Murray, Rowena; Thow, Morag; Moore, Sarah; Murphy, Maura
This article describes and analyses a specific mechanism, the writing consultation, designed to help academics to prioritise, reconceptualise and improve their writing practices. It makes the case for its potential to stimulate consideration of writing practices and motivations, a possible precondition for creating time for writing in academic…
Shrestha, Prithvi; Coffin, Caroline
Supporting undergraduate students with their academic literacies has recently been a major focus in higher education in the UK. This paper explores the value of tutor mediation in the context of academic writing development among undergraduate business studies students in open and distance learning, following the dynamic assessment (DA) approach…
The genre of academic writing is discipline dependent, so that neither specialists in academic writing nor practising academics in a discipline can, independently of each other, provide students with the necessary help to develop the ability to write in their academic disciplines. Furthermore, the rules are largely tacit, i.e. they are not…
Most work on writing and publication processes focuses on writing support for undergraduates or postgraduates writing in the disciplines, while work on academic identities frequently considers development as a university teacher. This essay consider the reviewing process for academics who write, whether doctoral students, researchers, teachers or…
Cable, Christian T.; Boyer, Debra; Colbert, Colleen Y.; Boyer, Edward W.
Background The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. Intervention To solve this problem, an academic division of a major medical center developed an off-site writing retreat. The purpose of the retreat was not to teach writing skills, but to offer senior mentor assistance with a focus on the elements of manuscript writing. Methods The retreat paired senior faculty members with junior staff. Senior faculty identified manuscript topics and provided real-time writing and editing supervision. Team-building exercises, midcourse corrections, and debriefing interviews were built into the retreat. The number of manuscripts and grant proposals generated during the 2008–2011 retreats was recorded, and the program was evaluated by using unstructured debriefing interviews. Results An average of 6 to 7 faculty members and fellows participated in each retreat. During the past 4 years, participants produced an average of 3 grant proposals and 7 manuscripts per retreat. After the writing retreat, each fellow and junior faculty member produced an average of 4 scholarly products per year, compared to fewer than 2 for prior years' retreats. Participant feedback indicated the success of the retreat resulted from protected time, direct mentorship by the scholars involved, and pairing of authors, which allows for rapid production of manuscripts and accelerated the editing process. More than 80% of mentors returned each year to participate. Conclusions The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time. PMID:24404277
Carbone, Paula M.; Orellana, Marjorie Faulstich
This paper examines how writing samples produced by middle school students reveal their emerging academic identities through their rhetorical choices in writing. Analyses of two texts produced by each student revealed students' implicit understandings of the requirements of academic voice. Through comparisons of each student's texts, strategies…
The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out…
Bruce, M. L.; Coffer, P. K.; Rees, S.; Robson, J. M.
Many undergraduate students find the production of an extended piece of academic writing challenging. This challenge is more acute in the sciences where production of extended texts is infrequent throughout undergraduate studies. This paper reports the development of a new English for Academic Purposes (EAP) workshop and associated resources for…
This paper reports on the development of complexity and accuracy in English as a Second Language (ESL) academic writing. Although research into complexity and accuracy development in second language (L2) writing has been well established, few studies have assumed the multidimensionality of these two constructs (Norris & Ortega, 2009) or…
Grabe, William; Zhang, Cui
Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this…
Divan, Aysha; Bowman, Marion; Seabourne, Anna
There is general agreement in the literature that international students are more likely to plagiarise compared to their native speaker peers and, in many instances, plagiarism is unintentional. In this article we describe the effectiveness of an academic writing development programme embedded into a Biological Sciences Taught Masters course…
Llosa, Lorena; Beck, Sarah W.; Zhao, Cecilia Guanfang
Despite the high stakes attached to students' performance on assessments of academic writing, we still know little about the challenges students face when composing in academic contexts. To begin to address this problem, two studies were designed with the following aims: to identify and describe the most prevalent types of academic writing at the…
Andrews, Ben; Thoms, Victoria
This paper discusses research into the facilitation of academic writing for first year dance students using images, emails and the forum of a Virtual Learning Environment (VLE). Taking place over several weeks in the early part of the academic year and within a core module entitled Personal and Professional Development in the single honours Dance…
Lillis, Theresa; Magyar, Anna; Robinson-Pant, Anna
Scholars around the world are under increasing pressure to publish in English, in Anglophone centre journals. At the same time, research on professional academic writing indicates that scholars from outside Anglophone centre contexts face considerable obstacles in getting their academic work published in such journals, relating to material and…
Providing feedback on draft essays is an accepted means of enacting a social-constructivist approach to assessment, aligning with current views on the value of formative feedback and assessment for learning (AFL). However, the use of this process as a means of improving not only content but also students' academic writing skills has not been…
Donohue, James P.
On film studies courses, students are asked to treat as objects of study the same films which they may more commonly experience as entertainment. To explore the role of academic writing in this, an action research project was carried out on a university film studies course using a systemic functional linguistics approach. This paper presents a key…
Bodnar, Julie R.; Petrucelli, Susan L.
Underprepared students often need assistance building writing skills and maintaining confidence in their abilities and potential. The authors share the philosophy, pedagogy, and experience of freshman developmental education and the writing center at a four-year, private, not-for-profit urban college. They describe high-impact educational…
Åberg, Eva Svärdemo; Ståhle, Ylva; Engdahl, Ingrid; Knutes-Nyqvist, Helen
Academic writing skills are crucial when students, e.g., in teacher education programs, write their undergraduate theses. A multi-modal web-based and self-regulated learning resource on academic writing was developed, using texts, hypertext, moving images, podcasts and templates. A study, using surveys and a focus group, showed that students used…
Moxley, Joseph M., Ed.
This book of author-contributed chapters on academic writing grew out of workshops on scholarly writing taught at the University of South Florida. The chapters in part I review the working habits of successful academic authors. The chapters in part II analyze the genres of academic writing. Part III focuses on revision and editing of manuscripts.…
Investigates some of the disjunctions between writing as it is taught in academic institutions and writing as it is employed in professional workplaces, especially in the areas of writing context, time pressure, collaboration, and consequences of writing. Considers how these disjunctions might be addressed in the writing classroom. (TB)
Hughes, Nathan; Wainwright, Sue; Cresswell, Caroline
Whilst approaches to the development of undergraduate academic writing skills vary between disciplines and institutions, academic tutors are consistently presented as playing an important role. One aspect of this role is supporting students to engage effectively with feedback in order to develop consciousness and competence regarding academic…
Castello, Montserrat; Mateos, Mar; Castells, Nuria; Inesta, Anna; Cuevas, Isabel; Sole, Isabel
Introduction: This article aims at describing the use of written genres at university and how they are used to teach and learn. Method: We carried out a descriptive study focusing on teachers' perceptions regarding the importance of academic writing in promoting learning, the degree of competence they attribute to academic writing in comparison…
Proske, Antje; Kapp, Felix
Several researchers emphasize the role of the writer's topic knowledge for writing. In academic writing topic knowledge is often constructed by studying source texts. One possibility to support that essential phase of the writing process is to provide interactive learning questions which facilitate the construction of an adequate situation…
Three adult males met 2 hours a week for 26 weeks in a non-academic setting to explore writing. Adult One (A-1) and Adult Two (A-2) were limestone miners and close friends. Adult Three (A-3) had some limited academic writing experience, so A-1 and A-2 thought that he knew more about what made writing effective. A-3 observed the others' writing…
Vanhanen-Nuutinen, Liisa; Janhonen, Sirpa; Tuomi, Jouni
The purpose of this paper is to analyze the genre of the reviewed scientific articles published in the "FJNSc" ("Finnish Journal of Nursing Science") during its history. The aim was to bring a critical approach to writing in nursing science and to discuss the dominant conventions of scientific writing in nursing. A total of 27 journals, which…
Dehghan, Farzaneh; Razmjoo, Seyyed Ayatollah
Academic writing at advanced levels is the most important way of demonstrating one's expertise in a discipline. Developing this kind of competence is especially a challenging effort for students in foreign language contexts. Many factors may be involved in determining why some students are more and some are less motivated in writing successful,…
Prior to her joining the California Writing Project's (WP) Improving Students' Academic Writing (ISA) program, the author relates how she used to get frustrated when she read her students' essays. As a result of her new understanding gained from her participation at ISA, the author boldly banished traditional literary analysis papers that asked…
Mlynarczyk, Rebecca Williams
More than ten years have passed since the widely publicized debate about personal and academic writing that played out in the 1990s between Peter Elbow and David Bartholomae. But the question of the relative merits of these two different types of writing for student writers continues to be an issue of concern for teachers of composition,…
Taffs, Kathryn H.; Holt, Julienne I.
The use of information and communication technologies (ICTs) in higher education to support student learning is expanding. However, student usage has been low and the value of e-learning resources has been under investigation. We reflect on best practices for pedagogical design of e-learning resources to support academic writing in environmental…
Writing for academic publishing is a unique professional challenge. It is enriching and fulfilling; at the same humbling as well as frustrating. In this article I propose to examine the challenge and offer guidelines necessary in the Indian context, where the "publish or perish" syndrome has just arrived. Academics like to publish, but often lack…
The wide adoption of the new Common Core State Standards (CCSS) in the U.S. has increased expectations for all teachers to prepare all learners to read and write in academic ways. More knowledge is needed about instructional approaches that may lead adolescent English learners (ELs) to meet this goal. Developing academic literacy practices…
Peters, Michael A.
