Supporting the Development of Students' Academic Writing through Collaborative Process Writing

ERIC Educational Resources Information Center

Mutwarasibo, Faustin

2013-01-01

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…

Improving Academic Writing in Nursing Education

ERIC Educational Resources Information Center

Mattsson, Janet

2016-01-01

Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…

How to incorporate academic writing pedagogy in undergraduate and postgraduate medical education.

PubMed

Kostenko, Viktoriia G; Solohor, Iryna M

2018-01-01

Introduction: Medical researchers, who are non-native English speakers, are facing now the growing need to publish their research results in international journals switching to an English-only policy, to apply for grants and scholarship, but at the same time this puts many authors whose native language is not English at a disadvantage compared to their English-speaking counterparts. The aim: This paper aims at analysing the existing parameters of academic writing proficiency of medical undergraduate and postgraduate students; elucidating current approaches to develop academic writing competency and to promote academic multi-literacy of junior researchers, and outlining the general recommendations to improve the quality and sophistication of their writing by incorporating the principles and achievements of academic writing pedagogy into the system of medical training. Materials and methods: This study is an empirical applied research of a qualitative type mainly based on data elicited from informants (n=120) of the Ukrainian Medical Stomatological Academy aged from 20 - 35. Results and conclusions: All participants were able to identify personal problem areas, and virtually all they note dissatisfaction with the use of English in their scholarly writing. They stated the obvious difficulties in sentence patterns and keeping tone of scientific narrative format. Writing in genres other than original research articles seems to be quite demanding and is often associated with the lack of self-confidence and language anxiety. Attention to developing academic writing skills should focus on the basic elements of academic writing, characteristics of written genres across the disciplines, providing a framework in which expert and practical knowledge is internally organized.

Extending the Flipped Classroom Model: Developing Second Language Writing Skills through Student-Created Digital Videos

ERIC Educational Resources Information Center

Engin, Marion

2014-01-01

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 form…

Helping Students with Autism Spectrum Disorder Express Their Thoughts and Knowledge in Writing: Tips and Exercises for Developing Writing Skills

ERIC Educational Resources Information Center

Geither, Elise; Meeks, Lisa

2014-01-01

When it comes to academic work, students with Autism Spectrum Disorder (ASD) often have the required knowledge but struggle to get their thoughts down in writing. This is a practical guide to teaching and improving writing skills in students with ASD to meet academic writing standards and prepare for the increased expectations of higher education.…

Key Writing Challenges of Practice-Based Doctorates

ERIC Educational Resources Information Center

San Miguel, Caroline; Nelson, Cynthia D.

2007-01-01

Building on the increasing interest within English for Academic Purposes (EAP) in postgraduate literacy development, this article examines the complexities of writing research at the academic/professional interface. It analyses two literature reviews by professional doctorate students at an Australian university who were writing research in their…

Critical Thinking through Writing: Expressing Scientific Thought and Process in a Deaf Classroom

NASA Astrophysics Data System (ADS)

Manjarrez, Leslie

Within Deaf classrooms there is often a disconnect between academic areas and writing curriculums that develop in both common and academic language, where often classrooms focus solely on writing as a skill rather than as a method for producing language through an academic area. This work focuses on the development of academic language in ASL and English print of science. The curriculum is written to be implemented as a bilingual academic curriculum to support Deaf and Hard of Hearing students in various self contained classroom settings. Lessons are conducted in three Units, A B and C. Unit A focuses on research, thought and writing of preparatory materials in small groups. Unit B is comprised of procedural lessons on conducting x experiments and the evaluation of those experiments through mathematics. Unit C is a group of lessons that ties together Units A and B through writing and peer teaching as a method of concluding the work and presenting information in an effective manner. The success of the project was evaluated on the basis of student work, rubrics, and final works from the students. The results showed promise in aspects of Critical Thinking, writing development, and expression of new concepts in both ASL and English.

Exploring Barriers and Solutions to Academic Writing: Perspectives from Students, Higher Education and Further Education Tutors

ERIC Educational Resources Information Center

Itua, Imose; Coffey, Margaret; Merryweather, David; Norton, Lin; Foxcroft, Angela

2014-01-01

Staff and student perceptions of what constitutes good academic writing in both further and higher education often differ. This is reflected in written assignments which frequently fall below the expected standard. In seeking to develop the writing skills of students and propose potential solutions to writing difficulties, a study was conducted in…

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills.

PubMed

Wischgoll, Anke

2016-01-01

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.

Mentoring disadvantaged nursing students through technical writing workshops.

PubMed

Johnson, Molly K; Symes, Lene; Bernard, Lillian; Landson, Margie J; Carroll, Theresa L

2007-01-01

Recent studies have identified a problematic gap for nursing students between terse clinical writing and formal academic writing. This gap can create a potential barrier to academic and workplace success, especially for disadvantaged nursing students who have not acquired the disciplinary conventions and sophisticated writing required in upper-level nursing courses. The authors demonstrate the need for writing-in-the-discipline activities to enhance the writing skills of nursing students, describe the technical writing workshops they developed to mentor minority and disadvantaged nursing students, and provide recommendations to stimulate educator dialogue across disciplines and institutions.

A Model of Research Paper Writing Instructional Materials for Academic Writing Course: "Needs & Documents Analysis and Model Design"

ERIC Educational Resources Information Center

Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad

2016-01-01

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…

Collaborative Work as an Alternative for Writing Research Articles (El trabajo colaborativo como alternativa para la escritura de artículos investigativos)

ERIC Educational Resources Information Center

Carvajal Medina, Nancy Emilce; Roberto Flórez, Eliana Edith

2014-01-01

Academic writing in English in our context is a significant aspect that can be innovative when a convergence model of writing stages is used along with collaborative work. This article reports on a study aimed at analyzing how collaborative work relates to undergraduate electronics students' academic writing development in English as a foreign…

Goal Orientations in an EFL Advanced Academic Writing Context

ERIC Educational Resources Information Center

Dehghan, Farzaneh; Razmjoo, Seyyed Ayatollah

2015-01-01

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,…

Applying Cultural Project Based Learning to Develop Students' Academic Writing

ERIC Educational Resources Information Center

Irawati, Lulus

2015-01-01

Writing is considered to be the most demanding and difficult skill for many college students, since there are some steps to be followed such as prewriting, drafting, editing, revising and publishing. The interesting topic like culture including lifestyle, costume, and custom is necessary to be offered in Academic Writing class. Accordingly, this…

"Say What They Want to Hear": Students' Perceptions of Writing in a Working-Class High School

ERIC Educational Resources Information Center

Gorlewski, Julie

2016-01-01

The effects of neoliberal ideologies infiltrate all aspects of the teaching-learning environment, including academic practices of reading and writing. Writing, more than simply a demonstration of academic proficiency, represents a means of thinking--an opportunity to develop critical thought, build resistance to neoliberal individualism through…

Mentor Texts and the Coding of Academic Writing Structures: A Functional Approach

ERIC Educational Resources Information Center

Escobar Alméciga, Wilder Yesid; Evans, Reid

2014-01-01

The purpose of the present pedagogical experience was to address the English language writing needs of university-level students pursuing a degree in bilingual education with an emphasis in the teaching of English. Using mentor texts and coding academic writing structures, an instructional design was developed to directly address the shortcomings…

Talking about Writing: Culturally and Linguistically Diverse Adolescents' Socialization into Academic Literacy

ERIC Educational Resources Information Center

Gilliland, Elizabeth A.

2012-01-01

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…

Combined Training of One Cognitive and One Metacognitive Strategy Improves Academic Writing Skills

PubMed Central

Wischgoll, Anke

2016-01-01

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

Writing by Academics: A Transactional and Systems Approach to Academic Writing Behaviours

ERIC Educational Resources Information Center

Kempenaar, Larissa Elisabeth; Murray, Rowena

2016-01-01

The literature on academic writing in higher education contains a wealth of research and theory on students' writing, but much less on academics' writing. In performative higher education cultures, discussions of academics' writing mainly concern outputs, rather than the process of producing them. This key component of academic work remains…

Teaching Adolescent ELs to Write Academic-Style Persuasive Essays

ERIC Educational Resources Information Center

Ramos, Kathleen

2014-01-01

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…

Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education

ERIC Educational Resources Information Center

Sidman-Taveau, Rebekah; Karathanos-Aguilar, Katya

2015-01-01

Graduate-level ESL students in Education are future multicultural educators and promising role models for our diverse K-12 students. However, many of these students struggle with academic English and, in particular, writing. Yet little research or program development addresses the specific writing-support needs of this group. This article shares…

Automated Writing Evaluation for Non-Native Speaker English Academic Writing: The Case of IADE and Its Formative Feedback

ERIC Educational Resources Information Center

Cotos, Elena

2010-01-01

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,…

"Writing My First Academic Article Feels Like Dancing around Naked": Research Development for Higher Education Lecturers Working in Further Education Colleges

ERIC Educational Resources Information Center

Turner, Rebecca; Brown, Tony; Edwards-Jones, Andrew

2014-01-01

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…

An International Journal's Attempts to Address Inequalities in Academic Publishing: Developing a Writing for Publication Programme

ERIC Educational Resources Information Center

Lillis, Theresa; Magyar, Anna; Robinson-Pant, Anna

2010-01-01

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…

A Community-Academic Partnered Grant Writing Series to Build Infrastructure for Partnered Research.

PubMed

King, Keyonna M; Pardo, Yvette-Janine; Norris, Keith C; Diaz-Romero, Maria; Morris, D'Ann; Vassar, Stefanie D; Brown, Arleen F

2015-10-01

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. © 2015 Wiley Periodicals, Inc.

A Community–Academic Partnered Grant Writing Series to Build Infrastructure for Partnered Research

PubMed Central

Pardo, Yvette‐Janine; Norris, Keith C.; Diaz‐Romero, Maria; Morris, D'Ann; Vassar, Stefanie D.; Brown, Arleen F.

2015-01-01

Abstract 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

Borrowing Brainpower--Sharing Insecurities. Lessons Learned from a Doctoral Peer Writing Group

ERIC Educational Resources Information Center

Wegener, Charlotte; Meier, Ninna; Ingerslev, Karen

2016-01-01

Academic writing is a vital, yet complex skill that must be developed within a doctoral training process. In addition, becoming an academic researcher is a journey of changing sense of self and identity. Through analysis of a group session, we show how the feedback of peers addresses questions of structure and writing style along with wider issues…

Design of Open Content Social Learning That Increases Learning Efficiency and Engagement Based on Open Pedagogy

ERIC Educational Resources Information Center

John, Benneaser; Thavavel, V.; Jayaraj, Jayakumar; Muthukumar, A.; Jeevanandam, Poornaselvan Kittu

2016-01-01

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…

Academic Writing in the Business School: The Genre of the Business Case Report

ERIC Educational Resources Information Center

Nathan, Philip

2013-01-01

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…

Whose Job Is It? Exploring Subject Tutor Roles in Addressing Students' Academic Writing via Essay Feedback

ERIC Educational Resources Information Center

Court, Krista; Johnson, Helen

2016-01-01

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…

Blogging as Community of Practice: Lessons for Academic Development?

ERIC Educational Resources Information Center

Guerin, Cally; Carter, Susan; Aitchison, Claire

2015-01-01

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…

Creating a Macrostructure in Academic Writing: Contributions of Tutor-Tutee Interaction When Performing a Text Revision

ERIC Educational Resources Information Center

Horowitz, Rosalind; Wilburn, Marcy

2017-01-01

This article examines how students develop an effective macrostructure with supporting arguments in academic writing. We base the study on theory developed about macrostructures. The study focuses on components of macrostructure-building through tutor-tutee dialogic communication. We draw from work on the role of speech for and within written…

Reducing Unintentional Plagiarism amongst International Students in the Biological Sciences: An Embedded Academic Writing Development Programme

ERIC Educational Resources Information Center

Divan, Aysha; Bowman, Marion; Seabourne, Anna

2015-01-01

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…

Drawing on Students' Experiences, Cultures and Languages to Develop English Language Writing: Perspectives from Three Lao Heritage Middle School Students

ERIC Educational Resources Information Center

Souryasack, Rassamichanh; Lee, Jin Sook

2007-01-01

Lao students have not fared well in the American educational system. Raised in a home culture that emphasizes and values the oral tradition, the acquisition of academic writing skills has been especially problematic even for U.S.-born students of Lao heritage. Recognizing that writing is a critical component for academic success, this study…

The Relationship among Strategic Writing Behavior, Writing Motivation, and Writing Performance with Young, Developing Writers

ERIC Educational Resources Information Center

Graham, Steve; Harris, Karen R.; Kiuhara, Sharlene A.; Fishman, Evan J.

2017-01-01

Our study tested whether learning is shaped by fundamental cognitive and motivational forces in the academic domain of writing. We examined whether strategic writing behavior and motivation (attitudes toward writing and self-efficacy) made a statistically significant and unique contribution to the prediction of writing quality and number of words…

Assessing Writing in Elementary Schools: Moving Away from a Focus on Mechanics

ERIC Educational Resources Information Center

Casey, Laura B.; Miller, Neal D.; Stockton, Michelle B.; Justice, William V.

2016-01-01

Many students struggle with writing; however, curriculum-based measures (CBM) of writing often use assessment criteria that focus primarily on mechanics. When academic development is assessed in this way, more complex aspects of a student's writing, such as the expression and development of ideas, may be neglected. The current study was a…

Student Writing in a Talent Development Program: Sanctuary and Academic Site of the "Personally Humane"

ERIC Educational Resources Information Center

Paley, Karen Surman

2008-01-01

The author had the pleasure of being in an academic setting where students of color were in the majority. That was the summer of 2004 as she observed African-American Literature 1900-Present, a writing intensive class in the Special Program in Talent Development (SPTD) at the University of Rhode Island (URI). The author wants to tell the story of…

Developing Students' Referencing Skills: A Matter of Plagiarism, Punishment and Morality or of Learning to Write Critically?

ERIC Educational Resources Information Center

Vardi, Iris

2012-01-01

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…

Supporting the Thesis Writing Process of International Research Students through an Ongoing Writing Group

ERIC Educational Resources Information Center

Li, Linda Y.; Vandermensbrugghe, Joelle

2011-01-01

Evidence from research suggests writing support is particularly needed for international research students who have to tackle the challenges of thesis writing in English as their second language in Western academic settings. This article reports the development of an ongoing writing group to support the thesis writing process of international…

Translanguaging and the Writing of Bilingual Learners

ERIC Educational Resources Information Center

Velasco, Patricia; García, Ofelia

2014-01-01

This article makes the case for using translanguaging in developing the academic writing of bilinguals. It reviews the emerging literature on learning and teaching theories of translanguaging and presents theoretical understandings of biliteracy development and specifically on the teaching of writing to bilingual learners. The article analyzes…

Developing Academic Literacies through Understanding the Nature of Disciplinary Knowledge

ERIC Educational Resources Information Center

Clarence, Sherran; McKenna, Sioux

2017-01-01

Much academic development work that is framed by academic literacies, especially that focused on writing, is concerned with disciplinary conventions and knowledges: conceptual, practical, and procedural. This paper argues, however, that academic literacies work tends to conflate literacy practices with disciplinary knowledge structures, thus…

Writing for publication: institutional support provides an enabling environment.

PubMed

Kramer, Beverley; Libhaber, Elena

2016-04-18

Due to the excessive service delivery loads in public hospitals supported by academic institutions in developing environments, researchers at these institutions have little time to develop scientific writing skills or to write up their research. It is imperative to expand the writing skills of researchers and train the next generation of health sciences academics in order to disseminate research findings. This study reports on the implementation of approaches for writing and publication and the extent of support to staff suffering from the overload of service delivery and of heavy teaching duties. Workshops in scientific writing and writing retreats were initiated and were offered to all staff. Feedback from participants of the writing skills workshops indicated that the workshops provided an injection of confidence and proficiency. Protected writing time resulted in 132 papers submitted to journals and 95 in preparation from 230 participants of the writing retreats over a two year period. Staff commended the off-site, collegial environment, which also supported future collaboration with new-found colleagues. This enabling environment facilitates not only the development of writing skills per se, but also the dissemination of the generated scientific knowledge. In addition, the training in writing skills of this generation will be of value in the training of future cohorts in countries with similar health care deliverables.

Using gamification to develop academic writing skills in dental undergraduate students.

PubMed

El Tantawi, Maha; Sadaf, Shazia; AlHumaid, Jehan

2018-02-01

To assess the satisfaction of first-year dental students with gamification and its effect on perceived and actual improvement of academic writing. Two first-year classes of dental undergraduate students were recruited for the study which extended over 4 months and ended in January 2015. A pre-intervention assessment of students' academic writing skills was performed using criteria to evaluate writing. The same criteria were used to evaluate the final writing assignment after the intervention. Students' satisfaction with game aspects was assessed. The per cent change in writing score was regressed on scores of satisfaction with game aspects controlling for gender. Perceived improvement in writing was also assessed. Data from 87 (94.6%) students were available for analysis. Students' overall satisfaction with the gamified experience was modest [mean (SD) = 5.9 (2.1)] and so was their overall perception of improvement in writing [mean (SD) = 6.0 (2.2)]. The per cent score of the first assignment was 35.6 which improved to 80 in the last assignment. Satisfaction with playing the game was significantly associated with higher percentage of improvement in actual writing skills [regression coefficient (95% confidence interval) = 21.1 (1.9, 40.2)]. Using gamification in an obligatory course for first-year dental students was associated with an improvement in academic writing skills although students' satisfaction with game aspects was modest and their willingness to use gamification in future courses was minimal. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Knowing, Learning, and Writing: Patterns in Students' Understanding of Academic Work.

ERIC Educational Resources Information Center

Kurfiss, Joanne Gainen

The paper describes four major patterns that emerge in studies of college student intellectual development. Quotations from students' writing about their epistemological beliefs and quotations from professors' writing concerning their courses and students are related to the four patterns. Characteristics of student writing associated with each…

Writing Practices for Mainstream Teachers of Middle School English Learners: Building on What We Know Works Effectively

ERIC Educational Resources Information Center

Haas, Eric; Goldman, Julie; Faltis, Christian

2018-01-01

Improving the writing of middle-school English learners can improve their academic thinking, literacy, and content knowledge. The Writing Reform and Innovation for Teaching Excellence (WRITE) program uses six high-leverage writing practices and develops teacher capacity through professional learning activities anchored in the group grading of…

Promoting Writing for Research: The "Writing Retreat" Model

ERIC Educational Resources Information Center

Singh, R. J.

2012-01-01

Research papers take a long time to write and in an academic environment where the "publish or perish" clause applies, writing retreats are a way of creating time and space to write academic articles in a concentrated period of time. This article examines ways in which academics can write more articles for publication. In particular it…

Tutor Feedback on Draft Essays: Developing Students' Academic Writing and Subject Knowledge

ERIC Educational Resources Information Center

Court, Krista

2014-01-01

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…

Helping Vocational and Academic Teachers Collaborate To Improve Students' Reading and Writing Skills: An Over-Time Inservice Activity.

ERIC Educational Resources Information Center

Schmidt, B. June; Beeken, Lois A.

Staff development was provided for academic and vocational teachers interested in improving their students' reading and writing skills. The first step was to examine the need. Survey data collected from students and vocational program completers from Southern Regional Education Board-Vocational Education Consortium pilot site schools revealed a…

A Qualitative Study of Mature Taiwanese Writers' Development of Voice and Positioning in English

ERIC Educational Resources Information Center

Yeh, Shu-Fen

2012-01-01

The present study explores nine L2 mature writers' transition between different academic environments, and seeks to create more meaningful grounds for teaching academic ESL writing in the U.S. and college writing in Taiwan. The approach of this study is influenced by Hirvela and Belcher's (2001) reading of terms they define as…

Potential of Mobile Learning in Teaching of ESL Academic Writing

ERIC Educational Resources Information Center

Zaki, Arlina Ahmad; Yunus, Melor Md

2015-01-01

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…

Examining Academic Writing Motivation of Prospective Indonesian Language Teachers Using Exploratory Factor Analysis

ERIC Educational Resources Information Center

Surastina; Dedi, Fransisca S. O.

2018-01-01

Motivation determines students' success in academic writing. The current study adopted 28 items of the academic writing motivation questionnaire by Payne (2012) translated into Indonesian language to explore students' motivation in academic writing. This study involved 120 prospective Indonesian language teachers at STKIP PGRI Bandar Lampung that…

Nurturing Interdisciplinary Competence in Academic Writing Classes: Two Taiwanese TESOL Professionals' Shared Journey

ERIC Educational Resources Information Center

Chen, Cheryl Wei-yu; Wang, Hung-chun

2016-01-01

This study delineates two Taiwanese TESOL teachers' efforts of combining English writing with entrepreneurship education to cultivate English majors' interdisciplinary competence in academic writing classes. An integrated business-and-writing approach was proposed to foster English majors' academic writing skills and entrepreneurial capacities. In…

The Chameleon on a Tartan Rug: Adaptations of Three Academic Developers' Professional Identities

ERIC Educational Resources Information Center

Kensington-Miller, Barbara; Renc-Roe, Joanna; Morón-García, Susan

2015-01-01

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…

Using Non-Finites in English Academic Writing by Chinese EFL Students

ERIC Educational Resources Information Center

Yang, Bingjun

2014-01-01

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…

Dyslexia, authorial identity, and approaches to learning and writing: a mixed methods study.

PubMed

Kinder, Julianne; Elander, James

2012-06-01

Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students' approaches to writing. (1) To compare dyslexic and non-dyslexic students' authorial identity and approaches to learning and writing; (2) to compare correlations between approaches to writing and approaches to learning among dyslexic and non-dyslexic students; (3) to explore dyslexic students' understandings of authorship and beliefs about dyslexia, writing and plagiarism. Dyslexic (n= 31) and non-dyslexic (n= 31) university students. Questionnaire measures of self-rated confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top-down, bottom-up and pragmatic approaches to writing (Student Authorship Questionnaire; SAQ), and deep, surface and strategic approaches to learning (Approaches and Study Skills Inventory for Students; ASSIST), plus qualitative interviews with dyslexic students with high and low SAQ scores. Dyslexic students scored lower for confidence in writing, understanding authorship, and strategic approaches to learning, and higher for surface approaches to learning. Correlations among SAQ and ASSIST scores were larger and more frequently significant among non-dyslexic students. Self-rated knowledge to avoid plagiarism was associated with a top-down approach to writing among dyslexic students and with a bottom-up approach to writing among non-dyslexic students. All the dyslexic students interviewed described how dyslexia made writing more difficult and reduced their confidence in academic writing, but they had varying views about whether dyslexia increased the risk of plagiarism. Dyslexic students have less strong authorial identities, and less congruent approaches to learning and writing. Knowledge to avoid plagiarism may be more salient for dyslexic students, who may benefit from specific interventions to increase confidence in writing and understanding of authorship. Further research could investigate how dyslexic students develop approaches to academic writing, and how that could be affected by perceived knowledge to avoid plagiarism. ©2011 The British Psychological Society.

