There are many differences between articles written for scholars and articles written for popular audiences. According to Anne Johns, the author of “Discourse Communities and Communities of Practice,” there are ten conventions or moves that exist only in academic prose and when violated, author is seen as an outsider of the discourse community. John Swales (“Create a Research Space” (CARS) Model Research Introductions) and Ken Hyland also talk about writing and the similarities between all academic writing in “Create a Research Space” (CARS) Model Research Instructions and “Disciplinary Courses”. Based on research by Swales, Hyland, and Johns on academic writing, and research by Jeanne Fahnestock, Charles Sullivan and Cameron M. Smith on accommodating academic articles, this essay will point out the differences between scholarly and popular writing by comparing the academic articles by Jamie Shinhee Lee “Linguistic hybridization in K-Pop: discourse of self-assertion and resistance”, the article by Sue Jin Lee “The Korean Wave: The Seoul of Asian” and the popular article by Lara Farrar for CNN ‘Korean Wave’ of pop culture sweeps across Asia.
The Structure of Scholarly Articles
In general, scholarly articles tend to be very long ranging from 20-40 pages long; plain usually black and white containing graphs, charts or tables to showcase the results of the research.The reason being is that academic articles are very explicit. “Text must be explicit” (Johns 506). Writers have to choose their words very carefully and avoid any ambiguity. Jamie Shinhee Lee talks about the discourse community of Korean Pop, or K-Pop, as it is most commonly known and the movement that has made K-pop famous not only in Asia but also in Europe, Middle Eas...
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...s across Asia." CNN. Cable News Network, 31 Dec. 2010. Web. 28 Jan. 2014.
Hyland, Ken. “Disciplinary Discourses: Social Interactions in Academic Writing.” Writing about Writing. Boston: Bedford/St. Martin's, 2011. Print.
Lee, Jamie Shinhee. "Linguistic Hybridization in K-Pop: Discourse and Resistance." World Englishers 23.3 (2004): 429-450. Web. 25 Jan. 2014.
Lee, Sue Jin. "The Korean Wave: The Seoul of Asia." Elon 2.1 (2011): 85-93. Print.
Johns, Ann M. “Discourse Communities and Communities of Practice: Membership, Conflict, and Diversity.”Writing about Writing. Boston: Bedford/St. Martin's, 2011. Print.
Sullivan, Charles, and Cameron M. Smith. "5 Tips for Writing Popular Science." The Writer 119.7 (2006): 23-25. Print.
Swales, John. “Create a Research Space” (CARS) Model of Research Introductions. Writing about Writing. Boston: Bedford/St. Martin's, 2011. Print.
Wardle, Elizabeth. "Identity, Authority, and Learning to Write in New Workplaces." Wardle, Elizabeth and Doug Downs. Writing about Writing A College Reader. Boston: Bedford/St.Martin's, 2011. 520-537. Print.
“The Road Not Taken.” Literature and the Writing Process. Ed. Elizabeth McMahan et al. 8th ed.
Graff, Gerald. “Hidden Intellectualism”. They Say/I Say: The Moves That Matter in Academic Writing. Comp. Graff, Gerald, Cathy Birkenstein, and Russell Durst. New York W.W. Norton & Company, 2006.
...Academic Writing. Ed. Gerald Graff. 2nd ed. New York: W.W. Norton & Company, 2012. 179-189. Print.
Turabian, Kate L. 2013. A Manual for Writers of Research Papers, Theses, and Dissertations Chicago Style for Students & Researchers. Chicago: The University of Chicago Press.
In the Introduction to “They Say/I Say”: The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help structure academic writing that considers the opponent’s argument. However, some writers have complained such templates “make them all sound the same,” and turns them into “‘writing robots’” (Graff and Birkenstein 10). In turn, Graff and Birkenstein argue that the types of writing templates they offer do not stifle creativity, but actually foster more complex, intelligent writing. As the authors themselves put it, “creativity and originality lie not in the avoidance of established forms, but in the imaginative use of them” (11). Although some people believe otherwise, Graff and Birkenstein insist that a writer’s use of their templates is analogous to musicians’ use of the verse-chorus-verse pattern of songs. Using a pre-established form does not necessarily produce any less original content, as given by the thousands of original songs in the world. In sum, then, their view is that their templates are tools to help a student make more effective arguments.
Matter in Academic Writing with Readings. 2nd ed. Ed. Gerald Graff, Cathy Birkenstein, and Russel Durst. New York: Norton 2012. 211-214. Print.
Graff, Gerald, Cathy Birkenstein, and Russel K. Durst. "They Say/I Say": The Moves That Matter in Academic Writing: With Readings. Vol. 2e. New York: W.W. Norton &, 2012. Print.
They Say, I Say: The Moves That Matter in Academic Writing (2nd ed.). New York, NY: W. W. Norton & Company, Inc.
One of the broadest disciplines in academia is Sociology since there are numerous branches that can be studied. The wide range of topics in this field is mainly organized through written work. This allows those in the discourse community to stay connected. In the book titled Discourse Communities: The Rhetoric of Disciplines, Gary D. Schmidt and William J. Vande Kopple, explain that discourse communities are a group of people who share ways in how they present claims, organize, analyze and communicate in their discipline. This is significant to note because each discipline consists of different audiences that can comprehend jargon and methodology differently depending on their discourse community. In most academic disciplines the difference
Meyer, Michael, ed. Thinking and Writing About Literature. Second Edition. New York: Bedford/St. Martin's, 2001.
Orenstein, Peggy. “What’s Wrong with Cinderella?” The New York Times Magazine. 4 Dec. 2006. Rpt. in Writing Communities and Identities. Ed. Cynthia Debes et al. 6th ed. Plymouth, MI: Hayden-McNeil Publishing, 2009. 50-54.
Swales, John M. “Occluded Genres in the Academy: The Case of the Submission Letter.” Academic Writing: Intercultural and Textual Issues. Amsterdam: Benjamins, 1996. 44-58.
Writing can be very frustrating; laying your ideas out on paper so that others can grasp the concept you are trying to convey is a very difficult task. In Writing 101 I have learned how to formulate good theses that are arguable and also how to validate articles that have to do with my topic. The most important element of a paper is the thesis statement. It captures the reader's attention and tells them what the essay is about. Having a well-structured thesis along with evidence to support that thesis are the main ingredients to a well-written essay. I have also learned how important it is to research an author’s background to ensure their credibility. This is a very important step in writing because today we can find information on a topic, however, it is not valid. By researching the author, we can see if he or she is an expert in the area and so this would make his or her information more credible. There is a ...
Lerych, Lynne, and Allison DeBoer. The Little Black Book of College Writing. Boston, New York: