COMPRENSIÓ I INTERPRETACIÓ DE

TEXTOS ACADÈMICS EN LLENGUA

ANGLESA
(21800)

2021-2022

PART 1
GETTING STARTED
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CONTENTS

Introduction: Reading Academic English

• Introduction

• How is academic writing different to other kinds of

writing?

• Academic genres (and text types)

• Where to find academic texts: Library sources and

the Internet

• Plagiarism

1. Getting to know your textbook

2. Choosing what to read

3. Practice activities

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Reading Academic English

 What is ‘reading’? And what do you read?

Discuss the term ‘reading’ with a partner. Is there a standard definition?

 How do you read ...

• A newspaper?
• A telephone directory?
• A novel? And manga?
• Your emails?
• Your Facebook wall or Twitter timeline?
• An academic article?

Conclusion
• Different texts require different reading strategies

• One thing in common: you read for meaning (message)

Image taken from MBA Knowledge Base, https://www.mbaknol.com/business-

communication/process-of-communication/

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What makes a text difficult?

TEXT 1

In the first example, a carbon anion is formed that is stabilized by resonance (delocalized
over the carbonyl group and the carbon atom). In the second case, a carbon anion if
formed that it is stabilized by the electron withdrawing inductive effect of the three
chronines.

TEXT 2

Ideas imprinted on the senses are real things, or do really exist, this we do not deny, but
we deny that they can subsist without the minds that perceive them, or that they are
resemblances of any archetypes existing without the mind: since the very being of a
sensation or idea consists in being perceived, and an idea can be like nothing but an
idea.

TEXT 3

Cavorting in the vicinity of the residential area populated by those of piscatorial

avocation, the miniscule crustacean was enmeshed in a reticulated object.

OTHER PROBLEMS YOU MIGHT FIND

Taken from English Club. (https://www.englishclub.com/history-of-english/)

Taken from CultureXchange. (https://culturexchange1.wordpress.com/2014/03/05/australian-

identity-through-lingo-theyre-a-weird-bloody-bunch/)

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TEXT TYPES – Practical exercise

a) Read the following texts. They are written for different purposes using different
styles of writing. Can you identify the text types?

1. Once upon a time there was a prince who wanted to marry a princess; but she would
have to be a real princess. He travelled all over the world to find one, but nowhere could
he get what he wanted.
One evening a terrible storm came on. Suddenly a knocking was heard at the city gate.
It was a princess standing out there in front of the gate. The water ran down from her
hair and clothes; it ran down into the toes of her shoes and out again at the heels. And
yet she said that she was a real princess.

Well, we'll soon find that out, thought the old queen. The queen went into the bedroom,
took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty
mattresses and laid them on the pea.
On this the princess had to lie all night. In the morning she was asked how she had slept.
“I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I
was lying on something hard, so that I am black and blue all over my body.”
Now they knew that she was a real princess because she had felt the pea right through
the twenty mattresses. Nobody but a real princess could be as sensitive as that.

2. It was just before 4:00 a.m. on a weekday. My mind was racing even before Jacobi
nosed our car up in front of the Lorenzo, a grungy rent-by-the-hour “tourist hotel” on a
block in San Francisco’s Tenderloin District that’s so forbidding even the sun won’t cross
the street.

Three black-and-whites were at the curb, and Conklin, the first officer at the scene, was
taping off the area. So was another officer, Les Arou.

“What have we got?” I asked Conklin and Arou.

“White male, Lieutenant. Late teens, bug-eyed and done to a turn,” Conklin told me.
“Room twenty-one. No signs of forced entry. Vic’s in the bathtub, just like the last one.”

The stink of piss and vomit washed over us as Jacobi and I entered the hotel. No bellhops
in this place. No elevators or room service, either. Night people faded back into the
shadows, except for one gray-skinned young prostitute who pulled Jacobi aside.

3. The studio was filled with the rich odour of roses, and when the light summer wind
stirred amidst the trees of the garden, there came through the open door the heavy
scent of the lilac, or the more delicate perfume of the pink-flowering thorn.

From the corner of the divan of Persian saddle-bags on which he was lying, smoking,
as was his custom, innumerable cigarettes, Lord Henry Wotton could just catch the

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of the honey-sweet and honey-coloured blossoms of a laburnum, whose

tremulous branches seemed hardly able to bear the burden of a beauty so flamelike as
theirs; and now and then the fantastic shadows of birds in flight flitted across the long
tussore-silk curtains that were stretched in front of the huge window, producing a kind
of momentary Japanese effect, and making him think of those pallid, jade-faced
painters of Tokyo who, through the medium of an art that is necessarily immobile, seek
to convey the sense of swiftness and motion. The sullen murmur of the bees
shouldering their way through the long unmown grass, or circling with monotonous
insistence round the dusty gilt horns of the straggling woodbine, seemed to make the
stillness more oppressive. The dim roar of London was like the bourdon note of a
distant organ.

Shark, any of numerous species of cartilaginous fishes of predatory habit that

constitute the order Selachii (class Chondrichthyes).
Sharks, together with rays and skates, make up the subclass Elasmobranchii of the
Chondrichthyes. Sharks differ from other elasmobranchs, however, and resemble
ordinary fishes, in the fusiform shape of their body and in the location of their gill clefts
on each side of the head. Though there are exceptions, sharks typically have a tough
skin that is dull gray in colour and is roughened by toothlike scales. They also usually
have a muscular, asymmetrical, upturned tail; pointed fins; and a pointed snout extending
forward and over a crescentic mouth set with sharp triangular teeth. Sharks have no
swim bladder and must swim perpetually to keep from sinking to the bottom.
Shark species are nondescript in colour, varying from gray to cream, brown, yellow, slate,
or blue and often patterned with spots, bands, marblings, or protuberances. The oddest-
looking sharks are the hammerheads (Sphyrna), whose heads resemble double-headed
hammers and have an eye on each stalk, and the wobbegongs (family Orectolobidae),
whose skin flaps and protective coloration closely resemble the seafloor. The vernacular
of shark names indicate colours in living species, such as the blue (Prionace glauca),
the white (Carcharodon carcharias; also known as the great white shark), and the lemon
(Negaprion brevirostris) shark.

At early developmental stages, the two languages of bilingual infants may

resemble those of monolingual children. For example, Burns et al. (2007) found that,
at 10–12 months, phonetic discrimination in both languages of English–French
bilingual infants resembled that of monolingual infants and lasted for several months
thereafter. Once simultaneous and early bilinguals reach adulthood, however, their
processing and production of speech differs from that of monolinguals in each
language (see below). More to the point, among adult simultaneous and early
bilinguals, variability in speech perception and production is widely attested, and
the extent of differences among individuals is in general greater than that
observed among native (monolingual) speakers; see Sebastián-Galles and Díaz
(2012) for a review. This variability (which may reflect asymmetric exposure to or use of
the two languages, or exposure to accented speech in one or both languages,
along with motivation, context of learning, inter- individual neurobiological and
neurocognitive differences over development, etc.; see further discussion below) is
often demonstrated in behavioral studies through comparisons of early or
simultaneous bilinguals with monolingual controls at local levels of analysis. For
example, Mack (1989) looks at early English–French and French–

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For /ta/-/da/ discrimination and /i/-/I/

production, the bilingual group resembles English monolingual adult controls. In a
separate analysis, however, for the percentage of /i/ vowels whose F2 fell at least 50
Hz between the vowel midpoint and offset, bilinguals differ significantly from
monolinguals. Similarly, in Sundara et al.’s (2006) study of /d/-/t/ production, English–
French simultaneous bilinguals resemble French monolinguals and English
monolinguals for /d/ and /t/ in French and for /t/ in English, but diverge for English /d/.

6. Mogadishu, Somalia (CNN). A car bomb exploded at a crowded shopping mall in

Mogadishu, the Somali capital on Monday morning, killing at least ten people and
wounding dozens of others, police and witnesses said.
Capt Farah Osman, a Somali police officer at the scene, confirmed to CNN that the
explosion tore through a Mogadishu mall in the capital's business district, Hamarweyne.
The death toll may rise as rescuers search for survivors and some of the wounded are
in critical condition, Osman said.
Ibrahim Jama, a witness, said explosion rattled windows of several nearby business
buildings.
Al-Shabaab has claimed responsibility for the attack.
The Al-Qaeda-affiliated terror group was also responsible for three car bombings last
November that that killed at least 52 people with about 100 more injured.
The bombs were detonated near a hotel popular with visitors to Somalia and international
journalists.
Since 2006, the group has carried out several attacks in Mogadishu killing international
aid workers, journalists, civilian leaders, and peacekeepers, as well as Somalia's
government and military targets.

b) Choose from the following purposes and match them to the text types you
read previously

1. To provide information about natural and non-natural phenomena.

2. To provide information about newsworthy events to readers
3. To persuade a reader that something is the case and to report on theory and/or
research.
4. To entertain a reader and to describe a particular person or persons in a particular
place or places.
5. To entertain a reader and to describe persons and events around a crime.
6. To entertain and enlighten a reader using ancient stories which may have a moral or
warning.

c) Complete the following page:

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What we will read in this course:

 texts in English

 with an academic or formal register

 Humanities texts

In order to understand them, you need the following:

 Knowledge of the English language

 Knowledge of the subjects I topics / areas

 Knowledge of the rules of academic writing

Final objective:

 To enable students to read unfamiliar authentic academic texts, at appropriate

speed and with adequate understanding

 To increase their familiarity with academic texts. and to be able to differentiate

them from other types of texts.

In other words, you will be expected to find and use academic texts in English
efficiently when preparing your essays and/or final dissertation.

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What we will practice in this course:

1. Choosing what to read and how to read it
 Learning how to find the most appropriate books, articles, and other academic
texts
 Maximising internet resources
 Selecting the most relevant parts in a book
 Skimming the chapters/articles to find out if they are useful

2. Reading efficiently
 Practicing pre-reading techniques
o Inferring information from the format, title, etc.
o Testing previous knowledge on a subject
o Predicting the contents of the text
 Learning different ways of approaching a text
o Stylistically
Distinguishing academic from non-academic style
Distinguishing tone (irony, humour, etc.)
o Thematically
Skimming the text for a general impression
Scanning to locate specific information
Deducing the meaning of unfamiliar words from the context
Inferring information which is not explicitly stated
Distinguishing relevant and irrelevant information
o Structurally
Understanding text structure: relations between the parts of a text, unity,
cohesion, etc.
Distinguishing main formats used in academic writing
o Critically
Identifying the different functions of an academic text and its parts
Distinguishing the purpose of the writer: critical views, positive and
negative judgement, etc.

3. Analysing Academic Texts

 Genre and text types
 Purpose
 Research questions
 Structure
 Language and style

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Academic discourse
It is the language used by scholars in academic communities (schools, colleges, and
universities) in specialised texts with their own conventions, norms, styles, and values.
It is quite formal.

Practical exercise: Academic or not academic?

Compare two texts on Plato's Republic and decide which text is academic text and which
text is not academic. Think about form and content.

TEXT 1: Richard Harland: Literary Theory: from Plato to Barthes. Palgrave, 1999.

Plato also uses the term mimesis in a more restricted, though still related sense. That is,
he distinguishes between mimesis as the speech of a character directly reproduced, and
diegesis as a narration of doings and sayings where 'the poet speaks in his own person
and does not try to turn our attention in another direction by pretending that someone
else is speaking'.7 In this restricted sense drama is entirely mimetic, while epic is mimetic
when it reproduces dialogue directly, diegetic when the poet tells the story. Plato
disapproves of both imitation in general and dramatised dialogue in particular.
His disapproval is at bottom a disapproval of any form of copying. Drawing upon ethical
notions of honesty, his philosophy aspires towards the true, where the true is equaled
with the original, the authentic, the source. In an incidental argument since made famous
by Jacques Derrida, he suggests that writing is dangerous and dishonest because it
copies (phonetically) from speech and because it can be distanced from its author,
separated from its origin.8 Plato believes in seeing through to the most real reality, and
is deeply suspicious of all secondary realities.
As regards dramatised dialogue, Plato objects to the way in which such dramatisation
encourages people to live many lives other than their own. This applies in the first place
to actors and reciters, who step into someone else's shoes as they impersonate
someone else's words. It aIso applies to members of an audience, who impersonate a
dramatic character through identification and sympathetic experience. Such
impersonations, in Plato's view, rub off very readily onto the impersonator, becoming
lasting dispositions of personality. 'Haven't you observed that imitations, if persisted in
from childhood, settle into habits and fixed characteristics of body, voice, or mlnd?’9 In
modern phraseology, Plato is warning against the moral danger of unsuitable role
models: and, like many a modern moraliser, he especially emphasises the effect of role
models upon the impressionable young. Plato disapproves of copies precisely because
he sees them as so powerful, so easily capable of taking over and becoming primary.