This paper examines the underlying genres of philosophy focusing especially on their pedagogical forms to emphasize the materiality and historicity of genres, texts and writing. It focuses briefly on the history of the essay and its relation to the journal within the wider history of scientific communication, and comments on the standardized forms…
Hung, Hui-Chun; Young, Shelley Shwu-Ching
English as Foreign Language (EFL) students face additional difficulties for academic writing largely due to their level of language competency. An appropriate structural process of writing can help students develop their academic writing skills. This study explored the use of the e-readers to facilitate EFL students' process-based academic…
Academic writing competence comprises attitudes, knowledge, skills, and strategies that enable one to produce writing in accordance with the expectations of the academic discourse community. This paper introduces an English for Academic Purposes (EAP) writing course developed to help students from China acquire an adequate level of academic…
Hamp-Lyons, Liz, Ed.
The articles contained in this volume on second language writing evaluation focus on the evaluation of academic English learned as a second language (ESL). Essays include: "Assessment by Misconception: Cultural Influences and Intellectual Traditions" (Brigid Ballard, John Clanchy); "Reading the World Differently: A Cross-Cultural Approach to…
LoCastro, Virginia; Masuko, Mayumi
A study investigated attitudes toward and practices of plagiarism of Japanese college students writing in English. Data were drawn from two senior theses written in English and two in Japanese, 30 other student academic papers, interviews with students, and a questionnaire administered to 46 undergraduate and graduate students. In both…
Winter, Richard; Badley, Graham
Here is a conversation between two former colleagues about action research and academic writing. Richard Winter opens the discussion with a series of reflections on his work as an action researcher. These reflections include the key argument that action research is a noble cause because it is relevant to working life, has a practical impact and…
Zaki, Arlina Ahmad; Yunus, Melor Md
The potentials of mobile learning in teaching academic writing skills for ESL students are explored in this paper. Although there have been studies on MALL to improve writing skills, academic writing was never really touched. Few aspects are covered like the changes in educational technology, defining MALL, identifying issues in academic writing…
Fraser, Kym; Ling, Peter
University provision for academic development is well established in the USA, UK and many other countries. However, arrangements for its provision and staffing vary. In Australia, there has been a trend towards professional rather than academic staff appointments. Is this appropriate? In this paper, the domains of academic development work are…
This case study report uses the conceptual framework of Bakhtinian notions of dialogism to explore how a highly motivated 10th grade English student, Aaliyah, developed strategies for combating her disengagement in academic writing. Aaliyah?s anxiety and boredom stemmed from multiple factors relating to the distance between her home and school…
Chitez, Madalina; Rapp, Christian; Kruse, Otto
Phraseology has long been used in L2 teaching of academic writing, and corpus linguistics has played a major role in the compilation and assessment of academic phrases. However, there are only a few interactive academic writing tools in which corpus methodology is implemented in a real-time design to support formulation processes. In this paper,…
When they are new to the grant game, even scholars with fine publishing records can struggle with proposal writing. Many are surprised to find that the writing style that made them successful as academics is not well suited to crafting a winning proposal. To succeed at grant writing, most researchers need to learn a new set of writing skills. This…
Turner, Rebecca; Brown, Tony; Edwards-Jones, Andrew
Growing emphasis on research output has spawned initiatives to enhance writing practices, often targeted at groups less familiar with academic research practices. This paper discusses a collaborative writing group project for higher education lecturers working in further education colleges. Participants had previously undertaken funded pedagogic…
Tardy, Christine M.
As students move from writing personal essays to writing formal academic texts in English, they face several new challenges. Writing tasks in higher education often require students to draw upon outside sources and to adopt the styles and genres of academic discourse. They must conduct research, summarize and paraphrase, cite sources, adopt genre…
Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad
This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…
Fageeh, Abdulaziz; Mekheimer, Mohamed Amin A.
This study aimed to recognize the pedagogical effects of Blackboard as a computer-mediated communication (CMC) environment for teaching academic writing and improving students' attitudes toward academic writing. Learners' interactions in the CMC environment of Blackboard were analyzed via a controlled descriptive design to examine how students…
Leki, Ilona, Ed.
This edited volume explores the international role of written English in the academic context and clearly demonstrates how writing is integrated in all aspects of academic communication in English. The 12 programs described in this book differ in context but share basic assumptions about how best to teach second language (L2) writing. In addition…
Wolsey, Thomas DeVere; Lapp, Diane; Fisher, Douglas
Academic writing is a mainstay of expression in secondary schools. However, many students think of academic writing in terms of local operations that include spelling, punctuation, use of third person, and so on. Teachers may expect mastery of local operations, but often they want students to navigate the terrain of the content area or discipline…
Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.
All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing.…
Murray, Rowena; Thow, Morag
The system currently deployed to assess research outputs in higher education can influence what, how and for whom academics write; for some it may determine whether or not they write at all. This article offers a framework for negotiating this performative context--the writing meeting. This framework uses the established theoretical underpinning…
Chukharev-Hudilainen, Evgeny; Saricaoglu, Aysel
Expressing causal relations plays a central role in academic writing. While it is important that writing instructors assess and provide feedback on learners' causal discourse, it could be a very time-consuming task. In this respect, automated writing evaluation (AWE) tools may be helpful. However, to date, there have been no AWE tools capable of…
There is growing evidence that the lack of competence of university ESL (English as a second language) students in academic writing affects their overall academic performance. Olivas and Li (2006) connected low second-language proficiency levels in English to poor academic performance of international students studying at both university and…
Eubanks, Philip; Schaeffer, John D.
The phrase "academic bullshit" presents compositionists with a special dilemma. Because compositionists study, teach, and produce academic writing, they are open to the accusation that they both tolerate and perpetuate academic bullshit. We argue that confronting this problem must begin with a careful definition of "bullshit" and "academic…
Zhao, Ruilan; Hirvela, Alan
As an important and a challenging source-based writing task, synthesizing offers rich opportunities to explore the connections between reading and writing. In this article, we report findings from a qualitative study of two Chinese students' learning experiences with academic synthesis writing in a university ESL composition course. Specifically,…
Staples, Shelley; Egbert, Jesse; Biber, Douglas; Gray, Bethany
Using the British Academic Written English corpus, this study focuses on the use of grammatical complexity features in university level texts written by first language (L1) English writers to demonstrate knowledge and perform other specialized tasks required of advanced academic writers. While the primary focus of the analysis is on writing…
Olmanson, Justin; Kennett, Katrina; Magnifico, Alecia; McCarthey, Sarah; Searsmith, Duane; Cope, Bill; Kalantzis, Mary
Once writers complete a first draft, they are often encouraged to evaluate their writing and prioritize what to revise. Yet, this process can be both daunting and difficult. This study looks at how students used a semantic concept mapping tool to re-present the content and organization of their initial draft of an informational text. We examine…
Weaver, Roslyn; Jackson, Debra
Academic writing skills are essential to the successful completion of preregistration nursing programs, yet the development of such skills is a challenge for many nursing students, particularly those who speak English as a second language (ESL). It is vital to develop and evaluate strategies that can support academic writing skills for ESL nursing students. This qualitative study evaluated a four-day academic writing intervention strategy designed to support ESL first-year nursing students. Data from the program showed two major areas of difficulty for participants relating to academic writing: problems understanding course content in English, and problems expressing their understanding of that content in English. The participants noted a key benefit of this program was the provision of individual feedback. Programs such as this intervention successfully meet the demands of ESL nursing students, although ongoing support is also needed. PMID:21854244
Hess, Steven Timothy Michael
Writing for scientific publication represents an opportunity to interact with colleagues and make a positive contribution to the academic community. However, there is a growing concern regarding the ability of graduate students' to transfer writing skill sets learned at the graduate and undergraduate levels into professional settings. The main research question in this quantitative correlational study explored potential relationships between the publication rates and the number and types of English and composition classes taken by survey participants. Fischerian development, life course theory, and phenomenological sociology framed this study. Participants from private, public, and commercial institutions of higher learning in the United States participated. Data were analyzed using correlational, chi-square, ANOVA, and multiple regression techniques to reveal relationships between the number and types of English and composition classes taken and publication rates. Open-ended questions gathered opinions about scientific writing and writing class experiences and helped triangulate the findings. The results suggested a relationship between publication rates and number of English and composition classes among certain physics specializations and a need for physics institutions to create specialized publishing courses. The results may lead to positive social change by facilitating the examination of writing within particular physics specializations and motivating the creation of departmental constructed writing courses targeting the scientific community responsible for producing technically skilled literate workers. This could enable increased sharing of scientific findings with professional societies.
The writing of business case reports is a common requirement for students on academic business programmes and presents significant challenges for both native and non-native speaker students. In order to support the development of pedagogical practice in the teaching of case report writing, this paper reports a genre-based study of a corpus of 53…
Gilliland, Elizabeth A.