On the Strategies of Graduation Thesis Writing Teaching of Translation Major Undergraduates Based on Eco-Translatology

ERIC Educational Resources Information Center

Lin, Wang

2017-01-01

Graduation thesis is an indispensible procedure for each undergraduate, which is crucial for successful graduation, employment, further study and even further development. However, due to most undergraduates' ignorance of academic writing and the deficiency of current thesis writing course, thesis writing ability can hardly be enhanced and…

National Writing Project 2009 Annual Report

ERIC Educational Resources Information Center

National Writing Project (NJ1), 2009

2009-01-01

Writing as a tool for thinking, learning, and communicating is crucial to academic and career success as well as to active citizenship in a democracy. This annual report of the National Writing Project features teachers of math, chemistry, art, history, and business who develop their students as writers. These educators employ writing to engage…

Exploring Engineering instructors' views about writing and online tools to support communication in Engineering

NASA Astrophysics Data System (ADS)

Howard, Sarah K.; Khosronejad, Maryam; Calvo, Rafael A.

2017-11-01

To be fully prepared for the professional workplace, Engineering students need to be able to effectively communicate. However, there has been a growing concern in the field about students' preparedness for this aspect of their future work. It is argued that online writing tools, to engage numbers of students in the writing process, can support feedback on and development of writing in engineering on a larger scale. Through interviews and questionnaires, this study explores engineering academics' perceptions of writing to better understand how online writing tools may be integrated into their teaching. Results suggest that writing is viewed positively in the discipline, but it is not believed to be essential to success in engineering. Online writing tools were believed to support a larger number of students, but low knowledge of the tools limited academics' understanding of their usefulness in teaching and learning. Implications for innovation in undergraduate teaching are discussed.

Using Systemic Functional Linguistics in Academic Writing Development: An Example from Film Studies

ERIC Educational Resources Information Center

Donohue, James P.

2012-01-01

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…

Investigating Student Use and Value of E-Learning Resources to Develop Academic Writing within the Discipline of Environmental Science

ERIC Educational Resources Information Center

Taffs, Kathryn H.; Holt, Julienne I.

2013-01-01

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…

A Team of Equals: Teaching Writing in the Sciences

ERIC Educational Resources Information Center

Emerson, Lisa; MacKay, Bruce R.; MacKay, Marion B.; Funnell, Keith A.

2006-01-01

Writing across the curriculum (WAC) is a way of integrating the teaching of writing into specific academic disciplines. A problem faced in the WAC literature is how to develop a process that integrates the skills of multi-disciplinary teams. In this project, action research was used to develop a team comprising faculty from the applied sciences…

Assessing and Improving L2 Graduate Students' Popular Science and Academic Writing in an Academic Writing Course

ERIC Educational Resources Information Center

Rakedzon, Tzipora; Baram-Tsabari, Ayelet

2017-01-01

This paper reports a study using a quasi-experimental design to examine whether an academic writing course in English can improve graduate students' academic and popular science writing skills. To address this issue, we designed pre- and post-assessment tasks, an intervention assessment task and a scoring rubric. The pre- and post-assessment tasks…

Improving English Language Learners' Academic Writing: A Multi-Strategy Approach to a Multi-Dimensional Challenge

ERIC Educational Resources Information Center

Marulanda Ángel, Nora Lucía; Martínez García, Juan Manuel

2017-01-01

The demands of the academic field and the constraints students have while learning how to write appropriately call for better approaches to teach academic writing. This research study examines the effect of a multifaceted academic writing module on pre-service teachers' composition skills in an English teacher preparation program at a medium sized…

The Impact of Training Students How to Write Introductions for Academic Essays: An Exploratory, Longitudinal Study

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Marshall, Jennifer C.

2012-01-01

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.…

"It's Not a Hobby": Reconceptualizing the Place of Writing in Academic Work

ERIC Educational Resources Information Center

Murray, Rowena

2013-01-01

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…

Writing for the World: Wikipedia as an Introduction to Academic Writing

ERIC Educational Resources Information Center

Tardy, Christine M.

2010-01-01

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…

Nursing students' understanding of critical thinking and appraisal and academic writing: a descriptive, qualitative study.

PubMed

Borglin, Gunilla; Fagerström, Cecilia

2012-11-01

In Sweden, regulations from the National Agency for Higher Education advocate an education that equips students with independence as well as critical, problem-based thinking, i.e. academic literacy skills. However, some research findings indicate that students may leave higher education without mastering these skills effectively. As part of quality-assuring a nursing programme at a university college in south-east Sweden we explored the nursing student's view of crucial academic literacy skills, such as critical thinking and appraisal and academic writing, by conducting a descriptive, qualitative study. Informants were recruited through an advertisement posted on the university's e-learning tool. Eight focused interviews were conducted during autumn 2010. The transcribed interviews were analysed - inspired by content analysis - and two categories became apparent: constantly questioning and formality before substance. The latter revealed a gap between the student's perception of academic writing and that of the educators, thus implying that nursing students might not be equipped with the tools they need to develop within academia. We suggest that students could benefit in their academic endeavours from theoretical educational models that integrate several academic skills simultaneously and which could be incorporated into the development of syllabuses and curriculums. Copyright © 2012 Elsevier Ltd. All rights reserved.

Diversity in Collaborative Research Communities: A Multicultural, Multidisciplinary Thesis Writing Group in Public Health

ERIC Educational Resources Information Center

Guerin, Cally; Xafis, Vicki; Doda, Diana V.; Gillam, Marianne H.; Larg, Allison J.; Luckner, Helene; Jahan, Nasreen; Widayati, Aris; Xu, Chuangzhou

2013-01-01

Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We…

Getting "Writing Ready" at the University of Washington: Developing Metacognition at a Time of Academic Transition

ERIC Educational Resources Information Center

Zinchuk, Jennifer Eidum

2017-01-01

Within the field of Writing Studies, metacognition is rapidly being recognized as essential for the effective transfer of knowledge across contexts. This program profile describes a pre-college writing course at the University of Washington that builds metacognition, confidence, and fluency in writing. Through program evaluations, student surveys,…

Embedded academic writing support for nursing students with English as a second language.

PubMed

Salamonson, Yenna; Koch, Jane; Weaver, Roslyn; Everett, Bronwyn; Jackson, Debra

2010-02-01

This paper reports a study which evaluated a brief, embedded academic support workshop as a strategy for improving academic writing skills in first-year nursing students with low-to-medium English language proficiency. Nursing students who speak English as a second language have lower academic success compared with their native English-speaking counterparts. The development of academic writing skills is known to be most effective when embedded into discipline-specific curricula. Using a randomized controlled design, in 2008 106 students pre-enrolled in an introductory bioscience subject were randomized to receive either the intervention, a 4-day embedded academic learning support workshop facilitated by two bioscience (content) nursing academics and a writing and editing professional, or to act as the control group. The primary focus of the workshop was to support students to work through a mock assignment by providing progressive feedback and written suggestions on how to improve their answers. Of the 59 students randomized to the intervention, only 28 attended the workshop. Bioscience assignment results were analysed for those who attended (attendees), those randomized to the intervention but who did not attend (non-attendees), and the control group. Using anova, the results indicated that attendees achieved statistically significantly higher mean scores (70.8, sd: 6.1) compared to both control group (58.4, sd: 3.4, P = 0.002) and non-attendees (48.5, sd: 5.5, P = 0.001). A brief, intensive, embedded academic support workshop was effective in improving the academic writing ability of nursing students with low-to-medium English language proficiency, although reaching all students who are likely to benefit from this intervention remains a challenge.

Strategic English Writing for Academic Purposes

ERIC Educational Resources Information Center

Lin, Grace Hui Chin

2017-01-01

Writing is one of the four abilities in English Learning. Many students need to write their theses and dissertations in English in order to achieve their academic degrees. English writing is in fact an access of international and intercultural communication with native-speakers and non-native speakers, in academic fields. After reading abundant…

Challenging the Productivity Mantra: Academic Writing with Spirit in Place

ERIC Educational Resources Information Center

Johnson, Laurel; Roitman, Sonia; Morgan, Ann; MacLeod, Jason

2017-01-01

Academic writing groups aim to improve the quality and/or the rate of academic publications. In this article, the authors reflect on a writing group with academic and non-academic members that evolved over two years to uphold a deeper and arguably spiritual purpose. The group commenced with the aim of increasing its members' publication rates, but…

Changing Academic Identities in Changing Academic Workplaces: Learning from Academics' Everyday Professional Writing Practices

ERIC Educational Resources Information Center

Lea, Mary R.; Stierer, Barry

2011-01-01

In this article we examine issues of academic identity through the lens of academics' everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from…

Intentional Implementation: A Self-Study Examining and Evaluating Instructional Implementation of Digital Tools to Foster Academic Writing in the English Secondary Classroom

ERIC Educational Resources Information Center

Alcoser, Michelle Elaine

2017-01-01

This self-study examines the planning, practices, policies, and procedures present in a blended learning classroom environment to develop academic writing with tenth and eleventh grade public high school students. Digital technology is a prevalent and powerful force intertwined with most aspects of the human experience in the twenty-first century.…

Teaching and Assessing Academic Writing via the Portfolio: Benefits for Learners of English as an Additional Language

ERIC Educational Resources Information Center

Romova, Zina; Andrew, Martin

2011-01-01

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…

"I Ain't Changing Anything": A Case-Study of Successful Generation 1.5 Immigrant College Students' Writing

ERIC Educational Resources Information Center

Riazantseva, Anastasia

2012-01-01

The purpose of this case-study was to understand the relationship between success in college and L2 academic writing of three Generation 1.5 Russian-speaking middle-class college students and to describe the factors that could have contributed to the levels of academic literacy that these students developed. The following research questions were…

Using a Systemic Functional Genre-Based Approach to Promote a Situated View of Academic Writing among EFL Pre-Service Teachers

ERIC Educational Resources Information Center

Correa, Doris; Echeverri, Sandra

2017-01-01

This article reports partial results of a qualitative study which explored the gains and challenges encountered by two groups of English as a foreign language pre-service teachers from a public university in Medellin, Colombia, in developing a situated view of academic writing through a systemic functional genre-based instructional unit. The unit…

Transitional and Transformational Spaces: Mentoring Young Academics through Writing Centres

ERIC Educational Resources Information Center

Archer, Arlene; Parker, Shabnam

2016-01-01

The effectiveness of writing centre interventions on student writing in higher education has been well-documented in academic literacies studies. This paper changes the focus of investigation from student to consultant and, consequently, explores the way in which an academic writing centre can function as a mentoring environment for young…

'So I forgot to use 1.5 line spacing! It doesn't make me a bad nurse!' The attitudes to and experiences of a group of Norwegian postgraduate nurses to academic writing.

PubMed

Johansen, Edda; Harding, Thomas

2013-09-01

To describe the experience of a group of postgraduate Norwegian nurses with academic writing and its impact on their engagement with continuing education. Nurses are required to be lifelong learners and increasing numbers are seeking further knowledge and skills for clinical practice through courses in institutions of higher education. In higher education they are often being assessed on their ability to produce an academic essay not on the development of their clinical competence. A descriptive design was used, where participants were asked to complete in writing two open-ended statements. The data was then subject to inductive content analysis to extract categories and themes to describe the phenomenon. Participants had little experience and were challenged by academic writing. It was perceived as difficult, time consuming and of little relevance to their clinical practice. There is disconnection between the assessment of learning in higher education and increased workplace competency. Rather than promoting a deep approach to learning educators may be creating barriers to engagement with lifelong learning through using traditional assessment practices. There is an imperative to develop assessments which allow demonstration of understanding, ability to use current evidence and the development of critical analytic skills for reflection on problems encountered in participants' work lives. Copyright © 2012 Elsevier Ltd. All rights reserved.

Academic Biliteracies: Multilingual Repertoires in Higher Education

ERIC Educational Resources Information Center

Palfreyman, David M., Ed.; van der Walt, Christa, Ed.

2017-01-01

Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content--whether in reading, discussing, or writing--and how increasingly multilingual higher education…

English for Specific Purposes and Academic Literacies: Eclecticism in Academic Writing Pedagogy

ERIC Educational Resources Information Center

McGrath, Lisa; Kaufhold, Kathrin

2016-01-01

Academic Literacies and English for Specific Purposes perspectives on the teaching of academic writing tend to be positioned as dichotomous and ideologically incompatible. Nonetheless, recent studies have called for the integration of these two perspectives in the design of writing programmes in order to meet the needs of students in the…

Ethnography as Method, Methodology, and "Deep Theorizing" Closing the Gap between Text and Context in Academic Writing Research

ERIC Educational Resources Information Center

Lillis, Theresa

2008-01-01

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…

The Influence of Students' L1 and Spoken English in English Writing: A Corpus-Based Research

ERIC Educational Resources Information Center

Prihantoro

2016-01-01

Academic writing requires both style and grammatical correctness; however, efforts in improving the quality of English academic writing by non-native students have been focused on grammar. Structures observed in this study were grammatically correct, but considered unnatural in academic writing genre. This research involves a group of non-native…

The writing retreat: a high-yield clinical faculty development opportunity in academic writing.

PubMed

Cable, Christian T; Boyer, Debra; Colbert, Colleen Y; Boyer, Edward W

2013-06-01

The need for consistent academic productivity challenges junior clinician-scholars, who often lack the aptitude to ensure efficient production of manuscripts. 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. 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. 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. The writing retreat is a feasible, effective strategy to increase scholarship among faculty, acceptable to mentees and mentors, and sustainable over time.

Corpus-Supported Academic Writing: How Can Technology Help?

ERIC Educational Resources Information Center

Chitez, Madalina; Rapp, Christian; Kruse, Otto

2015-01-01

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,…

An Analytical Framework for Analysing Secondary EFL Writing Curriculum: Approaches for Writing and Preparation for Higher Education

ERIC Educational Resources Information Center

Al-Hammadi, Fatima; Sidek, Harison Mohd

2015-01-01

Academic writing is perhaps the most important skill required in higher education learning for the purposes of academic communication, academic performance, as well as academic achievement and success. However, many studies carried out in an EFL context showed that the majority of students face difficulties and challenges in acquiring effective…

Writing Purposefully in Art and Design: Responding to Converging and Diverging New Academic Literacies

ERIC Educational Resources Information Center

Melles, Gavin; Lockheart, Julia

2012-01-01

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…

Encouraging Good Writing Practice in First-Year Psychology Students: An Intervention Using Turnitin

ERIC Educational Resources Information Center

Betts, Lucy R.; Bostock, Stephen J.; Elder, Tracey J.; Trueman, Mark

2012-01-01

There is growing concern among many regarding plagiarism within student writing. This has promoted investigation into both the factors that predict plagiarism and potential methods of reducing plagiarism. Consequently, we developed and evaluated an intervention to enhance good practice within academic writing through the use of the plagiarism…

The Flowering of EAP/ESP: Customised Support for the Development of Communicative Competence in Writing in the Disciplines

ERIC Educational Resources Information Center

Braidwood, Eva; McAnsh, Suzy

2013-01-01

Despite a proliferation of research into academic writing and the availability of a number of guides to writing, little attention has been given to the means of supporting students striving to reach the level of proficiency in English expected from graduates in their respective fields. Our study aims to explore the prevalent problems in writing in…

An Approach to the Teaching of Academic Writing.

ERIC Educational Resources Information Center

Johnston, Sue Ann

1985-01-01

Discusses solutions to problems in teaching research paper writing skills to English as a second language students in developing countries where library resources are inadequate. Suggests the use of interviews as an alternative research source and shows how an oral report on research results can help to develop synthesizing skills. (SED)

Research Leadership in Writing for Publication: A Theoretical Framework

ERIC Educational Resources Information Center

Murray, Rowena; Steckley, Laura; MacLeod, Iain

2012-01-01

Academics experience difficulty in managing competing tasks, particularly in relation to writing for publication. In a study conducted on a writing retreat, analysis of data obtained from academic writers revealed that facilitative leadership provided at a writing retreat was central to managing task complexity and writing-related anxiety. The…

Increasing Research Productivity and Professional Development in Psychology With a Writing Retreat.

PubMed

Stanley, Ian H; Hom, Melanie A; Chu, Carol; Joiner, Thomas E

2017-09-01

Writing is a core feature of the training requirements and career demands of psychology faculty members and graduate students. Within academic psychology, specifically, writing is vital for the generation of scientific knowledge through manuscripts and grant applications. Although resources exist regarding how to improve one's writing skills, few models have been described regarding how to promote a culture of writing productivity that realizes tangible deliverables, such as manuscripts and grant applications. In this article, we discuss the rationale, model, and initial outcome data of a writing retreat developed and implemented to increase research productivity among psychology faculty and trainees. We also review best practices for conducting writing retreats and identify key areas for future SoTL on advancing writing.

Writing and Learning in Cross-National Perspective: Transitions from Secondary to Higher Education.

ERIC Educational Resources Information Center

Foster, David, Ed.; Russell, David R., Ed.

Noting that composition studies in the United States has devoted little attention to cross-national perspectives on student writing and its roles in wider cultural contexts, this book presents research studies from six nations (China, England, France, Germany, Kenya, and South Africa) on academic writing development in the dominant language of…

Critical Literacy Finds a "Place": Writing and Social Action in a Low-Income Australian Grade 2/3 Classroom.

ERIC Educational Resources Information Center

Comber, Barbara; Thomson, Pat; Wells, Marg

2001-01-01

Draws on a study of socioeconomically disadvantaged children's acquisition of school literacies to investigate how children's writing and drawing might be key elements in developing critical literacies in elementary school settings. Focuses on how such classroom writing can be a mediator of emotions, intellectual and academic learning, social…

Academically Informed Creative Writing in LIS Programs and the Freedom to Be Creative

ERIC Educational Resources Information Center

Dali, Keren; Lau, Andrea; Risk, Kevin

2015-01-01

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…

Missing: Electronic Feedback in Egyptian EFL Essay Writing Classes

ERIC Educational Resources Information Center

Seliem, Soheir; Ahmed, Abdelhamid

2009-01-01

EFL essay writing is considered one of the most important academic courses in the teacher education programmes that should help develop students' skills to write cohesively and coherently. Teachers' feedback plays a crucial role in improving and enhancing the quality of students' written essays. The aim of the current study was to shed light on…

Academic Writing Practices in Spanish Universities

ERIC Educational Resources Information Center

Castello, Montserrat; Mateos, Mar; Castells, Nuria; Inesta, Anna; Cuevas, Isabel; Sole, Isabel

2012-01-01

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…

Effects of Blackboard on EFL Academic Writing and Attitudes

ERIC Educational Resources Information Center

Fageeh, Abdulaziz; Mekheimer, Mohamed Amin A.

2013-01-01

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…

Approaches Reflected in Academic Writing MOOCs

ERIC Educational Resources Information Center

Kwak, Subeom

2017-01-01

Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the…

The Role of Networked Learning in Academics' Writing

ERIC Educational Resources Information Center

McCulloch, Sharon; Tusting, Karin; Hamilton, Mary

2017-01-01

This article explores academics' writing practices, focusing on the ways in which they use digital platforms in their processes of collaborative learning. It draws on interview data from a research project that has involved working closely with academics across different disciplines and institutions to explore their writing practices,…

Laying the Foundation for Successful Non-Academic Writing: Professional Communication Principles in the K-5 Curricula of the McKinney Independent School District

ERIC Educational Resources Information Center

Trevino, Marlea

2009-01-01

Traditionally, K-5 students' writing has had a primarily academic aim--to help students master concepts and express themselves. Even if students take a professional writing course later, they typically do not have the opportunity to practice--over the long period of time mastery requires--the non-academic writing skills they will be required to…

Using Criterion in an English for Academic Purposes Course

ERIC Educational Resources Information Center

Cookson, Simon; Hunter, Simon; Jackson, Daniel; Sick, James

2005-01-01

English for Academic Purposes (EAP Writing) is a compulsory course for English literature and language students at Obirin University. The first semester focuses on expository writing, typical of the TOEFL[R] writing exam. The second semester focuses on writing about literature. To facilitate their writing all students are provided with a user…

Designing Academic Writing Analytics for Civil Law Student Self-Assessment

ERIC Educational Resources Information Center

Knight, Simon; Buckingham Shum, Simon; Ryan, Philippa; Sándor, Ágnes; Wang, Xiaolong

2018-01-01

Research into the teaching and assessment of student writing shows that many students find academic writing a challenge to learn, with legal writing no exception. Improving the availability and quality of timely formative feedback is an important aim. However, the time-consuming nature of assessing writing makes it impractical for instructors to…

Doing Academic Writing in Education: Connecting the Personal and the Professional

ERIC Educational Resources Information Center

Richards, Janet C.; Miller, Sharon K.

2005-01-01

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…

Enhancing the research and publication efforts of health sciences librarians via an academic writing retreat.

PubMed

Bullion, John W; Brower, Stewart M

2017-10-01

This case study describes the South Central Chapter of the Medical Library Association (SCC/MLA) initiative to develop an academic writing retreat for members who sought the necessary time and support to advance their research projects toward publication. SCC/MLA staged a dedicated writing retreat to coincide with the organization's 2012, 2013, and 2014 annual meetings. Each cohort met over two days to write and to workshop their peers' manuscripts. Organizers distributed an online survey one month after each retreat to evaluate attendees' perceptions. Three years' worth of writing retreats yielded fourteen peer-reviewed articles and one book chapter. Participants indicated that the retreat helped them meet or exceed their writing goals by offering protected time and a setting conducive to productivity. The format of the retreat is cost effective and easily adaptable for fellow professionals who wish to organize a formal event as a conference offering or simply support a writing group at their home institutions. In SCC/MLA, the retreat revitalized interest in writing and demystified the scholarly publication process.

Leadership in an International Collaborative Writing Groups (ICWG) Initiative: Implications for Academic Development

ERIC Educational Resources Information Center

Marquis, Elizabeth; Mårtensson, Katarina; Healey, Mick

2017-01-01

This article presents the results of research examining an innovative initiative designed to build capacity for international, collaborative scholarship of teaching and learning: the development of international collaborative writing groups (ICWG). The study focusses particularly on the role of leadership within the groups as a significant factor…

Peer support of a faculty "writers' circle" increases confidence and productivity in generating scholarship.