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TEXT 2: Charlotte Higgins: It's All Greek to Me. From Achilles' Heel to Pythagoras'
Theorem: How Ancient Greece has Shaped our World. London: Short Books, 2008,

Plato's Republic - the most famous work by arguably the most important philosopher the
West has produced - is an answer to the last question. To me, it is bloated, uneven,
chilling, funny, exasperating, beautiful, inspiring, deadly and confusing. Most importantly,
it is a gauntlet thrown down and a challenge issued: a challenge to think, a challenge to
engage and to argue.
What Plato explores here is the effects of poetry. Having established that what's wrong
with Homer is that he portrays heroes and gods not as exemplar, but as liars, objects of
ridicule or emotional wrecks, he launches an attack on “imitation” – the effects not of
poetry in itself but of, as it were, direct speech in poetry. This of course encompasses
drama tout court. The idea is that an actor might be adversely affected by taking on the
role of an evil individual. On the face of it, this looks absurd. True, there are extreme
cases of actors having become very deeply wrapped up in their parts: Daniel Day-Lewis
was so subsumed by the role of Hamlet that he believed that he was talking to the ghost
of his own father, the poet Cecil Day-Lewis, as he acted; and Forest Whitaker inhabitated
his Oscar-winning role as Idi Amin in The Last King of Scotland so fully that at least one
other cast member became fearful of this normally genial fellow, even when the cameras
were not rolling. But there are (mercifully) no reports of these two fine actors assuming
the characteristics of Hamlet or ldi Amin in the long term. Nor do actors, as far as we
know, follow the Method so surely that they murder and steal to prepare for their roles
as murderers and thieves. But before we write the thought off, we also have to remember
that ancient Greece was not a reading culture but, largely, an oral culture; that education
was clustered around the great texts of Homer, which would be learned and recited; and
that great parts of Homer are in direct speech (he is, as Plato rightly says, the “original
tragedian”). So acting out roles would have been much more familiar to educated
Greeks: where we read silently in our heads, the Greeks would have been reciting out
loud. We also might be reminded of the fact that there is, in our own culture, a continuing
debate about, for instance, whether children imitate things they have seen in violent films,
or whether rap music contributes to gun culture. Art is not necessarily all about the useful
and positive increase of empathy: we might well argue that some art is indeed pernicious.

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How is academic writing different to other kinds of writing?

In some ways, academic writing is similar to other styles of writing - e.g. business or
professional writing. For example, academic writing is generally quite formal and
impersonal. It is formal by avoiding casual or 'conversational' language, such as
contractions or informal vocabulary. It is impersonal and "objective" by avoiding direct
reference to personal opinions or feelings, and instead emphasising facts, ideas, and
information (all of them documented and based on solid evidence). For example:

"do not" is more formal than "don't"

"very large" is more formal than "huge"
"This study will investigate whether... " is more impersonal and objective"
than "I want to prove to you that. .."

However, even if you already have good skills for writing in a formal and objective style,
that might not be enough for good academic writing.

First, you also have to write technically. This means that you need to develop a large
vocabulary for the concepts which are specific to your discipline(s) of study - e.g.
linguistics, literature, history, philosophy, physics, engineering. Moreover, you will need
to keep developing your technical vocabulary for the specialised areas within each
discipline. For example, within the discipline of linguistics, there are different technical
vocabularies for the fields of phonology, pragmatics or sociolinguistics.

Secondly, for each different discipline, there are not only differences in vocabulary, but
also in style. For example, some disciplines (e.g. some of the Arts and Humanities
disciplines) expect longer paragraphs, which include topic sentences to show how your
argument is structured. In contrast, some disciplines (e.g. Sciences) expect short
paragraphs, with no topic sentences, which are denser in factual information. As another
example, some disciplines will accept more subjective expressions (e.g. "My view is
that...") while other disciplines avoid any use of personal pronouns (e.g. I, my, you, we).

Finally, you need to use not only the right style but also the right structure. Some types
of text, such as an essay, have the same basic structure in all disciplines. However, there
are some genres that have a different structure in each discipline (e.g. a case study, a
report). There are also genres that are only used in one specific discipline (e.g. a legal
problem answer).

Adapted from The University of Sydney's online Learning Lab

The style is different from the other Giving examples of the

texts. explanation.
The use of conventions (because it is Abbreviation (e.g.)
easier to understanding). Metalinguistic text because it
The articles ara done in a certain way. refers about how is a formal text.
The structure is linear and clarify.
(introduction-body/explanation-
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conclusion)
The bibliography at the end
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Academic Genres (and Text Types)1

Books

 Textbook
El libro de texto académico es el género dominante de la educación formal, y su principal propósito
The academic
comunicativo, textbook
según Bhatia is the
(1998), dominant
es "hacer genreelofconocimiento
accesible formal education, and en
establecido itsuna
main
communicative
disciplina purpose,lectores
concreta a aquellos accordingquetoseBhatia
están(1998), is to
iniciando en"make accessible
una cultura established
disciplinar
knowledge
específica" in a un
(17). Así, particular
libro dediscipline to those readers
texto se considera who are un
generalmente being initiated
texto escritointo
quea introduce
specific a
los recién llegadosculture"
disciplinary a una disciplina específica.
(17). Thus, a textbook is generally seen as a written text that
introduces newcomers to a specific discipline.

Los libros deTextbooks

texto se basan en gran
rely heavily on medida en otros
other texts textos ytrylostoautores
and authors present tratan de presentar
and order different y ordenar
diferentes perspectivas,
perspectives,eand
incluso
evencontroversias
controversies en el campo,
in the field, in en
an un intento
attempt to de proporcionar
provide a generaluna visión
general de laoverview
disciplina quediscipline
of the se introduce.
being El objetivo The
introduced. principal
main de los libros
purpose de textoisno
of textbooks es presentar
neither to
afirmacionespresent
nuevasnew,
y vanguardistas ni argumentar
cutting-edge claims a favor
nor to argue for ooren contraparticular
against de determinadas
positions, posiciones,
but
sino exponerrather
los conocimientos
to outline the current, widely agreed knowledge and methods of a discipline. disciplina.
y métodos actuales y ampliamente consensuados de una

 Monograph

Una monografía es unistrabajo

A monograph académico
a scholarly work of sobre
writing un
on solo tema
a single o un or
subject aspecto de of
an aspect unatema,
subject,
generalmente de un solo autor. A diferencia de un libro de texto, que hace un repaso del estado
usually by a single author. Unlike a textbook, which surveys the state of knowledge in a
de los conocimientos en un campo, el objetivo principal de una monografía es presentar una
field, the main purpose of a monograph is to present primary research and original
investigación primaria y una erudición original. Esta investigación se presenta de forma extensa,
scholarship. This research is presented at length, distinguishing a monograph from an
lo que distingue a una monografía de un artículo.
article.

 Edited Book/Volume

An edited
Un libro editado, book, or edited
o volumen volume,
editado, es una is acolección
collection de
of scholarly
artículosarticles or chapters
o capítulos on the sobre el
académicos
mismo tema,same subject usuallyescritos
generalmente written by
pordifferent authors
diferentes (though
autores they can
(aunque be written
pueden ser by just one
escritos por un solo
author). These articles or chapters are collected together in one book by the
autor). Estos artículos o capítulos son reunidos en un libro por el editor o los editores, que sueleneditor(s),
escribir lawho commonlydel
introducción writes
libro.the introduction
Al igual que lastomonografías,
the book. Like losmonographs,
libros editadosedited books
presentan
present primary research and original
investigaciones primarias y estudios originales. scholarship.

PhD Theses

A PhD Thesis, or PhD Dissertation, is a major piece of scholarly work that presents new
Una Tesis Doctoral, o Disertación Doctoral, es un trabajo académico de gran envergadura que
and original knowledge to other experts in the field, puts forward arguments, and is
presenta conocimientos nuevos y originales a otros expertos en la materia, expone argumentos y es

1
In some cases, the term genre coincides with the term text type. However, the former could be
seen as a kind of umbrella term for a communicative event, for which one or several more specific
text types can be employed as the preferred vehicle of communication.

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thoroughly
fundamentado a fondo.substantiated. It has a special
Tiene una función function
especial in the academic
en la comunidad community.
académica. This
Este longtexto escrito
largo
written piece of text functions as a kind of scholarly qualifying piece of work, through
funciona como una especie de obra de calificación académica, a través de la cual el autor es admitido
which
en la sociedad dethe author is admitted
académicos into the como
considerados societycompartiendo
of academics seen
algúnastipo
sharing some sort
de terreno of en
común
términos decommon groundexperto,
conocimiento in termshabilidades,
of expert knowledge,
pensamiento skills, critical
crítico, thinking,
rigor y valoresrigour, and
científicos.
scientific values.

Two main types of PhD theses

Strictly speaking, there are two main types of PhD theses: the monograph format and
En sentido estricto, existen dos tipos principales de tesis doctorales: el formato de monografía y
the article-compilation format. The monograph, which can be seen as the more traditional
el de compilación de artículos. La monografía, que puede considerarse el tipo más tradicional,
type, is written as a coherent, comprehensive text divided into different chapters (which
se redacta como un texto coherente y exhaustivo dividido en diferentes capítulos (que incluyen
include the introduction and conclusion), whereas the article compilation thesis features
la introducción y laofconclusión),
a series mientras
published/publishable que compiled
papers la tesis into
de compilación de often
a coherent whole, artículos presenta una
preceded
serie de trabajos
by an introduction that explains how the different articles are related to an overall theme. precedido
publicados/publicables compilados en un todo coherente, a menudo
por una introducción que explica cómo se relacionan los diferentes artículos con un tema
general. In terms of their spread and use, the article-compilation format is predominantly adopted
En cuanto ainsu difusión
medicine, they natural
uso, elsciences
formatoand deengineering.
compilación demonograph
The artículos format
se adopta
is arguably
predominantemente en medicina,
the most commonly used inciencias naturalesdisciplines,
arts and humanities e ingeniería. El formato
and also de monografía
predominant in the es
posiblemente el más utilizado
social sciences. en las disciplinas artísticas y humanísticas, y también predomina
en las ciencias sociales.

Research Articles/Papers

 Academic or Scholarly Articles

El propósito
The de un artículo
purpose académico
of a scholarly article ises
to presentar
present newnuevos
knowledge conocimientos
or to provide new o
proporcionar nuevas perspectivas sobre un problema o cuestión académicaiso científica.
perspectives on an academic or scientific problem or question. A scholarly article
primarily
Un artículo argumentative,
académico which means it claims
es principalmente that something
argumentativo, loisque
true significa
or probablyque true afirma que
and presents arguments to support the claim. Hence, a scholarly article has to present
algo es cierto o probablemente cierto y presenta argumentos para apoyar la afirmación.
thorough and consistent reasoning. The reasoning must be properly substantiated,
Por lo tanto, un artículo académico tiene que presentar un razonamiento exhaustivo y
through references to empirical data or other research.
coherente. El razonamiento debe estar debidamente fundamentado, mediante
referencias
Theafact
datos
that empíricos
most research u otras
articlesinvestigaciones.
are intended for publication in refereed or peer
El hecho reviewed
de que journals
la mayoría
2
or in de los book
edited artículos
volumes demeans
investigación estén
that they have destinados
gone through a a ser
publicados en revistas arbitradas o revisadas por pares2 o en volúmenes de libros
process in which they have been shaped in an effort to become accepted for publication.
editados In turn, thisque
significa means hanthatpasado
there haspor beenunsome sort of en
proceso quality checkse
el que through
les ha thedado
scrutinyforma en un
of journal editors and peer reviewers.
esfuerzo por ser aceptados para su publicación. A su vez, esto significa que ha habido
algún tipo de control de calidad a través del escrutinio de los editores de las revistas y
Blind review= anonymous article…
de los revisores.

