Abstract

The logic of academic writing is the argumentative strategy on which our papers, our sections, and our paragraphs are based. It is a strategy, as it is a plan that connects different steps and has a specific goal, namely convincing the audience of an original and important idea. And it is argumentative, for two reasons. First, we can defend our idea and we can convince our audience only through arguments, which only in very few disciplines are formal deductions. In most cases, the arguments that we use are based on premises accepted by a community and the conclusions are drawn from principles that in the ancient dialectics were called “maxims,” principles shared by everyone. Second, a paper is a dialogue between the author and his or her readers. An idea can be considered as interesting and worth reading only when it addresses a topic that is perceived as important by the readers and tackles a problem that is open and needs to be solved. Our arguments are acceptable when they start from the premises of our community of readers, avoiding repeating what is obvious for them or taking for granted what is obscure or unknown to them. In this book, we present the argumentative approach to academic writing that we used in classroom. What characterizes it and makes it unique is the perspective that is adopted. We do not start from preexisting ideas that only need to be presented in a way that is suitable to an academic public. We intend to show that writing academically is a consequence of thinking academically, or rather “strategically.” We want to explain how the linguistic and presentational devices are the result of a much deeper plan underlying them, and how mastering the logic of a paper leads to understanding and even developing academic styles. The logic of academic writing is not aimed at teaching how to use language and write texts academically, but at enabling readers to create their own style based on their own argumentative strategies.