PubMed

Brandon, Catherine; Jamadar, David; Girish, Gandikota; Dong, Qian; Morag, Yoav; Mullan, Patricia

2015-04-01

Publishing is critical for academic medicine career advancement. Rejection of manuscripts can be demoralizing. Obstacles faced by clinical faculty may include lack of time, confidence, and optimal writing practices. This study describes the development and evaluation of a peer-writing group, informed by theory and research on faculty development and writing. Five clinical-track radiology faculty members formed a "Writers' Circle" to promote scholarly productivity and reflection on writing practices. Members decided to work with previously rejected manuscripts. After members' initial meeting, interactions were informal, face to face during clinical work, and online. After the first 6 months, an anonymous survey asked members about the status of articles and evaluations of the writing group. Ten previously rejected articles, at least one from each member, were submitted to the Circle. In 6 months, four manuscripts were accepted for publication, five were in active revision, and one was withdrawn. All participants (100%) characterized the program as worth their time, increasing their motivation to write, their opportunities to support scholarly productivity of colleagues, and their confidence in generating scholarship. Peer-support writing groups can facilitate the pooling of expertise and the exchange of recommended writing practices. Our peer-support group increased scholarly productivity and provided a collegial approach to academic writing. Copyright © 2015 AUR. Published by Elsevier Inc. All rights reserved.

Embedding the Teaching of Academic Writing into Anthropology Lectures

ERIC Educational Resources Information Center

Mostert, Linda Ann; Townsend, Rodwell

2018-01-01

This paper lends support to the argument that students require a variety of teaching strategies to help them improve their academic writing. The study described here took place in 2014 in the context of embedding the teaching of academic writing into anthropology modules. The strategies implemented were microthemes, peer feedback, annotated…

The Relationship between Academic Writing Experience and Academic Publishing for Graduate Physics Students

ERIC Educational Resources Information Center

Hess, Steven Timothy Michael

2012-01-01

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…

"Good" Academic Writing in Hebrew: The Perceptions of Pre-Service Teachers and Their Instructors

ERIC Educational Resources Information Center

Ezer, Hanna; Sivan, Tamar

2005-01-01

This study explores the perceptions of different groups of L1 and L2 Israeli pre-service teachers and their instructors regarding "good" academic writing. The study further investigates whether those perceptions accurately reflect their knowledge of academic writing. Eighty-one participants graded three different essays written by…

Designing ICT-Enhanced Language Programmes: Academic Writing for Postgraduate Studies

ERIC Educational Resources Information Center

Stepanek, Libor; Hradilova, Alena

2013-01-01

This paper presents a case study of a course on academic writing for postgraduate studies within a collaborative and interactive information and communication technologies (ICT) based language-learning setting. It describes the structure of an academic writing course for PhD students, focusing on three ICT-enhanced course activities: collaborative…

Creating an Oasis: Some Insights into the Practice and Theory of a Successful Academic Writing Group

ERIC Educational Resources Information Center

Wardale, D.; Hendrickson, T.; Jefferson, T.; Klass, D.; Lord, L.; Marinelli, M.

2015-01-01

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…

Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers

ERIC Educational Resources Information Center

Alhasani, Mirela Dubali

2015-01-01

Since 2004 Albanian academics have been making efforts to establish the best Western practices of academic writing associated with critical thinking and writing skills for university students. In this article, I will shed light upon the special challenges and peculiarities the establishment of Academic Writing discipline has encountered in Albania…

Childhood trajectories of inattention-hyperactivity and academic achievement at 12 years.

PubMed

Salla, Julie; Michel, Grégory; Pingault, Jean Baptiste; Lacourse, Eric; Paquin, Stéphane; Galéra, Cédric; Falissard, Bruno; Boivin, Michel; Tremblay, Richard E; Côté, Sylvana M

2016-11-01

Few prospective studies spanning early childhood to early adolescence have examined separately the contribution of inattention and hyperactivity to academic achievement. The aim of the present study was to investigate whether the developmental trajectories of inattention and hyperactivity symptoms during early and middle childhood are independently associated with academic achievement at age 12 years. The independent associations between inattention and hyperactivity trajectories during early and middle childhood and academic performance at age 12 years were examined in a population-based longitudinal birth cohort (n = 2120). In adjusted analyses, high early childhood inattention trajectories were associated with teacher-rated academic performance in reading, writing and mathematics and with government exam score in writing. High and moderate inattention trajectories during middle childhood predicted lower performance on both teacher-rated academic performance and government exam scores in reading, writing, and mathematics. Hyperactivity was not a consistent predictor of educational outcomes. Childhood inattention symptoms rather than hyperactivity carry risk of poor educational outcomes at age 12 years. Children with high levels of inattention can be identified during the preschool years. Prevention programs supporting the development of attentional capacities and executive functions could help reduce the negative consequences of inattention.

Undergraduate ESL Students' Engagement in Academic Reading and Writing in Learning to Write a Synthesis Paper

ERIC Educational Resources Information Center

Zhao, Ruilan; Hirvela, Alan

2015-01-01

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,…

Perceptions and Writing Experiences of Nursing Students: A Mixed Methods Exploration of Writing Self-Efficacy

ERIC Educational Resources Information Center

Sprenger, Lori

2013-01-01

The investigated research problem was the need to identify the facilitators and barriers to competent academic writing by examining writing self-efficacy and academic writing experiences of entry-level BSN students. The study's participants included entry-level bachelor of science in nursing (BSN) students in a Midwestern state. The mixed methods…

Analysis of the Development of Academic Writing in the "FJNSc" ("Finnish Journal of Nursing Science")

ERIC Educational Resources Information Center

Vanhanen-Nuutinen, Liisa; Janhonen, Sirpa; Tuomi, Jouni

2012-01-01

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…

The Role of Cattell-Horn-Carroll (CHC) Cognitive Abilities in Predicting Writing Achievement during the School-Age Years

ERIC Educational Resources Information Center

Cormier, Damien C.; Bulut, Okan; McGrew, Kevin S.; Frison, Jessica

2016-01-01

Writing is a complex academic task--it involves numerous mental processes. Given the necessity for developing writing skills from elementary to secondary school, this study aimed to investigate the role of broad cognitive abilities derived from the Cattell-Horn-Carroll (CHC) theory of intelligence in predicting skills associated with writing…

Development of a Blended Instructional Model via Weblog to Enhance English Summary Writing Ability of Thai Undergraduate Students

ERIC Educational Resources Information Center

Termsinsuk, Saisunee

2015-01-01

The objective of this research and development was to develop an effective blended instructional model via weblog to enhance English summary writing ability of Thai undergraduate students. A sample group in the English program of Nakhon Ratchasima Rajabhat University was studied in academic year 2010-2013. The research instruments were an…

Impact of Self-Regulatory Influences on Writing Course Attainment.

ERIC Educational Resources Information Center

Zimmerman, Barry J.; Bandura, Albert

1994-01-01

Using path analysis, studied the role of self-efficacy beliefs concerning academic attainment and regulation of writing, academic goals, and self-standards in writing-course attainment of 95 college freshmen. Different facets of perceived self-efficacy played a key role in writing-course attainment. (SLD)

Collaborative Writing Support Tools on the Cloud

ERIC Educational Resources Information Center

Calvo, R. A.; O'Rourke, S. T.; Jones, J.; Yacef, K.; Reimann, P.

2011-01-01

Academic writing, individual or collaborative, is an essential skill for today's graduates. Unfortunately, managing writing activities and providing feedback to students is very labor intensive and academics often opt out of including such learning experiences in their teaching. We describe the architecture for a new collaborative writing support…

Academic Language Socialization in High School Writing Conferences

ERIC Educational Resources Information Center

Gilliland, Betsy

2014-01-01

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 argues that…

Effects of video-game ownership on young boys' academic and behavioral functioning: a randomized, controlled study.

PubMed

Weis, Robert; Cerankosky, Brittany C

2010-04-01

Young boys who did not own video games were promised a video-game system and child-appropriate games in exchange for participating in an "ongoing study of child development." After baseline assessment of boys' academic achievement and parent- and teacher-reported behavior, boys were randomly assigned to receive the video-game system immediately or to receive the video-game system after follow-up assessment, 4 months later. Boys who received the system immediately spent more time playing video games and less time engaged in after-school academic activities than comparison children. Boys who received the system immediately also had lower reading and writing scores and greater teacher-reported academic problems at follow-up than comparison children. Amount of video-game play mediated the relationship between video-game ownership and academic outcomes. Results provide experimental evidence that video games may displace after-school activities that have educational value and may interfere with the development of reading and writing skills in some children.

Web 2.0 Tools and Academic Literacy Development in a US Urban School: A Case Study of a Second-Grade English Language Learner

ERIC Educational Resources Information Center

Shin, Dong-shin

2014-01-01

This study explores a second-grade English language learner's literacy development and ability to use blogging for social and academic purposes, in the context of learning academic writing genres in a US urban school. Grounded in sociocultural theories, it conceptualizes learning as appropriation, and language as a dynamic and functional system of…

Developing the Scholar's Ethos in Minority High School Students: The Vital Link to Academic Achievement.

ERIC Educational Resources Information Center

Welch, Olga M.; And Others

1989-01-01

Describes Project Austin-East EXCEL, a pilot college preparatory program for inner-city minority high school students in Knoxville (Tennessee). Develops an "academic ethos" through the following components: (1) reading, writing, and foreign language program; (2) "demystification" of the college experience; and (3) career…

Academic Literacies as Cornerstones in Course Design: A Partnership to Develop Programming for Faculty and Teaching Assistants

ERIC Educational Resources Information Center

Bury, Sophie; Sheese, Ron

2016-01-01

We discuss an educational development approach to embedding academic literacies instruction within disciplinary curricula. This developmental, embedded approach contrasts with the generic, extra-curricular, study-skills approach adopted in many universities. Learning Commons partners at York University, including librarians, writing instructors,…

Developing (Authentic?) Academic Writers

ERIC Educational Resources Information Center

Badley, Graham

2008-01-01

Purpose: This paper seeks to consider whether the notion of authenticity is useful or meaningful in the context of developing academics as writers. Design/methodology/approach: The approach taken is that of a reflective essay. Recent texts on authenticity in higher education are examined whilst a transactional theory of writing is also considered…

Academic Advising: Transition and Continuity. Proceedings of the National Academic Advising Association Annual Region VII Conference (5th, Dallas, Texas, May 21-23, 1989).

ERIC Educational Resources Information Center

Hargrave, O. T., Ed.

Papers from the conference proceedings of the National Academic Advising Association are as follows: "Advising, Writing Centers, and Academic Services: Applications and Extensions of Student Developmental Theories" (M. Brooks and C. Murphy); "Development of an Expert System for Student Advisement" (J. Sullivan et al.); "Evaluating Advising: The…

Diction and Expression in Error Analysis Can Enhance Academic Writing of L2 University Students

ERIC Educational Resources Information Center

Sajid, Muhammad

2016-01-01

Without proper linguistic competence in English language, academic writing is one of the most challenging tasks, especially, in various genre specific disciplines by L2 novice writers. This paper examines the role of diction and expression through error analysis in English language of L2 novice writers' academic writing in interdisciplinary texts…

Reprint 2007: Why Academics Have a Hard Time Writing Good Grants Proposals

ERIC Educational Resources Information Center

Porter, Robert

2017-01-01

This paper discusses the contrasting perspectives of academic prose versus grant writing, and lists strategies grant specialists can use to help researchers break old habits and replace them with techniques better suited to the world of competitive grant proposals. [This article is a reprint of "Why Academics Have a Hard Time Writing Good…

The Use of Academic Words in the Analytical Writing of Secondary English Learners and Native English Speakers

ERIC Educational Resources Information Center

Cons, Andrea M.

2013-01-01

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…

Academic Writing: Theory and Practice

ERIC Educational Resources Information Center

Street, Brian V.

2015-01-01

In this paper I attempt to locate the study of academic writing in the broader field of Literacies as Social Practice. I begin with a brief summary of recent theories of Literacies as Social Practice and then recount some of the ethnographic methods for studying these. I then discuss the application of these concepts to academic writing in Higher…

An Examination of How a Cross-Section of Academics Use Computer Technology when Writing Academic Papers.

ERIC Educational Resources Information Center

Wood, Eileen; Willoughby, Teena; Specht, Jacqueline; Porter, Lisa

2002-01-01

Describes a study conducted at two Canadian universities that surveyed a cross-section of 361 faculty, graduate, and undergraduate students to assess computer availability, experience, attitudes toward computers, and use of computers while engaged in academic writing. Compares advantages and disadvantages of writing on a computer versus written,…

The Use and Misuse of Academic Words in Writing: Analyzing the Writing of Secondary English Learners and Redesignated Learners

ERIC Educational Resources Information Center

Cons, Andrea Marie

2012-01-01

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…

Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry

ERIC Educational Resources Information Center

Moran, Katherine E.

2013-01-01

Research in the area of academic writing has demonstrated that writing varies significantly across disciplines and among genres within disciplines. Two important approaches to studying diversity in disciplinary academic writing have been the genre-based approach and the corpus-based approach. Genre studies have considered the situatedness of…

Saudi English-Major Undergraduates' Academic Writing Problems: A Taif University Perspective

ERIC Educational Resources Information Center

Al-Khairy, Mohamed Ali

2013-01-01

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…

Peer-Formativity: A Framework for Academic Writing

ERIC Educational Resources Information Center

Murray, Rowena; Thow, Morag

2014-01-01

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…

Fostering Topic Knowledge: Essential for Academic Writing

ERIC Educational Resources Information Center

Proske, Antje; Kapp, Felix

2013-01-01

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…

Why Academics Have a Hard Time Writing Good Grant Proposals

ERIC Educational Resources Information Center

Porter, Robert

2007-01-01

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…

Leveraging the Potential of Peer Feedback in an Academic Writing Activity through Sense-Making Support

ERIC Educational Resources Information Center

Wichmann, Astrid; Funk, Alexandra; Rummel, Nikol

2018-01-01

The act of revising is an important aspect of academic writing. Although revision is crucial for eliminating writing errors and producing high-quality texts, research on writing expertise shows that novices rarely engage in revision activities. Providing information on writing errors by means of peer feedback has become a popular method in writing…

Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults.

PubMed

Gunderson, Elizabeth A; Hamdan, Noora; Sorhagen, Nicole S; D'Esterre, Alexander P

2017-06-01

Individuals' implicit theories of intelligence exist on a spectrum, from believing intelligence is fixed and unchangeable, to believing it is malleable and can be improved with effort. A belief in malleable intelligence leads to adaptive responses to challenge and higher achievement. However, surprisingly little is known about the development of academic-domain-specific theories of intelligence (i.e., math vs. reading and writing). The authors examined this in a cross-section of students from 1st grade to college (N = 523). They also examined whether students hold different beliefs about the role of fixed ability in adult jobs versus their own grade. The authors' adult-specific beliefs hypothesis states that when children learn societally held beliefs from adults, they first apply these beliefs specifically to adults and later to students their own age. Consistent with this, even the youngest students (1st and 2nd graders) believed that success in an adult job requires more fixed ability in math than reading and writing. However, when asked about students in their own grade, only high school and college students reported that math involves more fixed ability than reading and writing. High school and college students' math-specific theories of intelligence were related to their motivation and achievement in math, controlling for reading and writing-specific theories. Reading and writing-specific theories did not predict reading and writing-specific motivations or achievement, perhaps because students perceive reading and writing as less challenging than math. In summary, academic-domain-specific theories of intelligence develop early but may not become self-relevant until adolescence, and math-specific beliefs may be especially important targets for intervention. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students

ERIC Educational Resources Information Center

Negretti, Raffaella

2017-01-01

Several strands of applied linguistic research have emphasized the importance of genre awareness for academic writing students. Although metacognitive behaviors have been linked to L2 writing proficiency and performance, there is still the need for an account of how and why different metacognitive behaviors can help L2 academic writers to apply…

The Best of Both Worlds? Towards an English for Academic Purposes/Academic Literacies Writing Pedagogy

ERIC Educational Resources Information Center

Wingate, Ursula; Tribble, Christopher

2012-01-01

This article is a review of two dominant approaches to academic writing instruction in higher education, English for Academic Purposes (EAP), which is used internationally, and Academic Literacies, which has become an influential model in the UK. The review was driven by a concern that Academic Literacies has been mainly focused on the situations…

Facilitating Metacognitive Processes of Academic Genre-Based Writing Using an Online Writing System

ERIC Educational Resources Information Center

Yeh, Hui-Chin

2015-01-01

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…

Mastering Academic Language: Organization and Stance in the Persuasive Writing of High School Students

ERIC Educational Resources Information Center

Uccelli, Paola; Dobbs, Christina L.; Scott, Jessica

2013-01-01

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…

Reviewing to Learn: Graduate Student Participation in the Professional Peer-Review Process to Improve Academic Writing Skills

ERIC Educational Resources Information Center

Chittum, Jessica R.; Bryant, Lauren H.

2014-01-01

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).…

Creative Writing and Schiller's Aesthetic Education

ERIC Educational Resources Information Center

Howarth, Peter

2007-01-01

For academics committed to the idea of an all-round aesthetic education, one of the great successes of the last thirty years has been the tremendous expansion of creative writing classes. Despite the dramatic expansion of creative writing as an academic discipline, the methods, ideals, and values of creative writing workshops have very often been…

Gap between Self-Efficacy and College Students' Writing Skills

ERIC Educational Resources Information Center

Lichtinger, Einat

2018-01-01

This study explores the disparity between college students' self-efficacy beliefs regarding their writing skills and their teachers' perceptions of the latter. It also examines ways to improve the academic writing instruction provided by the institution, and the impact of a first-year introductory academic-writing course. A total of 151 third-year…

The College Writing Center: Best Practices, Best Technologies

ERIC Educational Resources Information Center

Moberg, Eric

2010-01-01

Lifelong learning is a must in our information age, especially in the worldwide recession that began in 2008. In order to gain the most from their education, adult learners in any subject, major, program, or school must master the basics of academic reading and academic writing. Towards this end, writing tutors and writing centers offer…

Dyslexia, Authorial Identity, and Approaches to Learning and Writing: A Mixed Methods Study

ERIC Educational Resources Information Center

Kinder, Julianne; Elander, James

2012-01-01

Background: Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students' approaches to writing. Aims: (1) To compare dyslexic and non-dyslexic students' authorial…

Using Educative Assessments to Support Science Teaching for Middle School English-language Learners

NASA Astrophysics Data System (ADS)

Buxton, Cory A.; Allexsaht-Snider, Martha; Suriel, Regina; Kayumova, Shakhnoza; Choi, Youn-jeng; Bouton, Bobette; Baker, Melissa

2013-03-01

Grounded in Hallidayan perspectives on academic language, we report on our development of an educative science assessment as one component of the language-rich inquiry science for English-language learners teacher professional learning project for middle school science teachers. The project emphasizes the role of content-area writing to support teachers in diagnosing their students' emergent understandings of science inquiry practices, science content knowledge, and the academic language of science, with a particular focus on the needs of English-language learners. In our current school policy context, writing for meaningful purposes has received decreased attention as teachers struggle to cover large numbers of discrete content standards. Additionally, high-stakes assessments presented in multiple-choice format have become the definitive measure of student science learning, further de-emphasizing the value of academic writing for developing and expressing understanding. To counter these trends, we examine the implementation of educative assessment materials—writing-rich assessments designed to support teachers' instructional decision making. We report on the qualities of our educative assessment that supported teachers in diagnosing their students' emergent understandings, and how teacher-researcher collaborative scoring sessions and interpretation of assessment results led to changes in teachers' instructional decision making to better support students in expressing their scientific understandings. We conclude with implications of this work for theory, research, and practice.

A Writer-Respondent Intervention as a Means of Developing Academic Literacy

ERIC Educational Resources Information Center

Bharuthram, S.; Mckenna, S.

2006-01-01

This paper discusses the implementation of a project in which a writer-respondent intervention was used to develop the academic literacy practices of students. Writer-respondent projects are based on the idea that detailed developmental comments and questions on students' draft writing can assist them in acquiring the peculiar norms of academic…

Academic Literacy and Plagiarism: Conversations with International Graduate Students and Disciplinary Professors

ERIC Educational Resources Information Center

Abasi, Ali R.; Graves, Barbara

2008-01-01

In this study we examine how university plagiarism policies interact with international graduate students' academic writing in English as they develop identities as authors and students. The study is informed by the sociocultural theoretical perspective [Vygotsky, L. (1978). "Mind in society: The development of higher mental processes." Cambridge,…

Technical writing practically unified through industry

NASA Technical Reports Server (NTRS)

Houston, L. S.

1981-01-01

General background details in the development of a university level technical writing program, based upon the writing tasks of the student's occupations, are summarized. Objectives and methods for unifying the courses of study with the needs of industry are discussed. Four academic course divisions, Industries Technologies, in which preparation and training are offered are: Animal, Horticulture, Agriculture, and Agricultural Business. Occupational competence is cited as the main goal for these programs in which technical writing is to be practically unified through industry. Course descriptions are also provided.

Using New Vocabulary in Writing: Exploring How Word and Learner Characteristics Relate to the Likelihood That Writers Use Newly Taught Vocabulary

ERIC Educational Resources Information Center

Dobbs, Christina L.; Kearns, Devin

2016-01-01

Understanding academic vocabulary is essential to student success in school. Use of academic vocabulary words in writing is considered one of the strongest measures of how well a reader understands a given word. In theory, willingness to use academic vocabulary in writing indicates the complexity of acquiring representations of the word's…

Fostering Academic Vocabulary Use in Writing

ERIC Educational Resources Information Center

Brun-Mercer, Nicole; Zimmerman, Cheryl Boyd

2015-01-01

Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…

Identifying Gaps in Academic Writing of ESL Students

ERIC Educational Resources Information Center

Giridharan, Beena

2012-01-01

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…

Effects of Self-Regulated Strategy Development on the Writing Skills of School-Age Children with Attention-Deficit/Hyperactivity Disorder. EBP Briefs. Volume 12, Issue 4

ERIC Educational Resources Information Center

Roitsch, Jane; Murphy, Kimberly; Michalek, Anne M. P.

2017-01-01

Clinical Question: Does the self-regulated strategy development (SRSD) intervention model improve the writing skills of school-age children with attention-deficit/hyperactivity disorder (ADHD)? Method: Systematic Review. Study Sources: ASHA, ASHAWire, Google Scholar, Academic Search Complete, Education Full Text, Education Research Complete,…

Investigating the Reading-to-Write Processes and Source Use of L2 Postgraduate Students in Real-Life Academic Tasks: An Exploratory Study

ERIC Educational Resources Information Center

McCulloch, Sharon

2013-01-01

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…

Implicit Theory of Writing Ability: Relationship to Metacognitive Strategy Knowledge and Strategy Use in Academic Writing

ERIC Educational Resources Information Center

Karlen, Yves; Compagnoni, Miriam

2017-01-01

Implicit theories about the nature of human attributes as either malleable or fixed influence how people perceive knowledge and approach different tasks. Two studies explored the relationship between implicit theory of writing ability, metacognitive strategy knowledge (MSK), and strategy use in the context of academic writing. The pre-study with N…

Why It Is so Hard for Academics to Write Textbooks

ERIC Educational Resources Information Center

Sternberg, Robert J.