2
Peer review is the process used by publishers and editors of academic/scholarly journals to
ensure that the articles they publish meet the accepted standards of their discipline. Manuscripts
being considered for publication are sent to independent experts in the same field (the author's
scholarly or scientific peers). They evaluate the quality of the scholarship, reliability
of findings, relevance to the field, appropriateness for the journal, etc.

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 Conference papers

Una ponencia es un texto

A conference paperacadémico
is an academic redactado
text written para su presentación
to be delivered oral enatun
(oral presentation) an congreso
académicoacademic conference
en el que where scholars
los especialistas present their
presentan losresearch resultsde
resultados to other colleagues,
su investigación a otros
and then respond to their comments and questions. The common
colegas y responden a sus comentarios y preguntas. La duración habitual de unapresentation length for
a conference
ponencia es paper iso20de
de 20 minutos minutes,
unas 9 or páginas
around 9 pages
a dobleof double-spaced
espacio. text.
Abstracts

Muchas publicaciones
Many research de investigación
publications requirerequieren unwhich
an abstract, resumen, quesynopsis
is a brief es unaofbreve sinopsis del
the text
texto (generalmente de 200
(generally 200-300 a 300outlining
words) palabras) en lapoints.
its major que seTheexponen sus
function of thepuntos
abstractprincipales.
is to La
función del resumen
inform es informar
prospective readers aoflos
the posibles lectores
content and argumentdelofcontenido
the text, buty also
el argumento
to attract del texto,
pero también atraer a los lectores para
readers to read the whole text. que lean el texto completo.

 Article abstract

Los resúmenes suelenusually

Abstracts acompañar a los artículos
accompany research de investigación:
articles - in many en muchas
journals the revistas
abstract elis resumen se
publica comopublished
parte delasartículo,
part of the article, between the title and the proper text. Abstract servicesde resúmenes
entre el título y el texto propiamente dicho. Los servicios
y los proveedores de revistas
and journal publican
providers resúmenes,
publish abstracts, whichque sirven
serve paraprospective
to inform informar areaders
los posibles
about lectores
sobre el contenido del artículo.
the contents of the article.

 Conference abstract

Otro tipo de resumen

Another kindes el
of que se presenta
abstract is the onea los
that CFP (Call FortoPapers)
is submitted de las
conference CFPsconferencias.
(Call For Los
investigadores que desean
Papers). presentar
Researchers unatoponencia
wishing present a en unaatconferencia
paper a conference envían
send un
an resumen
abstract con su
propuesta deoutlining
ponencia.
theirLa convocatoria
proposed paper. Adecallponencias
for papers se envía
is sent out con
well bastante
in advanceantelación a la
of the actual
conferencia propiamente dicha. Debido
conference. Because of the a la planificación
long-term planningathat
largois plazo que es
necessary fornecesaria
conferencepara los
participantesparticipants,
en la conferencia,
conferencelos resúmenes
abstracts aredesometimes
la misma awritten
vecesbefore
se escriben antesthey
the papers de que las
ponencias que describen
describe have hayan sido escritas.
been written. Therefore, Porthey
lo tanto,
cannotnoalways
siempreshowpueden mostrar
the same level el
of mismo
nivel de especificidad que
specificity as willse
beencuentra en los
found in article resúmenes de los artículos.
abstracts.

Reviews
La reseñaA de
book review is a research genre where scholars evaluate other scholars' published
un libro es un género de investigación en el que los académicos evalúan
work. As such, it is an editorially commissioned, public evaluation, which is commonly
los trabajos publicados por otros académicos. Como tal, es una evaluación pública
published in journals in most disciplines. Scientific journals have review editors who will
encargada por la
provide editorial,
guidelines que ase
for what publica
review habitualmente
for a particular en revistas
journal should look like. de la mayoría de
las disciplinas. Las revistas científicas cuentan con editores de reseñas que
proporcionan directrices sobre cómo debe ser una reseña para una revista concreta.

References
Bhatia, V. K. 1998. "Generic Conflicts in Academic Discourse". In Genre Studies
in English for Academic Purposes, edited by I. Fortanet, S. Posteguillo,
J.C. Palmer, and J.F. Coli, 15-28. Castell6n: Universitat Jaume I.
Hyland, K. 2009. Academic discourse: English in a Global Context. London: Continuum.
Adapted from "Academic Writing in English", Lund University

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WHERE TO FIND ACADEMIC TEXTS: LIBRARY SOURCES AND THE INTERNET

1) Library (re)sources

It is a good option to access the university library website before actually going to the
library, not just to check the availability and location of the physical materials at the
various libraries across campus but also to explore the library's online resources:
http://biblioteca.uib.cat

You can get access to the library's online resources even when you are not at the
university campus when accessing the website. You just have to use your institutional
(uib) e-mail address and password to enter your account.

You can use the search engine that allows you to search by author, title, topic or keyword.
Keep in mind that you can search for books but also for journals, thesis, audiovisual
materials, etc. You'll get results here for both physical materials and online resources.

Online resources:
 Journals (search by title, keyword, International Standard Serial Number,
subject, or provider)
 Full-text, abstract, or bibliographic databases (search by title, subject, or
provider)
 E-books (search by title, keyword, subject, or provider)
 Theses and Dissertations (TDX, Networked Digital Library of Theses and
Dissertations)
 Reference/Citation manager software (Mendeley, Endnote, Zotero,
Citeulike)

Library services:
 Interlibrary loan

2) The Internet

 Some useful (and free) online tools:

 Academic search engines: Google Scholar
 Directories of open access journals: DOAJ, e-revistas (CSIC), RACO
 Academic networks: academia.edu, researchgate.net, mendeley.com
 Free online academic databases: Dialnet (Spanish journals and PhD
theses), Lingbuzz (archive of linguistic papers), Philpapers (philosophy).

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Some search tips:

 When using a common search engine use the advanced search field. This will
help you choose the language, among other things.
 "sentence": Write your sentence between inverted commas and the results you
get will contain that specific sentence.
 word -word: the word preceded by the negative sign will not be included in your
search.


Some questions to take into account when using online resources:

 Remember that not every webpage is admitted as a valid academic resource,

e.g. Wikipedia is NOT allowed. First and foremost, you should be able to
substantiate the reliability of the information provided (mostly by using academic
sources), and/or justify properly the use of non-academic ones (an artist's
personal website/social network, newspapers, magazines, etc.).

 Always check the last update. If the page has not been updated recently, the
information might not be accurate.

 As you do when using information found on books, journals, abstracts, etc., you
ALWAYS NEED TO give credit to the original source when using information
found on the Internet. In any other case you will be incurring in plagiarism, which
constitutes a very serious breach of academic integrity with very serious
consequences. Plagiarism occurs when a writer deliberately or even
unintentionally uses someone else's words, language, ideas, or other original
material without acknowledging its source. This definition applies to texts
published in print or on-line, to unpublished manuscripts, and to the work of other
student writers.

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Measuring Your Impact: Impact Factor and Citation Analysis3

Why does measuring your impact matter?

La evaluación de los artículos, capítulos de libros o monografías debería ser idealmente el

Thede
resultado assessment
la lectura of
y articles,
posteriorbook chapters or
valoración delmonographs
trabajo porshould
parteideally
de losbecomités
the resultdeofevaluación.
the reading
Sin embargo, and thenpor
la revisión assessment of the work
pares requiere muchoby evaluation
tiempo ycommittees. However,Hoy
muchos recursos. peeren día, la
review requires a great deal of time and many resources. Nowadays,
producción científica es inmensa y resulta poco práctico llevar a cabo la evaluación del scientific
production
contenido de todoisloimmense
que se and it is impractical
publica. to carry out
En este sentido, loscontent evaluation
indicadores of everything
de impacto (factores de
impactothat
de islaspublished.
revistasIny this
otrassense, impact indicators
herramientas (journal impact factors
que miden/clasifican and other
las revistas toolslibros dentro
y los
that measure/rank
de disciplinas específicas)journals and books
pueden ofrecer within
unaspecific
idea de disciplines)
la calidadmay offer an ideade
y relevancia of cada
the artículo o
libro. quality and relevance of each article or book.

Ways to Measure Impact: General Overview

ExistenThere
varias
areherramientas
various tools and ymethods
métodosuponpara
whichmedir el impacto
to measure the impactde
of un individuo o de su
an individual
beca. or their scholarship.

Journal Impact Factor: The Impact Factor (IF) is a measure of the frequency in which
thefactor
El average
de article
impactoin a(FI)
journal is cited
es una medidain a de
particular year. Impact
la frecuencia factors
con la que semeasure
cita el the
artículo
medio de una revista en un año determinado. Los factores de impacto miden elof
impact of a journal, NOT the impact of individual articles. There are a number
resourcesde
impacto that
unameasure
revista,the
NOimpact of the journal,
el impacto for example:
de los artículos individuales. Hay una serie de
recursos que miden el impacto de la revista, por ejemplo:

- Journal Citation Reports (JCR)

- SCImago Journal Rank (SJR)

Las herramientas
Journal de métrica
metrics tools de las revistas
are inter-related están interrelacionadas
to the databases conand
providing the article las author
bases de
datos que(Citation
metrics proporcionan
Analysislas métricas
and H-index).de los artículos y los autores (Citation Analysis y H-
index).

3 Adapted from:

Sandy De Groote, “Assessing Your Impact: the H-index and Beyond”

(https://researchguides.uic.edu/if)

Library Services, University of the West England (www1.uwe.ac.uk/library)

SPI (http://ilia.cchs.csic.es/SPI/)

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Citation Analysis: It is the process whereby the impact or “quality” of an article is

Esassessed bypor
el proceso counting
el quethe numberelofimpacto
se evalúa times other authors mention
o la "calidad" it in their
de un artículo work. There
contando el número de
are aque
veces number
otrosofautores
resources that identify
lo mencionan encited works Hay
su trabajo. including:
una serie de recursos que identifican
los trabajos citados, entre ellos:

- Web of Science
- Scopus
- Google Scholar

Las bases de datos anteriores también calculan el índice H. El índice H es un método específico
Above databases also calculate the H-index. The H-Index is one specific method utilizing
que utiliza el análisis de citas para determinar el impacto de un individuo.
citation analysis to determine an individual’s impact.

H-index: The H-index is an index to quantify an individual’s scientific research output.

There are several databases (Web of Science, Scopus, and Google Scholar) that will
El índice H es un índice para cuantificar la producción científica de un individuo. Hay
provide an H-index for an individual based on publications indexed in the tools. See more
varias bases de datos (Web of Science, Scopus y Google Scholar) que proporcionan
below.
un índice H para un individuo basado en las publicaciones indexadas en las
herramientas. Vea más abajo.

Altmetrics: Altmetrics is a quantitative measure of the quality and quantity of attention

that a scholarly
Altmetrics es unawork is receiving
medida through
cuantitativa desocial media,
la calidad citations,
y la cantidadanddearticle downloads
atención que recibe un
(Likes, Tweets, Shares, etc.). Studies show that articles that were tweeted
trabajo académico a través de las redes sociales, las citas y las descargas de artículos highly on (Likes,
Twitter Shares,
Tweets, were more likely
etc.). Lostoestudios
be citeddemuestran
more often in quescholarly papersque
los artículos later. Altmetrics
fueron muy tuiteados en
Twitter teníanand
supplement máscompliment
probabilidades de sersuch
information citados másh-index.
as the a menudoThereenare
losatrabajos
number académicos
of
posteriores. Las altmétricas
tools for obtaining altmetricscomplementan información como el índice h. Existen varias
data: PLoS (https://www.plos.org/article-level-metrics),
herramientas para obtener datos altmétricos:
Altmetric (http://www.altmetric.com/), ImpactStoryPLoS (https://www.plos.org/article-level-metrics),
(http://impactstory.org/), etc. Scopus
Altmetric (http://www.altmetric.com/), ImpactStory
also provides information on Altmetrics. See below. (http://impactstory.org/), etc. Scopus también
ofrece información sobre Altmetrics. Véase más abajo.

What does quartile mean?