This dissertation describes and analyzes the academic language socialization of culturally and linguistically diverse adolescents through a multi-case ethnographic study of high school writing instruction in California. I argue that there is a significant gap between the norms for writing in English language development classes and those in the…
Dwyer, Angela; Lewis, Bridget; McDonald, Fiona; Burns, Marcelle
The professional development needs of early career academics (ECAs) are increasingly subject to scrutiny. The literature notes writing groups can be successful in increasing research outputs and improving research track records--a core concern for ECAs. However, the pressure on ECAs to publish takes the pleasure out of writing for many. We argue…
Johnson, W. Brad; Mullen, Carol A.
This concise guide to writing is designed to help any academic become not only productive but truly prolific. It is a pithy, no-nonsense, no-excuses guide to maximizing the quality and quantity of scholarly output. The authors offer an accessible overview of the art of writing efficiently and effectively, provide a one-stop source for the nuts and…
Adopting the social theory of writing and new rhetorical genre studies (Bakhtin, 1986; Dias, Freedman, Medway, & Pare, 1999; Freedman & Medway, 1994; Miller, 1984/1994) as the theoretical framework in this study I made an attempt to explore graduate students' perceptions of academic writing as a mode of communication in academia. I interviewed…
Academic writing and education in foreign and second languages both have lengthy histories. Their histories have diverged but also intersected. Matsuda (2005), for example, described the convergence in policies that led to a distinctive discipline of "L2 writing" in higher education in the U.S.A. during the latter part of the 20th century.…
Malinowski, Patricia A.
Describes a research project designed to take students from personal writing to academic writing requiring research and application of documentation skills. Explains that the project involves choosing a career, is divided into four parts, and is completed over a four- to five-week period. (MG)
Castle, P. J.; Keane, M.
In 2009 we developed an experiential Research Writing course to help academics at our university to become more productive and successful writers. Our aim was to create a stimulating environment in which each participant's voice, knowledge and experience was valued, and where learning was characterised by optimism, creativity and energy. In this…
Ruggles, Tosha M.
This action research project explores masters level graduate student writing and academic identity during one semester in an interdisciplinary masters program. Informing this study is a two part theoretical framework including the Academic Literacy Model (Lea and Street) and Wenger's concept of identity. The purpose of this exploration was to…
Dobbs, Christina L.
Effective academic writing is accessible to readers because writers follow shared conventions for organization and signal their stance on particular topics; however, few specifics are known about how middle graders might develop knowledge of and use these academic language forms and functions to signal their organization and stance in persuasive…
Onwuegbuzie, A J; Collins, K M
Academic procrastination has been associated with both fear of failure and task aversiveness. Researchers have reported that most undergraduate and graduate students delay academic tasks. Among the latter, a large proportion report procrastination in writing term papers. Such procrastination may originate from and lead to anxiety about writing so the present purpose was to investigate the relationship between scores on Daly and Miller's 1975 Writing Apprehension Test and on the two dimensions, i.e., fear of failure and task aversiveness, of Solomon and Rothblum's 1984 Procrastination Assessment Scale-Students. Participants were 135 graduate students of varied disciplinary backgrounds. Correlations between writing apprehension and academic procrastination stemmed from fear of failure (29) and task aversiveness (.41). Implications are discussed. PMID:11361321
Few studies have investigated how metacognitive processes foster the application of genre knowledge to students' academic writing. This is largely due to its internal and unobservable characteristics. To bridge this gap, an online writing system based on metacognition, involving the stages of planning, monitoring, evaluating, and revising, was…
In this paper, I revise my experience of writing an autoethnographic (Ellis, 2004) dissertation in the field of family therapy as a Colombian mestiza. I discuss how I grappled with my writing, and, in the process, stumbled into matters of democratizing texts. I problematize male-dominant academic standards, telling of the tensions when maneuvering…
This dissertation presents an innovative approach to the development and empirical evaluation of Automated Writing Evaluation (AWE) technology used for teaching and learning. It introduces IADE (Intelligent Academic Discourse Evaluator), a new web-based AWE program that analyzes research article Introduction sections and generates immediate,…
Handforth, Rachel; Taylor, Carol A.
This article emerged as the product of a collaboration between two individuals at different stages of our academic careers, one a beginning researcher and the other a senior academic. Written as an experimental "bricolage", the article weaves together two main threads to chart our engagements with feminist research and with writing…
Troiano, Edna M.; Draus, Julia
In 1983, Charles County Community College (CCCC) initiated a project to infuse academic information from the sciences, humanities, and social sciences into developmental courses. The reorganization assignments related to 27 topics that promoted academic examination and cultural literacy while at the same time drawing from students' own…
This book presents a series of personal essays in which the author analyzes and dramatizes the significance of subordination in academic life. Academic life is examined in terms of issues (such as sexual harassment) and structures (such as the figure of the dissertation director) but especially in terms of texts. The book looks at the stream of…
King, Keyonna M; Pardo, Yvette-Janine; Norris, Keith C; Diaz-Romero, Maria; Morris, D'Ann; Vassar, Stefanie D; Brown, Arleen F
Grant writing is an essential skill necessary to secure financial support for community programs and research projects. Increasingly, funding opportunities for translational biomedical research require studies to engage community partners, patients, or other stakeholders in the research process to address their concerns. However, there is little evidence on strategies to prepare teams of academic and community partners to collaborate on grants. This paper presents the description and formative evaluation of a two-part community-academic partnered grant writing series designed to help community organizations and academic institutions build infrastructure for collaborative research projects using a partnered approach. The first phase of the series was a half-day workshop on grant readiness, which was open to all interested community partners. The second phase, open only to community-academic teams that met eligibility criteria, was a 12-week session that covered partnered grant writing for foundation grants and National Institutes of Health grants. Participants in both phases reported an increase in knowledge and self-efficacy for writing partnered proposals. At 1-year follow-up, participants in Phase 2 had secured approximately $1.87 million in funding. This community-academic partnered grant writing series helped participants obtain proposal development skills and helped community-academic teams successfully compete for funding. PMID:26365589
The two-term technical writing course at the University of Aizu (Japan) was developed to help computer science majors develop writing skills needed for academic and future career activities. The course was first organized and presented in 1994 and has undergone continuous evaluation and revision. During the first two years, it was presented in two…
Hess, Steven Timothy Michael
Writing for scientific publication represents an opportunity to interact with colleagues and make a positive contribution to the academic community. However, there is a growing concern regarding the ability of graduate students' to transfer writing skill sets learned at the graduate and undergraduate levels into professional settings. The main…
Stivers, Jan; Cramer, Sharon F.
Despite the challenges of heavy workloads, family responsibilities, and differences in work styles, two senior faculty members used collaboration to reenergize their scholarly efforts; the results include increased research and publication (three joint articles and a book) as well as a new enjoyment of the research and writing process. This…
The term "genre" first came into the field of second-language (L2) writing and, in turn, the field of English for specific purposes (ESP) in the 1980s, with the research of John Swales, first carried out in the UK, into the introduction section of research articles. Other important figures in this area are Tony Dudley-Evans, Ann Johns…
Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader’s view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671
Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of academic writing skills can also be effectively supported by training single strategies or even combined strategies. As metacognition is an important skill for advanced and adult learners, we focused in this study on the benefit of combined cognitive strategies with and without a metacognitive strategy. An experiment including three conditions was conducted (N = 60 German-speaking psychology undergraduates, M = 22.8, SD = 4.4), which lasted for three hours. Each group received a modeling intervention of a basic cognitive strategy on the application of text structure knowledge. Two groups received an additional modeling intervention with either a cognitive strategy treatment on text summarization or a metacognitive strategy treatment on self-monitoring the writing process. One group received no further strategy treatment. Prior knowledge and learning outcomes were measured with a specially developed test on academic writing skills. In addition, all participants wrote an abstract of an empirical article. We found that learners who received the additional self-monitoring strategy intervention benefited significantly more in terms of acquisition of academic writing skills and the quality of their texts than learners who did not receive this intervention. Thus, the results underline the importance of self-monitoring strategies in academic writing. Implications and further research opportunities are discussed. PMID:26941671
Biber, Douglas; Gray, Bethany
The stereotypical view of professional academic writing is that it is grammatically complex, with elaborated structures, and with meaning relations expressed explicitly. In contrast, spoken registers, especially conversation, are believed to have the opposite characteristics. Our goal in the present paper is to challenge these stereotypes, based…
This article discusses an approach to teaching used at Calexico Unified School District, a California-Mexican border high school, by a group of teachers working to make teaching and learning more relevant to Chicano and Mexican students' lives and to improve their academic achievement in writing. An off-shoot of a training program for English…
Moore, Rashid A.; Zainuddin, Hanizah
Most research conducted on the amount of time English language learners (ELLs) require for the acquisition of academic English suggests that 4-10 years are required to be near or on par with fully proficient English (FEP) peers. In this study, data from three administrations (1999, 2000, and 2001) of the FCAT writing test of the Florida Writing…
Skues, Jason L.; Wise, Lisa
Herein, we describe the implementation of, and responses to, a structured writing workshop in the form of an academic boot camp. Participants were 42 undergraduate psychology students from a medium-sized Australian university who were completing their major assignment for the semester. A majority of the students expressed satisfaction with the…
Bakhtiyari, Kaveh; Salehi, Hadi; Embi, Mohamed Amin; Shakiba, Masoud; Zavvari, Azam; Shahbazi-Moghadam, Masoomeh; Ebrahim, Nader Ale; Mohammadjafari, Marjan
This paper discusses plagiarism origins, and the ethical solutions to prevent it. It also reviews some unethical approaches, which may be used to decrease the plagiarism rate in academic writings. We propose eight ethical techniques to avoid unconscious and accidental plagiarism in manuscripts without using online systems such as Turnitin and/or…
Pineteh, Ernest A.