2017-01-01

Although academics are accustomed to writing articles and books, they much less frequently write textbooks. When they do, they likely find it much harder to do well than they ever would have imagined. This difficulty is likely to surprise them, because they have considerable experience in writing research articles and in teaching. I argue in this…

The Consequences of Integrating Faith into Academic Writing: Casuistic Stretching and Biblical Citation

ERIC Educational Resources Information Center

Ringer, Jeffrey M.

2013-01-01

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…

Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing

ERIC Educational Resources Information Center

McKinley, Jim

2015-01-01

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…

Summary Writing in Academic Contexts: Implicating Meaning in Processes of Change

ERIC Educational Resources Information Center

Hood, Susan

2008-01-01

The practice of summary writing from source texts has long been a core activity in academic writing programs. When described as precis writing, textbooks focusing on teaching this skill date back to the second half of the nineteenth century. In current guidelines, students are typically asked to demonstrate an understanding of the key meanings…

Dancing the Thesis, Writing on the Body

ERIC Educational Resources Information Center

Mills, Dana

2014-01-01

This article explores the connection between dance and politics through reflection on the process of writing a thesis about those two fields. Similarities and differences in the educational and disciplinary processes of academic practice and dance training are brought out, while focusing on the technique developed by Martha Graham: in particular…

Supervising Writing: Helping Postgraduate Students Develop as Researchers

ERIC Educational Resources Information Center

Lee, Anne; Murray, Rowena

2015-01-01

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…

A Visual Approach to Improved Literacy Skills for Special Education Adolescents: An Exploratory Study.

ERIC Educational Resources Information Center

Sinatra, Richard; Venezia, Jennie F.

1986-01-01

"Academically disabled" adolescents (N=70) participated in a visual literacy approach to reading and writing development. The subgroup of learning disabled students significantly improved in reading comprehension and narrative and descriptive writing, while "borderline" students (intelligence quotient 70-89) improved in reading comprehension.…

Service Learning in a Basic Writing Class: A Best Case Scenario

ERIC Educational Resources Information Center

Pine, Nancy

2008-01-01

This article explores the particular challenges and possibilities of service learning pedagogy for basic writers. Because a number of scholars of service learning and basic writing (Adler-Kassner, Arca, and Kraemer) are concerned primarily with developing underprepared students' academic literacies, I investigated how the students in a service…

Nationally Validated On the Way to SUCCESS in Reading and Writing with EPSF Program Development and Evaluation Goals and Studies. Summary. Submitted to ERIC in 1995.

ERIC Educational Resources Information Center

Betz, Phyllis

On the Way to SUCCESS in Reading and Writing with Early Prevention of School Failure (EPSF) is a program targeting children (4-9 years) in danger of academic failure and their families. Major components of the program are age- and individual-appropriate development learning activities, professional development, curricula aligned with initial and…

Superordinate Precision: An Examination of Academic Writing Among Bilingual Deaf and Hard of Hearing Students.

PubMed

Scott, Jessica A; Hoffmeister, Robert J

2018-04-01

Academic English is an essential literacy skill area for success in post-secondary education and in many work environments. Despite its importance, academic English is understudied with deaf and hard of hearing (DHH) students. Nascent research in this area suggests that academic English, alongside American Sign Language (ASL) fluency, may play an important role in the reading proficiency of DHH students in middle and high school. The current study expands this research to investigate academic English by examining student proficiency with a sub-skill of academic writing called superordinate precision, the taxonomical categorization of a term. Currently there is no research that examines DHH students' proficiency with superordinate precision. Middle and high school DHH students enrolled in bilingual schools for the deaf were assessed on their ASL proficiency, academic English proficiency, reading comprehension, and use of superordinate precision in definitions writing. Findings indicate that student use of superordinate precision in definitions writing was correlated with ASL proficiency, reading comprehension, and academic English proficiency. It is possible that degree of mastery of superordinate precision may indicate a higher overall level of proficiency with academic English. This may have important implications for assessment of and instruction in academic English literacy.

Understanding the processes of writing papers reflectively.

PubMed

Regmi, Krishna; Naidoo, Jennie

2013-07-01

This paper explores the writing of research papers using reflective frameworks. Reflective practice is integral to professional education and development. However, healthcare students, academics and practitioners have given limited attention to how to write reflectively. In addition, there are limited resources on the practical aspects of writing papers reflectively. The following major databases were searched: PubMed, Medline, King's Library, Excerpta Medica Database, Department of Health database, Cumulative Index to Nursing and Allied Health Literature. The searches were conducted using 'free text' and 'index' terms. Only relevant papers published in English were reviewed and scrutinised. Unpublished reports, internal publications, snowballing from the reference lists and personal contacts were also included in the search. This is a review paper that critiques the frameworks used for reflective practice. Writing papers reflectively is a complex task. Healthcare professionals and researchers need to understand the meaning of reflection and make appropriate use of reflective frameworks. Demystifying the process of reflectively writing papers will help professionals develop skills and competencies. IMPLICATION FOR RESEARCH/PRACTICE: This article provides a practical guide to reflection and how nursing and allied healthcare students, academics and practitioners can practise it. The paper identifies four generic stages in frameworks: description, assessment, evaluation and action, which are illustrated by annotated 'skeletal' examples. It is hoped that this will assist the process of reflective practice, writing and learning.

[Use of cyber library and digital tools are crucial for academic surgeons].

PubMed

Tomizawa, Yasuko

2010-10-01

In addition to busy clinical work, an academic surgeon has to spend a lot of time and efforts in writing and submitting articles to scientific journals, teaching young surgical trainees to write an article, organizing and updating his/her academic performances in the curriculum vitae, and writing research grant applications. The use of cyber library and commercially available computer software is useful in saving time and effort.

Democratizing Academic Writing: A Revision of an Experience of Writing an Autoethnographic Dissertation in Color

ERIC Educational Resources Information Center

Polanco, Marcela

2013-01-01

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…

Understanding the components of publication success: a survey of academic award recipients.

PubMed

Kenny, Anne M; Rowland, Heather; Gruman, Cynthia A

2003-04-01

This study examines predictors of publication number in career development awardees. We examined whether daily writing predicted publication number among junior faculty. We surveyed 94 career development awardees; the survey consisted of 28 questions in four domains: characteristics, environment, writing practices, and attitudes about writing. Variables that contributed positively to publication number included male gender and those with a negative effect were clinical research and perceiving the need to write as a requirement for advancement. In subgroup analysis of junior faculty, a habit of writing daily was predictive of greater publication numbers. Career development awardees published more first-authored manuscripts if they were male, were involved in nonclinical research, and did not perceive writing as a requirement for advancement. These factors highlight the need to explore the lower overall publication productivity in women and in clinical investigators. Junior faculty members that write daily publish more manuscripts, regardless of gender, research type, or motivators. The benefits of daily writing warrant direct study if not empiric implementation.

Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading.

PubMed

Munoz-Luna, Rosa

2015-01-01

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.

Main Ingredients for Success in L2 Academic Writing: Outlining, Drafting and Proofreading

PubMed Central

Munoz-Luna, Rosa

2015-01-01

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

Academic Writing Development at the University Level: Phrasal and Clausal Complexity across Level of Study, Discipline, and Genre

ERIC Educational Resources Information Center

Staples, Shelley; Egbert, Jesse; Biber, Douglas; Gray, Bethany

2016-01-01

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…

Generic Variations and Metadiscourse Use in the Writing of Applied Linguists: A Comparative Study and Preliminary Framework

ERIC Educational Resources Information Center

Kuhi, Davud; Behnam, Biook

2011-01-01

Thanks to the recent developments in the theory of academic discourse analysis, it is now increasingly accepted that negotiation of academic knowledge is intimately related to the social practices of academic communities. To underpin this position and to reveal some of the ways this is achieved, this article analyzes a relatively wide spectrum of…

"By-Products": The Added Value of Academic Writing Instruction for Higher Education

ERIC Educational Resources Information Center

Perpignan, Hadara; Rubin, Bella; Katznelson, Helen

2007-01-01

We previously defined the "by-products" of academic writing instruction as "affective and social changes perceived by students, "along with" changes in their writing, reflected in interpersonal and intrapersonal behaviors carried over into other spheres of their lives" [Katznelson, Perpignan, & Rubin, 2001. What…

The Research Paper: From Personal to Academic Writing (Instructional Note).

ERIC Educational Resources Information Center

Malinowski, Patricia A.

1990-01-01

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)

The Nervous System.

ERIC Educational Resources Information Center

Miller, Richard E.

1996-01-01

Attempts to step outside the debate about personal writing in academic discourse and rework its configurations. Suggests that academics think anew about writing as a place where the personal and the academic, the private and the public, the individual and the institutional, are always inextricably interwoven. (TB)

[Acquiring Science English: A Plan and System Are Needed].

PubMed

Foong, Foo Wah

2018-01-01

　Literary English is different from science English (SE) and pharmaceutical science English (PSE). Therefore, a totally new approach was adopted for students to learn PSE at Kyoto Pharmaceutical University (KPU). In 2012, a 4-year program for teaching PSE was proposed, and a stepwise-stepup tertiary science English education (SSTSEE) system was introduced at KPU. The system provides a novel form of PSE teaching that stretches from year 1 to 4, where the PSE level progresses to higher levels of learning with each passing academic year. With the launch of the SSTSEE system, relevant science-educated staff were provided with training and were also requested to study the syllabi of the respective academic years to write textbooks with the appropriate PSE content for their respective levels. From 2012 to 2015, textbooks and curricula for 4 year academic levels were developed and published to meet the needs for PSE learning at each academic level. Based on results of the SSTSEE system, year 1 students acquired the SE basics, and year 2 students applied the SE basics acquired. In years 3 and 4, students further pursued and developed their PSE ability. Additionally, students participated actively in developing skills in the reading, listening, writing, and speaking of SE/PSE. Active-plus-deep learning prompted students in developing those skills using illustrations, posters, and power-point slideshow presentations. By year 4, average achievers had established an independent level of competency in reading, listening, speaking, and writing PSE. Moreover, the SSTSEE system accommodated students timely in developing communication skills for practical fieldwork (clerkships) at pharmacies/hospitals in year 5 and for their future endeavors.

The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

NASA Astrophysics Data System (ADS)

Larson, Susan C.

Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to measure cognitive and emotional states, revealing patterns of engagement, quality of experience, and flow over the course of the instructional unit. Conceptual understanding was measured using the state persuasive writing rubric to analyze science essays in which students supported a claim with scientific evidence. The study contributes an Engagement Model of Academic Literacy for Learning (EngageALL), a Rubric for Academic Persuasive Writing (RAPW), a unique classification system for analyzing academic vocabulary, and suggestions for situated professional development around a research-based planning framework. A discussion addresses a new direction for future research that explores academic identity development.

Reading, Writing & Rings: Science Literacy for K-4 Students

NASA Astrophysics Data System (ADS)

McConnell, S.; Spilker, L.; Zimmerman-Brachman, R.

2007-12-01

Scientific discovery is the impetus for the K-4 Education program, "Reading, Writing & Rings." This program is unique because its focus is to engage elementary students in reading and writing to strengthen these basic academic skills through scientific content. As science has been increasingly overtaken by the language arts in elementary classrooms, the Cassini Education Program has taken advantage of a new cross-disciplinary approach to use language arts as a vehicle for increasing scientific content in the classroom. By utilizing the planet Saturn and the Cassini-Huygens mission as a model in both primary reading and writing students in these grade levels, young students can explore science material while at the same time learning these basic academic skills. Content includes reading, thinking, and hands-on activities. Developed in partnership with the Cassini-Huygens Education and Public Outreach Program, the Bay Area Writing Project/California Writing Project, Foundations in Reading Through Science & Technology (FIRST), and the Caltech Pre-College Science Initiative (CAPSI), and classroom educators, "Reading, Writing & Rings" blends the excitement of space exploration with reading and writing. All materials are teacher developed, aligned with national science and language education standards, and are available from the Cassini-Huygens website: http://saturn.jpl.nasa.gov/education/edu-k4.cfm Materials are divided into two grade level units. One unit is designed for students in grades 1 and 2 while the other unit focuses on students in grades 3 and 4. Each includes a series of lessons that take students on a path of exploration of Saturn using reading and writing prompts.

Mentored residential writing retreats: a leadership strategy to develop skills and generate outcomes in writing for publication.

PubMed

Jackson, Debra

2009-01-01

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.

The Desired Image of a Science Writer.

ERIC Educational Resources Information Center

Yore, Larry D.; Hand, Brian M.; Prain, Vaughan

This study attempted to establish a desired image of an expert science writer based on a synthesis of writing theory, models, and research literature on academic writing in science and other disciplines and to contrast this desired image with an actual prototypical image of scientists as writers of science. The synthesis was used to develop a…

Academic Praise in Conferences: A Key for Motivating Struggling Writers

ERIC Educational Resources Information Center

Hale, Elizabeth

2018-01-01

Conferences provide teachers a valuable context for giving both positive and constructive feedback that is tailored to individual students. Students who struggle with writing, however, are less apt to receive positive feedback on the craft of their writing, which is an important part of literacy development in the elementary and middle grades.…

Merging a Metalinguistic Grammar Approach with L2 Academic Process Writing: ELLs in Community College

ERIC Educational Resources Information Center

Camhi, Paul J.; Ebsworth, Miriam Eisenstein

2008-01-01

This action research study evaluates a classroom approach incorporating a reflective, metacognitive component within a second language process-oriented writing environment. Inspired by the literature and developed by the first author, this approach seeks to provide English language learners (ELLs) with a command of metalinguistic principles…

Examining Online Forum Discussions as Practices of Digital Literacy in College-Level ESL Writing

ERIC Educational Resources Information Center

Bauler, Clara Vaz

2012-01-01

This research study examines the role of digital media, more specifically online forums, in the development of academic literacy and language learning in English as a Second Language (ESL) college writing. Studies in Second Language Acquisition suggest that participation in online forum discussions can potentially foster collaboration,…

A Creative Approach to the Research Paper: Combining Creative Writing with Academic Research

ERIC Educational Resources Information Center

Blue, Tim

2006-01-01

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…

Discourses of Plagiarism: Moralist, Proceduralist, Developmental and Inter-Textual Approaches

ERIC Educational Resources Information Center

Kaposi, David; Dell, Pippa

2012-01-01

This paper reconstructs prevalent academic discourses of student plagiarism: moralism, proceduralism, development, and writing/inter-textuality. It approaches the discourses from three aspects: intention, interpretation and the nature of the academic community. It argues that the assumptions of the moralistic approach regarding suspect intention,…

Marketing the academic medical center group practice.

PubMed

Eudes, J A; Divis, K L

1992-01-01

From a marketing perspective, there are many differences between private and academic medical center (AMC) group practices. Given the growing competition between the two, write John Eudes and Kathy Divis, it is important for the AMC group practice to understand and use these differences to develop a competitive market advantage.

A Foucaultian Approach to Academic Anxiety

ERIC Educational Resources Information Center

Levine, Gavrielle

2008-01-01

Academic anxiety interferes with achievement and performance, as well as social and psychological development among children and adults. Although the writings of Michel Foucault do not address anxiety directly, his themes of knowledge and power have been applied to education and describe relationships that are likely to create anxiety among some…

Connectives: Fitting Another Piece of the Vocabulary Instruction Puzzle

ERIC Educational Resources Information Center

Crosson, Amy C.; Lesaux, Nonie K.

2013-01-01

Connectives (e.g., although, consequently, in contrast) are often considered the "signposts" of texts. In this article we argue that connectives represent a special kind of vocabulary knowledge that students need to develop both in order to read challenging, academic texts with understanding and to produce academic writing. Yet tapping…

Using Collaboration to Foster Academic Integrity

ERIC Educational Resources Information Center

Prescott, Lynda

2016-01-01

For students new to higher education, the task of developing their academic writing skills, and particularly the principles and practices of source-referencing, can be daunting. Although institutions and teachers can and do provide positive guidance on this score, all too often students veer into inadvertent plagiarism through lack of confidence…

Using Genre Pedagogy to Teach Adolescent English Learners to Write Academic Persuasive Essays

ERIC Educational Resources Information Center

Ramos, Kathleen Ann

2015-01-01

The new "Common Core State Standards" (CCSS) (NGACBP & CCSSO, 2010) require teachers to prepare all learners, including adolescent English learners (ELs), to develop academic literacy practices. This article describes an instructional intervention in an urban public high school using the genre-based "Reading to Learn" (Rose…

"Technically, I'm the One Who Came up with the Group": The Development of a Classroom Culture of Reading and Writing in an Elementary Classroom

ERIC Educational Resources Information Center

Ramirez-DelToro, Ginny

2017-01-01

This dissertation reports on how features of interactions and instruction contributed to an elementary classroom culture of reading and writing that students and their teacher worked together to develop. Positioning theory informed analysis of participants' interactions as they used texts in social and academic ways. The theory of figured worlds…

The Write Stuff

ERIC Educational Resources Information Center

Olson, Carol Booth; Scarcella, Robin; Matuchniak, Tina

2016-01-01

Expectations for high-level academic writing, especially in the Common Core era, have never been higher. Middle school and high school students are being asked to do close readings of complex texts and then respond in writing using academic discourse. This is a challenging task for many students, but perhaps none as great as for English language…

What Do Education Students Think about Their Ability to Write Essays?

ERIC Educational Resources Information Center

Quintero, Gisela Consolación

2018-01-01

The present study reflects the results obtained from a diagnosis carried out with Education students concerning the writing of academic essays. The objective was to identify the perceptions that Comprehensive Education students have about their ability to write academic essays. A descriptive cross-sectional research study was conducted at a single…

Students' Perceptions of Academic Writing as a Mode of Communication

ERIC Educational Resources Information Center

Majidi, Mojdeh

2005-01-01

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…

Student Beliefs and Attitudes about Authorial Identity in Academic Writing

ERIC Educational Resources Information Center

Pittam, Gail; Elander, James; Lusher, Joanne; Fox, Pauline; Payne, Nicola

2009-01-01

Authorial identity is the sense a writer has of themselves as an author and the textual identity they construct in their writing. This article describes two studies exploring psychology students' authorial identity in academic writing. A qualitative focus group study with 19 students showed that authorial identity was largely unfamiliar to…

Angst about Academic Writing: Graduate Students at the Brink

ERIC Educational Resources Information Center

Holmes, Barbara; Waterbury, Theresa; Baltrinic, Eric; Davis, Arielle

2018-01-01

This paper offers some insights into the anxieties graduate students bring into the classroom about academic or technical writing. In this qualitative study, a focus group of graduate students was utilized to describe the specific negative feelings, attitudes and experiences held about writing. Findings suggest that students were able to identify…

Teaching Writing within the Disciplines: A Viable Approach for English for Academic Purposes (EAP) Instructors

ERIC Educational Resources Information Center

Leopold, Lisa

2011-01-01

This case study of an adjunct-model English for Academic Purposes (EAP) writing course linked to a policy-analysis course describes an effective approach for putting "specificity" into practice in EAP curriculum design. The rationale for interdisciplinary collaboration, the positive learning outcomes from the EAP writing course, the…

The Space Between: Pedagogic Collaboration between a Writing Centre and an Academic Department

ERIC Educational Resources Information Center

Mckay, Tracey Morton; Simpson, Zachary

2013-01-01

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…

Promoting Writing amongst Peers: Establishing a Community of Writing Practice for Early Career Academics

ERIC Educational Resources Information Center

Kent, Alexandra; Berry, Donna M.; Budds, Kirsty; Skipper, Yvonne; Williams, Helen L.

2017-01-01

In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous…

Scaffolding for Second Language Writers: Producing an Academic Essay.

ERIC Educational Resources Information Center

Cotterall, Sara; Cohen, Robin

2003-01-01

Describes how a group of intermediate learners of English were guided through the process of producing their first academic essays in English. The approach applied the concept of scaffolding to the academic writing process by proving flexible support for the learners throughout the writing of their essays. (Author/VWL)

Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners

ERIC Educational Resources Information Center

Solikhah, Imroatus

2015-01-01

This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews. Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis…

[How to write an andrological paper: standardization, mechanics and techniques].

PubMed

Huang, Yu-Feng; Lu, Jin-Chun

2010-12-01

Andrological research papers not only reflect the current status and academic level of andrology, but also constitute an important communication platform for researchers and clinicians engaged in this field and contribute significantly to the development of andrology. It would be made easier to write a high-quality andrological paper once the author observes the basic requirements of research papers, adheres to the use of standard scientific terminology, knows the special writing mechanics, and equips himself with some essential writing techniques. Based on the long experience of editorship, we present a detailed introduction of the standardization, mechanics and techniques of writing an andrological paper.

Turnitin and Peer Review in ESL Academic Writing Classrooms

ERIC Educational Resources Information Center

Li, Jinrong; Li, Mimi

2018-01-01

Despite the benefits of peer review, there are still challenges that need to be addressed to make it more effective for L2 students. With the development of technology, computer-mediated peer review has captured increasing attention from L2 writing researchers and instructors. While Turnitin is known for its use in detecting plagiarism, its newly…

Developing an English for Academic Purposes Course for L2 Graduate Students in the Sciences

ERIC Educational Resources Information Center

Douglas, Jennifer

2015-01-01

Graduate students face a fundamental change in identity when transitioning from undergraduate writers to graduate writers. In their new role as graduate writers and researchers, they must move from consuming knowledge to producing knowledge through their writing. Often, they must learn new genres of writing, new disciplinary conventions, and new…

Sources of Difficulty in the Processing of Written Language. Report Series 4.3.

ERIC Educational Resources Information Center

Chafe, Wallace

Ease of language processing varies with the nature of the language involved. Ordinary spoken language is the easiest kind to produce and understand, while writing is a relatively new development. On thoughtful inspection, the readability of writing has shown itself to be a complex topic requiring insights from many academic disciplines and…

Reducing Achievement Gaps in Academic Writing for Latinos and English Learners in Grades 7-12

ERIC Educational Resources Information Center

Olson, Carol Booth; Matuchniak, Tina; Chung, Huy Q.; Stumpf, Rachel; Farkas, George

2017-01-01

This study reports 2 years of findings from a randomized controlled trial designed to replicate and demonstrate the efficacy of an existing, successful professional development program, the Pathway Project, that uses a cognitive strategies approach to text-based analytical writing. Building on an earlier randomized field trial in a large, urban,…

Reading, Writing and Linguistics Areas in French as a Foreign Language

ERIC Educational Resources Information Center

Erkan, Senem Seda Sahenk

2017-01-01

Globalization and technological developments have caused several students to start their academic careers with the challenge of mastering at least two languages. The purpose of this study is to examine the importance of reading, linguistics, and writing areas in French as a Foreign language (FFL) at the A2 (Waystage) language level. This study was…

The Impact of Computer-Based Instruction on the Development of EFL Learners' Writing Skills

ERIC Educational Resources Information Center

Zaini, A.; Mazdayasna, G.