Basándose en los datos del Factor de Impacto (FI), el Journal Citation Reports proporciona
Based on Impact
clasificaciones Factor
anuales de(IF) data, the
revistas Journal Citation
científicas Reportssociales,
y de ciencias providesen yearly rankings
las categorías
of science
temáticas and socialpara
pertinentes science journals,
la revista. in the
Por subject
lo tanto, lascategories relevantpor
clasificaciones for cuartiles
the journal. (Q1-Q4)
The Quartile rankings (Q1-Q4) are therefore derived for each journal in
se obtienen para cada revista en cada una de sus categorías temáticas según el cuartil de each of its subject
categories according
la distribución del FI queto la
which quartile
revista ocupa of the
para IF esa
distribution
categoríathe temática.
journal occupies
Q1 denotafor that
el 25%
superior decategory.
subject la distribución del FI,the
Q1 denotes Q2top la posición
25% of the media-alta (entre Q2
IF distribution, el 50% superior y el 25%
for middle-high
superior),
positionQ3 la posición
(between media-baja
top 50% (entreQ3
and top 25%), el middle-low
75% superior y el (top
position 50%75% superior) y Q4 la
to top 50%),
posición
and Q4 más
thebaja (elposition
lowest 25% inferior
(bottom de25%la distribución del FI). Las
of the IF distribution). Thepuntuaciones
quartile scoresde los
(Q1-
cuartiles
Q4) are also used by other webs that measure/rank journals and books within specific y
(Q1- Q4) también son utilizadas por otras webs que miden/clasifican revistas
libros dentro de disciplinas específicas.
disciplines.

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Journal Impact Factors and Immediacy Index

Impact Factor: Why use it?

ElImpact
factorfactor
de impacto ayuda athe
assists in assessing evaluar
academic la importance
importanciaof a académica de and
journal in science una '
revista en lasdisciplines.
social science disciplinas Thecientíficas
calculation isy based
sociales. El cálculo
on a two-year seand
period basa en un
involves
periodo de number
dividing the dos años y consiste
of times encited
articles were dividir elnumber
by the número de veces
of articles que
that are los
citable.
artículos fueron citados por el número de artículos citables.

Calculation of 2010 IF of a journal:

A = the number of times articles published in 2008 and 2009 were cited by
indexed journals during 2010.

B = the total number of “citable items” published in 2008 and 2009.

A/B = 2010 impact factor

Un factor
An de impacto
Impact de1.0
Factor of 1,0 significa
means que,
that, on por término
average, medio,one
articles published losorartículos
two years ago
publicados
have hace unoone
been cited o dos
time.años han sido
The higher citados
the impact una
factor, thevez.
moreCuanto más
prestigious the alto es el
journal
factor de impacto, to
is considered más
be. prestigiosa se considera la revista.

Where do I find out about journal impact factors?

Impact factors for science and social science titles are published as part of the Web of
Science (WOS) database, under the title Journal Citation Reports. This can be
accessed via the UIB Library:

https://biblioteca.uib.cat/oferta/serveis/biblioteca_investigador/Acreditacio_sexennis/Re
vistes/Index_impacte/

It is possible to search for individual titles, or to see impact factors for groups of journals
in a subject area.

WOS has a rigorous process to determine what journals get included. The drawback is
that it can’t keep up with all the journals out there, so there are high quality journals not
reflected in the database, especially in Arts and Humanities.

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What about Arts and Humanities titles?

There isn’t a comprehensive impact factor system as there is for science and social
science. Some consider that a journal is of good repute if it is included in the Arts and
Humanities Citation Index Journal List. The most recently published list can be accessed
via http://science.thomsonreuters.com/cgi-bin/jrnlst/jloptions.cgi?PC=H

It is also highly recommended that you use SCImago Journal and Country Rank
(based on journals indexed in Scopus), as it is more appropriate for Arts and Humanities
journals. It lists journals by category and you can examine their rank within that field.

The list can be accessed here: https://www.scimagojr.com You can search for specific
journals.

You can also access the list of journals (Journal Ranks). You can browse by subject
area, subject category, country, type and year. The SJR column indicates the quartile
(Q1-Q4). The H-index column indicates the journal’s H-index (not individual authors’).

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Perceived drawbacks

There is a view that journal citations can be skewed either by authors heavily citing their
Inconvenientes percibidos
own work, or by large numbers of people questioning apparently badly researched
Existe findings.
la opinión de que las citas de las revistas pueden estar sesgadas,
ya sea porque los autores citan en gran medida su propio trabajo o
porque un gran número de personas cuestionan resultados
aparentemente
Impact factorsmal investigados.
cannot be compared across disciplines. The rate of publication and
citation varies widely between disciplines. The size and frequency of a journal also
Los factores de impacto no pueden compararse entre disciplinas. La tasa
influences its impact factor.
de publicación y citación varía mucho entre disciplinas. El tamaño y la
frecuencia de una revista también influyen en su factor de impacto.
Los factores de impacto
Impact factors sólo
only apply to se as
journals aplican a las
a whole and revistas
cannot be used en suindividual
to rate conjunto y
articlesutilizarse
no pueden or authors. See separate
para information
calificar on the H-index.
artículos o autores individuales. Véase
información aparte sobre el índice H.
Los factores de impacto se acumulan con el tiempo, por lo que es difícil
Impact factors accumulate over time, therefore it is difficult to rate the impact of a new
calificarjournal
el impacto
in this way. de una nueva revista de esta manera.
Existen normas bastante estrictas sobre las revistas que se incluyen en
el JCR. Por ejemplo, las que publican habitualmente con retraso, o
tienen There are fairly stringent rules surrounding the journals that are included in JCR. For
un escaso atractivo internacional, pueden no ser incluidas.
example, those that routinely publish late, or have a low international appeal, may not be
included.

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Immediacy index

El índice The
de inmediatez es el número medio de veces que se cita un artículo en el año
immediacy index is the average number of times an article is cited in the year it is
de su publicación.
published. It Muestra
shows how lafastrapidez con
articles are la following
cited que se their
citan los artículos
publication. tras su
The immediacy
publicación.
indexElis índice debyinmediatez
calculated se calcula
dividing the number dividiendo
of citations el número
to articles published de
in a citas
given de
artículos year
publicados en un
by the number año determinado
of articles published in thatentre
year. el número de artículos publicados en
ese año.

Al tratarse de una
Because it is amedia poraverage,
per-article artículo, el índiceindex
the immediacy de inmediatez tiende
tends to discount a descontar la
the advantage
ventaja ofdelarge
las journals
revistasover grandes sobre
small ones. las pequeñas.
However, Sin embargo,
frequently issued journals may lashave
revistas
an que
advantage because an article published early in the year has a
se publican con frecuencia pueden tener una ventaja porque un artículo publicado abetter chance of being
cited
principios dethan
año one published
tiene máslater in the year. Many
posibilidades de publications
ser citadothat
quepublish infrequently ormás
uno publicado
late in the year have low immediacy indexes.
tarde. Muchas publicaciones que se publican con poca frecuencia o a finales de año
tienen bajos índices de inmediatez.
Para comparar las revistas especializadas en investigación de vanguardia, el índice
For comparing journals specializing in cutting-edge research, the immediacy index can
de inmediatez puede proporcionar una perspectiva útil.
provide a useful perspective.

Citation Analysis

What is Citation Analysis?

El análisis de citas consiste en contar el número de veces que un artículo es citado por
Citation analysis
otros trabajos involves
para medir el counting
impactothedenumber of times an article
una publicación o un is autor.
cited bySin
otherembargo,
works no
to measure the impact of a publication or author. However, there is no single citation
existe una única herramienta de análisis de citas que recoja todas las publicaciones y
analysis tool that collects all publications and their cited references. For a thorough
sus referencias citadas. Para un análisis exhaustivo del impacto de un autor o una
analysis of the impact of an author or a publication, one needs to look in multiple
publicación, hay que buscar en múltiples
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 CITALA 2021-22

bases de databases
datos para encontrar todas las posibles referencias citadas. La Biblioteca de la UIB
to find all possible cited references. A number of resources are available at
dispone de una serie de recursos que identifican los trabajos citados, entre ellos: Web of
the UIB Library that identify cited works including: Web of Science, Scopus, Google
Science, Scopus, Google Scholar y otras bases de datos con datos de citación limitados.
Scholar, and other databases with limited citation data. You can access all of these
Puedes acceder a todos estos recursos aquí:
resources here:

https://biblioteca.uib.cat/oferta/serveis/biblioteca_investigador/Acreditacio_sexennis/Re
vistes/cercar_cites/

Scopus

In Arts and Humanities, it is highly recommended that you use Scopus. It indexes over
22,000 journals from over 4,000 international publishers across the disciplines.

To find the citation counts to articles/authors:

 Go to
https://www.scopus.com/customer/institutionchoice.uri?shibboleth_fence=TRUE
&origin=loginBox&zone=main
 Type in “Universitat de les Illes Balears” in the “Search for your institution” field
 Log in with your UIB credentials
 Once in Scopus, click on the Authors search tab. Enter the name of the author in
the search box. If you are using initials for the first and/or middle name, be sure
to enter periods after the initials (e.g. Smith J.T.). Click search. If more than one
profile appears, click on your profile (or the profile of the person you are
examining).
 Once you click on the author’s profile, a list of the publications will appear and to
the right, the author’s h-index, the number of documents by author and total
citations.

Example: Butler, Judith (2019 data

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 You can check the citations for specific articles/books by clicking on the resource.
The number of times the article/book has been cited will appear to the right (in
this case 60). Below you can view the articles that have cited this publication.

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 CITALA 2021-22
 You can also consult Altmetrics by clicking on “Plum X Metrics”.

Google Scholar

Google Scholar provides citation counts for articles found within Google Scholar
(https://scholar.google.com/). Depending on the discipline and cited article, it may find
more cited references than Web of Science or Scopus because overall, Google Scholar
is indexing more journals and more publication types than other databases. However,
some cited references don’t come from scholarly sources (f.ex. reports, handbooks or
PowerPoints).

Using Google Scholar Citations and creating your own profile will make it easy for you
to create a list of publications included in Google Scholar. Using your Google Scholar
Citations account, you can see the citation counts for your publications and have GS
calculate your h-index. (You can also search Google Scholar by author name and the
title of an article to retrieve citation information for a specific article.)

To set up a Google Scholar Citation account:

Using your google (gmail) account, create a profile of all your articles captured in Google
Scholar. Follow the prompt on the screen to set up your profile. Once complete, this will
show all the times the articles have been cited by other documents in Google Scholar
and your h-index will be provided. It’s your choice whether you make your profile public
or private but if you make it public, you can link to it from your own webpages.

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See Albert Einstein’s: https://scholar.google.com/citations?user=qc6CJjYAAAAJ&hl=es

H-index

The h-index is an index to quantify an individual’s scientific research output. The index
was suggested in 2005 by Jorge E. Hirsch, a physicist at UC San Diego, and is
sometimes called the Hirsch index or Hirsch number.

The H-index is an index that attempts to measure both the scientific productivity and the
apparent scientific impact of a scientist. The index is based on the set of the researcher’s
most cited papers and the number of citations that they have received in other people’s
publications. A scientist has index h if h of [his/her] Np papers have at least h citations
each, and the other (Np − h) papers have at most h citations each.

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Example:

Article # ---- Times Cited

1 ----5

2 ---- 3

3 ---- 2

5 ---- 2

6 ---- 1

H-Index: 2.

Explanation: 2 articles have been cited at least 2 or more times and the remaining articles
have been cited 2 or less.

H-Index can also be calculated for journals. You can find this information in SCImago
Journal & Country Rank.