This article discusses the academic writing challenges of undergraduate students at Cape Peninsula University of Technology (CPUT), South Africa. It examines challenges such as lack of a mastery of academic writing conventions, analysis of writing topics, using writing to construct social identities; ability to research and apply knowledge across…
James, Mark Andrew
This case study involved a detailed examination of learning transfer from an English-for-general-academic-purposes writing course to tasks that involve writing in other academic courses. Data were gathered over one academic year from 11 students enrolled in the writing course. These students participated in a series of interviews and provided…
Frequent use of non-finites is an important feature of English academic writing (Chafe & Danielewicz, 1987), but teachers and students in the Chinese environment are not aware of it. To investigate the problems that can be found in academic writings by Chinese students is significant in two aspects: academic writing by Chinese EFL students…
The writing activities involved in research are not fully articulated in discussions of academic work. In this context, academics say they have to disengage from other tasks in order to write, which raises fundamental questions about the place of writing in academic work. A study designed to find out more about this disengagement showed that it…
Brown, Gavin T. L.; Marshall, Jennifer C.
Successful academic writing requires strong command of the rhetorical moves that orient the reader to the theme and substantive material of an academic essay. Effective control of the introduction leads to better overall writing. The goal of this study was to devise and evaluate a pedagogy for teaching the writing of academic essay introductions.…
Court, Krista; Johnson, Helen
Strong arguments have been forwarded for embedding academic writing development into the UK higher education curriculum and for subject tutors to facilitate this development (Hyland, 2000; Lea & Street, 2006; Monroe, 2003; Wingate, 2006). This small-scale case study explores subject tutors' practices and beliefs with regard to the provision of…
Bridgeman, Brent; Carlson, Sybil
Designed to define the academic writing skills required of beginning undergraduate and graduate students, a survey of needed academic writing skills was completed by faculty in 190 academic departments at 34 American and Canadian universities with high foreign student enrollments. At the graduate level, six academic disciplines with relatively…
De Silva, Radhika
Writing for academic purposes in a second/foreign language is a major challenge faced by many students at both secondary and tertiary levels. This suggests that displaying content knowledge and understanding of a subject through a second language is a very complex process. This article discusses the findings of a longitudinal intervention study…
Dwyer, Trudy; Friel, Deborah; McAllister, Margaret; Searl, Kerry Reid; Rossi, Dolene
An important way to advance the profession of nursing, to promote best practice and to improve the quality of nursing care, is for nurses to publish. A publication track record is necessary to gain competitive research funding, build knowledge, disseminate new insights and advance the profession. However, academics often experience obstacles in publishing ranging from a pervasive teaching culture, lack of confidence in writing, and lack of strategies to write more strategically. The benefits of writing retreats have been discussed within the nursing and other academic literature but the specifics about the method as well as the unplanned benefits have not been explored. More exploration and discussion is needed about factors assisting writers to complete papers and successfully publish. This paper discusses a novel intervention which aimed to seed the beginnings of a flourishing scholarly community at a regional Queensland University. The paper also presents qualitative and quantitative evaluation data. PMID:25773450
Vechter, Andrea; Brierley, Christopher
This article examines the Paper Partners program at Ryerson University, Toronto. This peer-mentoring program was developed to support the academic writing skills of students whose first language of academic study was not English. The program integrated a team of student-facilitators, a talk-aloud co-editing process, and a reflective feedback…
This book advances creative writing studies as a developing field of inquiry, scholarship, and research. It discusses the practice of creative writing studies, the establishment of a body of professional knowledge, and the goals and future direction of the discipline within the academy. This book also traces the development of creative writing…
Eggins, Heather, Ed.; Macdonald, Ranald, Ed.
The selections in this book address the concept and nature of academic development and examine research into and within the field. Following an introduction, "Developing a Scholarship of Academic Development: Setting the Context," by Ranald Macdonald, the chapters of part 1, "Conceptualizing Academic Development," are: (2) "Academic Development: A…
Melles, Gavin; Lockheart, Julia
In disciplines with long histories in higher education, academic literacies, including writing practices, are less contested than in newer academic fields such as art and design. The relatively recent incorporation of such fields and schools into the university sector has required these fields to create academic writing practices consistent with…
As a way of examining how writing helps college students balance an understanding of subject matter with self and social understanding as well as develop their abilities to participate in the public realm, this qualitative study focused on the writing experiences of five college students, with particular attention paid to the assignments that…
The teaching of writing, and the teaching of developmental and ESL/EFL writing in particular, has historically given priority to the sentence, often in theory and almost always in practice. The writing approach modeled here simply argues that the paragraph should be given primacy of place in ESL/EFL academic writing instruction. The…
Richards, Janet C.; Miller, Sharon K.
This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to…
Tessema, Kedir Assefa
In this paper I report the action research I carried out on improving the teaching and learning of academic writing at a university. The action research sprang out of my experiences of learning and teaching academic writing. It sought locality and originality in what students read and write during academic writing courses. The macro and micro…
This paper describes a project that aimed to leverage the students' interest and experience of technology and multimodal environments to develop their academic writing skills and second language learning. Students were expected to follow a model, research a topic, and craft a digital video tutorial on an aspect of academic writing which would…
Gray, Mary Ann
Details a lesson which facilitates the transition from writing narrative prose to writing more difficult expository structures by engaging students in writing a research report on a fantasy animal they create. (MM)
Guerin, Cally; Carter, Susan; Aitchison, Claire
As practices and expectations around doctoral writing continue to change, so too do the demands on academic developers and learning advisors. Social media is increasingly playing a role in doctoral education, just as it is in higher education more generally. This paper explores a blog initiated in 2012 to inform and support doctoral writing; since…
This article proposes a novel approach to the investigation of student academic writing. It applies theories of metacognition and self-regulated learning to understand how beginning academic writers develop the ability to participate in the communicative practices of academic written communication and develop rhetorical consciousness. The study…
Gunter, Kimberly K.
In this article, I revisit the Elbow/Bartholomae debate, review recent scholarship on academic writing, and discuss the ways that the mandates of traditional academic writing can further disenfranchise already marginalized students. I suggest that, due to the double consciousness with which these students often live, they come into classrooms…
Wardale, D.; Hendrickson, T.; Jefferson, T.; Klass, D.; Lord, L.; Marinelli, M.
Academic writing groups are acknowledged as a successful approach to increasing research publication output and quality. However, the possible links between the formation and ongoing utilisation of writing groups and improvements in scholarly written research outputs remain relatively undertheorised. In this article, we draw on academic writing…
Schmied, Josef; Nkemleke, Daniel
This contribution discusses problems of students' academic writing in Africa. It sketches the wide field of English for Academic Purposes (EAP) and argues that reference, coherence and complexity are key concepts for evaluating student writing at university level. It uses material from African corpora to substantiate this claim and to illustrate…
This study examines multilingual high school writers' individual talk with their teachers in two advanced English language development classes to observe how such talk shapes linguistically diverse adolescents' writing. Addressing adolescent writers' language socialization through microethnographic discourse analysis, the author…
Cons, Andrea Marie
This study investigated the specific ways secondary English learners (ELs) and redesignated fluent English-proficient learners (RFEPs) use academic vocabulary that assesses interpretive reading and analytical writing ability. The research examines how ELs and RFEPs, formerly ELs, differ in use and misuse of academic words. The study extends…
Daigle, Stephen L.
Grant projects sponsored by the California State University during 1980-1982 to improve writing and critical reading across the disciplines are discussed. Seven campus writing projects and two critical reading projects were supported by the Academic Program Improvement Fund. Four of the writing projects used faculty workshops and training…
Al-Khairy, Mohamed Ali
This study attempted to investigate Saudi English-major undergraduates studying at Taif University to identify a) the types of academic writing Saudi English-major undergraduates carry out at English departments, b) Saudi English-major undergraduates' writing problems, c) the reasons behind Saudi English-major undergraduates' writing problems and…
Belcher, Diane, Ed.; Braine, George, Ed.
Essays on research and teaching of academic writing in English as a second language include:"When Practice Doesn't Make Perfect: The Case of a Graduate ESL Student" (Melanie Schneider, Naomi K. Fujishima); "Good Writing: I Know It When I See It" (Ilona Leki); "Redefining the Task: An Ethnographic Examination of Writing and Response in Graduate…
This article makes the argument that we need to situate student's academic writing as socially constructed pieces of writing that embody a writer's cultural identity and critical argument. In support, I present and describe a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework. This article explains…
Ringer, Jeffrey M.
