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Techniques for reading and writing specialized texts
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Publisher: Editura Universitară
Author: Luminiţa Steriu
Edition: I
Pages: 188
Publisher year: 2025
ISBN: 978-606-28-2093-0
DOI: https://doi.org/10.5682/9786062820930
Product Code:
9786062820930
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Luminiţa Steriu's book, “Techniques for Reading and Writing Specialized Texts”, falls within the field of French for Academic Purposes (FAP) didactics and fills a national gap in manuals and methods for learning research writing. It offers a structured, progressive, and thoughtful guide designed to support students—primarily at the advanced undergraduate, master's, and doctoral levels—in developing their ability to read, analyze, understand, and produce specialized texts in their discipline. Responding to the demand for French for Academic Purposes training, the author provides a valuable tool for anyone wishing to learn, improve, and develop their knowledge and writing skills in an academic setting.
Luminiţa Steriu's didactic approach in this work is centered on an integrated approach to reading and writing, considering these two activities not as separate skills but as complementary and interdependent processes. It allows learners to become familiar with the main concepts related to reading and writing specialized texts, through explanatory lessons and application exercises, in order to raise students' awareness of the diversity of norms, expectations, and rhetorical strategies specific to research writing.
Thus, this well-structured book, composed of seven thematic units with clear and concise learning objectives, enables learners to understand the challenges of scientific texts and to consolidate their specialized academic reading and writing skills.
Furthermore, Luminiţa Steriu highlights a progressive structure for the units, designed to guide students through a coherent learning path that moves from the foundations of scientific research discourse to the ethical issues related to knowledge production. This progression aims to develop both formal mastery of scientific writing and a critical awareness of research practices.
The bibliography accompanying each thematic unit is selective, indicative, not exhaustive, rich and varied, and demonstrates the author's thorough research as well as her strong interest in the field of academic literacy.
This book stands out for its modern and engaging design, as well as the rigorous selection of information presented and organized into explanatory lessons, authentic examples, and graded exercises, ensuring a gradual and contextualized acquisition of the skills related to research writing. The author thus contributes to the development of resources in French for Specific Purposes (FSP), giving them a fresh perspective.
I sincerely hope that this book will contribute to strengthening students' autonomy, rigor, and confidence in their engagement with specialized texts, and more broadly, to their participation in a shared academic culture.
Luminiţa Steriu's didactic approach in this work is centered on an integrated approach to reading and writing, considering these two activities not as separate skills but as complementary and interdependent processes. It allows learners to become familiar with the main concepts related to reading and writing specialized texts, through explanatory lessons and application exercises, in order to raise students' awareness of the diversity of norms, expectations, and rhetorical strategies specific to research writing.
Thus, this well-structured book, composed of seven thematic units with clear and concise learning objectives, enables learners to understand the challenges of scientific texts and to consolidate their specialized academic reading and writing skills.
Furthermore, Luminiţa Steriu highlights a progressive structure for the units, designed to guide students through a coherent learning path that moves from the foundations of scientific research discourse to the ethical issues related to knowledge production. This progression aims to develop both formal mastery of scientific writing and a critical awareness of research practices.
The bibliography accompanying each thematic unit is selective, indicative, not exhaustive, rich and varied, and demonstrates the author's thorough research as well as her strong interest in the field of academic literacy.
This book stands out for its modern and engaging design, as well as the rigorous selection of information presented and organized into explanatory lessons, authentic examples, and graded exercises, ensuring a gradual and contextualized acquisition of the skills related to research writing. The author thus contributes to the development of resources in French for Specific Purposes (FSP), giving them a fresh perspective.
I sincerely hope that this book will contribute to strengthening students' autonomy, rigor, and confidence in their engagement with specialized texts, and more broadly, to their participation in a shared academic culture.