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Other tools and databases

These tools and databases can be accessed via the UIB Library:

https://biblioteca.uib.cat/oferta/serveis/biblioteca_investigador/Acreditacio_sexennis/Re
vistes/Indicis_qualiat_revistes/

- Latinindex (for Scholarly Journals from Latin America, the Caribbean, Spain and
Portugal)
- DICE - Difusión y Calidad Editorial de las Revistas Españolas de Humanidades
y Ciencias Sociales y Jurídicas
- RESH - Revistes Espanyoles de Ciències Socials i Humanitats
- CIRC: Classificació Integrada de Revistes Científiques
- CARHUS Plus
- MIAR - Matriz de Información para el Análisis de Revistas
- ERIH Plus: European Reference Index for the Humanities and the Social
Sciences
- Sello de Calidad FECYT
- Master Journal List: Web of Science databases (Arts & Humanities Citation
Index, Science Citation Index Expanded, Social Sciences Citation Index,
Emerging Sources Citation Index)
- EbscoHost
- Dialnet Plus
- Ulrichsweb
- QUALIS (CAPES)

MIAR (http://miar.ub.edu/) is particularly useful in Arts and Humanities, both Spanish and
non-Spanish journals. If you enter an ISSN in the search box, the system will check in
which databases the journal is indexed. The system will also calculate an index called
the ICDS. The ICDS is an indicator that measures the visibility of the journal in different
scientific databases of international scope. A high ICDS means that the journal is indexed
in a number of databases of international relevance.

Apart from measuring the visibility of journals in abstracting and indexing databases,
MIAR also provides information about journals from other evaluation tools, such as the
Sello de Calidad FECYT, SCImago Journal Rank, or CARHUS+, as well as their open
access policies as represented by the ROMEO colour.

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Book Impact Factor: SPI

What about books and book chapters?

SPI (Scholarly Publishers Indicators) offers scholarly publishers rankings in

Humanities and Social Sciences, based on the opinion of Spanish experts in these fields.
It includes 4 types of rankings: general, by discipline, non-Spanish publishers and
Spanish publishers for years 2012, 2014, 2018. The combined use of all of the rankings
is recommended as they provide different and complementary information. As is the case
with articles, it is also important to take into consideration the year of the publication.

You can access SPI rankings here: http://ilia.cchs.csic.es/SPI/rankingsEn.html

Other tools that can be accessed via UIB Library

(https://biblioteca.uib.cat/oferta/serveis/biblioteca_investigador/Acreditacio_sexennis/Lli
bres-i-capitols/Prestigi_editorial/):

- Book Citation Index (Thomson Reuters)

- CEA-APQ

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- Publisher Scholar Metrics

- Book Publishers Library Metrics

- Bipublishers: Bibliometric Indicator for Publishers

- Master Book List

You can also check these lists:

- Norwegian list (Norwegian categorization of book publishers, used in various European

countries):
https://dbh.nsd.uib.no/publiseringskanaler/Forside.action;jsessionid=Mhhqyr1DH817Jt
WpTiZBRmnC.undefined?sok.avansert=true&request_locale=en

- Finnish list (Finnish categorization of book publishers):

https://www.tsv.fi/julkaisufoorumi/haku.php?lang=en

Digital libraries

Digital libraries are online directories that provide access to scholarly articles.

- JSTOR (a digital library of academic journals, books, and primary sources):

https://www.jstor.org
- TESEO (PhD thesis):
https://www.educacion.gob.es/teseo/irGestionarConsulta.do
- DOAJ (Directory of Open Access Journals): https://doaj.org/

How can you access scholarly articles?

Go to the UIB Library webpage: https://biblioteca.uib.cat/. You can find journals in two
different ways:

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1) Catalogue (Catàleg):

2) Academic Journals (Què t’oferim? >Recursos electrònics > Revistes

electròniques)

Watch this video: https://www.youtube.com/watch?v=2M3vS6HAfSs&feature=youtu.be

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 CITALA 2021-22

How can you access the UIB database if you are off campus?

1) Find the article in the Catalogue.

2) Click on the article (“Recurs”).

3) The system will ask you to provide your UIBdigital credentials.

More information:
https://biblioteca.uib.cat/oferta/recursos_electronics/revistes/Com-accedir-hi

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Activities

Activity 1: Calculating H-Index

A scientist has index h if h of [his/her] Np papers have at least h citations each, and the
other (Np − h) papers have at most h citations each. Look at the example below
(Scientist A) and calculate the h-Index for Scientist B.

Example: Scientist A

Article # ---- Times Cited

1 ---- 87

2 ---- 70

3 ---- 46

5 ---- 9

6 ---- 15

7 ----10

8 ---- 9

9 ---- 8

10 ---- 6

11 ---- 4

12 ---- 1

H-Index: 8.

Explanation: 8 articles have been cited at least 8 or more times and the remaining articles
have been cited 8 or less.

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Scientist B

Article # ---- Times Cited

1 ---- 10

2 ---- 8

3 ---- 7

4 ---- 7

5 ---- 6

6 ---- 5

7 ---- 4

8 ---- 1

9 ---- 1

10 ---- 1

11 ---- 1

H-Index: ___

Explanation:___________________________________________________________
_____

_____________________________________________________________________
_____

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Activity 2: Journal Rankings

Journal Country Quartile H-Index

Atlantis Spain Q1 8

Revista de Estudios Norteamericanos

(ISSN: 1133309X)

Bulletin of Hispanic Studies (ISSN:

14753839)

Language and Literature (ISSN:

14617293)

Catalan Journal of Linguistics

(ISSN: 16956885)

Journal of English Studies

(ISSN: 15766357)

Subject Category: Gender Studies

Journal Country Quartile H-Index

Gender, Place, and Culture

(ISSN: 0966369X)

Masculinities and Social

Change (ISSN: 20143605)

Feminist Media Studies

(ISSN: 14680777)

Equality, Diversity and

Inclusion (ISSN: 17587093)

Gender and History

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Subject Category: Arts and Humanities (miscellaneous)

Journal Country Quartile H-Index

Journal of Mediterranean Archeology

ISSN: 09527648)

Human Relations (ISSN: 00187267)

eachers and eaching heory

and Practice (ISSN: 13540602)

Journal of Popular Culture (ISSN:

00223840)

Activity 3: Impact Factor and Citation Analysis I

Analyse the impact of the following articles. Take into consideration:

1) Journal’s Quartile according to the SCImago Journal Rank (SJR:

https://www.scimagojr.com/) – in the year of publication of the article and in the
best quartile for all subject categories
2) Citation Analysis
o Scopus:
https://www.scopus.com/customer/institutionchoice.uri?shibboleth_fence
=TRUE&origin=loginBox&zone=main
o Google Scholar: https://scholar.google.com/
3) Altmetrics (see “Plum X Metrics” tool in Scopus)
4) Other Metrics: (Arts and Humanities Citation Index, Emerging Sources Citation
Index, CARHUS Plus+, ERIHPlus and similar – use the MIAR tool to find this
data: http://miar.ub.edu)

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Follow this example:

Braidotti, Rosi. “Posthuman, All Too Human: Towards a New Process Ontology.” Theory,
Culture & Society 23, no. 7–8 (December 2006): 197–208.
doi:10.1177/0263276406069232.

SJR: Category Social Sciences (miscellaneous):

Q1 Scopus: Total Cites

Google Scholar: Total Cites

Almetrics (retrieved from Scopus):

- Abstract Views:
- Link-outs:
- Exports-Saves:
- Readers: 4
- Tweets:
- Citation Indexes:

Other Metrics (retrieved from MIAR):

Indexed in: Arts and Humanities Citation Index, Scopus, Social Science Citation
Index, Academic Search Premier, IBZ Online, International Bibliography of Social
Sciences, Periodicals Index Online , ABI/INFORM, Gender Studies Database, Public
Affairs Index, Violence & Abuse Abstracts, Communication & Mass Media
Index, Educational research abstracts (ERA), MLA - Modern Language Association
Database, Philosopher's Index, Political Science Complete, Social services
abstracts, Sociological abstracts, Worldwide Political Science Abstracts

Evaluated in:

CARHUS Plus+ 201 grupo A

ERIHPlus

ICDS = 11.0

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Sara Ahmed. “Orientations: Toward a Queer Phenomenology.” GLQ: A Journal of

Lesbian and Gay Studies 12, no. 4 (2006): 543-574. doi: 10.1215/10642684-2006-002.

0,957
4
2

jcl (journal citation resource)

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Kallio, Kirsi-Mari, Tomi J. Kallio, Janne Tienari, and Timo Hyvönen. “Ethos at Stake:
Performance Management and Academic Work in Universities.” Human Relations 69,
no. 3 (March 2016): 685-709. doi:10.1177/0018726715596802.

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Activity 4: Impact Factor and Citation Analysis II (in groups: 2-3 students)

Select TWO journals in your area of interest (you can browse SCImago for ideas) and
compare their impact factor. You should use at least TWO different journal metrics tools,
for example, SCImago Journal Rank/Scopus, MIAR, or similar.

Present your findings to the class.

Activity 5: SPI

a) Order the following publications according to the publishers’ impact (1- the
highest position, 5 - the lowest position). Use the SPI tool: general, non-Spanish
publishers ranking, year 2018. Link: http://ilia.cchs.csic.es/SPI/rankingsEn.html
There is an example at the beginning.

…1…… Melamed, Yitzhak Y., and Hasana Sharp, eds. 2018. Spinoza’s Political
Treatise: A Critical Guide. Cambridge: Cambridge University Press.

……… Nilsson, Alf. 2018. Homo Psychicus as Human and on Becoming a Person.
Oxford: Peter Lang.

……… Kimhi, Irad. 2018. Thinking and Being. Cambridge MA: Harvard University
Press.

……… Coady, David, and James Chase, eds. 2018. The Routledge Handbook of
Applied Epistemology. New York: Routledge.

……… Krausz, Michael. 2018. Philosophy of History and Culture. Leiden: Brill.

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b) Now order these publications using the category “Philosophy”, non-Spanish

publishers ranking, year 2018.

……… Melamed, Yitzhak Y., and Hasana Sharp, eds. 2018. Spinoza’s Political
Treatise: A Critical Guide. Cambridge: Cambridge University Press.

……… Nilsson, Alf. 2018. Homo Psychicus as Human and on Becoming a Person.
Oxford: Peter Lang.

……… Kimhi, Irad. 2018. Thinking and Being. Cambridge MA: Harvard University
Press.

……… Coady, David, and James Chase, eds. 2018. The Routledge Handbook of
Applied Epistemology. New York: Routledge.

……… Krausz, Michael. 2018. Philosophy of History and Culture. Leiden: Brill.

c) Indicate the position of Iberoamericana / Vervuert in the following categories.

General ranking, Spanish publishers, 2018: _____

General ranking, non-Spanish publishers, 2018: _____

Linguistics, Literature and Philology Category, Spanish publishers, 2018: _____

Linguistics, Literature and Philology Category, non-Spanish publishers, 2018: _____

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PLAGIARISM

1. SECONDARY SOURCES (Inaccurate citation)

El plagio deSecondary
fuentes secundarias se producehappens
Source Plagiarism cuando un investigador
when utiliza
a researcher unaafuente
uses secundaria,
secondary sourcecomo
like un
metaestudio, pero sólo cita las fuentes primarias contenidas en la secundaria. El plagio de
a meta study but only cites the primary sources contained within the secondary one.fuentes secundarias no
solo no atribuye el trabajo de los autores de las fuentes secundarias, sino que también proporciona una falsa
Secondary source plagiarism not only fails to attribute the work of the authors of the
sensación de la cantidad de revisión que se realizó en la investigación.
secondary sources but also provides a false sense of the amount of review that went into
the research.

2. INVALID SOURCES (Misleading citation, Fabrication, Falsification)

Invalid
La atribución deSource
fuentesAttribution
no válidasoccurs when researchers
se produce reference either hacen
cuando los investigadores an incorrect or a
referencia
una fuentenonexistent
incorrectasource. Though this
o inexistente. may be
Aunque thepuede
esto result of
sersloppy researchderather
el resultado una than intent
investigación
to deceive, it can also be an attempt to increase the list of references
descuidada más que de la intención de engañar, también puede ser un intento de aumentar and hide la
lista de referencias
inadequate yresearch.
ocultar una investigación inadecuada.

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3. DUPLICATION (Self-plagiarism, Reuse)

La Duplication
duplicaciónhappens
se produce
whencuando un investigador
a researcher reutiliza
reuses work trabajos
from their de sus propios
own previous studies
estudios
and papers without attribution. The ethics of duplication is highly debated and muy
y documentos anteriores sin atribución. La ética de la duplicación es often
debatida y a menudo depende del contenido copiado.
depends upon the content copied.

