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In the introduction to the new edition, Swales and Feak ward off criticism from the angle of New Rhetoricians and critical pedagogies by saying that their book is as much concerned with developing academic writers as it is with improving academic texts p. 2. In the decade that has elapsed since the first edition was published, we have all become increasingly aware of the problems caused by reifying the text, fossilizing the genre and inducing L2 writers to ventriloquate L1 voices Belcher, 2004. For this reason, Swales and Feak are at pains to emphasize the need for learners to apply their analytical skills to the discourses of their chosen disciplines and to explore how effective academic writing is achieved p. 2. The difficulty here, faced by those of us at the rock face of L2 writing, is that studentsparticularly those from the hard sciencesare often unhappy with uncertainty, and lack the necessary skill and interest to become ethnographers of their own field. Although it would be ideal for every would be research scientist to compile substantial corpora of material from their own discipline, study them thoroughly with the aid of books like Academic Writing for Graduate Students, and draw on the results when composing their own papers, this vision is somewhat utopian. Real research students, pressed for time and pushed to the limit linguistically, are likely to fall back on cutting and pasting from the bibliography, or working in a relationship of informal apprenticeship with more experienced members of their team Hyland, 2002. It remains for writing teachers to make pragmatic decisions as to how much to teach, how prescriptive to be, and how much to trust to the shaping forces of the real discourse communities which their students aspire to enter. Editors Note: Dashed numbers in square brackets indicate the end of each page for purposes of citation. Academic writers across all disciplines analyze texts. They summarize and critique published articles, evaluate papers arguments, and reflect on essays. In order to do these things, they have to read complex texts carefully and understand them clearly. This page is about how you can read and analyze nonfiction texts. When youve read a text well, you can then discuss it in class, think critically about it, incorporate it into your writing, consider it in light of other texts, and advance or push against its ideas. We believe two productive strategies for approaching this kind of reading and analysis are active reading and rhetorical prcis writing. This page provides a guide to these strategies and practical ways to help you evaluate, compare, and reflect upon nonfiction texts. Active reading requires you to slow your reading down, engage more intentionally with the text, think about it, and focus your attention on its ideas. When you read actively, you cant just flip pages and daydream about tomorrows plans. Much has been written about active reading, but generally we recommend that when you read you:In addition to these strategies, we firmly believe that one of the best ways to understand a book, article, essay, blog post, etc. is to write a summary of it. Specifically, we recommend that you use your reading to generate a rhetorical prcis. Prcis is French for specific or precise. Its also a particular kind of writing. When you write a prcis you have to exactly and succinctly account for the most important parts of a text. If you write a successful prcis, it is a good indication that youve read that text closely and that you understand its major moves and arguments.