The Logic of Academic Writing
The Logic of Academic Writing was developed from a practical educational need, namelyteaching early-year Ph.D. students at our university — a medium-sized public universityin Europe — some basic ideas on how they can structure their arguments in waysthat may make sense for an academic paper to be written and consequently published.Our Faculty of Social Sciences and Humanities did not offer any course, seminar, oreven workshop on academic writing at any level (BA, MA, Ph.D.), but students havealways been requested to write essays, papers, and dissertations for their courses. Wedecidedto address the requests that we received from students and the complaints ofthe professorsand lecturers — the former worried about the difficulties that they had indrafting papers at the university level, and the latter concerned about the poor qualityof students' writing. Thus, the course of academic writing was organized and designedfor Ph.D. students, and the first class started. We are not native speakers of English, butwe have quite a lot of experience in writing different types of papers on different subjectsusing different methods. Moreover, we intended to focus on the reasoning structure ofacademic writing, rather than on style and language. Obviously, language is essentialfor expressing one's reasoning; however, the reasoning, to be expressed, needs to be firstclearly formulated.
Chrysi Rapanta (Ph.D. Università della Svizzera italiana, Lugano,2011) is a researcher at the Faculdade de Ciências Sociais eHumanas,Universidade Nova de Lisboa, Portugal. Her researchhas always been highly interdisciplinary, focused on the use ofargumentation theory in the fields of education, communication,and computer-supported collaborative learning. Before joining theUniversidade Nova, she worked as an assistant professor ofbusinesscommunication at Zayed University, an Emirati educationalinstitute in Dubai. Her most recent research focuses on teacher education,specificallyon assisting in-service middle-grade teachers in their experience andapplicationof argument-based teaching in different disciplinary fields. She has publishedin major international peer-reviewed journals such as Review of EducationalResearch, BritishJournal of Educational Technology, Journal of Philosophy of Education,and InformalLogic. She is the author of Argumentation Strategies in the Classroom(Vernon Press, 2019) and co-author of Managerial Communication for the Arabian Gulf(Business Expert Press, 2016).Fabrizio Macagno is a researcher and invited assistant professor at theFaculdade de Ciências Sociais e Humanas, Universidade Nova deLisboa, Portugal. His current research, between the fields oflinguisticsand philosophy of language, is focused on the persuasiveuse of emotive language and on the dialectical dimension ofdiscourse implicitness, which he analyzes within the contexts oflegal and political discourse. He applies the theoretical modelsdeveloped to the context of education, proposing methods for analyzing classroomdiscourseand conversation. He is the author of several papers on definition, informalfallacies, argumentation schemes, and dialogue theory published in major internationalpeer-reviewedjournals such as Journal of Pragmatics, Intercultural Pragmatics, Argumentation,Philosophy and Rhetoric, Informal Logic, and Pragmatics and Cognition. Hismost important publications include the books Argumentation Schemes (CambridgeUniversity Press, 2008), Emotive Language in Argumentation (Cambridge UniversityPress, 2014), and Interpreting Straw Man Argumentation (Springer, 2017).