Harvard University Cyber Security Articles and Academic Writing Analytical Review

I provided two journals use it them and read direction

Unit Two Project:

Academic Discourse Community Research Article

Objective:

Your objective is to learn what makes academic research writing “credible” and “logical” according to your major. Each academic community has a set of expectations that writing must meet to be considered credible and logical. These expectations are difficult for a novice writer in the community to figure out. You will learn to use rhetorical/genre analysis as a flexible writing tool to determine what expectations, or genre conventions, your writing needs to meet to be considered a good, credible, logical writer in the academic community related to your major.

This is your chance to really breakdown academic writing in your major and discover through your own analysis what the expectations for good academic writing in your field are and learn how to write as a more experienced writer.

Assignment:

You will partner with a classmate in your major to write an academic research article about what “good” writing is in your major and how to be a logical and credible writer. The sources you will cite to build your argument consist of:

-the chapter in our textbook that discusses the expectations for writing in your major

-your genre analysis of one peer-reviewed academic article in your major

-your partner’s genre analysis of one peer-reviewed academic article in your major

Based on your analysis, and synthesis, of these three sources, explain what expectations, or genre conventions, you believe academic writers in your field (academic discourse community) need to follow. We will use a rhetorical/genre analysis worksheet to guide our analysis of the peer-review articles.

Next, identify explain four, specific ways that you can improve your writing the next time you are asked to perform academic research writing in your major. How can you be seen as a good, good, credible, and logical writer by experts in your academic discourse community?

Finally, discuss questions that you still have about what makes “good” academic writing in your field. What are other possible genres or genre conventions in your field that you would be interested in analyzing in the future?

Audience:

Your audience will be the Composition Studies Community, which is in the humanities discipline; so, you will want to have an abstract, tile, authors, introduction, methods used to find your articles and your method to analyze them, background you learned from the textbook, a brief background on your article and the writing conventions you learned from analyzing your first article, a brief background on your second article and the writing conventions you learned from analyzing your second article, and your conclusions for how to improve your future academic writing and ideas for future research.

Format:

The structure, language, and references (citation style) of your article should closely match the structure, language, and references of the actual peer-reviewed journal articles that you are analyzing. The length should be about 3 pages (single spaced), or 6 pages doubled spaced, plus your works cited page.

Evaluation:

You will be evaluated on your ability to meet the above criteria. IE: Do you keep the audience (Composition Studies Academics) in mind by presenting your findings in an organized, logical, and clear manner? Do you show your ethos as a writer by presenting a polished, revised version with accurate citations and a work cited page? You are learning what writing conventions make logical and credible academic writing, you are writing about this research, and you are applying these concepts to create your final academic article. In pairs you will present a PowerPoint that details your most important research conclusions. I will post a detailed rubric for your article and presentation in Blackboard.

Rationale:

Through this project you will demonstrate that you have achieved the main unit objectives:

• Identify appropriate investigative methods for research questions.
• Categorize types of evidence used in academic and professional fields.
• Evaluate sources for reliability and validity.
• Compose texts in multiple genres and modalities