2015-01-01

The current study investigated the application and effectiveness of computer assisted language learning (CALL) in teaching academic writing to Iranian EFL (English as a Foreign Language) learners by means of Microsoft Word Office. To this end, 44 sophomore intermediate university students majoring in English Language and Literature at an Iranian…

"Just Google It"--The Scope of Freely Available Information Sources for Doctoral Thesis Writing

ERIC Educational Resources Information Center

Grigas, Vincas; Juzeniene, Simona; Velickaite, Jone

2017-01-01

Introduction: Recent developments in the field of scientific information resource provision lead us to the key research question, namely,what is the coverage of freely available information sources when writing doctoral theses, and whether the academic library can assume the leading role as a direct intermediator for information users. Method:…

The Use of Technology in Group-Work: A Situational Analysis of Students' Reflective Writing

ERIC Educational Resources Information Center

McKinney, Pamela; Sen, Barbara

2016-01-01

Group work is a powerful constructivist pedagogy for facilitating students' personal and professional development, but it can be difficult for students to work together in an academic context. The assessed reflective writings of undergraduate students studying Information Management are used as data in this exploration of the group work situation…

The Functions of Writing in an Elementary Classroom.

ERIC Educational Resources Information Center

Florio, Susan; Clark, Christopher M.

1982-01-01

Describes an ethnographic study of writing in one elementary classroom that identified four functions of writing: writing to participate in community, writing to know oneself and others, writing to occupy free time, and writing to demonstrate academic competence. (HOD)

The Evolution of a Writing Program.

PubMed

White, Bonnie J; Lamson, Karen S

2017-07-01

Scholarly writing is required in nursing, and some students are unable to communicate effectively through writing. Faculty members may struggle with the grading of written assignments. A writing team, consisting of a nursing faculty member, the school of nursing library liaison, and members from academic support services, implemented strategies including workshops, handouts, and use of exemplars to improve student writing and to provide support to faculty. Few students sought help from the writing team. An online writing center within the existing learning management system was developed to address nursing students' and faculty's scholarly writing needs. The writing center includes guides, tutorials, and exemplars. Anecdotal evidence indicates the use of the writing center during afternoons and evenings and prior to due dates of written assignments. Online writing resources were used more frequently than face-to-face support. Further research is needed to evaluate the effectiveness of the program. [J Nurs Educ. 2017;56(7):443-445.]. Copyright 2017, SLACK Incorporated.

The Effect of Journal Writing on Students' Cognitive Critical Thinking Skills: "A Quasi-Experimental Research on an English as a Foreign Language (EFL) Undergraduate Classroom in Egypt"

ERIC Educational Resources Information Center

Shaarawy, Hanaa Youssef

2014-01-01

Based on writing weekly academic journals and on Bloom's (1984) taxonomy of cognitive critical thinking skills, this article reports on a quasi-experiment where journal writing was an additional task to an academic writing course. The experiment was carried out with first year university students (semester two) in one of the Egyptian private…

Linguistic Feature Development Across Grades and Genre in Elementary Writing.

PubMed

Hall-Mills, Shannon; Apel, Kenn

2015-07-01

As children develop skills in writing across academic contexts, clinicians and educators need to have a fundamental understanding of typical writing development as well as valid and reliable assessment methods. The purpose of this study was to examine the progression of linguistic elements in school-age children's narrative and expository writing development. Narrative and expository writing samples produced by 89 children in Grades 2 through 4 were analyzed at the microstructure and macrostructure levels. Measures of receptive vocabulary, word-level reading, and reading comprehension were obtained. Exploratory factor analyses revealed 4 microstructure factors (e.g., productivity, grammatical complexity, grammatical accuracy, and lexical density) and 1 macrostructure factor (e.g., a combination of organization, text structure, and cohesion). Multivariate analyses of covariance with reading comprehension as a covariate showed that productivity and macrostructure were sensitive to grade-level and genre differences and that expository grammatical complexity was sensitive to grade-level differences. Findings are discussed in light of grade-level standards for narrative and expository writing and current practices in writing assessment. Multiple suggestions are offered for clinical and educational implications, and specific directions are provided for future research.

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum.

PubMed

Sahoo, Soumendra; Mohammed, Ciraj Ali

2018-06-01

This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken. A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students.

Caught between Two Stools? Academic Writing in "New" Vocational Disciplines in Higher Education

ERIC Educational Resources Information Center

Strauss, Pat

2017-01-01

"New" vocational disciplines often struggle for acceptance in the academy. The marginalising of these disciplines impacts on their teaching and learning environment often to the detriment of staff and students. This study focuses both on the role academic writing plays in this marginalisation and how the teaching of such writing is…

Washback to Learning Outcomes: A Comparative Study of IELTS Preparation and University Pre-Sessional Language Courses

ERIC Educational Resources Information Center

Green, Anthony

2007-01-01

This study investigated whether dedicated test preparation classes gave learners an advantage in improving their writing test scores. Score gains following instruction on a measure of academic writing skills--the International English Language Testing System (IELTS) academic writing test--were compared across language courses of three types; all…

Writing II for 2nd Year EFL Student Teachers

ERIC Educational Resources Information Center

Abdallah, Mahmoud M. S.

2015-01-01

Writing is a very important skill that should be mastered properly by university students, especially pre-service language teachers (e.g. EFL student teachers). In order to present their ideas efficiently in the context of their academic study, they have to be trained well on how to write meaningful pieces (e.g. essays, academic reports,…

Subjectivity Matters: Using Gerda Lerner's Writing and Rhetoric to Claim an Alternative Epistemology for the Feminist Writing Classroom

ERIC Educational Resources Information Center

Ryan, Kathleen J.

2006-01-01

In this article, the author argues the common assumption among teachers that the traditional academic essay is the most appropriate sustained writing activity for students. As a feminist, the author believes that the traditional academic essay considers a positivist, patriarchal epistemology that governs beliefs about knowledge and teaching…

Academic Vocabulary, Writing and English for Academic Purposes: Perspectives from Second Language Learners

ERIC Educational Resources Information Center

Coxhead, Averil

2012-01-01

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…

Deliberate False Provisions: The Use and Usefulness of Models in Learning Academic Writing

ERIC Educational Resources Information Center

Macbeth, Karen P.

2010-01-01

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…

An Interview Study of Learner Motivation and Learner Involvement in Mandatory College-Level Academic Writing Classes

ERIC Educational Resources Information Center

Vanniarajan, Swathi M.

2011-01-01

Scholarship in applied linguistics has not sufficiently addressed learner motivation in mandatory writing classes in postsecondary settings. The data collected through short interviews from 20 students enrolled in a mandatory academic writing program at the junior/senior level in a California State University indicated that learner motivation in…

Writing Strategy Instruction: Its Impact on Writing in a Second Language for Academic Purposes

ERIC Educational Resources Information Center

De Silva, Radhika

2015-01-01

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…

Open and Anonymous Peer Review in a Digital Online Environment Compared in Academic Writing Context

ERIC Educational Resources Information Center

Razi, Salim

2016-01-01

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…

Academic Writing: Supporting Faculty in a Critical Competency for Success

ERIC Educational Resources Information Center

Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

2012-01-01

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…

Masters Level Graduate Student Writing Groups: Exploring Academic Identity

ERIC Educational Resources Information Center

Ruggles, Tosha M.

2012-01-01

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…

Academic voice: On feminism, presence, and objectivity in writing.

PubMed

Mitchell, Kim M

2017-10-01

Academic voice is an oft-discussed, yet variably defined concept, and confusion exists over its meaning, evaluation, and interpretation. This paper will explore perspectives on academic voice and counterarguments to the positivist origins of objectivity in academic writing. While many epistemological and methodological perspectives exist, the feminist literature on voice is explored here as the contrary position. From the feminist perspective, voice is a socially constructed concept that cannot be separated from the experiences, emotions, and identity of the writer and, thus, constitutes a reflection of an author's way of knowing. A case study of how author presence can enhance meaning in text is included. Subjective experience is imperative to a practice involving human interaction. Nursing practice, our intimate involvement in patient's lives, and the nature of our research are not value free. A view is presented that a visible presence of an author in academic writing is relevant to the nursing discipline. The continued valuing of an objective, colorless academic voice has consequences for student writers and the faculty who teach them. Thus, a strategically used multivoiced writing style is warranted. © 2017 John Wiley & Sons Ltd.

On the Relationship between Self-Concept and Literacy Development in the Spanish Heritage Language Context

ERIC Educational Resources Information Center

Beaudrie, Sara M.

2018-01-01

Researchers have studied academic self-concept and its relationship to academic achievement extensively, but not in the Spanish heritage language context. Using measures of reading, writing, and spelling performance, I investigate the relation between self-concept and performance and whether self-concept can predict performance scores. I obtained…

Attitudes toward text recycling in academic writing across disciplines.

PubMed

Hall, Susanne; Moskovitz, Cary; Pemberton, Michael A

2018-01-01

Text recycling, the reuse of material from one's own previously published writing in a new text without attribution, is a common academic writing practice that is not yet well understood. While some studies of text recycling in academic writing have been published, no previous study has focused on scholars' attitudes toward text recycling. This article presents results from a survey of over 300 journal editors and editorial board members from 86 top English-language journals in 16 different academic fields regarding text recycling in scholarly articles. Responses indicate that a large majority of academic gatekeepers believe text recycling is allowable in some circumstances; however, there is a lack of clear consensus about when text recycling is or is not appropriate. Opinions varied according to the source of the recycled material, its structural location and rhetorical purpose, and conditions of authorship conditions-as well as by the level of experience as a journal editor. Our study suggests the need for further research on text recycling utilizing focus groups and interviews.

The confounding factors leading to plagiarism in academic writing and some suggested remedies: A systematic review.

PubMed

Guraya, Salman Yousuf; Guraya, Shaista Salman

2017-05-01

There is a staggering upsurge in the incidence of plagiarism of scientific literature. Literature shows divergent views about the factors that make plagiarism reprehensible. This review explores the causes and remedies for the perennial academic problem of plagiarism. Data sources were searched for full text English language articles published from 2000 to 2015. Data selection was done using medical subject headline (MeSH) terms plagiarism, unethical writing, academic theft, retraction, medical field, and plagiarism detection software. Data extraction was undertaken by selecting titles from retrieved references and data synthesis identified key factors leading to plagiarism such as unawareness of research ethics, poor writing skills and pressure or publish mantra. Plagiarism can be managed by a balance among its prevention, detection by plagiarism detection software, and institutional sanctions against proven plagiarists. Educating researchers about ethical principles of academic writing and institutional support in training writers about academic integrity and ethical publications can curtail plagiarism.

Academic essay writing in the first person: a guide for undergraduates.

PubMed

Hamill, C

In this article, Conal Hamill aims to contribute to the on-going debate about the appropriate use of first person writing in academic nursing assignments and provide guidance for nursing undergraduates.

Write to the Top! How to Become a Prolific Academic

ERIC Educational Resources Information Center

Johnson, W. Brad; Mullen, Carol A.

2007-01-01

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…

Detection of Common Errors in Turkish EFL Students' Writing through a Corpus Analytic Approach

ERIC Educational Resources Information Center

Demirel, Elif Tokdemir

2017-01-01

The present study aims to explore Turkish EFL students' major writing difficulties by analyzing the frequent writing errors in academic essays. Accordingly, the study examined errors in a corpus of 150 academic essays written by Turkish EFL students studying at the Department of English Language and Literature at a public university in Turkey. The…

Action Research: Applying a Bilingual Parallel Corpus Collocational Concordancer to Taiwanese Medical School EFL Academic Writing

ERIC Educational Resources Information Center

Reynolds, Barry Lee

2016-01-01

Lack of knowledge in the conventional usage of collocations in one's respective field of expertise cause Taiwanese students to produce academic writing that is markedly different than more competent writing. This is because Taiwanese students are first and foremost English as a Foreign language (EFL) readers and may have difficulties picking up on…

A Comparative Analysis of Interactional Metadiscourse Markers in the Introduction and Conclusion Sections of Mechanical and Electrical Engineering Research Papers

ERIC Educational Resources Information Center

Estaji, Masoomeh; Vafaeimehr, Roya

2015-01-01

Academic writing, particularly writing research articles, is an indispensable part of every major in higher education. Hyland (2004) argued that a valuable means of exploring academic writing, and comparing the rhetorical features and preferences of different discourse communities, is through the metadiscourse analysis of the text. The present…

Processfolio: Uniting Academic Literacies and Critical Emancipatory Action Research for Practitioner-Led Inquiry into EAP Writing Assessment

ERIC Educational Resources Information Center

Pearson, Jayne

2017-01-01

This article reports on the design and implementation of an alternative form of writing assessment in a UK English for Academic Purposes (EAP) pre-sessional course. The assessment, termed processfolio, was a response to research inquiry into how writing assessment in a local context negated student agency and inculcated disempowering models of…

British Students' Academic Writing: Can Academia Help Improve the Writing Skills of Tomorrow's Professionals?

ERIC Educational Resources Information Center

Sultan, Nabil

2013-01-01

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…

Technology to Support Writing by Students with Learning and Academic Disabilities: Recent Research Trends and Findings

ERIC Educational Resources Information Center

Peterson-Karlan, George R.

2011-01-01

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…

Implementing Writing Support Circles with Adult Learners in a Nonformal Education Setting: Priority, Practice, and Process

ERIC Educational Resources Information Center

Plakhotnik, Maria S.; Rocco, Tonette S.

2012-01-01

Most students come to their graduate programs with academic writing skills insufficient to excel in their studies. A lack of academic writing skills among graduate students has been a problem in a college of education at a large southeastern public research university where the project described in this article was implemented. To address this…

A Case Study into the Writing of Chinese Postgraduate Students in a UK Academic Environment

ERIC Educational Resources Information Center

Lan, Feng

2015-01-01

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…

Diagnosing University Students' Academic Writing in English: Is Cognitive Diagnostic Modelling the Way Forward?

ERIC Educational Resources Information Center

Xie, Qin

2017-01-01

The study utilised a fine-grained diagnostic checklist to assess first-year undergraduates in Hong Kong and evaluated its validity and usefulness for diagnosing academic writing in English. Ten English language instructors marked 472 academic essays with the checklist. They also agreed on a Q-matrix, which specified the relationships among the…

Difficulties in Academic Writing: From the Perspective of King Saud University Postgraduate Students

ERIC Educational Resources Information Center

Al Fadda, Hind

2012-01-01

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…

International Graduate Students' Academic Writing Practices in Malaysia: Challenges and Solutions

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar

2015-01-01

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,…

Competence in Lexical Boosters and Nativeness in Academic Writing of English: The Possible Relation

ERIC Educational Resources Information Center

Demir, Cüneyt

2017-01-01

Boosters are an important metadiscourse device for writers because it creates an emphatic impression in the reader. In addition, the competence of metadiscourse devices such as boosters is crucial in having native-fluency in academic writing. Therefore, this avoidance of using boosters may spawn foreignness in non-native writers' academic texts.…

Resistance and Invention: Becoming Academic, Remaining Other

ERIC Educational Resources Information Center

Brooks, Spirit; Franklin-Phipps, Asilia; Rath, Courtney

2018-01-01

In this paper, we take an unsanctioned academic network, a writing group, as a site of inquiry into both the broad given-ness of the norms of the neoliberal academy and our simultaneous compliance with and resistance to these norms. We choose to comply because we are invested in becoming academics; we continue to research and write for conferences…

Big Questions, Small Works, Lots of Layers: Documentary Video Production and the Teaching of Academic Research and Writing

ERIC Educational Resources Information Center

Halbritter, Bump; Blon, Noah; Creighton, Caron

2011-01-01

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.

A practical guide to manuscript writing with particular relevance to the field of pediatric hospital medicine.

PubMed

Teufel, Ronald J; Andrews, Anne L; Williams, Derek J

2014-11-01

Publishing manuscripts in peer-reviewed journals, such as Hospital Pediatrics, is critical for both the academic development of practitioners in pediatric hospital medicine and the scientific advancement of our field. Understanding the purpose of scientific writing and developing a structured approach to the writing process is essential. Doing so will improve the clarity of your work and likely the ease at which your research is published and disseminated throughout the scientific community. The purposes of this article are to detail the structure of a scientific manuscript, to highlight specific writing strategies, and to provide writing tips that may help or hinder publication. Our ultimate goal is to advance the field of pediatric hospital medicine and its growing membership by promoting the dissemination of high-quality research. Copyright © 2014 by the American Academy of Pediatrics.

The Effects of Synchronous Text-Based Computer-Mediated Communication Tasks on the Development of L2 and Academic Literacy: A Mixed Methods Study

ERIC Educational Resources Information Center

Li, Jinrong

2012-01-01

The dissertation examines how synchronous text-based computer-mediated communication (SCMC) tasks may affect English as a Second Language (ESL) learners' development of second language (L2) and academic literacy. The study is motivated by two issues concerning the use of SCMC tasks in L2 writing classes. First, although some of the alleged…

Wikis and Academic Writing: Changing the Writer-Reader Relationship

ERIC Educational Resources Information Center

Kuteeva, Maria

2011-01-01

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…

"I Just Started Writing": Toward Addressing Invisibility, Silence, and Mortality among Academically High-Achieving Black Male Secondary Students

ERIC Educational Resources Information Center

Everett, Sakeena

2016-01-01

Many Black male students in our nation's schools feel like teachers do not see them for who they are or who they hope to become. In an academic enrichment writing course, high-achieving Black male secondary students utilized metaphor to imagine new realities for themselves. This article examines a Black male student's narrative writing to capture…

Reconsiderations: We Got the Wrong Gal--Rethinking the "Bad" Academic Writing of Judith Butler

ERIC Educational Resources Information Center

Birkenstein, Cathy

2010-01-01

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…

The Effects of Using a Critical Thinking Graphic Organizer to Improve Connecticut Academic Performance Test Interdisciplinary Writing Assessment Scores

ERIC Educational Resources Information Center

Higgins, Patrick D.

2012-01-01

Effective communication skills are a vital component of student academic achievement and success, yet students often struggle with them. This study utilized an organizational writing graphic organizer based on a critical thinking model to determine the impact of its use on the persuasive writing scores of 9th-grade students. A sample of…

Hidden Treasures in Theological Education: The Writing Tutor, the Spiritual Director, and Practices of Academic and Spiritual Mentoring

ERIC Educational Resources Information Center

Yaghjian, Lucretia B.

2013-01-01

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…

Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom

ERIC Educational Resources Information Center

Abraham, Alison

2014-01-01

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…

Fostering critical thinking and collaborative learning skills among medical students through a research protocol writing activity in the curriculum

PubMed Central

2018-01-01

Purpose This intervention was aimed to analyse the effect of academic writing and journal critiquing as educational approaches in improving critical thinking and collaborative learning among undergraduate medical students. Methods A research proposal writing format was created for the 4th year medical students of Melaka Manipal Medical College, Malaysia during their ophthalmology clinical postings. The students worked in small groups and developed research protocols through an evidence based approach. This was followed by writing reflective summaries in academic portfolios about the activity undertaken.A mixed methods study was designed to explore the possible role of collaborative research proposal writing in enhancing critical thinking and collaborative learning. Results Analysis of reflections submitted by 188 medical students after the intervention indicate that majority of them found an improvement in their skills of critical thinking and collaborative learning as a result of research protocol writing. All participants agreed that the model helped in applying concepts to new situations in the form of designing their own study, which reflected in enhanced higher order cognitive skills. Conclusion This study shows that the introduction of a structured module in the core medical curriculum that focuses on research writing skills embedded with collaborative and reflective practices can enhance collaborative learning, critical thinking, and reasoning among medical students. PMID:29860777

Physical education, obesity, and academic achievement: a 2-year longitudinal investigation of Australian elementary school children.

PubMed

Telford, Richard D; Cunningham, Ross B; Fitzgerald, Robert; Olive, Lisa S; Prosser, Laurence; Jiang, Xiaoli; Telford, Rohan M

2012-02-01

We determined whether physical education (PE) taught by specialists contributed to academic development and prevention of obesity in elementary school children. Our 2-year longitudinal study involved 620 boys and girls initially in grade 3 in Australia, all receiving 150 minutes per week of PE. One group (specialist-taught PE; n = 312) included 90 minutes per week of PE from visiting specialists; the other (common-practice PE; n = 308) received all PE from generalist classroom teachers. Measurements included percentage of body fat (measured by dual-emission x-ray absorptiometry) and writing, numeracy, and reading proficiency (by government tests). Compared with common-practice PE, specialist-taught PE was associated with a smaller increase in age-related percentage of body fat (P = .02). Specialist-taught PE was also associated with greater improvements in numeracy (P < .03) and writing (P = .13) scores. There was no evidence of a reading effect. The attenuated age-related increases in percentage of body fat and enhanced numeracy development among elementary school children receiving PE from specialists provides support for the role of PE in both preventive medicine and academic development.

Research and Teaching: The Pairing of a Science Communications and a Language Course to Enrich First-Year English Language Learners' Writing and Argumentation Skills

ERIC Educational Resources Information Center

Welsh, Ashley J.; Shaw, Amber; Fox, Joanne A.

2017-01-01

This article explores how English-language learners' writing evolved during a first-year seminar in science course aimed at developing students' argumentation skills. We highlight how a science communications course was paired with a weekly academic English course in the context of a highly coordinated and enriched first-year experience program…

Developing Conceptions of Authorship: A Study of Textual Practices among Students in a First-Year Writing Program

ERIC Educational Resources Information Center

Lamon Burney, Christie

2010-01-01

Much of the scholarship in composition studies focuses on plagiarism as an epidemic, students' dwindling ethics and lack of dedication to their academic careers. A few scholars, however, look beyond the personal or moral "flaws" of the individual learner and explore how students perceive and respond to the work of the writing classroom, the very…

Visualizing Revision: Leveraging Student-Generated Between-Draft Diagramming Data in Support of Academic Writing Development

ERIC Educational Resources Information Center

Olmanson, Justin; Kennett, Katrina; Magnifico, Alecia; McCarthey, Sarah; Searsmith, Duane; Cope, Bill; Kalantzis, Mary

2016-01-01

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…

"It's All Becoming a Habitus": Beyond the Habitual Use of Habitus in Educational Research

ERIC Educational Resources Information Center

Reay, Diane

2004-01-01

The concept of habitus lies at the heart of Bourdieu's theoretical framework. It is a complex concept that takes many shapes and forms in Bourdieu's own writing, even more so in the wider sociological work of other academics. In the first part of this paper I develop an understanding of habitus, based on Bourdieu's many writings on the concept,…

Description of a medical writing rotation for a postgraduate pharmacy residency program.