This essay considers how a male evangelical Christian in a first-year writing (FYW) course at a state university negotiates his identity in his academic writing for a non-Christian audience. It focuses on how "Austin" casuistically stretches a biblical text to accommodate his audience's pluralistic perspective. Austin's writing thus provides a…
Roberts, Amanda; Weston, Kathryn
The Research Excellence Framework has led to increased scrutiny on the volume/quality of writing produced by academics within higher education institutions. This paper describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is…
Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica
Beyond mechanics and spelling conventions, academic writing requires progressive mastery of advanced language forms and functions. Pedagogically useful tools to assess such language features in adolescents' writing, however, are not yet available. This study examines language predictors of writing quality in 51 persuasive essays produced by high…
This article describes a combination of a research essay and a creative writing assignment that encourages rigorous academic research while allowing students to get "outside the box" of traditional academic research papers. This assignment has five steps. The first two steps offer the chance to introduce academic research along with summary and…
The development of information and communication technologies has resulted in the emergence of new kinds of academic genres and literacies. The more recent social web applications empower learners to create online content in a collaborative way. This paper focuses on the use of wikis in the course of Effective Communication in English. It aims to…
Smith, Edward J.
Describes a revised media writing course (required of all journalism majors) at Texas A&M University. States that it meets "scholarship" and "centrality" issues in nine ways: communication theory, personal skills, critical thinking, writing about writing, thematic organization, coaching writing, critiques and revisions, freedom and ethics, and…
Henson, Kenneth T.
This book provides practical help for people writing for publication, especially for those writing for professional journals or university presses. Chapters cover the following topics: (1) reasons for writing; (2) finding topics; (3) getting started; (4) writing style; (5) organizing articles; (6) using journals, libraries, surveys, and action…
Romova, Zina; Andrew, Martin
This paper examines the use of portfolios as pedagogical tools for developing academic writing. In particular, it considers the value of multi-drafting, where learners reflect on the learning of a text type as well as focusing on micro and macro aspects. The paper outlines a situated pedagogical approach, where students come to understand their…
Poock, Jason R.; Burke, K. A.; Greenbowe, Thomas J.; Hand, Brian M.
The analysis describes the effects of using the science writing heuristic (SWH) in the general chemistry laboratory on the students' academic performance. The technique has found to be extremely important factor in a student's learning process and achievement in science.
Griffiths, Lauren; Nicolls, Barbara
The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon's 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum. PMID:20471319
Crite, Charles E., Jr.
The academic writing competencies of nontraditional graduate students enrolled in accelerated graduate programs have become a growing concern for many higher learning educators in those programs. The purpose of this nonexperimental quantitative study was to examine the writing experiences that impacted nontraditional graduate students enrolled in…
Macbeth, Karen P.
Although models have been a mainstay of academic writing pedagogy for centuries, a recurrent critique has been that they control or limit student writing and misrepresent the affairs they claim to model. These insufficiencies notwithstanding, models are ubiquitous in the ordinary, practical world, and their usefulness to novices can easily go…
Mckay, Tracey Morton; Simpson, Zachary
The expectations placed on students with respect to appropriate academic writing may hinder successful participation in Higher Education. Full participation is further complicated by the fact that each discipline within the University constitutes its own community of practice, with its own set of literacy practices. While Writing Centres aim to…
This study compares the impact of "open" and "anonymous" peer feedback as an adjunct to teacher-mediated feedback in a digital online environment utilising data gathered on an academic writing course at a Turkish university. Students were divided into two groups with similar writing proficiencies. Students peer reviewed papers…
Bemer, Amanda Nicole Metz
This dissertation explores the rhetoric of space as it relates to academic computer writing locations--specifically, computer labs, computer classrooms, and writing centers. Using observation, surveys, interviews, and textual analysis, the author discusses seven rhetorical principles of design for these spaces, including designing for specific…
Matsuda, Paul Kei; Tardy, Christine M.
Some researchers have argued that voice is irrelevant to academic writing and that the importance of voice has been overstated in the professional literature [Helms-Park, R., & Stapleton, P. (2003). Questioning the importance of individualized voice in undergraduate L2 argumentative writing: an empirical study with pedagogical implications.…
The United States has always been the top choice of Taiwanese university students who want to study abroad. Consequently, English writing is especially vital for doctoral dissertation; insufficient research deals with academic writing of such students, despite its importance to their success. This paper aims to fill the gap by analyzing the course…
Peterson-Karlan, George R.
The trends and findings from a descriptive analysis of 25 years of research studies examining the effectiveness of technology to support the compositional writing of students with learning and academic disabilities are presented. A corpus of 85 applied research studies of writing technology effectiveness was identified from among 249 items in the…
Defazio, Joseph; Jones, Josette; Tennant, Felisa; Hook, Sara Anne
The paper provides case studies of how four faculty members who teach in undergraduate and graduate programs at the Indiana University School of Informatics promote academic literacy throughout the curriculum. The paper describes the writing assignments in several courses, the objectives of these assignments in enhancing the writing skills of…
It is hard to think of a writer whose work has been more prominently upheld as an example of bad academic writing than the philosopher and literary theorist Judith Butler. In 1998, Butler was awarded first prize in the annual Bad Writing Contest established by the journal "Philosophy and Literature," and early in 1999, was lampooned in an…
Although academic writing in higher education has been the focus of research efforts for more than two decades, the specific writing experiences, needs and difficulties of undergraduate nursing and midwifery students have remained largely under-researched. This article reports on a project that investigated the nature and dynamics of academic…
Zhao, Cecilia Guanfang; Llosa, Lorena
Despite the debate among writing researchers about its viability as a pedagogical tool in writing instruction [e.g., Helms-Park, R., & Stapleton, P. (2003). "Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications." "Journal of Second Language Writing," 12 (3),…
The problem of poor academic writing among British university students is a major cause of concern for universities and their tutors; and it is also of concern to employers struggling to recruit individuals able to communicate clearly and accurately. This article reports on a study designed to highlight some of the reasons for the lack of writing…
This article critically explores the value of ethnography for enhancing context-sensitive approaches to the study of academic writing. Drawing on data from two longitudinal studies, student writing in the United Kingdom and professional academic writing in Hungary, Slovakia, Spain, and Portugal, the author illustrates the different contributions…
Despite its importance of academic language, research on academic language is often limited to academic vocabulary and focused on the English language learners. Informed by systemic functional linguistics, this study examined adolescents' use of academic language and the relationships between its use and students' reading ability and…
Singh, Manjet Kaur Mehar
This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants,…
This case study explores the problematic issues in academic writing of three Chinese postgraduate students studying in UK academic environment. It aims to attempt to identify mismatches in lecturer and postgraduate student expectations and to understand the reasoning behind these mismatches from the students' perspective. This study was carried…
This article presents practical suggestions and tasks to make it easier to teach second language academic writing at the college level. It discusses the necessity of a warm-up period in which learners produce first drafts in pairs or small groups and do peer error correction. The article offers tasks such as reacting to an academic review,…
Al Fadda, Hind
The purpose of this study was to determine what difficulties King Saud University students encounter when learning to write academic English and to differentiate between students' learning needs and objectives. The sample consisted of 50 postgraduate students enrolled in King Saud University during the academic year 2009-2010. Analysis of the data…
Morrison, Frederick J.
The four articles in this issue exemplify several exciting trends in the ongoing effort to understand the nature and sources of children's academic trajectories. Particularly noteworthy is the common thread of searching for key parenting and child mediators of the connection between parental educational accomplishments and child outcomes. In an…
Couture, B.; Goldstein, J.
Case of different sizes and shapes for teaching technical writing to engineers at Wayne State University have been developed. The case approach was adopted for some assignments because sophomores and juniors lacked technical expertise and professional knowledge of the engineering world. Cases were found to be good exercises, providing realistic practice in specific writing tasks or isolating particular skills in the composing process. A special kind of case which narrates the experiences of one technical person engaged in the problem-solving process in a professional rhetorical situation was developed. This type of long, realistic fiction is called a an "holistic" case. Rather than asking students to role-play a character, an holistic case realistically encompasses the whole of the technical writing process. It allows students to experience the total communication act in which the technical task and data are fully integrated into the rhetorical situation and gives an opportunity to perform in a realistic context, using skills and knowledge required in communication on the job. It is believed that the holistic case most fully exploits the advantages of the case method for students of professional communication.