4. PARAPHRASING (Plagiarism, Intellectual theft)

Paraphrasing
La paráfrasis consiste enistomar
takingel another person’s
escrito de writingyand
otra persona changing
cambiar the words,
las palabras, makingque
haciendo it parezca
appears
que una idea that un
o incluso an trabajo
idea or even a piece of research
de investigación is original
es original cuando, when, in truth, itprocede
en realidad, came from
de una fuente
externa no an uncited
citada. outside source.
La paráfrasis Paraphrasing
va desde la simple ranges from simple
reformulación hastarephrasing to completely
la reescritura completa del
contenido, rewriting
manteniendocontent whileomaintaining
la idea el conceptothe original idea or concept.
original.

5. REPETITIVE RESEARCH (Self-plagiarism, Reuse)

El plagioRepetitive
de investigaciones repetitivas
Research Plagiarism es la
is the repetición
repeating de datos
of data or textofrom
textos de unstudy
a similar estudio
withsimilar con
una metodología parecida enin un
a similar methodology nuevo
a new studyestudio
withoutsin la debida
proper atribución.
attribution. Suele
This often ocurrir
happens cuando se
when
repiten estudios sobre un tema relacionado con un resultado similar pero no se cita
studies on a related topic are repeated with similar result but the earlier research is not
adecuadamente la investigación anterior.
cited properly.

6. REPLICATION (Author Submission Violation)

La replicación es el envío de un trabajo a múltiples publicaciones, lo que hace que el mismo manuscrito se
Replication is the submission of a paper to multiple publications, resulting in the same
publique más de una vez. Esto puede constituir una infracción ética, sobre todo cuando un investigador afirma
manuscript
que un artículo beingcuando
es nuevo published
ya more than
ha sido once. This
publicado en can
otro be an ethical infraction, particularly
lugar.
when a researcher claims that a paper is new when it has been published elsewhere.

7. MISLEADING ATTRIBUTION (Inaccurate Authorship)

La atribución engañosa
Misleading es unaislista
Attribution inexacta o
an inaccurate orinsuficiente deoflos
insufficient list autores
authors whoque han contribuido
contributed to a a un
manuscrito. Esto ocurre cuando se niega el crédito a los autores por contribuciones parciales o
manuscript. This happen when authors are denied credit for partial or significant
significativas hechas a un estudio, o lo contrario, cuando se cita a los autores en un artículo aunque
contributions made to a study, or the opposite-when authors are cited in a paper although
no se hayan hecho contribuciones
no contributions were made.

8. UNETHICAL COLLABORATION (Inaccurate Authorship)

La colaboración
UnethicalnoCollaboration
ética se produce cuandowhen
happens las personas que trabajan
people who juntastogether
are working infringenviolate
un código de conducta.
a code
Utilizar el trabajo escrito, los resultados y las ideas que son el resultado de la colaboración, sin citar la naturaleza
of conduct. Using written work, outcomes and ideas that are the result of collaboration,
colaborativa del estudio y los participantes involucrados, no es ético. Utilizar el trabajo de otros sin la debida
atribuciónwithout citing the collaborative nature of the study and participants involved, is unethical.
es plagio.
Using others’ work without proper attribution is plagiarism.

9. VERBATIM PLAGIARISM (Copy-and-Paste. Intellectual Theft)

Verbatim
El plagio literal es laPlagiarism
copia de lasis the copying
palabras of another’s
y obras de otrawords
personaandsin
works without providing
proporcionar la atribución
proper attribution, indentation or quotation marks. This
adecuada, la sangría o las comillas. Esto puede adoptar dos formas. En primer can take two forms. First,
lugar, los plagiarios
pueden citarplagiarists
la fuentemaydecite the source
la que they borrowed
han tomado from,
prestado, but sin
pero no indicate
indicar that
queit’s
seatrata
directde
quote.
una cita directa.
En la segunda,
In the no se proporciona
second, ninguna
no attribution atribuciónessentially
at all is provided, en absoluto, esencialmente
claiming the words of reclamando
someone las
palabras de otra
else to persona como propias.
be their own.

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10. COMPLETE PLAGIARISM (Intellectual Theft, Stealing)

Complete plagiarism is an extreme scenario when a researcher takes a study, a

El plagio completo es una situación extrema cuando un investigador toma un estudio, un
manuscript or other work from another researcher and simply resubmits it under his/her
manuscrito u otro trabajo de otro investigador y simplemente lo reenvía con su propio nombre
own name

Source from:
Eassom, H. (2013). 10 types of plagiarism in research.
http://exchanges.wiley.com/blog/2015/11/12/10-types-of-plagiarism-in-research/

Practical exercise: Look at the three paragraphs below and decide which one is the
original passage, which one is the plagiarized version and which one is the acceptable
version.

(The original passage can be found in Golden, Catherine 1. (Ed). Charlotte Perkins
Gilman's "The Yellow Wall-Paper". A Sourcebook and Critical Edition. New York:
Routledge, 2004. P 62)
Acceptable because it references the cite of the author
She was diagnosed with neurasthenia, a term coined by the neurologist George
Beard, who affirmed that the disease was typically American. Beard published a book
entitled American Nervousness in which he affirmed that "the chief and primary cause of
this development and very rapid increase of nervousness is modem civilization, which is
distinguished from the ancient by these five characteristics: steam power, the periodical
press, the telegraph, the sciences, and the mental activity of women" (Golden 2004: 62).
According to this misogynist definition of the causes of neurasthenia, women who led
active lives would become psychologically ill.
plagiaris
She was diagnosed with neurasthenia, a particularly American disease which m
infected America in greater proportion than any other nation. The main cause of the
development of this disease was modem civilization, which was distinguished from
the ancient by these characteristics: steam power, the periodical press, the telegraph,
the sciences and the mental activity of women. Therefore, the disease was a result
of industrialized modem society, and women of the leisure class, artists and intellectuals
were more prone to suffer from neurasthenia due to their involvement in modem life.

According to George Beard, dubbed the 'father' of neurasthenia, the disease was
particularly American and infected America in greater proportion than any other nation.
In his book entitled American Nervousness Beard argues: "The chief and primary cause
of this development and very rapid increase of nervousness is modem ci ilization, which
is distinguished from the ancient by these five characteristics: steam power, the
periodical press, the telegraph, the sciences, and the mental activity of women"; he
concludes, "When civilization, plus these five factors, invades any nation, it must carry
nervousness and nervous diseases along with it" (96). Gilman, from Beards' perspective,
succumbed to a disease that was in itself a product of industrialized modem society and
to which certain classes of individuals -men and women of the leisure class, artists, and
intellectuals –became more prone given their involvement in modem life.

the original one

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DATA FRAGMENTATION OR “SLICING”

Data fragmentation or “slicing” is a type of academic plagiarism or fraud. Data

fragmentation often leads to partial publication of data or ideas in an academic essay. In
other words, over-referencing the same author in your essay results in a biased use of
sources and only provides a single/limited academic point of view. As yourself the
following questions:

- Is it appropriate to cite the same author three/four times in a two-page essay?

- Could some of the citations be replaced by using a different scholar?
- Are you using this scholar to express his/her ideas all the time, but not your ideas?
- Are your providing a limited academic point of view or a varied academic point of view
when over-using a scholar?
- Is the work cited really the seminal work on each topic/idea (a relevant, updated and
high impact-factor source) or not?

Excessive citations can also be a sign of the author not being able to weed out the critical
papers from the “mass”. As a consequence, the paper shows a lack of originality (another
kind of academic fraud) and the student’s lack of research abilities. It is important to
consider the relevance of the references that are being used in the hope of showing
everything that the student has read. Note that over-referencing does not strengthen
your argument but may have the opposite effect!

There is no academic consensus about the number of times you can use the same
scholar in an academic article. The length of the paper might give you, however, a good
clue. In short academic essays (4-6 pages), using the same scholar more than
twice might be considered slicing.

See the following example, adapted from Dunleavy's Authoring a PhD: How to plan, draft,
write and finish a doctoral thesis or dissertation (2003):

A classic “academic paranoia symptom” (Davies 1999, 3) is inserting supporting

literature for every point, even ones that no one in their right mind would dispute
or need to do further reading about, such as “The United Kingdom is a country
with a long and chequered history” (10). If you find this problem in your text, check
whether you are overciting more generally. Later on, an “excessive overcautious”
(21) referencing approach also screams a vague academic style to journal editors
and reviewers and to book publishers. So it may make it harder than it otherwise
would be to get your work published. “Referencing details are also generally
unattractive” (Smith 2010, 94), so if overdone they can detract quite a lot from the
“look and feel” of your text.

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1. GETTING TO KNOW YOUR TEXTBOOK

(Material adapted from Study reading : a course in reading skills for academic purposes)

This unit aims to develop the reading skills required for:

 surveying a textbook
 using an index
 dealing with word problems

TASK 1
Tick the written information resources you expect to use in your course. Then rank your
choice (1 to 9, with 9 being the most popular) and compare your ranking with others’ in
your group.

 Textbooks  Journals  Websites

 Lecture notes  Indexing and  Theses and
 Encyclopaedias abstracting dissertations
 Dictionaries databases  Others – specify:

A textbook can be one of your most valuable sources of information. Knowing the parts
of a textbook is the first step to using it properly.

TASK 2: Parts of a textbook

Study this list of some of the parts of a textbook. Try to match the parts with the correct
descriptions.

Parts of a textbook Descriptions

a) bibliography 1 the units of the book
b) title page 2 sources used by the author
c) appendix 3 a list of the main topics by chapter
d) preface/introduction 4 a list of books, articles, etc, which provide further
reading on the themes covered in the book; usually
found at the end
e) acknowledgements 5 an alphabetical list of topics in detail
f) contents 6 additional information, often for reference purposes,
found at the end of the book
g) chapters 7 selling points, author information, positive reviews
h) references 8 thanks to people who have helped with the book
i) glossary 9 the author’s aims and the coverage of the book
j) index 10 a mini-dictionary of specialist terms used
k) back cover 11 title, author and publisher
l) foreword 12 a short introduction to the book written not by the
author but by someone familiar with the author’s work

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TASK 3
Identify the parts of a textbook that are shown below. What is the book about?

1. Salience.
1) The importance a brand holds for different groups of people. It is a measure or
indication of emotional closeness to, or distance from a brand; it is different from
awareness.
2) The extent to which a brand comes readily to mind (e.g. measured by first
mentions in answer to a brand awareness question) or the most frequently
mentioned brand in connection with a set of associations.

2. First published 1999

Admap Publications
Farm Road
Henley on Thames
Oxfordshire RG9 1EJ
United Kingdom

3. I Qualitative Research - New or Old Discipline? 14

II Qualitative Research - Warts & All 52
III A Review of Qualitative Methods 74

4. This book is a very personal effort to explain how I think about human beings and their
relationships to brands, communications and the delivery of service, hence what I do
as a quantitative researcher. My credentials for attempting to do this are 30 years of
experience.

5. Lesley Thompson is an excellent quantitative researcher whom I admire. She read

each chapter twice, challenged my point of view and willingly contributed additional
thoughts and examples.

6. S. Adams, The Dilbert Principle, Harper-Collins, 1997

K Blanchard, Mission Possible, McGraw-Hill, 1997
J.M. Dru, Disruption, John Wiley & Sons, 1996.

7 'This book covers the landscape of qualitative research in a way that inspires the reader
new to the subject and stimulates the experienced researcher to think more deeply.
Even after 20 years' involvement with research, I found my knowledge both
challenged and increased.’
Sally Ford Hutchinson, Global Planning Director, DMB&B

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TASK 4: Why would you read these parts of a textbook?

1 Covers
2 Title page
3 Publishing details - publisher, date, place of publication
4 Foreword, Preface or Introduction
5 Contents
6 Index
7 Bibliography

TASK 5
Study this passage to find the reasons given for reading each of the textbook parts listed
in Task 4. Discuss with the others in your group any differences between your answers
to Task 4 and the reasons given in the passage.

