EXAMPLES OF

ACADEMIC TEXTS
ACADEMIC TEXTS DESCRIPTION
Articles Published in scholarly journals, this
type of academic text offers results of
research and development that can
either impact the academic community
or provide relevance to nation-
building.
Conference These are papers presented in
Papers scholastic conferences, and may be
revised as articles for possible
publication in scholarly journals.
ACADEMIC TEXTS DESCRIPTION
Reviews These provide evaluation or reviews of
works published in scholarly journals.

Theses, These are personal researches written

Dissertations by a candidate for a college or
university degree.
READING GOALS:
•Why am I reading this text?
•What information or pieces of information do
I need?
•What do I want to learn?
GENERAL PURPOSES:

•to better understand an existing idea

•to get ideas that can support a
particular writing assignment
GENERAL PURPOSES:

•to gain more information

•to identify gaps in existing studies
•to connect new ideas to existing ones
STRUCTURE OF ACADEMIC TEXTS

•formal
•clearly structured introduction,
body, and conclusion
STRUCTURE OF ACADEMIC TEXTS

•include information from credible

sources, which are properly cited
STRUCTURE OF ACADEMIC TEXTS

•include a list of references used in

developing the academic paper
CONTENT AND STYLE OF ACADEMIC
TEXTS
•they state critical questions and
issues
CONTENT AND STYLE OF ACADEMIC
TEXTS
•they provide facts and evidence from
credible sources
CONTENT AND STYLE OF ACADEMIC
TEXTS
•they use precise and accurate words
while avoiding jargon and colloquial
expressions
ACADEMIC WRITING CONTAINS:

•they take an objective point-of-

view and avoid being personal and
subjective
ACADEMIC WRITING CONTAINS:

•use of hedging or cautious

language to town their claims
Experimental Educational Networking On Open
Research Issues: Studying PSS Applicability
And Development In Emerging Contexts

Author(s):
Carlo Vezzoli (Design and System Innovation for Sustainability Research Unit, INDACO Department,
Faculty of Design, Politecnico di Milano University, Milano, Italy)
Dalia Sciama (Design and System Innovation for Sustainability Research Unit, INDACO Department,
Faculty of Design, Politecnico di Milano University, Milano, Italy)
Experimental Educational Networking On Open
Research Issues: Studying PSS Applicability
And Development In Emerging Contexts
Abstract:

Purpose
– The purpose of this paper is to introduce the hypothesis that it is fruitful to study new areas within research for sustainability,
through experimental education courses, that are based on international and multilateral (transcultural) learning
processes.

Design/methodology/approach
– This way of introducing education into open research issues is presented throughout the experiences and the results of the
DECOS campus network (Design in Emerging COntexts for Sustainability). This is an informal expert network on higher
design education which involves university campuses from emerging and industrialized countries. The learning process
established among those universities has been yearly assessed by the didactic observatory of the Politecnico di Milano
University, considering also the feedbacks of the various involved professors.
Experimental Educational Networking On Open
Research Issues: Studying PSS Applicability
And Development In Emerging Contexts
Findings
– The paper presents both the opportunities of such learning processes and the results actually achieved (designed)
by the students, i.e. the students' sustainable system concepts.

Practical implications
– The described experience encourages its continuing and its further implementation and dissemination.

Originality/value
– The originality this experience is due to the combination of both experimental education and open‐front research
issues and design for sustainability with transcultural learning processes.
Experimental Educational Networking On Open
Research Issues: Studying PSS Applicability
And Development In Emerging Contexts
Emerald Group Publishing Limited
Copyright:
© Emerald Group Publishing Limited 2007
Published by Emerald Group Publishing Limited

Citation:
Carlo Vezzoli, Dalia Sciama, (2007) "Experimental educational networking on open research issues:
Studying PSS applicability and development in emerging contexts", International Journal of
Sustainability in Higher Education, Vol. 8 Issue: 2, pp.198-
209, https://doi.org/10.1108/14676370710726652
NON-ACADEMIC WRITING CONTAINS:

•written for the mass public

NON-ACADEMIC WRITING CONTAINS:

•are published quickly and can

be written by anyone
NON-ACADEMIC WRITING CONTAINS:

• language is informal, casual

and may contain slang
EXAMPLES OF SLANG WORDS
LOW KEY
• if someone or something is "low key," it means it's
being done under the radar or they don't want
anyone to know.
"I low key love imagine dragons, but don't tell
anyone!"
EXAMPLES OF SLANG WORDS
THE TEA
• When someone is dishing "the tea," they're
gossiping, particularly with the juiciest or most
dramatic gossip.
"Let's call Wendy. She always has the tea."
EXAMPLES OF SLANG WORDS
EXTRA
•if someone's "extra," it means they're way
too dramatic.
"Her boyfriend was always putting her
down, calling her extra."
NON-ACADEMIC WRITING CONTAINS:
•the author may not be
provided and will not have any
credentials listed
NON-ACADEMIC WRITING CONTAINS:

•no reference list

NON-ACADEMIC WRITING CONTAINS:
•can be found in periodicals similar
to Time, Newsweek or Rolling
Stone.
READING STRATEGIES
•SQ3R
•KWL
SQ3R
THE SQ3R METHOD STANDS FOR:
• SURVEY (SKIM)
• QUESTION
• READ
• RECITE (RECALL)
• REVIEW
STAGE GUIDELINES
SURVEY • Skim the target text
• Check the headings, diagrams,
or figures presented in the text
• Read the first few and last
sentences of the text to
determine key information
• Get a feel of the text
STAGE GUIDELINES
QUESTION • Annotate the headings with
your questions
• Develop questions on the types
of information you expect
from the text
STAGE GUIDELINES
READ • Look for answers to your
questions as you read the text
• Stop and slow down if the
passage is not clear
• Make sure to proceed reading
only when you already
understand the previous text
STAGE GUIDELINES
RECITE • Recount the main points of the
text
• Recall by writing a summary
or synthesis based on what
you understand of the text
• Highlight or underline the
important points you read
STAGE GUIDELINES
REVIEW • After finishing the text, go
back and re-read the questions
you wrote and see if you can
answer them; if not, refresh
your memory
• Evaluate what you learned to
ensure that you are convinced
and satisfied with the
information presented in the
text
KWL
•What you KNOW?
•What do you WANT to learn?
•What have you LEARNED?
What you KNOW? What do you What have you
WANT to learn? LEARNED?