PubMed

Brown, Jamie N; Tiemann, Kelsey A; Ostroff, Jared L

2014-04-01

To provide a description of a pharmacy residency rotation dedicated to medical writing developed at a tertiary care academic medical center. Contribution to the medical literature is an important component of professional pharmacy practice, and there are many benefits seen by practitioners actively involved in scholarly activities. Residency programs have an opportunity to expand beyond the standard roles of postgraduate pharmacist training but rarely is there formal instruction on medical writing skills or are scholarship opportunities provided to residents. In order to address this deficiency, a residency program may consider the implementation of a formal Medical Writing rotation. This rotation is designed to introduce the resident to medical writing through active discussion on medical writing foundational topics, engage the resident in a collaborative review of a manuscript submitted to a peer-reviewed professional journal, and support the resident in the design and composition of manuscript of publishable quality. A structured Medical Writing rotation during a pharmacy resident's training can help develop the skills necessary to promote scholarly activities and foster resident interest in future pursuit of professional medical writing.

Effects of Academic Service Learning in Drug Misuse and Addiction on Students’ Learning Preferences and Attitudes Toward Harm Reduction

PubMed Central

Kabli, Noufissa; Liu, Ben; Seifert, Tricia

2013-01-01

Objective. To examine academic service-learning pedagogy on student learning and perceptions of drug misuse and addiction. Design. Third- and fourth-year pharmacology students were exposed to an academic service-learning pedagogy that integrated a community service experience with lectures, in-class discussions and debates, group projects, a final paper, and an examination. Reflective writing assignments throughout the course required students to assimilate and apply what they had learned in the classroom to what they learned in their community placement. Assessment. Changes in students’ responses on pre- and post-course survey instruments reflected shifts toward higher-order thinking. Also, subjective student-learning modalities shifted toward learning by writing. Students’ perspectives and attitudes allowed improved context of issues associated with drug misuse and harm reduction models. Conclusion. Academic service-learning pedagogy contributes to developing adaptable, well-rounded, engaged learners who become more compassionate and pragmatic in addressing scientific and social questions relating to drug addiction. PMID:23610481

Effects of Learning Strategy Training on the Writing Performance of College Students with Asperger's Syndrome.

PubMed

Jackson, Lynn G; Duffy, Mary Lou; Brady, Michael P; McCormick, Jazarae

2018-03-01

Individuals with autism spectrum disorders (ASD) are increasingly entering institutions of higher education. However, many are not prepared for the academic and social demands of postsecondary environments. Although studies have evaluated academic and social interventions for children and adolescents with ASD, little research exists on the college population. The current study utilized a multiple baseline across participants design to evaluate the effectiveness of a writing learning strategy on the writing performance of three college students with ASD. Results indicated that the quality of writing performance improved following strategy instruction. In addition, participants were able to generalize strategy use to content specific writing tasks.

The Effects of Writing to Learn (WTL) on Academic Achievement and Attitude to Lesson in English Classes

ERIC Educational Resources Information Center

Incirci, Ayhan; Parmaksiz, Ramazan Sükrü

2016-01-01

The aim of this study is to investigate the effects of applying the writing letter activity of writing to learn strategies on the English Language Academic Achievement and Attitude level of 11th grade students. The research was carried out with 84 students (43 male, 41 female) at one of the state schools in the Black Sea Region of Turkey. Mixed…

Linguistically Diverse Students' Attitudes towards Writing in English

ERIC Educational Resources Information Center

Bustamante, Analynn; Eom, Minhee

2017-01-01

This study investigated attitudes of linguistically diverse students towards writing in English in four different domains: general academic writing, writing in humanities, writing in science-related subjects (STEM), and writing in electronic communication. A total of 77 Hispanic bilingual/ELL adult students at an alternative high school in…

Bullshit in Academic Writing: A Protocol Analysis of a High School Senior's Process of Interpreting "Much Ado about Nothing"

ERIC Educational Resources Information Center

Smagorinsky, Peter; Daigle, Elizabeth Anne; O'Donnell-Allen, Cindy; Bynum, Susan

2010-01-01

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…

Promoting critical thinking and academic writing skills in nurse education.

PubMed

Borglin, Gunilla

2012-07-01

Although academic skills, conceptualised as writing and critical thinking, are a vital part of university studies, research indicates that many students leave without having mastered these skills effectively. This research also reflects on nursing students. Nursing could also be said to be hampered by a number of complex educational challenges that are likely to impact on the academic socialisation process in general. These challenges include being a relatively 'young' academic discipline, the 'theory-practice' divide, a knowledge bed lying on a complex intersection of two 'antithetical sciences' and, at least in the Scandinavian countries, an increasing number of nurse educators with a PhD in nursing science but with limited time to develop their own teaching skills. In combination, these challenges have the potential to act as stumbling blocks, both from a teaching and learning perspective. I would suggest that a departure in teaching from theoretical educational models, such as Lea and Street's 'academic literacies model,' including skills, socialisation and academic literacy models simultaneously, could be one of several ways forward to create a learning environment that takes these issues into account. Copyright © 2011 Elsevier Ltd. All rights reserved.

Getting published: reflections of a collaborative writing group.

PubMed

Ness, Valerie; Duffy, Kathleen; McCallum, Jacqueline; Price, Lesley

2014-01-01

Writing for publication, in the nursing profession, is considered essential for the development of the profession and individual career advancement. In education there is also the increasing pressure to produce University research output. To develop a collaborative writing group to develop and write articles relating to our teaching practice. The idea of forming a writing group was discussed at a module team meeting where five academics expressed an interest. The process of forming the group involved an initial meeting to discuss and agree to the aims, interests, expertise and areas of responsibility for each member. Regular meetings are held and each member takes on responsibility for an aspect of work towards completing the articles. Three articles and one editorial have been published and another is under peer review. We have endeavoured to develop and maintain a theme, this being supporting nursing students' development with an emphasis on an aspect of their decision making skills. Also, importantly, we have created a supportive environment and friendships. The demands made upon the nurse educator to be clinically, educationally and research active can be difficult to meet. Collaborative writing groups may be one way to fulfil the scholarly activity element. Copyright © 2013 Elsevier Ltd. All rights reserved.

Coached Peer Review: Developing the Next Generation of Authors.

PubMed

Sidalak, Daniel; Purdy, Eve; Luckett-Gatopoulos, S; Murray, Heather; Thoma, Brent; Chan, Teresa M

2017-02-01

Publishing in academic journals is challenging for learners. Those who pass the initial stages of internal review by an editor often find the anonymous peer review process harsh. Academic blogs offer alternate avenues for publishing medical education material. Many blogs, however, lack a peer review process, which some consumers argue compromises the quality of materials published. CanadiEM (formerly BoringEM) is an academic educational emergency medicine blog dedicated to publishing high-quality materials produced by learners (i.e., residents and medical students). The editorial team has designed and implemented a collaborative "coached peer review" process that comprises an open exchange among the learner-author, editors, and reviewers. The goal of this process is to facilitate the publication of high-quality academic materials by learner-authors while providing focused feedback to help them develop academic writing skills. The authors of this Innovation Report surveyed (February-June 2015) their blog's learner-authors and external expert "staff" reviewers who had participated in coached peer review for their reactions to the process. The survey results revealed that participants viewed the process positively compared with both traditional journal peer review and academic blog publication processes. Participants found the process friendly, easy, efficient, and transparent. Learner-authors also reported increased confidence in their published material. These outcomes met the goals of coached peer review. CanadiEM aims to inspire continued participation in, exposure to, and high-quality production of academic writing by promoting the adoption of coached peer review for online educational resources produced by learners.

Pearson-Praxis Assessments Review Teacher Certification Assessment Technology Education: A Report for the Council on Technology and Engineering Teacher Education

ERIC Educational Resources Information Center

Mahoney, Mark P.

2015-01-01

The Praxis Series, developed by Educational Testing Services (ETS), has been the long standing assessment for teacher licensure. It is comprised of three separate skills examinations: (1) Praxis Core Academic Skills for Educators (Core) (attempts to measure academic skills in reading, writing, and mathematics; content knowledge of candidates…

A quarter-long exercise that introduces general education students to neurophysiology and scientific writing.

PubMed

Krilowicz, B I; Henter, H; Kamhi-Stein, L

1997-06-01

Providing large numbers of general education students with an introduction to science is a challenge. To meet this challenge, a quarter-long neurophysiology project was developed for use in an introductory biology course. The primary goals of this multistep project were to introduce students to the scientific method, scientific writing, on-line scientific bibliographic databases, and the scientific literature, while improving their academic literacy skills. Students began by collecting data on their own circadian rhythms in autonomic, motor, and cognitive function, reliably demonstrating the predicted circadian changes in heart rate, eye-hand coordination, and adding speed. Students wrote a journal-style article using pooled class data. Students were prepared to write the paper by several methods that were designed to improve academic language skills, including a library training exercise, "modeling" of the writing assignment, and drafting of subsections of the paper. This multistep neurophysiology project represents a significant commitment of time by both students and instructors, but produces a valuable finished product and ideally gives introductory students a positive first experience with science.

Rethinking the Argumentative Essay

ERIC Educational Resources Information Center

Schneer, David

2014-01-01

This article investigates the construction of the argumentative essay as it is commonly presented in academic writing textbooks and classrooms for English language learners. The author first examines the traditional three-stage structure (thesis-argument-conclusion) and then problematizes it within a genre-based approach to academic writing. He…

Student-Teachers across the Curriculum Learn to Write Feedback: Does It Reflect on Their Writing?

ERIC Educational Resources Information Center

Cohen-sayag, Esther

2016-01-01

The study examined the connection between writing competency and writing feedback experiences through academic writing course for student-teachers across the curriculum. The aims of the course were to prepare student-teachers to their role as writing facilitators and to improve their writing. Experimental and control group differed in course plan…

Critical thinking evaluation in reflective writing: Development and testing of Carter Assessment of Critical Thinking in Midwifery (Reflection).

PubMed

Carter, Amanda G; Creedy, Debra K; Sidebotham, Mary

2017-11-01

develop and test a tool designed for use by academics to evaluate pre-registration midwifery students' critical thinking skills in reflective writing. a descriptive cohort design was used. a random sample (n = 100) of archived student reflective writings based on a clinical event or experience during 2014 and 2015. a staged model for tool development was used to develop a fifteen item scale involving item generation; mapping of draft items to critical thinking concepts and expert review to test content validity; inter-rater reliability testing; pilot testing of the tool on 100 reflective writings; and psychometric testing. Item scores were analysed for mean, range and standard deviation. Internal reliability, content and construct validity were assessed. expert review of the tool revealed a high content validity index score of 0.98. Using two independent raters to establish inter-rater reliability, good absolute agreement of 72% was achieved with a Kappa coefficient K = 0.43 (p<0.0001). Construct validity via exploratory factor analysis revealed three factors: analyses context, reasoned inquiry, and self-evaluation. The mean total score for the tool was 50.48 (SD = 12.86). Total and subscale scores correlated significantly. The scale achieved good internal reliability with a Cronbach's alpha coefficient of .93. this study establishedthe reliability and validity of the CACTiM (reflection) for use by academics to evaluate midwifery students' critical thinking in reflective writing. Validation with large diverse samples is warranted. reflective practice is a key learning and teaching strategy in undergraduate Bachelor of Midwifery programmes and essential for safe, competent practice. There is the potential to enhance critical thinking development by assessingreflective writing with the CACTiM (reflection) tool to provide formative and summative feedback to students and inform teaching strategies. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

A curricular approach to improve the information literacy and academic writing skills of part-time post-registration nursing students in Hong Kong.

PubMed

Tarrant, Marie; Dodgson, Joan E; Law, Beatrice V K K

2008-05-01

In today's environment of rapidly changing health care and information technology, nurses require a broad range of skills. One of the key skills required of all health professionals in this environment is information literacy. For registered nurses returning to a university setting to study for their baccalaureate degree, becoming information literate is one of many challenges they face. Also key to students' ability to use and communicate information in an appropriate and effective manner is their writing skills. This article describes a curricular intervention designed to develop and strengthen post-registration nurses' information literacy and academic writing competencies. An introductory information management module was developed and provided to three successive cohorts of students (n=159). Students were predominantly female (85.4%) with a mean age of 34.2 years (SD=6.8). Prior to commencing the program, students reported low information literacy and writing skills, especially in accessing and searching electronic databases and using referencing formats. The post-test evaluation of skills showed substantial and statistically significant increases in all assessed competencies. This intervention demonstrated that with structured but flexible learning activities early in the curriculum, post-registration nursing students can quickly become information literate.

Collection Development Policies in Community College Libraries.

ERIC Educational Resources Information Center

Mesling, Chris Fowler

2003-01-01

Emphasizes the need for collection development policy in community college academic libraries. Highlights areas of resource sharing, community analysis, and collection assessment. Also provides an overview of how to create a collection for development policy, and recommends books on writing such policy. Includes model policy statements. (NB)

Plagiarism, Cheating and Research Integrity: Case Studies from a Masters Program in Peru.

PubMed

Carnero, Andres M; Mayta-Tristan, Percy; Konda, Kelika A; Mezones-Holguin, Edward; Bernabe-Ortiz, Antonio; Alvarado, German F; Canelo-Aybar, Carlos; Maguiña, Jorge L; Segura, Eddy R; Quispe, Antonio M; Smith, Edward S; Bayer, Angela M; Lescano, Andres G

2017-08-01

Plagiarism is a serious, yet widespread type of research misconduct, and is often neglected in developing countries. Despite its far-reaching implications, plagiarism is poorly acknowledged and discussed in the academic setting, and insufficient evidence exists in Latin America and developing countries to inform the development of preventive strategies. In this context, we present a longitudinal case study of seven instances of plagiarism and cheating arising in four consecutive classes (2011-2014) of an Epidemiology Masters program in Lima, Peru, and describes the implementation and outcomes of a multifaceted, "zero-tolerance" policy aimed at introducing research integrity. Two cases involved cheating in graded assignments, and five cases correspond to plagiarism in the thesis protocol. Cases revealed poor awareness of high tolerance to plagiarism, poor academic performance, and widespread writing deficiencies, compensated with patchwriting and copy-pasting. Depending on the events' severity, penalties included course failure (6/7) and separation from the program (3/7). Students at fault did not engage in further plagiarism. Between 2011 and 2013, the Masters program sequentially introduced a preventive policy consisting of: (i) intensified research integrity and scientific writing education, (ii) a stepwise, cumulative writing process; (iii) honor codes; (iv) active search for plagiarism in all academic products; and (v) a "zero-tolerance" policy in response to documented cases. No cases were detected in 2014. In conclusion, plagiarism seems to be widespread in resource-limited settings and a greater response with educational and zero-tolerance components is needed to prevent it.

A case study of learning writing in service-learning through CMC

NASA Astrophysics Data System (ADS)

Li, Yunxiang; Ren, LiLi; Liu, Xiaomian; Song, Yinjie; Wang, Jie; Li, Jiaxin

2011-06-01

Computer-mediated communication ( CMC ) through online has developed successfully with its adoption by educators. Service Learning is a teaching and learning strategy that integrates community service with academic instruction and reflection to enrich students further understanding of course content, meet genuine community needs, develop career-related skills, and become responsible citizens. This study focuses on an EFL writing learning via CMC in an online virtual environment of service places by taking the case study of service Learning to probe into the scoring algorithm in CMC. The study combines the quantitative and qualitative research to probe into the practical feasibility and effectiveness of EFL writing learning via CMC in service learning in China.

Assessing Second Language Writing in Academic Contexts.

ERIC Educational Resources Information Center

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…

The Power of the Stage and the Dignity of the Academic Calling in Imperial Germany: The Writings of Max Weber on University Problems

ERIC Educational Resources Information Center

Minerva, 1973

1973-01-01

Contains Max Weber's writings on the problems of the German university in the face of political and bureaucratic authority and on the fundamental principles of university autonomy and academic freedom. (PG)

Using the Science Writing Heuristic in the General Chemistry Laboratory to Improve Students' Academic Performance

ERIC Educational Resources Information Center

Poock, Jason R.; Burke, K. A.; Greenbowe, Thomas J.; Hand, Brian M.

2007-01-01

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.

Teaching Process Writing in an Online Environment

ERIC Educational Resources Information Center

Carolan, Fergal; Kyppö, Anna

2015-01-01

This reflective practice paper offers some insights into teaching an interdisciplinary academic writing course aimed at promoting process writing. The study reflects on students' acquisition of writing skills and the teacher's support practices in a digital writing environment. It presents writers' experiences related to various stages of process…

Tell a Good Story Well: Writing Tips

ERIC Educational Resources Information Center

Smith, Randolph A.

2013-01-01

This chapter gives reasons why writing is important, summarizes general writing guidelines common to many academic disciplines, and provides specific writing guidelines that authors should use to make their manuscripts stronger and more likely to be acceptable to editors.

Journal writing as a mode of thinking for RN-BSN students: a leveled approach to learning to listen to self and others.

PubMed

Hodges, H F

1996-03-01

Returning to academe, RNs are conceptualized as adult learners, as gendered authors, and as developing students. For most RNs prior learning has evolved from the rational-technical model from which they have learned to look at the world from a distance, relying on empirical evidence and negating or denying personal knowledge. Carefully constructed assignments in journal writing based on educational and developmental theory can be an effective means to assist RN-BSN students in social, cognitive, and professional development. Journal writing in response to assigned readings and clinical experiences provides a safe environment for RN-BSN students to explore critically the ideas of others, to look seriously at authorial intention and point of argument, and to articulate their own views of the world. Conceptually supported by student development and learning theories of Perry (1970) and Knowles (1984), and qualitative research with women's ways of knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986), a leveled model of journal writing for RN-BSN students is described as a vehicle for the development of writing and thinking critically.

Writing the Ties that Bind: Service-Learning in the Writing Classroom.

ERIC Educational Resources Information Center

Cooper, David D.; Julier, Laura

1995-01-01

The Service Learning Writing Project at Michigan State University links service-learning and writing instruction. Students read and discuss American literary and historical texts, write academic analyses of ideas, and practice peer editing and revision in small workshops, while working in service placements in community and nonprofit…

Writing for Publication.

ERIC Educational Resources Information Center

Brown, Bill

1991-01-01

Students at Hume-Fogg Academic High School in Nashville, Tennessee do every kind of writing, have won numerous writing awards, and have published everything from chapbooks to articles in national literary magazines. According to the creative writing teacher, students are first taught to write about things they know--to go back to their own…

Graduate Students as Academic Writers: Writing Anxiety, Self-Efficacy and Emotional Intelligence

ERIC Educational Resources Information Center

Huerta, Margarita; Goodson, Patricia; Beigi, Mina; Chlup, Dominique

2017-01-01

Researchers interested in psychological factors affecting writers in higher-education institutions, or academic writers, are concerned with internal variables affecting writing productivity; however few empirical studies explore these factors with samples of students who are in the process of earning master's or doctoral degrees (i.e., graduate…

An Integrated Approach to ESL Teaching.

ERIC Educational Resources Information Center

De Luca, Rosemary J.

A University of Waikato (New Zealand) course in English for academic purposes is described. The credit course was originally designed for native English-speaking students to address their academic writing needs. However, based on the idea that the writing tasks of native speakers and non-native speakers are similar and that their writing…

Disciplinary Epistemologies, Generic Attributes and Undergraduate Academic Writing in Nursing and Midwifery

ERIC Educational Resources Information Center

Gimenez, Julio

2012-01-01

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…

Deconstructing Attitudes towards Plagiarism of Japanese Undergraduates in EFL Academic Writing Classes

ERIC Educational Resources Information Center

Teeter, Jennifer

2015-01-01

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…

Cognitive Components of Developmental Writing Skill

ERIC Educational Resources Information Center

Decker, Scott L.; Roberts, Alycia M.; Roberts, Kristin L.; Stafford, Allison L.; Eckert, Mark A.

2016-01-01

A significant number of studies have examined the cognitive components of basic academic skills, which has led to major changes in both teaching and early identification assessment practices. However, the majority of previous research has focused solely on reading. This study examines the cognitive components of academic writing skills across…

Chinese University EFL Undergraduate Students' Perceptions towards EGAP Reading and Writing Courses

ERIC Educational Resources Information Center

Du, Ning; Chen, Jianhua; Liu, Meihua

2016-01-01

The present study examined how undergraduate students from a prestigious Chinese university perceived the teaching and learning of English for general academic purposes (EGAP) reading and writing courses. Analyses of 951 questionnaires revealed that most participants generally (strongly) believed that learning general academic English was closely…

Transforming and Constructing Academic Knowledge through Online Peer Feedback in Summary Writing

ERIC Educational Resources Information Center

Yang, Yu-Fen

2016-01-01

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…

Reading and Writing with a Public Purpose: Fostering Middle School Students' Academic and Critical Community Literacies through Debate

ERIC Educational Resources Information Center

Mirra, Nicole; Honoroff, Benjamin; Elgendy, Suzanne; Pietrzak, Gabriel

2016-01-01

Middle school is a crucial transition period for adolescents; in addition to beginning to grapple with the academic literacy demands of college and career readiness, they are working to find their place in public life and developing opinions about civic issues. This article presents debate as a literacy practice that is uniquely suited to helping…

Curriculum Development for Students with Mild Disabilities: Academic and Social Skills for RTI Planning and Inclusion IEPs. Second Edition

ERIC Educational Resources Information Center

Jones, Carroll J.

2010-01-01

Many teachers of students with mild disabilities experience difficulty writing IEPs, and they lack a foundation in the regular education curriculum of academic skills and sequences associated with each grade level. This book was designed to provide this foundation. Presented in the form of scope and sequence charts that can be used as objectives…

From Diagnosis to Prognosis: What Instructors Know about Their Students' Writing Apprehension

ERIC Educational Resources Information Center

Apawu, David Dankwa; Anani, Gifty Edna

2017-01-01

Different students enter institutions of higher learning with varying degrees of writing apprehension. The apprehension ranges from anxiety from writing tasks to avoiding courses that involve a lot of writing. For many universities, the writing centers or academic writing courses are meant to equip students to be able to deal with the high writing…

Pain and Pleasure in Short Essay Writing: Factors Predicting University Students' Writing Anxiety and Writing Self-Efficacy

ERIC Educational Resources Information Center

Martinez, Christy Teranishi; Kock, Ned; Cass, Jeffrey

2011-01-01

Since the inception of the Writing Across the Curriculum movement more than 30 years ago, scholars have explored ways of enhancing students' writing performance. Faculty members across disciplines are often challenged by students' resistance to writing; resistance that may stem from anxiety, poor academic performance, and lack of recognition that…

Determining the Effects of Using Different Writing Activities on the Academic Achievements Secondary School 7th Grade Students and Their Attitudes Towards the Course

ERIC Educational Resources Information Center

Uzoglu, Mustafa

2014-01-01

The purpose of the study is to determine the effects of using writing activities with different learning purposes by the secondary school 7th grade students on their academic achievement and attitudes towards the course. The study was carried out in a secondary school located in the centre of Erzurum in 2012-2013 academic year; the study is a…

Students’ scientific production: a proposal to encourage it.