Purpose: Given that there exists in the literature relatively little research into the effectiveness of writing centers at universities, the purpose of this paper is to show the impact of university writing centers on first-year business seminar student writing. Design/methodology/approach: This quantitative study involved 315 first-year…
Kensington-Miller, Barbara; Brailsford, Ian; Gossman, Peter
A small group of new academic developers reflected on their induction into the profession and wondered if things could have been done differently. The researchers decided to question the directors of three tertiary academic development units about how they recruited new developers, what skills and competences they looked for and how they inducted…
Apps, Linda; Mamchur, Carolyn
The task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice-based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that…
This study examines whether preservice teachers, who provide writing instruction in native language education, are ready to teach students with different learning needs effectively. This study used a survey research design and qualitative data collection tools. An interview form and writing samples from students in the same class with different…
Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students' writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836
Spanish undergraduates of English Studies are required to submit their essays in academic English, a genre which most of them are not acquainted with. This paper aims to explore the extralinguistic side of second language (L2) academic writing, more specifically, the combination of metalinguistic items (e.g. transition and frame markers, among others) with students’ writing strategies when composing an academic text in L2 English. The research sample conveys a group of 200 Spanish undergraduates of English Studies; they are in their fourth year, so they are expected to be proficient in English academic writing but their written production quality varies considerably. Results are analysed following a mixed methodology by which metalinguistic items are statistically measured, and then contrasted with semi-structured interview results; SPSS and NVivo provide quantitative and qualitative outcomes, respectively. The analyses reveal that undergraduate students who produce complex sentences and more coherent texts employ a wider range of writing strategies both prior and while writing, being able to (un)consciously structure and design their texts more successfully. These high-scoring students make more proficient use of complex transition markers for coherence and frame markers for textual cohesion; their commonly used (pre-)writing strategies are drafting, outlining, and proofreading. PMID:26046836
There is an increasing expectation that academic and clinical nurses will contribute to disciplinary and professional discourses through scholarly writing. However, the difficulties and challenges associated with writing for publication mean that many papers will never be written. This current paper describes an innovative approach developed to support skill development and outcomes in writing for publication. Intensive residential writing retreats informed by the principles of servant leadership and incorporating strategies such as mentoring and peer learning were conducted in 2005 and 2007. Positive outcomes and benefits included publications submitted to peer-reviewed journals, as well as positive effects on collegial relationships, and team building. Novice writers benefited from intensive and sustained support and coaching by experienced writers. Organisational benefits included increased participation by staff and research higher degree students in publication activities, enhanced collegial relationships and opportunities for senior established writers to work with inexperienced writers. PMID:18692282
Elola, Idoia; Oskoz, Ana
The use of social technologies, such as wikis and chats, has brought a renewed attention to L2 collaborative writing. Yet, a question that still remains to be answered is the extent to which learners' writing is enhanced when using these tools. By analyzing learners' individual and collaborative writing, this study (a) explores L2 learners'…
This study analyzes the types and frequencies of hedges and intensifiers employed in NS and NNS academic essays included in a corpus of L1 and L2 student academic texts (745 essays/220,747 words). The overarching goal of this investigation is to focus on these lexical and syntactic features of written discourse because they effectively lend…
Plagiarism is viewed by many academics as a kind of Pandora's box--the elements contained inside are too frightening to allow escape for fear of the havoc that may result. Reluctance by academic members of staff to discuss student plagiarism openly may contribute to the often untenable situations we, as teachers, face when dealing with student…
Gute, Deanne; Gute, Gary
This study examined the subjective experience of academic disengagement. Flow theory, which describes an intense form of engagement, structured writing-to-learn activities undergraduates applied in major and liberal arts courses. Results suggest that writing to learn can transform academic anxiety and boredom by facilitating concentration,…
Cons, Andrea M.
This study explores the following research question: How do secondary English learners (ELs) and Re-designated fluent English proficient students (RFEPs) use academic words in analytical writing in comparison to native English speakers (NESs)? It highlights previously overlooked differences in academic word use in the writing of students who are…
Le Ha, Phan
This article is about the struggles to sustain identity as writers while accommodating the demands of the university experienced by Arianto and his thesis supervisor, myself. It shows how critical EAP was the on-going conversation between us about how to negotiate norms, voice and creativity in our writing and in the negotiations Arianto had to…
Mihesuah, Devon A., Ed.
This anthology provides Native perspectives on the ethics of researching, writing about, and teaching about American Indians, and may be used as a text for discussion in American Indian Studies classes. Leading Native scholars discuss the representativeness of Native informants, the merits of various data collection methods, the role and veracity…
Rowe, Deborah Wells; Wilson, Sandra Jo
This study describes the development of an observational tool, the Write Start! Writing Assessment, created to provide descriptive information on four features of preschoolers' writing: forms, directional patterns, intentionality (ways of assigning meaning to marks), and message content. Observational categories were generated from a review of…
Chittum, Jessica R.; Bryant, Lauren H.
Although expectations for graduate students' writing abilities are high, their actual writing skills are often subpar (Cuthbert & Spark, 2008; Singleton-Jackson, Lumsden, & Newson, 2009), even though academic writing is considered integral to graduate education and necessary for career preparedness (e.g., Mullen, 2006; Stevens, 2005).…
Knoch, Ute; Elder, Catherine
A number of scholars have questioned the practice of assessing academic writing in the context of a one-off language test, claiming that the time restrictions imposed in the test environment, when compared to the writing conditions typical at university, may prevent learners from displaying the kinds of writing skills required in academic…
Troia, Gary A.; Olinghouse, Natalie G.; Mo, Ya; Hawkins, Lisa; Kopke, Rachel A.; Chen, Angela; Wilson, Joshua; Stewart, Kelly A.
Though writing plays an important role in academic, social, and economic success, typical writing instruction generally does not reflect evidence-based practices (EBPs). One potential reason for this is limited signposting of EBPs in standards. We analyzed the content of writing standards from a representative sample of states and the Common Core…
Mullin, Anne E.
States that theories of intellectual development offer writing teachers productive ways to analyze student writing; help students develop strategies for improving their writing processes; and consider the implications of writing assignments. Finds that frameworks posited by Jean Piaget and by others contribute useful ways of understanding why…
Rickard, Claire M; McGrail, Matthew R; Jones, Rebecca; O'Meara, Peter; Robinson, Anske; Burley, Mollie; Ray-Barruel, Gillian
Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week "Writing for Publication" course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5-1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates. PMID:19111370
Hunter, Kerry; Tse, Harry
Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with…
The present study investigated how 6 Korean ESL graduate students in Canada used a suite of freely available reference resources, consisting of Web-based corpus tools, Google search engines, and dictionaries, for solving linguistic problems while completing an authentic academic writing assignment in English. Using a mixed methods design, the…
Liu, Ming; Calvo, R. A.; Aditomo, A.; Pizzato, L. A.
In this paper, we present a novel approach for semiautomatic question generation to support academic writing. Our system first extracts key phrases from students' literature review papers. Each key phrase is matched with a Wikipedia article and classified into one of five abstract concept categories: Research Field, Technology, System, Term, and…
Bair, Mary A.; Mader, Cynthia E.
This article describes a collaborative self-study undertaken to identify the source of academic writing difficulties among graduate students and find ways to address them. Ten faculty members in a college of education came together to define the problem and to analyze data gleaned from faculty and student surveys, course documents, course…
This article provides an examination of the literature on issues surrounding the problems Japanese university students face in learning critical argument in their English academic writing courses. Japanese students' critical thinking skills are criticized as not fostered in their university education, perhaps due to Confucian education…
The overlap of cognitive principles and inherently motivational strategies used to increase memory retention can be seen in reading, writing, and math. These are just of the few principles and corresponding strategies described in this report that can be used to increase academic motivation as well as increased cognition -- strategies that are…
Que, Hua; Li, Xuemei
This study looks into the changing voice of Chinese Post-80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post-80s overseas graduate students and through an examination of their English essays with a focus on discursive features. Findings indicate that Chinese Post-80s' voice is…
Alavinia, Parviz; Hassanlou, Adel
The current study was aimed at investigating the relationship between academic Iranian EFL learners' extroversion/introversion and their writing performance. The participants of the study were some 52 BA learners majoring in English language literature in Urmia and Tabriz state universities. The chosen sample comprised of both males and females…
Generic attributes such as "holding a critical stance", "using evidence to support claims", and "projecting an impersonal voice" are central to disciplinary academic writing in higher education. These attributes, also referred to as "skills", have for a long time been conceptualised as transferable in that once learnt students are able to use them…
Maringe, Felix; Jenkins, Jennifer
Purpose: This paper examines the experiences of engaging with academic writing of international doctoral students in the schools of humanities and education at a UK university. The purpose of this paper is to uncover the real accounts of international students whose cultural and language backgrounds are often marginalised and considered, not as…
Horstmanshof, Louise; Brownie, Sonya
Mastery of academic writing skills remains one of the greatest challenges for university students, especially in the first year. Amongst the reasons offered for the challenges are lack of clarity about the university's expectations and low levels of teacher feedback on work submitted, a failure to engage, and low levels of contact with teaching…
This paper describes a quasi-experimental study into the impact of a blended e-learning environment on academic writing assignments in English (L2) at a Thai international college. An experimental group of 15 students used an on-line bulletin board, as well as face-to-face (F2F) communication in class, to share information for essay topics they…
Kessler, Greg; Bikowski, Dawn; Boggs, Jordan
This study investigates Web-based, project oriented, many-to-many collaborative writing for academic purposes. Thirty-eight Fulbright scholars in an orientation program at a large Midwestern university used a Web-based word processing tool to collaboratively plan and report on a research project. The purpose of this study is to explore and…
The present paper reports an investigation into the use of linking adverbials in the academic writing of Chinese doctoral students. The learner corpus used in the present study is composed of 20 applied linguistics doctoral dissertations. We also compiled a control corpus of 120 published articles in six international journals of applied…
In this study, a qualitative analysis of 276 first-year Japanese university science major responses to plagiarism to deconstruct prevailing generalizations regarding the incidence of plagiarism by Japanese university students. These students were enrolled in a compulsory yearlong English academic writing course. While utilizing a contextualized…
Hewings, Martin, Ed.
