Introduction to Research Writing

Asst. Prof. Dr. Analiza Liezl Perez-Amurao

Visiting Professor, Asian Institute of Technology
Chair, Humanities and Language Division, Mahidol University International
College
Email: analizaliezl.amu@mahidol.edu
Website: www.analizaperez-amurao.com
Facebook: https://www.facebook.com/analizaperezamurao
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Course Materials, Week 2

Session Topic
Reading with a Purpose: Effective Reading Strategies for Research
Writing

Warm Up Activity
Watch this video clip for starters: https://youtu.be/M3aZNaPY88Y

BASIC READING TECHNIQUES

Skimming
● Helps you grasp the general idea or gist of a text.
● Examples: Quickly reading the table of contents, the headings or
the abstract, the first and last paragraphs and the first and last
sentence of each paragraph in a relevant section
Scanning
● Allows you to locate precise information.
 ● Examples: Identifying key terms or expressions which will alert
you to where your subject is being addressed. You could then run
your eyes over a text looking for these.

Detailed Reading
● Allows you to critically consider aspects of the text.
● Example: Close reading of the entire text, or of important sections
of the text

Revision Reading
● Involves reading rapidly through material with which you are
already familiar, in order to confirm knowledge and understanding.
● Example: Rapid reading to state knowledge of the information

Activity 1: Skimming and Scanning

You will be directed to an online activity requiring you to skim and
scan. Read through the passage that will be given to you and answer the
questions that follow.
Click on this link: https://www.educaplay.com/learning-
resources/2690075-skimming_and_scanning.html
References:

Jimenez, E. (2021). Skimming and scanning.

https://www.educaplay.com/learning-resources/2690075-
skimming_and_scanning.html

Monash University. (2014). Efficient reading strategies.

https://youtu.be/M3aZNaPY88Y

Monash University. (n.d.). Reading techniques.

https://www.monash.edu/__data/assets/pdf_file/0007/2076343/Reading-
techniques.pdf

CRITICAL THINKING AND READING

What’s their point? Identifying Arguments
Critical thinking and reading are closely related, especially if you need
to identify the writer’s main point and/ or argument. This requires an
evaluation of arguments in terms of the quality of reasoning and support
of their own ideas. When we read, we are presented with the author’s
arguments or position.
Activity 2: Capture the Author’s Position
Read through the passage below and identify the author’s position:
Step 1: Skim quickly over the passage and note your first impressions,
aiming to capture the author’s position (the main message of the
passage).
Step 2: Follow up your rapid read by closer reading to check if you were
right. This will give you an idea of how accurately you capture a
message when reading at a speed.
Passages
Passage 1: The Sahara is a region of serious investigation by travelers.
Ancient architectures are no doubt hidden beneath the Sahara sands.
Somewhere in the Easter Sahara, there may lie the long-lost oasis of
Zerzura. Many have tried to find traces of the cultures that once
straddled the great area covered by the desert.
Possible Argument:
The Sahara is an area worth investigating by those who are interested in
history.
Note:
Inference: Reader
Implication: Writer
Passage 2: Barristers do not have much direct contact with their clients,
but it is possible to find a legal job that suits your preferences for court
work. However, if an aspiring barrister wants to spend time in court,
they need to select their field carefully, to see if the work patterns
associated with it match their preferences. Every field is different.
Criminal lawyers may spend most of their time in court. Tax lawyers, on
the other hand, may spend only a day a month or less in court. Advocacy
work requires less time in court than in the office.
Possible Argument:
It is possible to find a legal job that suits your preferences for court
work.
Answers: They will be provided and discussed in class.

Reading between the Lines: Recognizing Underlying Assumptions

and Implicit Arguments

In Activity 2, we looked at explicit features of an argument. However,

not all aspects of an argument are expressed explicitly. Arguments are
often based on unstated assumptions and latent methods of persuasion.
In Activity 2, we will be reading between the lines, identifying an
author’s hidden assumptions and implicit arguments.
Activity 3: Identify the Underlying Assumptions
For each passage below, identify the underlying assumption. Remember
that an assumption is not necessarily incorrect or unreasonable.
Passage 1: Students of the late twentieth century regularly campaigned
against nuclear weapons. Students rarely demonstrate against nuclear
weapons any more. Students must be less political than they used to be.
Implicit argument:
Campaigning against nuclear weapons is an accurate measure of how
politically minded a group is.
Passage2: Large companies move jobs to other countries where labor is
less expensive. When wages rise in one country, the companies look for
cheaper options overseas, taking the work to a new set of employees and
making the former workforce redundant. Services such as call-handling
can be offered from thousands of miles away. Soon, there will be no jobs
left in the former high-wage economies.
Implicit argument:
All jobs could be moved to lower-wage economies.
Answers: They will be provided and discussed in class.

Reference:

Cottrell, S. (2017). Critical thinking skills. PalGrave MacMillan.

(Original work published in 2013)