PubMed

Corrales-Reyes, Ibraín Enrique; Dorta-Contreras, Alberto Juan

2018-01-31

The scientific production of medical students in Latin America, is poor and below their potential. The reason for this is the low theoretical and practical knowledge of scientific writing, a low margin for new knowledge generation, a heavy academic and clinical load, and the expected profile of the medical school graduate. In the present short communication, we propose teaching courses in research methodology, scientific writing in English and Spanish, a personalized search for students and mentors with research aptitudes. Also, we propose academic and material stimuli for publishing, rewards for the best papers made by students and the development and support of scientific student journals. Other proposals are the requirement to publish a paper for graduation, and sharing the most outstanding experiences.

Physical Education, Obesity, and Academic Achievement: A 2-Year Longitudinal Investigation of Australian Elementary School Children

PubMed Central

Cunningham, Ross B.; Fitzgerald, Robert; Olive, Lisa S.; Prosser, Laurence; Jiang, Xiaoli; Telford, Rohan M.

2012-01-01

Objectives. We determined whether physical education (PE) taught by specialists contributed to academic development and prevention of obesity in elementary school children. Methods. Our 2-year longitudinal study involved 620 boys and girls initially in grade 3 in Australia, all receiving 150 minutes per week of PE. One group (specialist-taught PE; n = 312) included 90 minutes per week of PE from visiting specialists; the other (common-practice PE; n = 308) received all PE from generalist classroom teachers. Measurements included percentage of body fat (measured by dual-emission x-ray absorptiometry) and writing, numeracy, and reading proficiency (by government tests). Results. Compared with common-practice PE, specialist-taught PE was associated with a smaller increase in age-related percentage of body fat (P = .02). Specialist-taught PE was also associated with greater improvements in numeracy (P < .03) and writing (P = .13) scores. There was no evidence of a reading effect. Conclusions. The attenuated age-related increases in percentage of body fat and enhanced numeracy development among elementary school children receiving PE from specialists provides support for the role of PE in both preventive medicine and academic development. PMID:21940922

The Effect of Carrying out Writing to Learn Activities on Academic Success of Fifth Grade Students in Secondary School on the Subject of "Force and Motion"

ERIC Educational Resources Information Center

Seven, Sabriye; Koksal, Asiye Pinar; Kocak, Gulsen

2017-01-01

The aim of this study is to investigate the impact of writing poems and keeping a journal as writing-to-learn activities on the academic achievement of students in teaching the Force and Motion unit in the Science class of fifth grade students in secondary school. Sample of the study consists of 50 students who study in the fifth grade of two…

Impact of Writing Proficiency and Writing Center Participation on Academic Performance

ERIC Educational Resources Information Center

Bielinska-Kwapisz, Agnieszka

2015-01-01

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…

Source-Based Tasks in Writing Independent and Integrated Essays

ERIC Educational Resources Information Center

Gholami, Javad; Alinasab, Mahsa

2017-01-01

Integrated writing tasks have gained considerable attention in ESL and EFL writing assessment and are frequently needed and used in academic settings and daily life. However, they are very rarely practiced and promoted in writing classes. This paper explored the effects of source-based writing practice on EFL learners' composing abilities and…

Implementing Keyword and Question Generation Approaches in Teaching EFL Summary Writing

ERIC Educational Resources Information Center

Chou, Mu-hsuan

2012-01-01

Summary writing has been considered an important aspect of academic writing. However, writing summaries can be a challenging task for the majority of English as a Foreign Language (EFL) learners. Research into teaching summary writing has focused on different processes to teach EFL learners. The present study adopted two methods--keyword and…

The Effects of Different Types of Environmental Noise on Academic Performance and Perceived Task Difficulty in Adolescents With ADHD.

PubMed

Batho, Lauren P; Martinussen, Rhonda; Wiener, Judith

2015-07-28

To examine the effects of environmental noises (speech and white noise) relative to a no noise control condition on the performance and difficulty ratings of youth with ADHD (N = 52) on academic tasks. Reading performance was measured by an oral retell (reading accuracy) and the time spent reading. Writing performance was measured through the proportion of correct writing sequences (writing accuracy) and the total words written on an essay. Participants in the white noise condition took less time to read the passage and wrote more words on the essay compared with participants in the other conditions, though white noise did not improve academic accuracy. The participants in the babble condition rated the tasks as most difficult. Although white noise appears to improve reading time and writing fluency, the findings suggest that white noise does not improve performance accuracy. Educational implications are discussed. © 2015 SAGE Publications.

Academic Boot Camp for the Writing of Psychology Research Reports

ERIC Educational Resources Information Center

Skues, Jason L.; Wise, Lisa

2014-01-01

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…

Concordancers and Dictionaries as Problem-Solving Tools for ESL Academic Writing

ERIC Educational Resources Information Center

Yoon, Choongil

2016-01-01

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…

International EFL/ESL Master Students' Adaptation Strategies for Academic Writing Practices at Tertiary Level

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar

2017-01-01

The present research provides insights into the different forms of adaptation strategies employed by international graduate students to overcome the challenges faced in the academic writing practices and gain access to their disciplinary communities of practice at Master's level. Qualitative data was collected through semi-structured in-depth…

Graduate Students' Needs and Preferences for Written Feedback on Academic Writing

ERIC Educational Resources Information Center

Singh, Manjet Kaur Mehar

2016-01-01

The aim of this research is to examine graduate students' needs and preferences for written feedback on academic writing from their lecturers and thesis supervisors. Quantitative method via survey questionnaire was used to collect data from 21 respondents. The data collection involved Master and Doctorate students at a tertiary level institution…

Linguistic Features of Humor in Academic Writing

ERIC Educational Resources Information Center

Skalicky, Stephen; Berger, Cynthia M.; Crossley, Scott A.; McNamara, Danielle S.

2016-01-01

A corpus of 313 freshman college essays was analyzed in order to better understand the forms and functions of humor in academic writing. Human ratings of humor and wordplay were statistically aggregated using Factor Analysis to provide an overall "Humor" component score for each essay in the corpus. In addition, the essays were also…

Stigma, Tensions, and Apprehension: The Academic Writing Experience of International Students

ERIC Educational Resources Information Center

Maringe, Felix; Jenkins, Jennifer

2015-01-01

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…

Communicating College Learning through Noncourse Matching: An Approach to Writing the Prior Learning Assessment Essay

ERIC Educational Resources Information Center

Lambe, Jeffrey P.

2011-01-01

Prior Learning Assessment (PLA) brings students into active and reflective engagement with significant life experiences at the nexus of academic and nonacademic cultures. When done successfully, PLA orients students to academic ways of thinking and writing while encouraging self-exploration. Often students feel a sense of empowerment and…

Academic Writing in Korea: Its Dynamic Landscape and Implications for Intercultural Rhetoric

ERIC Educational Resources Information Center

Kim, Eun-Young Julia

2017-01-01

Previous studies on intercultural rhetoric have frequently drawn from examples from Asian writers, especially those of Chinese and Japanese origin, but relatively little information has surfaced in scholarly literature regarding L2 writers from Korea. To fill this gap, this article provides an overview of how academic writing is conceived and…

Storytelling and Academic Discourse: Including More Voices in the Conversation

ERIC Educational Resources Information Center

Mlynarczyk, Rebecca Williams

2014-01-01

In this article, Mlynarczyk traces her career-long exploration of the relationship between personal, narrative writing and so-called academic discourse. Believing that both are important for college students, particularly students placed in basic writing or ESL composition, she has come to believe that rather than viewing the two as separate modes…

Displaying Critical Thinking in EFL Academic Writing: A Discussion of Japanese to English Contrastive Rhetoric

ERIC Educational Resources Information Center

McKinley, Jim

2013-01-01

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 ideals,…

Action Research and Academic Writing: A Conversation

ERIC Educational Resources Information Center

Winter, Richard; Badley, Graham

2007-01-01

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…

Ethical and Unethical Methods of Plagiarism Prevention in Academic Writing

ERIC Educational Resources Information Center

Bakhtiyari, Kaveh; Salehi, Hadi; Embi, Mohamed Amin; Shakiba, Masoud; Zavvari, Azam; Shahbazi-Moghadam, Masoomeh; Ebrahim, Nader Ale; Mohammadjafari, Marjan

2014-01-01

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…

Teaching Scientific/Academic Writing in the Digital Age

ERIC Educational Resources Information Center

Peretz, Arna

2005-01-01

This paper describes a graduate-level scientific/academic writing course for non-native speakers (NNS) of English at Ben-Gurion University of the Negev (BGU), Israel, which is taught in a technology-enhanced or blended learning environment. The use and integration of electronic discourses, such as email and Powerpoint, on-screen marking…

Self-Regulated Strategic Writing for Academic Studies in an English-Medium-Instruction Context

ERIC Educational Resources Information Center

Hu, Jingjing; Gao, Xuesong

2018-01-01

This study explored the processes of utilization of resources in secondary students' self-regulated strategic writing for academic studies in an English as medium of instruction context in Hong Kong. Drawing on multiple data sources collected through the observation of lessons, stimulated recall and semi-structured interviews, the study examined…

Translanguaging in English Academic Writing Preparation

ERIC Educational Resources Information Center

Adamson, John; Coulson, David

2015-01-01

We investigate translanguaging (i.e. the co-use of first and second languages) in a Content and Language Integrated Learning course, as a pragmatic means to promote the skill of young university students in extended critical academic writing. We aimed to prepare new undergraduate students (n = 180) for courses where partial English-medium…

Why Do You Write? Creative Writing and the Reflective Teacher

ERIC Educational Resources Information Center

Hains-Wesson, Rachael

2013-01-01

In this article, the author asserts that whether we write creatively or academically (or both) it takes time to understand the reasons why we "want" to write, and the more we write, the more we fully begin to appreciate why we have to write in the ?rst place. From an early age, nearly every day, Rachel Hains-Wesson actively participated in…

Queering College Writing: Writing Students' Learning of LGB Issues Using the Internet as an Instructional Tool

ERIC Educational Resources Information Center

Burnes, Theodore R.

2007-01-01

How do writing teachers use technology to help students learn about lesbian, gay, and bisexual (LGB) issues? What is the nature of writing students' learning about LGB sexual orientations and academic writing when the Internet is used as a learning tool? Participants completed a questionnaire in which they reflected on a writing assignment…

Variables Impacting an Academic Pharmacy Career Choice

PubMed Central

Brown, Bonnie K.; Byrd, Debbie C.; Gupchup, Gireesh V.; Mark, Scott M.; Mobley Smith, Miriam A.; Rospond, Raylene M.

2008-01-01

Objectives To identify the variables associated with an academic pharmacy career choice among the following groups: final professional-year doctor of pharmacy (PharmD) students, pharmacy residents, pharmacy faculty members within the first 5 years of academic employment, and clinical pharmacy practitioners. Methods A cross-sectional design Web-based survey instrument was developed using the online tool SurveyMonkey. The survey link was distributed via e-mail and postcards, and data were collected anonymously. Quantitative analyses were used to describe the 2,494 survey respondents and compare their responses to 25 variables associated with an academic pharmacy career choice. Logistic regression models were used to predict the motivators/deterrents associated with an academic pharmacy career choice for each participant group. Results Across all participant groups, the potential need to generate one's salary was the primary deterrent and autonomy, flexibility, and the ability to shape the future of the profession were the primary motivators. Final-year pharmacy students who considered a career in academic pharmacy were significantly deterred by grant writing. The overall sample of participants who considered an academic pharmacy career was more likely to be motivated by the academic environment and opportunities to teach, conduct professional writing and reviews, and participate in course design and/or assessment. Conclusions This study demonstrates specific areas to consider for improved recruitment and retention of pharmacy faculty. For example, providing experiences related to pharmacy academia, such as allowing student participation in teaching and research, may stimulate those individuals' interest in pursuing an academic pharmacy career. PMID:18698388

Paperless Writing in World Literature I: Can Students See the Forest without Writing on the Trees?

ERIC Educational Resources Information Center

Hoffmann, Christine

2010-01-01

Electronic writing offers the opportunity to be creative, impromptu, personal, even improper--unstructured, in other words--while academic writing traps them, catches them up in, an impersonal, uncreative, unimaginative, structured, mechanical--and perhaps even ultimately noncommunicative--experience.

Incorporating A Structured Writing Process into Existing CLS Curricula.

PubMed

Honeycutt, Karen; Latshaw, Sandra

2014-01-01

Good communication and critical thinking are essential skills for all successful professionals, including Clinical Laboratory Science/Medical Laboratory Science (CLS/MLS) practitioners. Professional programs can incorporate writing assignments into their curricula to improve student written communication and critical thinking skills. Clearly defined, scenario-focused writing assignments provide student practice in clearly articulating responses to proposed problems or situations, researching and utilizing informational resources, and applying and synthesizing relevant information. Assessment rubrics, structured feedback, and revision writing methodologies help guide students through the writing process. This article describes how a CLS Program in a public academic medical center, located in the central United States (US) serving five centrally-located US states has incorporated writing intensive assignments into an existing 11-month academic year using formal, informal and reflective writing to improve student written communication and critical thinking skills. Faculty members and employers of graduates assert that incorporating writing intensive requirements have better prepared students for their professional role to effectively communicate and think critically.

Evaluating Approaches to Physical Literacy through the Lens of Positive Youth Development

ERIC Educational Resources Information Center

Allan, Veronica; Turnnidge, Jennifer; Côté, Jean

2017-01-01

The potential of physical activity and sport programs to promote positive youth development (PYD) is well-recognized among youth sport researchers and practitioners. More recently, physical literacy has gained traction among sport organizations as an important component of long-term athlete development. With conceptual roots in academic writing,…

The Carleton University Writing Tutorial Service.

ERIC Educational Resources Information Center

Freedman, Aviva

Carleton University's writing tutorial service is staffed by trained graduate students and provides free individual instruction for students having problems writing academic English. The students submit writing samples before the first session at which both student and tutor map out a strategy for improvement. Analysis of the tutors' perceptions…

Social work in health care: do practitioners' writings suggest an applied social science?

PubMed

Rehr, H; Rosenberg, G; Showers, N; Blumenfield, S

1998-01-01

There are two sources of literature in social work-one from academics and the other from practitioners. Each group is driven by different motivations to write. Academics seek a 'scientific rationality' for the field, while practitioners assume practical and intuitive reasoning, experience aligned with theory, and the 'art of practice' to guide them. It has been said that practitioners do not write and that 'faculty' are the trustees of the knowledge base of the profession, and are responsible for its promulgation via publication. Practitioners, however, do write about their practice and their programs, and analyze both, but publish much of their work in non-social work media. Their work tends not to be referenced by academic writers. One department's social workers' publications are described. We learn, from their practice writings, what concerns clinicians. Theirs is case-based learning, theoretically supported, in which the organization of services calls for their participation in multi-professional decision-making. There is the growing realization among social workers that practice wisdom and scientific technologies need to be reassessed together to find ways to enhance social work services. Clinicians' knowledge can lead to continuing refinement of practice and enhanced institutional services. If practitioners' writings can be assessed, they may lead to a written practice knowledge base, subject to timely change. Academic and practitioner separateness hampers progress in the field. They need each other, and a shared professional literature. There is beginning indication they are getting together.

Plagiarism, Cheating and Research Integrity: Case Studies from a Masters Program in Peru

PubMed Central

Carnero, Andres M.; Mayta-Tristan, Percy; Konda, Kelika A.; Mezones-Holguin, Edward; Bernabe-Ortiz, Antonio; Alvarado, German F.; Canelo-Aybar, Carlos; Maguiña, Jorge L.; Segura, Eddy R.; Quispe, Antonio M.; Smith, Edward S.; Bayer, Angela M.; Lescano, Andres G.

2017-01-01

Plagiarism is a serious, yet widespread type of research misconduct, and is often neglected in developing countries. Despite its far-reaching implications, plagiarism is poorly acknowledged and discussed in the academic setting, and insufficient evidence exists in Latin America and developing countries to inform the development of preventive strategies. In this context, we present a longitudinal case study of seven instances of plagiarism and cheating arising in four consecutive classes (2011–2014) of an Epidemiology Masters program in Lima, Peru, and describes the implementation and outcomes of a multifaceted, “zero-tolerance” policy aimed at introducing research integrity. Two cases involved cheating in graded assignments, and five cases correspond to plagiarism in the thesis protocol. Cases revealed poor awareness of high tolerance to plagiarism, poor academic performance, and widespread writing deficiencies, compensated with patchwriting and copy-pasting. Depending on the events’ severity, penalties included course failure (6/7) and separation from the program (3/7). Students at fault did not engage in further plagiarism. Between 2011 and 2013, the Masters program sequentially introduced a preventive policy consisting of: (i) intensified research integrity and scientific writing education, (ii) a stepwise, cumulative writing process; (iii) honor codes; (iv) active search for plagiarism in all academic products; and (v) a “zero-tolerance” policy in response to documented cases. No cases were detected in 2014. In conclusion, plagiarism seems to be widespread in resource-limited settings and a greater response with educational and zero-tolerance components is needed to prevent it. PMID:27848191

Pulmonary hypertensive crisis and its efficient management. A Case report and literature review.

PubMed

Khan, Karima Karam; Khan, Fazal Hameed

2017-06-01

There is a staggering upsurge in the incidence of plagiarism of scientific literature. Literature shows divergent views about the factors that make plagiarism reprehensible. This review explores the causes and remedies for the perennial academic problem of plagiarism. Data sources were searched for full text English language articles published from 2000 to 2015. Data selection was done using medical subject headline (MeSH) terms plagiarism, unethical writing, academic theft, retraction, medical field, and plagiarism detection software. Data extraction was undertaken by selecting titles from retrieved references and data synthesis identified key factors leading to plagiarism such as unawareness of research ethics, poor writing skills and pressure or publish mantra. Plagiarism can be managed by a balance among its prevention, detection by plagiarism detection software, and institutional sanctions against proven plagiarists. Educating researchers about ethical principles of academic writing and institutional support in training writers about academic integrity and ethical publications can curtail plagiarism.

Negotiating the Challenge of Collaborative Writing: Learning from One Writing Group's Mutiny

ERIC Educational Resources Information Center

Nairn, Karen; Cameron, Jenny; Anakin, Megan; Juntrasook, Adisorn; Wass, Rob; Sligo, Judith; Morrison, Catherine

2015-01-01

With continuing pressure to publish or perish, interventions such as writing groups are increasingly part of the academic landscape. In this paper, we discuss our writing group's experiment with collaborative writing, which came unstuck as simmering concerns led to a mutiny within the group. The mutiny provided insights into tensions that are…

Writing-to-Learn in High-School Chemistry: The Effects of Using The Science Writing Heuristic to Increase Scientific Literacy

ERIC Educational Resources Information Center

Nurnberg, Denae

2017-01-01

Writing-to-Learn in High-School Chemistry: The Effects of Using the Science Writing Heuristic to Increase Scientific Literacy The purpose of this study was to investigate the effectiveness of using the Science Writing Heuristic (SWH) as an instructional tool to improve academic achievement and writing in the context of scientific literacy. This…

Curriculum Development--Learning Center. Final Report.

ERIC Educational Resources Information Center

Seltzer, Madeline

A project at Manor Junior College, Pennsylvania, developed further and implemented the tutoring programs in the Learning Center and integrated them with the Computer Tutorials Program. The objective was to increase retention and graduation rates and academic success of students enrolled in vocational programs. The reading, writing, and peer tutor…

Intellectual Skills Development Program. Annual Report, 1986-1987.

ERIC Educational Resources Information Center

McCauley, Lynne

The 1986-1987 annual report on the Intellectual Skills Development Program (ISDP) at Western Michigan University is presented. The program is designed to identify new students who do not meet entry-level competencies in reading, writing, and mathematics, and to provide academic support for these students. In reviewing assessment policies and…

Curriculum Guide for the Educable Mentally Handicapped.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Div. of Instruction.

Focusing on the general objectives of emotional, social, and academic development, and economic and physical growth, five areas of curriculum are described. The area of language arts includes motor, oral sensory development in readiness, habits and attitudes, reading, writing, spelling, and language. Arithmetic instruction is divided into primary,…

Teachers' Experiences in Educational Multi-Media Content Development: The Case of Tanzania's Institute of Adult Education

ERIC Educational Resources Information Center

Mariki, Belingtone Eliringia

2014-01-01

This paper is an academic observation of an Educational Multimedia Content development-training programme funded by the Commonwealth of Learning (COL) in Tanzania. This project focused on skills development in script writing and in radio and video programme development, aimed at transforming selected subjects from text to multimedia content. The…

Teaching Google Search Techniques in an L2 Academic Writing Context

ERIC Educational Resources Information Center

Han, Sumi; Shin, Jeong-Ah

2017-01-01

This mixed-method study examines the effectiveness of teaching Google search techniques (GSTs) to Korean EFL college students in an intermediate-level academic English writing course. 18 students participated in a 4-day GST workshop consisting of an overview session of the web as corpus and Google as a concordancer, and three training sessions…

Using Wikipedia and Conceptual Graph Structures to Generate Questions for Academic Writing Support

ERIC Educational Resources Information Center

Liu, Ming; Calvo, R. A.; Aditomo, A.; Pizzato, L. A.

2012-01-01

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…

Lexical Bundles in the Academic Writing of Advanced Chinese EFL Learners

ERIC Educational Resources Information Center

Wei, Yaoyu; Lei, Lei

2011-01-01

The present study investigated the use of lexical bundles in the academic writing of advanced Chinese EFL learners. A corpus of doctoral dissertations by the learners and a corpus of published journal articles by professional writers were collected for the study. Four-word lexical bundles in the two corpora were identified and analysed. Results…

Collaborative Writing among Second Language Learners in Academic Web-Based Projects

ERIC Educational Resources Information Center

Kessler, Greg; Bikowski, Dawn; Boggs, Jordan

2012-01-01

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…

Linguistic Markers of Stance in Early and Advanced Academic Writing: A Corpus-Based Comparison

ERIC Educational Resources Information Center

Aull, Laura L.; Lancaster, Zak

2014-01-01

This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite…

Perspectives of EFL Doctoral Students on Challenges of Citations in Academic Writing

ERIC Educational Resources Information Center

Jomaa, Nayef Jomaa; Bidin, Siti Jamilah

2017-01-01

Purpose: Citation is vital in academic writing but particularly challenging for novice writers who use English as a second or foreign language. While much is known about citations types and functions, scarce knowledge is available about what makes citing a complicated procedure. Hence, this study explores the difficulties in citing and integrating…

A Descriptive Study of First-Year College Students' Non-Academic Digital Literacy Practices with Implications for College Writing Education

ERIC Educational Resources Information Center

Amicucci, Ann N.