The papers in this volume were collected to honor T. Dudley-Evans on his retirement from the University of Birmingham. They explore a number of themes of current interest to those engaged in English language teaching and academic writing. The papers are: (1) Introduction (Martin Hewings); (2) Distance and Refined Selves: Educational Tensions in…
Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…
English as foreign language (EFL) writers are often found to have weaker control of their academic writing, among which presenting an effective authorial stance has been reported as particularly challenging (Hyland, 1998a; Schleppegrell, 2004). In particular, student writers tended to deploy a stronger stance and be less effective with tentative…
A compulsory trainee program for new staff members at the Vienna Business University was established in the academic year 1998/99. In the course of this program new staff members are prepared in the following three areas of their work: research work in their department, especially dissertation writing; teaching classes; and administrative skills.…
This article presents a study on the linguistic strategies used for projecting specific personas in the academic writing of Italian students of English. The issue of authorial stance, namely to what degree writers feel themselves to be not simply writers but also authors with the authority to say something meaningful, has been the topic of much…
This exploratory case study of two undergraduates links vocabulary learning approaches with lexical quality measured in academic writing. Employing an array of qualitative data, it is shown that in a "semi-language-rich" learning context, Chinese learners may dispense with rote learning and engage in a more natural learning approach in which…
Mastrangelo, Lisa S.; Tischio, Victoria
"Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations" discusses a year-long general education program for first-year students that integrated disciplinary learning with a pen pal project in light of the goals of critical pedagogy and service-learning. The program aimed at…
Winograd, David; Milton, Katherine
The purpose of this paper is to shed light on the developmental stages of academic publication collaborations through both research on the collaborative process itself, as well as through analysis of the discovery process. Using the qualitative software package, NUD*IST, the teleconferencing system, FirstClass, and standard e-mail, the study…
Bangs, Tina E.; Rister, Anne
Presents check-off forms used in reporting the progress of children in pre-academic classes designed for students with language or learning disabilities. Such forms provide information similar to that found in a narrative description, but are less time-consuming and expensive to produce. (RW)
National Writing Project (NJ1), 2010
The National Writing Project (NWP) has expanded its national portfolio of research projects conducted at local Writing Project sites to 16 studies that examine professional development, teacher practices, and student writing achievement. NWP sites emphasize common principles of high-quality instruction and the professional development necessary to…
Werner, Courtney L.
In this article, the author explains how a writing center can be a potential host for housing writing instruction across the disciplines. She recommends writing centers act as hosts for various faculty development opportunities throughout the semester, and states that these centers can also hold faculty development resources and collaborative…
Concern about students' writing skills has led to recommendations that elementary teachers receive more professional development in how to teach writing (National Commission on Writing, 2006). However, there is currently little evidence about the knowledge teachers need to teach writing well, and it is therefore difficult for teacher…
Rathert, Stefan; Okan, Zühal
Writing is widely accepted as a tool in the personal and professional development of teachers. Among other forms of teacher writing, writing for publication is rather unusual as it requires courage to share ideas and unfavourable working conditions prevent teachers from finding time and space to write for publication in the first place. In this…
This article focuses on vocabulary and writing at university level from the perspectives of 14 English as an additional language students studying at a New Zealand university. The students individually carried out an integrated reading and writing task and then participated in an interview which focused on their language learning background and…
Kensington-Miller, Barbara; Renc-Roe, Joanna; Morón-García, Susan
This paper builds on discussions of academic developers' identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and…
Tokarczyk, Michelle M.
Three students in an autobiography class--an African-American, a woman, and a gay man struggling to come out--used their writing to both affirm their places in the world and envision another place. Having reviewed her early educational experiences as an African-American, Holly focused her essay back to her present college days and her attempts to…
There are a plethora of opportunities for pupils to write across the curriculum. Each academic discipline may well provide chances for pupils to develop skill in writing, science being no exception. The science teacher needs to develop pupil knowledge in science as well as using the contents in written work. Learning to write and writing to learn…
Research reveals that the division between reading and writing hinders the development of language learning in general and writing ability in specific. The study examined the effect of using the reading for writing approach on developing the writing ability of Egyptian EFL learners and their attitudes towards writing. Thirty, first year secondary…
Academic criticism is defined in this paper as a statement which reflects a discrepancy between the stance of a researcher/author, on the one hand, and that of another researcher or the discourse community as a whole, on the other (Salager-Meyer & Alcaraz Ariza, 2003). Despite researchers' awareness of the potential difficulty academic criticism…
Language is an important way of presenting an identity, either individual or group. This paper explores the language used in the presentation of the identity of academic development. The study is based on an analysis of websites from academic development centres in the UK and Australia and outlines the public ways in which academic developers…
Academic developers work in a political space between university decision-makers and the academic community, a gap that Marginson and Considine (2000) showed is becoming increasingly wide. In this essay, the author suggests that academic developers might learn from the notion of "deliberation", a notion that has been used extensively in recent…
Dali, Keren; Lau, Andrea; Risk, Kevin
This article makes a case for the inclusion of creative writing in Library & Information Science (LIS) courses. Using an example of the course on reading practices and audiences, it shows how creative writing can contribute to the development of creativity, critical thinking, ability for self-direction and independent learning--all the…
Just as plagiarism is viewed poorly in the academic community, so is plagiarism viewed poorly in student writing, with a range of sanctions and penalties applying for not displaying academic integrity. Yet learning to cite effectively to progress one's argument, position or understandings is a skill that takes time to develop and hone. This paper…
This book focuses on the work of writing, dealing with the thinking, strategizing, and decision making that academic and professional writers do. It also deals with the complex issues of purpose, audience, genre, and voice that all writers face. The chapters are: (1) "The Work of Writing"; (2) "Contributing to the Professional Conversation"; (3)…
Stapleton, Paul; Helms-Park, Rena
In a recent article in ESP, Matsuda and Tardy (2007) investigate the role of voice in academic writing via a simulated blind manuscript review process. Based on their findings, they claim that voice does play a role in such writing, and call for further research into the issue of the reader's construction of authorial identity. Matsuda and Tardy's…
Anderson, Somer Knight
Although researchers have studied parental involvement and reading achievement, few have examined the effects of parental involvement on young children's developmental writing. The purpose of this study was to explore the relationship between parent involvement in a writing workshop and the writing development of kindergarten students in an…
Halbritter, Bump; Blon, Noah; Creighton, Caron
Documentary movie making is not academic writing. Nor is it traditional academic research. However, I have found it to be a remarkable vehicle for teaching both of these things...each semester I am amazed and humbled by the creativity and sincerity that my students bring to their work.
The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of…
Hetzroni, O. E.; Shrieber, B.
This study investigated the use of a word processor for enhancing the academic outcomes of three students with writing disabilities in a junior high school. A single-subject ABAB design was used to compare academic output produced during class time with and without a computer equipped with a word processor. The number of spelling errors, the…
Smagorinsky, Peter; Daigle, Elizabeth Anne; O'Donnell-Allen, Cindy; Bynum, Susan
This article reports a study of one high school senior's process of academic bullshitting as she wrote an analytic essay interpreting Shakespeare's "Much Ado about Nothing." The construct of bullshit has received little scholarly attention; although it is known as a common phenomenon in academic speech and writing, it has rarely been the subject…
Yaghjian, Lucretia B.
Mentoring is an important but often overlooked resource in theological education and students' academic and spiritual formation. This essay profiles the mentoring practices and postures of the writing tutor and the spiritual director as exemplars of academic and spiritual mentoring. An extended probe of this analogy affirms the integration of…
Macbeth, Karen P.
While academic discourse communities have been extensively studied as social contexts of forms/functions, and teachers, lessons, and students have been researched from every imaginable angle, the prevailing view of academic writing conventions is still quite normative. The conventions of the academy are often regarded as a stable collection of…
Studies on translanguaging of multilingual students have turned their attention to teachable strategies in classrooms. This study is based on the assumption that it is possible to learn from students' translanguaging strategies while developing their proficiency through a dialogical pedagogy. Based on a classroom ethnography, this article…
De La Paz, Susan
Rubrics are an integral part of many writing programs, and they represent elements of good writing in essays, stories, poems, as well as other genres and forms of text. Although it is possible to use rubrics to teach students about the processes underlying effective writing, a more common practice is to use rubrics as a means of assessment, after…
Fischer, Ronald G.; Fischer, Jerome M.; Jain, Sachin
This study was designed to develop and initiate the validation of the Affective Cognition Writing Survey (ACWS), a psychological instrument used to measure emotional expression through writing. Procedures for development and validation of the instrument are reported. Subsequently, factor analysis extracted six factors: Positive Processing,…
This paper discusses the role of a writing centre in creating spaces for talk about and change in disciplinary writing pedagogy. It asks how collaborative partnerships between disciplinary academics and Writing Centre practitioners might be established and nurtured sustainably. Drawing on insights from two collaborations with academics in…
Existing studies of source use in academic student writing tend to i), focus more on the writing than the reading end of the reading-to-write continuum and ii), involve the use of insufficiently "naturalistic" writing tasks. Thus, in order to explore the potential of an alternative approach, this paper describes an exploratory case study…
Cauthen, T. W., III
This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible leaders.