Before accepting information published in a book, you should spend a few minutes
examining its structure, for this will assist you in evaluating the book. The dust jacket
often contains information on the qualifications of the author and the author's point-of-
view. Allowance must, of course, be made for the natural desire of the publisher and
author to present the book in its best light. The title page should always be read carefully.
It may contain a sub-title explaining the intention or scope of the work, or the
qualifications of the author. The imprint (place of publication, publisher and date) is of
value. The work is likely to be authoritative if published by a publisher who specializes in
the subject of the book. The date will indicate how up-to-date the book is and the reverse
of the title page should also be examined, in case this reveals whether the edition is
substantially a reprint of an older work.
The foreword, preface or introduction will often summarize the purpose of the volume.
The table of contents will not only outline the way the work is arranged and help you to
trace a particular piece of information if the index is defective, but will also suggest the
point-of-view. Every book is based on a combination of objective facts and subjective
interpretation of them. The contents will suggest whether the author has set out to prove
a theory or to spread a particular belief. The book may be of great value even if it contains
propaganda, but greater care must be taken in evaluating the information. The running
headlines on the top of the pages may contain useful information on the text. The index
can reveal the scope of the book by listing the topics discussed and the number of pages
devoted to them. It can also reveal the author's sources and will indicate whether they
are up-to-date and thorough in their approach.

[Source: Chandler, G. (1982). How to Find Out: Printed and On-line Sources, 5th Edition
(Oxford: Pergamon Press), pp 1-2]

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TASK 7
Each of the following topics (I-10) come from a geography textbook; match them with a
more general keyword (a-j) from the index.

Topic Index keyword

1 railways a) ores
2 cultivation of oranges b) urbanisation
3 troposphere c) sea routes
4 cotton growing d) mining
5 underpopulation e) transportation
6 Panama Canal f) climate
7 growth of New York g) atmosphere
8 uranium h) population
9 coal production i) industrial crops
10 rainfall j) citrus farming

TASK 8
Which page or pages would you refer to first in this extract from the index of Natural
Disasters to find information on the following? Be prepared to justify your choice. Work
as quickly as you can and note the time you take.

Note: a boldface entry indicates a figure; an entry in italics indicates a table.

1 the reasons for subsidence in Venice

2 the sociology of disasters involving skyscrapers
3 effects of snow in cities
4 aid for developing world countries
5 disasters in Texas
6 frequency of tornadoes in the USA
7 psychological stress
8 relationship between tides and earthquakes
9 assessing the stability of slopes
10 how tornadoes are formed

See index on pages 50 and 51.

[Source: Alexander, D. (1993) Natural Disasters (London: UCL Press Limited), p.630]

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slope stability 246-51

Bishop method 249
factor of safety 246-7
Janbu method 250
method of moments 247-8
stress analysis 249
slopewash erosion 221
slow-onset disaster see creeping disaster
slump 253
Small Business Act (USA) 592
snow
drift 204
fall, impact of 201-6
metamorphosis 190-1
natural dissipation 202
sociology of disasters 554-60
and tall buildings 353-5
and tornadoes 180
socio-psychological reactions 559-66
soil 218-20
erosion see erosion
loss tolerance level (T) 226
solar masking 98-9
solum 219
spatial model of disaster 25-6,27,465
SPOT satellite 384,388
squall line 182
state of maintenance of buildings 320
storm surge 137, 160-1
stratovolcano 94
stress, physical
effective normal 245,249,276
seismic and landslides 269-70
stress, psychological 564,569
strong motion of the ground 43
structural
integrity 333-6
survey see damage survey
unit 60
stunting 522
sturztrom 255
subduction
process 90
zone 46
sublimation 190
subsidence 276-86
at Venice 281-2
causes 276-85
monitoring of 285
socio-economic aspects 280-6
tectonic causes of 285
sudden impact disaster 9
supplementary feeding
programme 515-16,570

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surface deformation
seismic
volcanic 63-5, 268
surface wave 102
sustainable development 45
swelling potential of clays 7,616
symbiosis with environment 286-7,286
Tangshan, China (1976 earthquake) 7
taut-wire buoy 43
taxation 86
technological hazards 85-6
tents 338
tephra 437-8
ejection 93
Teton Dam, Idaho 96-7
Texas, disasters in 361-2
Thematic Mapper (TM) 161,285
therapeutic community 385,391
thermal anomalies (volcanic) 561
Thermal Infrared Multispectral Scanner 103
Third World 391
aid and relief 432,440-3,450-1,495-549
threat, concept of 15-6,511-4,518-9
threshold 7
angle of stability
in erosional systems 243
tides, effects on earthquakes 220
tide gauge 65
tiltmeter 85
time periods in disaster 63,102,108
tolerance 20-21,23,24,25,26,446
of erosion
of risk 226
Tonal Ozone Mapping 574-5,577-9
Spectrometer (TOMS)
tornadigenic vortex signal (TVS) 391
tornado 181
funnel 170-83
generation 173
impact of 171-4,172,174
incidence in North America 181-3
intensity scales 174-80,176,177,178
model of 33-4,175
path 393
prediction 174,175,176
warning system 181
transient strength 177,180-1
trap efficiency of reservoirs 271
trauma 365
collective
physical 556-8,561
461,525

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Text exploration:

Discourse study: Textbook structure

A typical textbook has this structure:

Introduction
Contents
Chapters
1
2
3
etc.
Further Reading
Appendices
Index

The best guide to the organisation of the textbook and the topics it covers is provided
by the Introduction and the Contents. Pay particular attention to any section of
the introduction labelled 'Advice to the Reader', 'To the Student', 'How to use this
book', etc. You can safely ignore the Acknowledgements.

Word study: Words which substitute for other words

Words are one of the first problems that readers face - words which are unfamiliar,
words which change, and words which are missing. In this unit we will study ways of
dealing with some of these problems.
Writers often use different words in a text to refer to the same thing - the meaning
remains the same but the words change. Study the examples that follow.

1. Before accepting information published in a book, you should spend a few minutes
examining its structure. The work is likely to be authoritative if produced by a publisher
who specializes in the field. The foreword, preface or introduction will often summarise
the purpose of the volume.
Work and volume do not signal new topics. They are simply different words for book in
this text. If you meet an unexpected change of topic in your reading, look back in the text
for a possible link. The writer may be using a new word for an old topic.
2. The index can reveal the scope of the book by listing the topics discussed and the
number of pages devoted to them. It can also reveal bias by the number of references
under particular topics.

To avoid repeating a noun, writers may change it to a pronoun. In this example topics
becomes them; index becomes It. If you have difficulty with a pronoun, look back in the
text to find the noun referred to.

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Sentences which appear to have words missing may also cause problems. Sometimes
writers omit words to avoid unnecessary repetition. Study these examples:

Compare versions 3 and 4:

3 It is important that you have a clear purpose when you read.

If not, you may waste valuable study time.
4 It is important that you have a clear purpose when you read.
If you do not have a clear purpose, you may waste valuable study time.

Compare versions 5 and 6:

5 Dictionaries and encyclopaedias are important information sources. Both can be found
in the reference section of your library.
6 Dictionaries and encyclopaedias are important information sources. Both dictionaries
and encylopaedias can be found in the reference section of your library.

TASK 9
The following is a preface from a reference book. Study it and answer the numbered
questions.

This book has been prepared to provide a guide to sources of information on engineering
and its various branches. It [(1) What does 'It’ refer to?] should prove of interest to all
persons engaged in the engineering profession and those [(2) Add the missing word]
contemplating entering the [(3) Add the missing word] profession. It is hoped that
Chapters 1 and 8, on careers, and education and training, will assist both advisers and
potential students seeking information about these important matters. [(4) Which
important matters?] This book has been arranged according to the Dewey Decimal
classification that is commonly employed in public libraries. Although the work [(5) Which
work?] is reasonably comprehensive, there are so many textbooks available that it has
not been possible to make specific recommendations [(6) Of what? Add the missing
words]. This matter [(7) Which matter?] is better dealt with by tutors and others
concerned with teaching. However, in certain chapters selected books have been
mentioned in addition to reference books and the like [(8) The like of what?] when it has
been felt that the details [(9) Details of what?] would augment the general information
provided [(10) Information provided where?]. A number of the books referred to contain
neither bibliographies nor guides to further reading.

[Source: Parsons, S.A.J. (1972). How to find out about engineering (Oxford: Pergamon
Press), xiii]

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2. CHOOSING WHAT TO READ

(Material adapted from Study reading : a course in reading skills for academic purposes)

This unit aims to develop the reading strategies and skills required for:
 making predictions about your reading
 surveying a chapter
 dealing with unfamiliar words
Before you read
As a student you will find that there is always too much to read. It is important therefore
that you can quickly select the most appropriate source for your needs. To do this, you
must have a ear purpose or your reading and you must be able to predict which
source will help you most to meet that purpose.

TASK 1
Read through the list of seven students. Then study the print-out from an online
catalogue search for books on study skills which follows. Choose the best book for
each student. Be prepared to defend your choice.

1 A student anxious about a forthcoming examination.

2 A college student wanting advice on how to prepare a report.
3 A student who wants advice on all aspects of study.
4 A student preparing for a BA in Sociology wanting general advice.
5 An MBA (Master of Business Administration) student who does not have enough time
to get through long reading lists.
6 A student who has problems taking notes in lectures.
7 A mature student going to college for the first time and worried about studying on her
own.

Title (long) Author Date

Getting organised Fry, Ron 1997
Guide to learning independently Marshall, Lorraine 1998
A.
How to manage your study time Lewis, Roger 1994
How to pass exams without anxiety Acres, David 1992
Learn how to study: a realistic approach Rowntree, Derek 1998
Lectures: how best to handle them Race, Phil 1989
MBA handbook: study skills for managers Cameron, Sheila 1997
Reading at university: a guide for students Fairbairn, Gavin 2000
Student's guide to exam success Tracy, Eileen 2001
Study skills and tomorrow's doctors Bullimore, David W. 1998
Studying for a degree in the humanities and the social Dunleavy, Patrick 1986
sciences
Successful study for degrees Barnes, Rob 1995
Writing essays Williams, Kate 1995
Writing reports Williams, Kate 1995

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TASK 2
Read through the questions below. Then study the Contents pages from Learn How to
Study that follow. Write down the page numbers of the section to consult for help with
each question.
6/117
1 How do I learn to read faster?
2 How do I find out about assessment in my course? 3
3 How do I overcome anxiety about examinations?
4 What is the best way to take notes from a lecture? 5
5 How can I best timetable my studies?
4
6 What is the best way to revise for examinations?
7 What do my tutors expect when they set an essay with the title, 'Account for...'?
8 How do I become a successful student?

About this book 1

Please read this FIRST 1

1. The myths and realities of being a student 5

Doubts and uncertainties 5
The myth of the super-student 6
The secrets of success 9
Follow-up activities 11

2. Studying and learning 12

Why are you studying? 13
What do you mean by learning? 18
What do you do when you're learning? 23
Making your own knowledge 33
Follow-up activities 34

3. Understanding your situation 35

The social climate 36
The learning climate 39
The assessment system 44
Follow-up activities 53

4. Getting organised for learning 54

What needs organising? 54
Lifestyle 56
Learning resources 61
Organising your time 67
Organising your study sessions 72
Follow-up activities 76

5 Developing a strategy for reading 78

Managing your reading 78
SQ3R - a flexible strategy 83
SQ3R in lectures, etc. 100
Follow-up activities 101

6. The art of reading actively 103

Looking out for the main ideas 104
Picking out the details 108
Evaluating the text 115
Concentration and speed 117
Follow-up activities 118

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7. Learning from lectures and other listening 119

Are you listening? 119
Learning in lectures 121
Learning in small groups 127
Tutorless groups 135
Follow-up activities 135

8. Learning from materials 137

Forms of material-based learning 137
Printed materials 139
Audio and video materials 141
Practical work material 144
Computer-based resources 145
The need for human support 153
Follow-up activities 155

9. Making and using notes 156

Why make notes? 156
When do you make notes? 159
Three ways of writing notes 160
Notes in different circumstances 166
The physical appearance of your notes 172
Storing and using notes 174
Follow-up activities 175

10. Writing essays and assignments 177

The value of writing essays 177
Understanding the context 180
Analysing your task 183
Researching your raw material 186
Planning your essay 190
Writing your essay 195
Critiquing your essay 199
Learning from tutor feedback 201
Follow-up activities 205
Glossary of essay terms 205

11. Dealing with examinations 209

How do you feel about exams? 209
Putting anxiety in its place 212
Preparing for examinations 215
In the examination room 227
After the examination 233
Follow-up activities 236

References 237
Books about learning 237
Some Internet sites 238

Index 240

[Source: Rowntree, D. (1998). Learn How to Study: a realistic approach, 4th Edition (London:
Warner Books)]

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Reading and interaction

Reading with a purpose

When you read, it is important that you have a clear purpose. Having a clear purpose
helps you to narrow the choice of book from a reading list then, once you have chosen
the book, to select the best chapter and section. Having a clear purpose also helps you
to locate the most useful part of a text for your needs and to ignore those parts which will
not help you.