Prof.univ.dr.habil. Monica Vlad,
Ovidius University of Constanța
Ovidius University of Constanța
Foreword/9
Introduction/17
Unit 1 - Scientific Research Discourse: Methods of Identification, Sources, and the Distinction Between Scientific and Popular Discourse/21
1.1 Definition and Characteristics of Scientific Discourse/22
1.2 Definition and Characteristics of Popular Discourse/25
1.3 Application Exercises/27
1.4 Bibliography for Unit 1/29
Unit 2 - The Prototypical Structure of a Research Article Written in a Foreign Language/31
2.1 The Constants of a Research Article: Literature Review, Corpus, Problem Statement, and Research Methods/32
2.2 The Prototypical Components of a Research Article/38
2.3 Application Exercises/40
2.4 Bibliography for Unit 2/55
Unit 3 - Literature Review: Principles and Methods/57
3.1 Definition, Characteristics, and Objectives/58
3.2 Steps in Compiling a Literature Review/63
3.3 Application Exercises/66
3.4 Bibliography for Unit 3/71
Unit 4 - The Bibliography Citation Methods and Styles/72
4.1 The Bibliography: Definition and Presentation/73
4.2 Citation Styles/75
4.3 Citation Methods in Bibliographic Reference Writing Guides/79
4.3.1 The Harvard System/80
4.3.2 The Vancouver System/84
4.3.3 The Oxford System/86
4.4 Source Types (according to APA, MLA, Chicago)/87
4.5 Practical Tips/94
4.6 Application Exercises/95
4.7 Unit 4 Bibliography/101
Unit 5 - Methods of Quoting Other People's Discourse: Quotation and Reformulation/103
5.1 Quotation: Definition/104
5.1.1 Normative Aspects/105
5.1.2 Pragmatic Aspects/106
5.1.3 Formal Aspects/115
5.2 Reformulation: Definition/122
5.2.1 Classification and Characteristics of Reformulation/126
5.2.2 Markers of Reformulation/129
5.3 Application Exercises/130
5.4 Bibliography for Unit 5/144
Unit 6 - Creating a Reading Summary. Definition. Steps. Creating a Comparative Reading Summary/150
6.1 The Reading Summary: Definition and Benefits/151
6.2 The Steps of a Reading Summary/153
6.3 The Comparative Reading Summary/160
6.4 Application Exercises/166
6.5 Bibliography for Unit 6/168
Unit 7 - Research Ethics/169
7.1 Intellectual Property and Copyright/170
7.2 Plagiarism: Definition, Examples, and Classification/172
7.3 Preventing and Combating Plagiarism in Academia/176
7.4 Scientific Writing in the Age of Artificial Intelligence: Challenges, Threats, and Recommendations/177
7.5 Application Exercises/182
7.6 Bibliography for Unit 7/185
Introduction/17
Unit 1 - Scientific Research Discourse: Methods of Identification, Sources, and the Distinction Between Scientific and Popular Discourse/21
1.1 Definition and Characteristics of Scientific Discourse/22
1.2 Definition and Characteristics of Popular Discourse/25
1.3 Application Exercises/27
1.4 Bibliography for Unit 1/29
Unit 2 - The Prototypical Structure of a Research Article Written in a Foreign Language/31
2.1 The Constants of a Research Article: Literature Review, Corpus, Problem Statement, and Research Methods/32
2.2 The Prototypical Components of a Research Article/38
2.3 Application Exercises/40
2.4 Bibliography for Unit 2/55
Unit 3 - Literature Review: Principles and Methods/57
3.1 Definition, Characteristics, and Objectives/58
3.2 Steps in Compiling a Literature Review/63
3.3 Application Exercises/66
3.4 Bibliography for Unit 3/71
Unit 4 - The Bibliography Citation Methods and Styles/72
4.1 The Bibliography: Definition and Presentation/73
4.2 Citation Styles/75
4.3 Citation Methods in Bibliographic Reference Writing Guides/79
4.3.1 The Harvard System/80
4.3.2 The Vancouver System/84
4.3.3 The Oxford System/86
4.4 Source Types (according to APA, MLA, Chicago)/87
4.5 Practical Tips/94
4.6 Application Exercises/95
4.7 Unit 4 Bibliography/101
Unit 5 - Methods of Quoting Other People's Discourse: Quotation and Reformulation/103
5.1 Quotation: Definition/104
5.1.1 Normative Aspects/105
5.1.2 Pragmatic Aspects/106
5.1.3 Formal Aspects/115
5.2 Reformulation: Definition/122
5.2.1 Classification and Characteristics of Reformulation/126
5.2.2 Markers of Reformulation/129
5.3 Application Exercises/130
5.4 Bibliography for Unit 5/144
Unit 6 - Creating a Reading Summary. Definition. Steps. Creating a Comparative Reading Summary/150
6.1 The Reading Summary: Definition and Benefits/151
6.2 The Steps of a Reading Summary/153
6.3 The Comparative Reading Summary/160
6.4 Application Exercises/166
6.5 Bibliography for Unit 6/168
Unit 7 - Research Ethics/169
7.1 Intellectual Property and Copyright/170
7.2 Plagiarism: Definition, Examples, and Classification/172
7.3 Preventing and Combating Plagiarism in Academia/176
7.4 Scientific Writing in the Age of Artificial Intelligence: Challenges, Threats, and Recommendations/177
7.5 Application Exercises/182
7.6 Bibliography for Unit 7/185
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