Reynolds, Matthew R; Scheiber, Caroline; Hajovsky, Daniel B; Schwartz, Bryanna; Kaufman, Alan S
The gender similarities hypothesis by J. S. Hyde ( 2005 ), based on large-scale reviews of studies, concludes that boys and girls are more alike than different on most psychological variables, including academic skills such as reading and math (J. S. Hyde, 2005 ). Writing is an academic skill that may be an exception. The authors investigated gender differences in academic achievement using a large, nationally stratified sample of children and adolescents ranging from ages 7-19 years (N = 2,027). Achievement data were from the conormed sample for the Kaufman intelligence and achievement tests. Multiple-indicator, multiple-cause, and multigroup mean and covariance structure models were used to test for mean differences. Girls had higher latent reading ability and higher scores on a test of math computation, but the effect sizes were consistent with the gender similarities hypothesis. Conversely, girls scored higher on spelling and written expression, with effect sizes inconsistent with the gender similarities hypothesis. The findings remained the same after controlling for cognitive ability. Girls outperform boys on tasks of writing. PMID:26135387
Lee, Anne; Murray, Rowena
Research and enquiry skills are increasingly required of students at all levels of the higher education curriculum, and this requires a sophisticated pedagogical response. The question is: how can we integrate current knowledge about academic writing with current knowledge about supervision? This article integrates different approaches to writing…
Kilgore, Christopher D.; Cronley, Courtney; Amey, Beth
In this case study, we report on the development of a writing-specialist position, the "Writing Resource Coordinator (WRC)", in a school of social work at a large state university in the southern USA. Such programs are facing increasing budgetary pressures at the same time as their growing enrollments strain available resources. Students…
Karakaya, Ismail; Ulper, Hakan
There are two main aims of this research. The primary aim is to develop a reliable and valid anxiety scale to determine writing anxiety levels of prospective teachers. The secondary aim is to determine what variables explain anxiety levels of students to what extent, by determining whether writing anxiety levels of prospective teachers…
This article discusses the Challenging Academic Development (CAD) Collective and describes how it came out of a symposium called "Liminality, identity, and hybridity: On the promise of new conceptual frameworks for theorising academic/faculty development." The CAD Collective is and represents a space where people can open up their contexts and…
Baume, Carole; Baume, David
In this article, the authors use their own collective half century's experience of academic development to review the nature and evolution of the profession. They argue that, having risen from a peripheral and largely individual activity to a sometimes central and sometimes highly valued activity, academic development may achieve its…
Academic development has emerged as an important new site of practice in higher education internationally over the past 40 years, and has been influential in shaping the terms of debate about teaching and learning in higher education. Academic development has shifted its focus from the individual teacher to strategic interventions at institutional…
Blicblau, Aaron S.; McManus, Kerry J.; Prince, Anne
Students from non English-speaking backgrounds and cultures (NESBC) undertaking postgraduate research degrees are expected to write a major thesis and publish conference and journal articles. As novice researchers, they need mentoring through the process of writing a journal article in their specialized area. Experienced supervisors, who have…
Karnes, Frances; Riley, Tracy
Information on writing competitions for elementary and secondary grade students is provided including the Future Problem Solving Program, the Scenario Writing Program, the Ann Arlys Bowler Poetry Contest, and the "Kids Are Authors" contest. Summarizes four references for young authors on getting published. (DB)
Bailey, Annette; Zanchetta, Margareth; Velasco, Divine; Pon, Gordon; Hassan, Aafreen
Several authors have highlighted the importance of writing in developing reflective thinking skills, transforming knowledge, communicating expressions, and filling knowledge gaps. However, difficulties with higher order processing and critical analysis affect students' ability to write critical and thoughtful essays. The Building a Scholar in Writing (BSW) model is a 6-step process of increasing intricacies in critical writing development. Development of critical writing is proposed to occur in a processed manner that transitions from presenting simple ideas (just bones) in writing, to connecting ideas (connecting bones), to formulating a thesis and connecting key components (constructing a skeleton), to supporting ideas with evidence (adding muscle), to building creativity and originality (adding essential organs), and finally, developing strong, integrated, critical arguments (adding brain). This process symbolically represents the building of a scholar. The idea of building a scholar equates to progressively giving life and meaning to a piece of writing with unique scholarly characteristics. This progression involves a transformation in awareness, thinking, and understanding, as well as advancement in students' level of critical appraisal skills. PMID:26288341
Antoniou, Maria; Moriarty, Jessica
Writing and publishing are crucial to the development of a successful academic career. However, lecturers typically receive little guidance on this strand of their job. Any support that does exist tends to focus on the technical and practical aspects of scholarly writing. Advice is rarely provided on managing creative and emotional facets--factors…
An ongoing project at Mercer University's Regional Academic Center Libraries illustrates how utilizing established assessment guidelines, stakeholder input, and a clear understanding of audience and curriculum needs may all be used to optimize a collection. Academic branch libraries often have clear collection development limitations in terms of…
Fiscella, Joan B.; Ringel, Joan D.
Academic libraries should follow the practice adopted by some academic institutions during recent periods of economic scarcity and develop economic and political ties with the business community, a partnership that could provide genuine benefits for members of the business community, elected officials, and academia. An example of such cooperation…
Roessingh, Hetty; Kover, Pat; Watt, David
This study tracks the development of cognitive academic language proficiency of 47 academically competent high school ESL learners of differing age on arrival (AOA) who received instructed ESL support and one comparison group of six young arrivals who received little if any ESL support during their educational experiences. Although intake and…
Developing assessments within a program can create more useful measures of our students' language. This includes rating scales used in performance assessments such as writing or speaking tests. This article describes the process of development, use, and revision of a writing placement scale by teachers in an intensive English language program. To…
The current study is a qualitative case study that investigated the writing development of seven Chinese-speaking English language learners (ELLs) from kindergarten and 3rd-grade ESL classes in an elementary school in the Midwest and intended to discover the factors that affect students' English writing development in a one-year period.…
Blackmore, Paul; Blackwell, Richard
The nature of academic work is changing rapidly, with moves towards professionalisation taking place against a background of fragmentation. Indeed, some aspects of professionalisation may have a fragmenting effect. It is suggested that there remains considerable value in the idea of an integrated faculty role. Noting that leaders in staff…
Describes a method for developing writing expertise in English-as-a-Second-Language students that involves a sequence of five writing assignments. The method addresses the concerns of writing teachers and researchers and provides students with experience in academic writing. (12 references) (VWL)
Edwards, Ian C.
Discusses the user benefits of write-once optical storage devices; describes typical applications in archival storage, one-off complex instruction sets, and information storage and retrieval systems; and identifies current trends toward standardization of equipment. (CLB)
While reflective writing about practice experiences is frequently used in nursing curricula to foster critical thinking, faculty members may be unaware of how to help students reflect, what kinds of feedback are helpful, and how to deal with students' concerns. This article describes faculty best practices in mentoring the student to effectively think critically through structured reflective writing. Models of structured reflection, Baker's four-step model and John's revision of Carper's patterns of knowing, are discussed as effective guides at graduate and undergraduate levels. The article addresses potentially problematic issues with the implementation and evaluation of reflective writing assignments in clinical courses. With foresight and planning, reflective writing may be an empowering strategy for facilitating students' thinking skills. PMID:23061188
The purpose of this article is to make authors and readers master some writing and reading skills by elaborating the definition, characteristics, the comparison of style and writing technique of expert commentary. Expert commentary is journal editorial that is not only author's personal point of view, but also the collective opinions of Ophthalmology Branch of the Chinese Medical Association and editorial board of the magazine. Therefore, it should be view clear, clear-cut stand and having certain academic orientation. It is our common responsibility to promote the academic development of ophthalmology in China, by mobilizing various aspects strength, carefully written and read expert commentary. PMID:25547570
Barbieri, Marty J.; Wircenski, Jerry L.
A University of North Texas project used a team approach to develop a curriculum integrating academic subjects into vocational curricula. Ten teachers cooperated on integrated junior high/middle school lesson plans and classroom support activities. (JOW)
Academic development recognizes the strengths of communities, such as communities of practice or learning communities, in providing academics with supportive environments for the development of teaching. The problem academic development faces is that not enough academics are involved in these communities. Instead of trying to interest academics in…
Discusses the impact of word processing on the teaching of college composition at the University of Alabama at Tuscaloosa. Describes seven design principles developed by writing teachers at the university in outlining a solution to the problem of how students can really work together collaboratively over a computer network. (RS)
This paper reports on a qualitative study that investigated the changes in students' writing process associated with corpus use over an extended period of time. The primary purpose of this study was to examine how corpus technology affects students' development of competence as second language (L2) writers. The research was mainly based on case…
Thomassen, Arnold J. W. M.; Teulings, Hans-Leo H. M.
The developing directional preferences in writing and drawing that were observed in subjects between four years of age and adulthood suggest that two semiindependent motor systems are involved in writing: one for rapid and nonfigurative tasks, the other--which occurs later--for precision and symbolic functions. (Author/GT)
Troia, Gary A., Ed.; Shankland, Rebecca K., Ed.; Heintz, Anne, Ed.
What are the most effective methods for teaching writing across grade levels and student populations? What kind of training do teachers need to put research-validated methods into practice? This unique volume combines the latest writing research with clear-cut recommendations for designing high-quality professional development efforts. Prominent…
Asserts that written work has advantages over oral discussion in the development and assessment of students' critical thinking skills. Describes a set of short writing assignments that focuses on eight essential aspects of critical and creative thought. Provides examples of how to use writing assignments in college psychology courses. (CFR)
Shteiman, Yehudit; Gidron, Ariela; Eilon, Batia; Katz, Pnina
The linkage between writing and professional development of teacher educators has hardly been investigated in the past. Our study aims to explore and describe how teacher educators, who wrote and published books in their knowledge domains, with budgetary, professional and institutional support, perceive the experience of writing, and to what…