Prediction

Prediction means making intelligent guesses about what a textbook, chapter or section
contains using only a small sample of the text. In Task 1, we used catalogue entries. In
Task 2, Contents pages. It is an important strategy when choosing what to read. The
more we know about our subject, the easier it is for us to make predictions because we
can relate the samples of new text to our existing knowledge.
When our knowledge of the subject is limited, we have to make maximum use of all
available clues to predict well. Study this example.

Which of these three chapters from a geography textbook will provide information on
how the landscape of coastal regions is formed?

5 The Structure of the Continents

6 The Landscape and the River
7 Wave, Wind, and Ice

Chapter 5 is unlikely. It seems to be about the formation of continents. Chapter 6 contains

the word landscape but also river. Its topic is the way rivers shape the land, whereas our
need is for information on how the coast is shaped. In other words, how the sea shapes
the land. Chapter 7 contains the word wave - that suggests the sea. It follows a chapter
about the formation of landscape by rivers and may therefore continue with other aspects
of landscape formation. For these reasons, we can predict that Chapter 7 will include
information on how the sea shapes the land and hence how
the landscape of coastal regions is formed.

Making accurate predictions from book titles, chapter headings and text samples can
help you make the right choice in what to read and can save you valuable study time.

TASK 3
Look at the Table of Contents on the next page. Which chapter would you consult for
information on the following?

1 Changes in population age profiles in Western Europe

2 Oil consumption in Africa
3 Key factors in shaping the recent past
4 The growth of Beijing
5 The role of nations in a unified Europe

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6 Euros and dollars - will both prevail?

7 Effects of developed world demand on developing world agriculture
8 Production of Western consumer goods in developing world countries
9 Nomadic peoples in the 21st century
10 Societies before industrialization

SECTION 1
THE WORLD BEFORE GLOBALIZATION: CHANGING SCALES OF EXPERIENCE
Chapter 1 Pre-capitalist worlds
Chapter 2 The rise and spread of capitalism
Chapter 3 The making of the twentieth-century world

SECTION 2
SOCIETY, SETTLEMENT AND CULTURE
Chapter 4 Cities
Chapter 5 Rural alternatives
Chapter 6 Geography, culture and global change

SECTION 3
POPULATION, RESOURCES AND DEVELOPMENT
Chapter 7 Demographic transformations
Chapter 8 Resources and development
Chapter 9 Changing geographies of global food production
Chapter 10 Alternative geographies of global development and inequality

SECTION 4
PRODUCTION, EXCHANGE AND CONSUMPTION
Chapter 11 The geography of the economy
Chapter 12 The global production system: from Fordism to post-Fordism
Chapter 13 The global financial system: worlds of monies
Chapter 14 Worlds of consumption

SECTION 5 GEOPOLITlCS, STATES AND CITIZENSHIP

Chapter 15 Geopolitical traditions
Chapter 16 The place of the nation-state
Chapter 17 States, citizenship and collective action

Conclusions ChalIenges and promises

[Source: Daniels, P., Bradshaw, M., Shaw, D. and Sidaway, J. (2001). Human
Geography: Issues for the 21st Century (Harlow: Prentice Hall)]

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3. PRACTICE ACTIVITIES
TASK 1
You have a few minutes to skim through a book called The Rise of the Novel by Ian Watt
and you first read the few lines written on the back cover of the book, the table of contents
and the beginning of the preface. What can you tell about the book after reading them?
Can you answer the questions that follow?

1.
In these studies of Defoe, Richardson, and Fielding, Ian Watt
investigates the reasons why the three main early eighteenth-century
novelists wrote in the way they did - a way resulting ultimately in the
modern - novel of the present day. The rise of the middle class and of
economic individualism, the philosophical innovations of the
seventeenth century, complex changes in the social position of women:
these are some of the factors he finds underlying an age which produced
the authors of Robinson Crusoe, Pamela, and Tom Jones.

'An important, compendious work of inquiring scholarship ... alive with

ideas ... an academic critic who in lively and suggestive detail is able to
assemble round his novelists the ideas and facts among which they
worked'
V. S. Pritchett in the New Statesman

'This book is altogether satisfying within the wide framework of its

scheme, and certainly a major contribution to the subject, in some
respects the most brilliant that has appeared. ... Every page of Dr. Watt’s
admirably written book repays study, as enlivening and enriching the
works the purport of which we are too often inclined to take for granted'
The Times Educational Supplement
Cover design by Bruce Robertson

United Kingdom £1.50

Australia $ 4.95
Canada $3.95 Literature

2.
Preface
In 1938 I began a study of the relationship between the growth of the reading public and
the emergence of the novel in eighteenth-century England; and in 1947 it eventually took
shape as a Fellowship Dissertation for St John’s College, Cambridge. Two wider
problems, however, remain unresolved. Defoe, Richardson, and Fielding were no doubt
affected by the changes in the reading public of their time; but their works are surely
more profoundly conditioned by the new climate of social and moral experience which
they and their eighteenth-century readers shared. Nor could one say much about how
this was connected with the emergence of the new literary form without deciding what
the novel’s distinctive literary features were and are.

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3.
Contents

Abbreviations 6
Preface 7

1. Realism and the Novel Form 9

2. The Reading Public and the Rise of the Novel 38
3. Robinson Crusoe, Individualism, and the Novel 66
4. Defoe as a Novelist: Moll Flanders 104
5. Love and the Novel: Pamela 152
6. Private Experience and the Novel 197
7. Richardson as a Novelist: Clarissa 236
8. Fielding and the Epic Theory of the Novel 272
9. Fielding as Novelist: Tom Jones 296
10. Realism and the Later Tradition: a Note 330
Index 345

Questions:

1 For what kind of public was the book written?

2 The book is about

a) novelists a) eighteenth century

b) reading in the b) in the Middle Ages
c) literature in general c) nineteenth century

3 What major writers are considered in this book?

4 The main theory of the author is that the form of the first English novels resulted from:
a) the position of women in society
b) the social changes at that time
c) the middle class

5 Are the different chapters arranged chronologically or thematically?

6 What kind of influence did the literature described in this book have?

7 Does the book have an index?

8 Does the book have a glossary?

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TASK 2

Analyse the different parts of this textbook and answer the questions below

1. For what kind of public was the book written?

2. Is this the first edition?
3. Is the book organised chronologically?
4. Has the book got a glossary?

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TASK 3

Analyse the different parts of this textbook and answer the questions below.

Preface

The idea for this book came when I read that

Tony Blair, then the British prime minister,
had written to Sir Isaiah Berlin, shortly before
his death in 1997. Berlin had been Professor
of Social and Political Theory at Oxford and
Blair’s letter had asked about his famous
distinction between negative and positive
liberty. I was lecturing to undergraduates at
the time, on ‘core concepts’ in political theory,
devoting two lectures to the variety of ways in
which Berlin’s distinction was confused and
confusing. Shortly afterwards, a newspaper
reported that Blair regretted not having
studied political philosophy at university. (He
did Law.) Then an ex-student of mine who
worked at 10 Downing Street rang to say that
the prime minister was thinking about the way
in which New Labour drew on ideas from the
liberal tradition. Could I suggest anything that
it might be helpful for them to read? I mentioned the first couple of books that came into
my head and, a week or so later, was amused to wake up to a radio report of a speech
by Blair that seemed to owe quite a bit to my somewhat arbitrary recommendations.

This book tries, a bit more systematically, to tell politicians some of the things they would
know if they were studying political philosophy today. More generally, it is written for
anybody, from whatever country and with whatever political allegiance, who cares
enough about the moral ideas that lie behind politics to value a short introduction
presenting the insights of political philosophers in an accessible form. Recent years have
seen an explosion of books popularizing developments in science. Many think that that
is where the intellectual action is nowadays. They are probably right. But enough has
been happening in my neck of the woods to justify, perhaps even to demand, the attempt
to make it available to a wider readership. And the issues treated by political philosophers
clearly ought to be a matter for discussion in the public culture, not confined to academic
journals and books intelligible only to fellow professionals

1. For what kind of public was the book written?

2. Is it only suitable for British politics?
3. Has the writer got an academic background?
4. Why does the writer feel this book is necessary?

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TASK 4

Analyse the different parts of this textbook and answer the questions below.

Contents

Acknowledgments xi
Introduction 1
1. Bruni on Writing History 7
Part one: Beginnings
2. The Plutarchan Option 27
3. A New Life of Cicero 44
4. Between Livy and Polybius: Bruni
on the First Punic War 61
Part two: Florence under the Oligarchy
5. Genesis of the Florentine Histories 91
6. The Florentine Histories: A
Sourcebook for Statesmen 117
7. Bruni and Biography: A Life of Aristotle 147
Part three: Medici Florence
8. Parallel Lives: Dante and Petrarch 169
9. Bruni, the Medici, and the Florentine
Histories 186
10. The Florentine Histories: From
Policy to Propaganda 204
Part four: Late Works
11. A Distant Mirror: Athens, Sparta,
and Tebes 237
12. Memoirs of a Humanist 257
13. Writing from Procopius 278
Conclusion 301
Notes 313
Index 409

Introduction
I wrote this book as part of a broader enquiry into the origins and development
of early modern historiography. It seemed to me that while there were many
fine studies on historical writing as practiced in sixteenth- and seventeenth-century
Europe, much less attention was being paid to the earlier pioneers, and
particularly to the Italian humanists of the fifteenth century. This was not for
lack of recognition, because many of the studies being produced were quite
open about acknowledging the humanists as the avatars of new methods and
approaches to history that were to remain influential well into the seventeenth
century and beyond. Rather, there were other reasons for this relative neglect,
some of which can be attributed to the shifting currents of modern scholarship.
One recent tendency, for example, has been a distinct preference for highly
focused synchronic studies, a trend that risks relegating to the margins periods
of rupture and transition like the Italian Renaissance

1. For what kind of public was the book written?

2. How are the chapters organised?
3. Which chapter(s) would you read for information on the Florentine histories?
4. Why does the writer feel this book is necessary?

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TASK 5

Analyse the different parts of this textbook and answer the questions below.

‘In this masterful interpretation of diverse historical texts,

Lledó-Guillem renews our understanding of catalanisme by
exposing the ideological interstices between Catalan,
Occitan, Valencian and Castilian throughout the centuries,
from the Battle of Castellammare to the formation of the
Spanish Empire. His response to longstanding questions of
language and identity in the Iberian Peninsula in relation to
other key areas of the Mediterranean sheds new light on
today’s acrimonious debates around Catalan nationalism.’
—Andrew Lynch, University of Miami, USA and Editor in
Chief of Heritage Language Journal

‘Lledó-Guillem’s skillful combination of careful textual

analysis and sophisticated conceptualization makes a productive contribution to the
interdisciplinary reshaping of the humanities in the twenty-first century. Lledó-Guillem
stands on the shoulders of traditional philology but develops an original intellectual
outlook shaped by his concern with theories of language, culture, and power. This book
makes a major contribution to the development of Iberian studies and fills a major gap in
the glottopolitical history of the Iberian Peninsula.’
—José del Valle, The Graduate Center—The City University of New York (CUNY),
USA

‘This is a most thoughtful, innovative, and timely study of Catalan language – one that
emphasizes its relationship with Occitan and Spanish, as seen through a series of
Medieval and Early Modern texts. It brings out the connections between the linguistic,
the ideological, and the political, while discussing how linguistic ideologies are closely
associated to identity, community, nation, state, morality, and epistemology. It will be a
book of interest to scholars in many fields.’
—Núria Silleras-Fernández, University of Colorado at Boulder, USA

1. For what kind of public was the book written?

2. Where would you find these paragraphs?
3. Are they reliable?
4. List the positive features mentioned.

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