. Students learn what style to adopt (we vs impersonal), the correct tenses to use in each section, typical mistakes, and useful phrases. The course is highly practical and is also designed to be fun to use. Other books in the series: Giving an Academic Presentation in English Essential English Grammar and Communication Strategies Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of e4ac.com, an editing agency for non-native English-speaking researchers. Introduction 6 who for 6 english level 6 type and coverage 6 structure of book 6 pronouns 6 Contents 7 Chapter 1: Getting started 8 1.1 What skills do I need to be an academic? 8 1.2 What writing skills do I need to learn before writing my first paper? 10 1.3 What do I need to think about before I start planning my paper? 12 1.4 What questions do I need to think about before I write my first paper or do my first presentation of my research? 13 1.5 How important are the journal’s Instructions for Authors? 15 1.6 What is the best order to write the sections of my paper? 19 1.7 How important is it to analyse other papers in my field? What will I learn? 20 1.8 Do’s and Don’ts of preparation 22 1.9 Exercises 23 Chapter 2: Introduction and Review of the Literature 24 2.1 What is an Introduction? 24 2.2 What is the purpose of my Introduction? 26 2.3 What should be my aims when reviewing the literature? 28 2.4 What structure should I use when reviewing the literature? 29 2.5 Model 1 – general sciences: Introduction starting with definition, state of the art, problem to resolve 31 2.6 What tenses are typically used in an Introduction and in the Review of the Literature? 33 2.7 Should I use a personal or impersonal style? 35 Chapter 3: Introduction: Part 2 37 3.1 Model 2: Introduction starting with how the state of the art justifies the aim of your research 37 3.2 Model 3: Introduction with chronology of previous papers. Author’s own paper introduced at the end. 39 3.4 Typical mistakes made in Introductions 42 3.5 Why are reducing the length of an article and avoiding redundancy so important? 44 3.6 Do’s and Don’ts of writing the Introduction 45 3.7 Useful phrases 46 3.8 Exercises 48 Chapter 4: Methods 50 4.1 What is a Methods section? 50 4.2 Model 1: Medical, technical 53 4.3 Methods Model 2: Engineering, chemistry, physics 55 4.4 Methods Model 3: Social / Political sciences 57 4.5 Style and tenses typically used in the Methods section 59 4.6 Do’s and Don’ts 60 4.7 Useful phrases 62 4.8 Exercises 66 Chapter 5: Results 68 5.1 What is the purpose of a Results section? 68 5.2 Results Model 1: Medical, technical 70 5.3 Results: Model 2 72 5.4 Writing about figures and tables 75 5.5 Tenses typically used in the Results 78 5.6 Do’s and Don’ts of writing the Results 80 5.7 Useful phrases 81 5.8 Exercises 83 Chapter 6: Discussion Part 1 86 6.1 What is a Discussion? 86 6.2 How should I interpret my figures, tables and results? 88 6.3 What strategies can I use to highlight my main findings and their importance? 89 6.4 How should I compare the performance of a test, device etc in my study with the performance of similar test, device etc in another researcher’s study? 93 6.5 How can I make it clear when I am discussing my results and not the results of another author? 95 6.6 Why is it important to admit the limitations of my study? 98 6.7 How can I justify my limitations? 100 6.8 How should I write about my limitations? 102 Chapter 7: Discussion Part 2 104 7.1 Discussion Model: Part 1 104 7.2 Discussion Model: Part 2 106 7.3 A revision of all tenses plus those typically used in the Discussion 108 7.4 Typical mistakes made in the Discussion 113 7.5 Do’s and Don’ts of writing the Discussion 114 7.6 Useful phrases 115 7.7 Exercises 117 Chapter 8: Conclusions 120 8.1 What is the purpose of a Conclusions section? 120 8.2 What tenses are typically used in the Conclusions? 122 8.3 How should I structure my Conclusions? 124 8.4 Do’s and Don’ts of writing the Conclusions 125 8.5 Useful phrases 126 8.6 Exercises 129 Chapter 9: Abstracts Part 1 131 9.1 What is an Abstract? 131 9.2 What information does an Abstract contain? 133 9.3 What is the difference between an Abstract and an Introduction? 135 9.4 What is a Structured Abstract? 136 9.5 My journal requires a single paragraph Abstract. How should I structure it? 138 9.6 Should I use a personal style (e.g. we found) or an impersonal style (e.g. it was found)? 139 9.7 What tenses are typically used in an abstract? 141 Chapter 10: Abstracts Part 2 and Titles 143 10.1 Typical mistakes made in Abstracts 143 10.2 Improving / Editing your Abstract 145 10.3 Why improving / editing your Abstract is so important 147 10.4 Writing a Title 149 10.5 Typical problems with Titles 150 10.6 Do’s and Don’ts of writing the Abstract 152 10.7 Useful phrases 153 10.8 Exercises 155 Chapter 11: How to write and structure a paper: a very brief summary 157 11.1 Writing and communication skills 157 11.2 Title 160 11.3 Abstract 161 11.4 Introduction 162 11.5 Review of the Literature 163 11.6 Methods 164 11.7 Results 165 11.8 Discussion 166 11.9 Conclusions 167 11.10 Acknowledgements 168 11.11 Formatting your paper for offline and online reading and editing 169 11.12 Further reading and exercise books 172 Teacher’s Notes 173 1 General overview 173 Symbols Used in this Book 174 3 Rationale – student focused 175 4 Types of students and English level 176 5 Structure 177 6 How to approach and teach each chapter –A) undergraduates; B) PhD and postdocs 178 7 Which sections are useful for undergraduates? Which ones might be suitable for ILETS and similar examinations? 180 8 How long should it take to teach each chapter? 181 9 Vocabulary and useful phrases; useful websites 182 10 Encouraging students to review each other’s work 183 11 A note on the example / model texts 184 12 How this book differs from other EAP books on writing skills 185 Other Books in this Series 187 14 Feedback and suggestions 188 About the Author 189 Acknowledgements 190 Index of Useful Phrases 191 Full Table of Contents 193 Index by Section 198 This book is for university students, with at least a mid-intermediate level of English. It can be used as part of an English for Academic Purposes (EAP) course, either alone or in combination with the manual How to Prepare and Give an Academic Presentation. The chapters are independent so that EAP teachers and students can choose those sections that best fit their needs. This means that a course could range from a minimum of 20 hours, up to 60 hours or more. There is an introductory chapter that includes an analysis of what role academics play in today’s world, where success is not just measured in terms of paper output but also involvement in interdisciplinary projects and supporting society at large. Each chapter covers a particular section of a paper (Abstract, Introduction, Methods etc) and begins with a discussion exercise on what the exact purpose of each section is. This purpose is also highlighted by comparisons with non-academic situations where similar skills are required. There are many examples and templates – none of which are lengthy or complex, but which are designed to highlight key points. Students learn what style to adopt (we vs impersonal), the correct tenses to use in each section, typical mistakes, and useful phrases. The course is highly practical and is also designed to be fun to use. Adrian Wallwork is the author of more than 40 ELT and EAP textbooks. He has trained several thousand PhD students and researchers from around 50 countries to write research papers and give presentations. He is also the co-founder of English for Academics, an editing agency for non-native English-speaking researchers.