2013-01-01

In this qualitative research study, the author investigated first-year college students' non-academic digital literacy practices, the audiences for these practices, and students' preferences for enacting these practices in the first-year college writing classroom. Methods of data collection included surveying 177 students, conducting…

EFL Doctoral Students' Conceptions of Authorial Stance in Academic Research Writing: An Exploratory Study

ERIC Educational Resources Information Center

Chang, Peichin

2016-01-01

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…

Voices of Chinese Post-­80s Students in English Academic Writing

ERIC Educational Resources Information Center

Que, Hua; Li, Xuemei

2015-01-01

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…

Investigating the Role of Identity in L2 Writing Using Electronic Bulletin Boards

ERIC Educational Resources Information Center

Spiliotopoulos, Valia; Carey, Steven

2005-01-01

Recent research has focused on the relationship between language and identity (Ivanic, 1998; Kanno & Norton, 2003). International students who come to Canada to learn English as a second language realize that to succeed in the academic community, they must be particularly adept at writing in English for academic purposes. This article…

Linking Adverbials in Academic Writing on Applied Linguistics by Chinese Doctoral Students

ERIC Educational Resources Information Center

Lei, Lei

2012-01-01

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…

Stance and Engagement in Pure Mathematics Research Articles: Linking Discourse Features to Disciplinary Practices

ERIC Educational Resources Information Center

McGrath, Lisa; Kuteeva, Maria

2012-01-01

Recent ESP research into academic writing has shown how writers convey their stance and interact with readers across different disciplines. However, little research has been carried out into the disciplinary writing practices of the pure mathematics academic community from an ESP genre analysis perspective. This study begins to address this gap by…

EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing

ERIC Educational Resources Information Center

Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan

2018-01-01

The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether…

Academic Writing at the Graduate Level: Improving the Curriculum through Faculty Collaboration

ERIC Educational Resources Information Center

Bair, Mary A.; Mader, Cynthia E.

2013-01-01

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…

Genres and Registers of Student Report Writing: An SFL Perspective on Texts and Practices

ERIC Educational Resources Information Center

Gardner, Sheena

2012-01-01

Academic literacies research has tended to focus on writers in context, while systemic functional linguistic research has tended to focus on texts in context. While literacy practices and written texts may be usefully analysed independently, this paper describes how an investigation of genres of academic writing in the BAWE (British Academic…

When Tests Dare to Be Progressive: Contradictions in the Classroom.

ERIC Educational Resources Information Center

Willinsky, John; Bobie, Allen

Statewide competency testing as a high school graduation requirement represents a threat to those who encourage broad notions of reading and writing, even when a number of testing innovations in reading and writing mean a step forward in education. In Alberta, Canada, the English exam comes in a non-academic and an academic version, and…

Scaffolding Assignments: Analysis of Assignmentor as a Tool to Support First Year Students' Academic Writing Skills

ERIC Educational Resources Information Center

Silva, Pedro

2017-01-01

There are several technological tools which aim to support first year students' challenges, especially when it comes to academic writing. This paper analyses one of these tools, Wiley's AssignMentor. The Technological Pedagogical Content Knowledge framework was used to systematise this analysis. The paper showed an alignment between the tools'…

Using a Stance Corpus to Learn about Effective Authorial Stance-Taking: A Textlinguistic Approach

ERIC Educational Resources Information Center

Chang, Peichin

2012-01-01

Presenting a persuasive authorial stance is a major challenge for second language (L2) writers in writing academic research. Failure to present an effective authorial stance often results in poor evaluation, which compromises a writer's research potential. This study proposes a "textlinguistic" approach to advanced academic writing to complement a…

Lexical Bundles and the Construction of an Academic Voice in Business Writing

ERIC Educational Resources Information Center

Mhedhbi, Malek

2014-01-01

Most previous studies on disciplinary academic writing focused on the structures in research articles or linguistic realizations of each move (Lau, 2004; Hyland, 2000). Few have been conducted to address the interpersonal aspect of disciplinary discourse texts. The purpose of this study was to measure the effect of lexical bundles' (LBs) awareness…

Choosing Not to Cheat: A Framework to Assess Students' Rationales for Abiding by Academic Integrity Policies

ERIC Educational Resources Information Center

Kolb, Kenneth H.; Longest, Kyle C.; Singer, Alexa J.

2015-01-01

Writing intensive first-year seminars are well situated within the curriculum to teach about issues like cheating and plagiarism. Although most research on academic integrity focuses on how--and how much--students cheat, we take a different approach. We assess whether participation in writing intensive first-year seminars produces measurable…

On the Viable Linkages between Extroversion/Introversion and Academic Iranian EFL Learners' Writing Proficiency

ERIC Educational Resources Information Center

Alavinia, Parviz; Hassanlou, Adel

2014-01-01

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…

Blog-Integrated Writing with Blog-Buddies: EAP Learners' Writing Performance

ERIC Educational Resources Information Center

Asoodar, Maryam; Atai, Mahmood Reza; Vaezi, Shahin

2016-01-01

This article reports a mixed-method research probing the effect of utilizing a blog-buddy system on English for academic purposes learners' writing performance. Sixty Iranian undergraduate engineering students at Iran University of Science and Technology Virtual Campus participated in this study. Our analysis of the students' writings indicated…

Teaching Writing for Keeps

ERIC Educational Resources Information Center

Alber-Morgan, Sheila R.; Hessler, Terri; Konrad, Moira

2007-01-01

Proficiency with written expression is critical for students' academic success. Unfortunately, writing presents a challenge for both students and teachers. Recent data suggest that many students in U.S. schools fail to meet even the most basic writing standards. And even when students receive effective (i.e., evidence-based) writing instruction,…

A Combined Corpus and Systemic-Functional Analysis of the Problem-Solution Pattern in a Student and Professional Corpus of Technical Writing.

ERIC Educational Resources Information Center

Flowerdew, Lynne

2003-01-01

Reports on research describing similarities and differences between expert and novice writing in the problem-solution pattern, a frequent rhetorical pattern of technical academic writing. A corpus of undergraduate student writing and one containing professional writing consisted of 80 and 60 recommendation reports, respectively, with each corpus…

Middle School Students' Writing and Feedback in a Cloud-Based Classroom Environment

ERIC Educational Resources Information Center

Zheng, Binbin; Lawrence, Joshua; Warschauer, Mark; Lin, Chin-Hsi

2015-01-01

Individual writing and collaborative writing skills are important for academic success, yet are poorly taught in K-12 classrooms. This study examines how sixth-grade students (n = 257) taught by two teachers used Google Docs to write and exchange feedback. We used longitudinal growth models to analyze a large number of student writing samples…

The Reluctant Academic: Early-Career Academics in a Teaching-Orientated University

ERIC Educational Resources Information Center

Gale, Helen

2011-01-01

This paper is based on research into academic identities amongst early-career academics in a UK post-1992, teaching-orientated university. Literature around academic identity suggests five major academic roles: teaching, research, management, writing and networking. However, this appears to be a picture of an established mid-career academic in a…

[Scientific publications: a resource for the physician's intellectual development].

PubMed

Zárate, Arturo

2013-01-01

The physician's professional life involves reading and analysis of scientific journals, regardless of the specialization field. The hospital and academic areas lead to the scientific-literary activity development. The aim of this editorial is to make some reflections about the way a physician reaches intellectual development, through the creation of a culture of writing and reading scientific publications.

Assessment for Learning: Capturing the Interest of Diverse Students on an Academic Writing Module in Postgraduate Vocational Education

ERIC Educational Resources Information Center

Strauss, P.; Mooney, S.

2017-01-01

This article discusses the complexities surrounding the teaching of a critical thinking and academic writing module on a vocational postgraduate programme. Students enrolled on this programme are strongly industry focused and often fail to see the relevance of such a module, despite the fact that most are international students with English as…

Matching Vocabulary Learning Process with Learning Outcome in L2 Academic Writing: An Exploratory Case Study

ERIC Educational Resources Information Center

Ma, Qing

2013-01-01

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…

Academic Writing in Context: Implications and Applications. Papers in Honour of Tony Dudley-Evans.

ERIC Educational Resources Information Center

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…

Writing in the Discipline of Anthropology--Theoretical, Thematic and Geographical Spaces

ERIC Educational Resources Information Center

Reynolds, Judith

2010-01-01

Writing in different academic disciplines is not only different in superficial ways but in deeper ways that are connected to the history and characteristics of each discipline. Although many writing theorists now understand writing in this way, little has been written about these connections in specific disciplines, and even less about student…

Working with Disciplinary Artifacts: An Introductory Writing Studies Course for Writing Majors

ERIC Educational Resources Information Center

Ostergaard, Lori

2015-01-01

WRT 329: Introduction to Writing Studies is a course in Oakland University's (OU) Writing and Rhetoric major program that provides students with a survey of composition studies as an academic discipline. It includes an examination of the history, theories, research, curricula, and pedagogies associated with composition studies in the university.…

What a Difference a Writing Centre Makes: A Small Scale Study

ERIC Educational Resources Information Center

Yeats, Rowena; Reddy, Peter; Wheeler, Anne; Senior, Carl; Murray, John

2010-01-01

Purpose: Academic writing is often considered to be a weakness in contemporary students, while good reporting and writing skills are highly valued by graduate employers. A number of universities have introduced writing centres aimed at addressing this problem; however, the evaluation of such centres is usually qualitative. The paper seeks to…

Affective and Social Factors in a Project-Based Writing Course

ERIC Educational Resources Information Center

Kathpalia, Sujata Surinder; Heah, Carmel

2011-01-01

Much of the work in academic writing has focused on the cognitive rather than the affective and social aspects involved in project-based writing. Emphasis in past research has been on skills and processes of writing rather than on affective factors such as motivation, attitudes, feelings or social factors involving intrapersonal and interpersonal…

Writing, Literacy and Technology: Toward a Cyborg Writing.

ERIC Educational Resources Information Center

Olson, Gary A.

1996-01-01

Presents an interview with feminist social critic Donna Haraway about her call for "cyborg writing," writing that replaces the idea of an authoritative or dominant story with an acknowledgment of the wide range of narratives to be told in science, technology, and other areas. Also questions Haraway about activism for academics, particularly as it…

Using an e-Portfolio System to Improve the Academic Writing Performance of ESL Students

ERIC Educational Resources Information Center

Alshahrani, Ali; Windeatt, Scott

2012-01-01

Many intensive English language programmes that English second language (ESL) students enrol in adopt a process approach to writing, interpreting writing as a cognitive process that is highly private or individualistic (Atkinson, 2003), where writers use specific cognitive phases, such as pre-writing, drafting, and revising, to generate their…

Multi-Draft Composing: An Iterative Model for Academic Argument Writing

ERIC Educational Resources Information Center

Eckstein, Grant; Chariton, Jessica; McCollum, Robb Mark

2011-01-01

Post-secondary writing teachers in composition and English as a second language (ESL) writing programs are likely familiar with multi-draft composing. Both composition and ESL writing programs share nearly identical multi-draft models despite the very unique and different cultures of each group. We argue that multi-draft composing as it is…

College Writing: A Personal Approach to Academic Writing. Third Edition.

ERIC Educational Resources Information Center

Fulwiler, Toby

The affirmation of individual creativity in writing is what sets this book apart from other process-oriented rhetorics. Conversational in tone, the book's third edition boasts a writer-to-writer perspective that will put students at ease. The book "walks" students through the main elements of writing from discovery and research to…

Found Poetry: Creating Space for Imaginative Arts-Based Literacy Research Writing

ERIC Educational Resources Information Center

Patrick, Lisa D.

2016-01-01

This theoretical position article inquires into poetic methodologies in literacy research and argues for the inclusion of poetry in social science research writing. The unconventional use of poetry in research writing challenges the traditionally accepted role prose plays in academic writing. Research poetry is written from and about research…

That Way Be Monsters: Myths and Bugaboos about Teaching Personal Writing.

ERIC Educational Resources Information Center

Bloom, Lynn Z.

Many traditionally held academic views of personal writing have myths embedded in them. These myths include: (1) anything written in the first person singular is autobiographical; (2) personal writing can only exist in an expressionist classroom and is often uncritical and unproblematic; (3) student personal writing is a dying genre, and college…

Writing for Television: Academic Potential Realized: From Course to Program to Major.

ERIC Educational Resources Information Center

Sedlak, Valerie F.

The new Writing for Television Program at Morgan State University (suggested by Warner Brothers at a summer seminar) has added new courses each semester: (1) basic 200-level courses in the "Fundamentals of Writing for Television" and "Introductory Script Writing"; (2) more specialized 300-level courses in "Episodic…

Getting Started in Your Academic Career

NASA Astrophysics Data System (ADS)

Kniel, Kalmia E.

An academic career is certainly one of great fulfillment and pride. After completing graduate school and postdoctoral work, perhaps even spending some time working in industry, it is now time to set up a laboratory, interview graduate students, find funding for these graduate students, adjust to becoming more of a lab manager than a researcher, write several grant proposals, write a syllabus or two, review manuscripts, and write a few of your own (or at least edit your students'), and serve on a myriad of university and departmental committees. Working in academia is a challenging and rewarding career. Being surrounded by the energy of students is contagious, and as you will discover an assistant professor needs that energy. An academic career at any level is the epitome of multitasking; juggling research, teaching, and service activities.

Good-quality diet in the early years may have a positive effect on academic achievement.

PubMed

Nyaradi, Anett; Li, Jianghong; Foster, Jonathan K; Hickling, Siobhan; Jacques, Angela; O'Sullivan, Therese A; Oddy, Wendy H

2016-05-01

The aim of this study was to investigate the associations between early diet and academic performance during childhood. Participants were from the Western Australian Pregnancy Cohort (Raine) Study (n = 2287). Frequency of consumption of food and beverages was collected at the one-, two- and three-year follow-ups, using a 24-hour food recall. Diet scores were developed from the number of eating occasions. The Western Australian Literacy and Numeracy Assessment (WALNA) data from grades five (age 10) and seven (age 12) were linked to the Raine study using The Western Australian Data Linkage System. The association between diet scores and WALNA scores was assessed using multivariate linear regression models. A higher (i.e. better quality) diet score at one year of age was associated with significantly higher scores in mathematics, reading, writing and spelling at both grades five and seven. Associations were observed between a higher diet score at two years and academic scores for mathematics, writing and spelling at grade seven. Higher dairy consumption at ages one, two and three, and higher fruit consumption at age one were associated with higher academic scores at all ages. Quality of early diet may be a predictor for later academic achievement. ©2015 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Development of Early Handwriting: Visual-Motor Control during Letter Copying

ERIC Educational Resources Information Center

Maldarelli, Jennifer E.; Kahrs, Björn A.; Hunt, Sarah C.; Lockman, Jeffrey J.

2015-01-01

Despite the importance of handwriting for school readiness and early academic progress, prior research on the development of handwriting has focused primarily on the product rather than the process by which young children write letters. In contrast, in the present work, early handwriting is viewed as involving a suite of perceptual, motor, and…

Writing Essays: Does Self-Efficacy Matter? The Relationship between Self-Efficacy in Reading and in Writing and Undergraduate Students' Performance in Essay Writing

ERIC Educational Resources Information Center

Prat-Sala, Merce; Redford, Paul

2012-01-01

Self-efficacy beliefs have been identified as associated with students' academic performance. The present research assessed the relationship between two new self-efficacy scales (self-efficacy in reading [SER] and self-efficacy in writing [SEW]) and students' writing performance on a piece of assessed written coursework. Using data from first and…

Strengthening Academic Writing

ERIC Educational Resources Information Center

Bodnar, Julie R.; Petrucelli, Susan L.

2016-01-01

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…

The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students

ERIC Educational Resources Information Center

Grünke, Matthias; Sperling, Marko; Burke, Mack D.

2017-01-01

The purpose of this study was to analyze the effects of a multicomponent intervention on the length and quality of stories written by fifth graders who were academically and behaviorally struggling with particular problems during writing demands. Difficulties in text production are often prevalent at the beginning of middle/secondary education as…

The Effect of Keyboard-Based Word Processing on Students with Different Working Memory Capacity during the Process of Academic Writing

ERIC Educational Resources Information Center

Van Der Steen, Steffie; Samuelson, Dianne; Thomson, Jennifer M.

2017-01-01

This study addresses the current debate about the beneficial effects of text processing software on students with different working memory (WM) during the process of academic writing, especially with regard to the ability to display higher-level conceptual thinking. A total of 54 graduate students (15 male, 39 female) wrote one essay by hand and…

Plagiarism across the Curriculum: How Academic Communities Can Meet the Challenge of the Undocumented Writer

ERIC Educational Resources Information Center

Hall, Jonathan

2005-01-01

Student plagiarism occurs in all academic disciplines, and so, for those of us involved with Writing Across the Curriculum and Writing In the Disciplines programs, the first thing we have to admit is: yes, it is our problem. It's everybody's problem, at bottom, of course, but WAC/WID directors are ideally positioned to offer both new conceptual…

A Web-Based EFL Writing Environment as a Bridge between Academic Advisers and Junior Researchers: A Pilot Study

ERIC Educational Resources Information Center

Reynolds, Barry Lee

2013-01-01

In the age of "publish or perish," publishing academic journal articles is a must, not only for professors but also for graduate students in Taiwan. Increasingly, Taiwanese research universities are requiring masters and PhD students to write theses and dissertations in English, with an added caveat for PhD students to publish two or…

The Impact of Blended e-Learning on Undergraduate Academic Essay Writing in English (L2)

ERIC Educational Resources Information Center

Ferriman, Nicholas

2013-01-01

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…

The Use of Paraphrase in Summary Writing: A Comparison of L1 and L2 Writers

ERIC Educational Resources Information Center

Keck, Casey

2006-01-01

Paraphrasing is considered by many to be an important skill for academic writing, and some have argued that the teaching of paraphrasing might help students avoid copying from source texts. Few studies, however, have investigated the ways in which both L1 and L2 academic writers already use paraphrasing as a textual borrowing strategy when…

The Infernal Business of Contract Cheating: Understanding the Business Processes and Models of Academic Custom Writing Sites

ERIC Educational Resources Information Center

Ellis, Cath; Zucker, Ian Michael; Randall, David

2018-01-01

While there is growing awareness of the existence and activities of Academic Custom Writing websites, which form a small part of the contract cheating industry, how they work remains poorly understood. Very little research has been done on these sites, probably because it has been assumed that it is impossible to see behind their firewalls and…

Adolescents' Use of Academic Language in Historical Writing

ERIC Educational Resources Information Center

Shen, Ting

2011-01-01

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 their writing…

Using Academic Journals to Help Students Learn Subject Matter Content, Develop and Practice Critical Reasoning Skills, and Reflect on Personal Values in Food Science and Human Nutrition Classes

ERIC Educational Resources Information Center

Iwaoka, Wayne T.; Crosetti, Lea M.

2008-01-01

It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn…

Autoethnography: Exploring Gender Diversity.

PubMed

Merryfeather, Lyn; Bruce, Anne

2016-01-01

Academic discourse proscribes a particular way of writing that may leave the reader informed but uninspired. There are three intentions for this paper: to create a counter-discourse for academic writing, to illustrate autoethnograpy as a compelling approach to nursing inquiry, and to demonstrate how autoethnography is well suited to research the experience of people who identify as transgender or transsexual. The setting is a doctoral nursing seminar where the student is introducing autoethnography to fellow students. All characters are fictionalized compositions. The writing is in the style of creative non-fiction and illustrates the use of evocative prose and poetry. © 2014 Wiley Periodicals, Inc.

Losing the Academic Voice and Reaching a Larger Audience.

ERIC Educational Resources Information Center

Higgins, Mary Anne

Inspired by a writing group that met regularly in North Carolina, Alice Kaplan of Duke University decided to write a memoir at the age of 38. Practiced in the third-person perspective and schooled in a scholarly writing style, Kaplan found it difficult to write first-person narrative. The transition challenged her: she had not realized what an…

Beyond "Write-Talk-Revise-(Repeat)": Using Narrative to Understand One Multilingual Student's Interactions around Writing

ERIC Educational Resources Information Center

Pomerantz, Anne; Kearney, Erin

2012-01-01

This paper offers a narrative framework for understanding how multilingual graduate students make sense of the continuous and frequently contradictory talk they engage in as they write. It illustrates how attention to the telling, form, and content of the stories such students relate about their ongoing interactions around academic writing can…

Partners in Crime: Integrating Forensic Science and Writing

ERIC Educational Resources Information Center

Hein, Erik

2006-01-01

Forensic science lends itself to many academic areas. Aside from the science itself, writing plays a major role in the investigation process as well as in the courtroom. It is paramount that students learn how to write proficiently when recording results or writing evaluations and reports, just as forensic scientists do. This can also be done…

[A practical guide for writing an original scientific article].

PubMed

Rosenberg, Jacob; Burcharth, Jakob; Pommergaard, Hans-Christian

2014-06-30

Writing scientific articles is an integrated part of being a medical doctor at academic institutions, and the demand for publishing scientific work has increased during recent years. The discipline of writing scientific articles can be troublesome and complicated, especially for young inexperienced researchers. This article is a guide to structuring and writing an original scientific article.

Exploring Challenges Encountered by EFL Libyan Learners in Research Teaching and Writing

ERIC Educational Resources Information Center

Alsied, Safia Mujtaba; Ibrahim, Noura Winis

2017-01-01

Research is conducted all over the world to solve problems or to answer questions of significance to humanity. Academic writing or writing to report research is not easy because it requires adequate background knowledge, interest, motivation and hard work. This study investigates the major challenges in research writing faced by Libyan EFL…

The Reliability and Validity of Peer Review of Writing in High School AP English Classes

ERIC Educational Resources Information Center

Schunn, Christian; Godley, Amanda; DeMartino, Sara

2016-01-01

One approach to writing instruction that has been shown to improve secondary students' academic writing without increasing demands on teachers' time is peer review. However, many teachers and students worry that students' feedback and assessment of their peers' writing is less accurate than teachers'. This study investigated whether Advanced…

The Reliability and Validity of Peer Review of Writing in High School AP English Classes

ERIC Educational Resources Information Center

Schunn, Christian; Godley, Amanda; DeMartino, Sara

2016-01-01

One approach to writing instruction that has been shown to improve secondary students' academic writing without increasing demands on teachers' time is peer review. However, many teachers and students worry that students' feedback and assessment of their peers' writing is less accurate than teachers'. This study investigated whether Advanced…

Using PELA to Predict International Business Students' English Writing Performance with Contextualised English Writing Workshops as Intervention Program

ERIC Educational Resources Information Center

Wong, Caroline; Delante, Nimrod Lawsin; Wang, Pengji

2017-01-01

This study examines the effectiveness of Post-Entry English Language Assessment (PELA) as a predictor of international business students' English writing performance and academic performance. An intervention involving the implementation of contextualised English writing workshops was embedded in a specific business subject targeted at students who…

America's Favorite Pastime: Learning.

ERIC Educational Resources Information Center

Taylor, Gene

1989-01-01

Examines the role of "relief" teacher at a Navajo Reservation elementary boarding school: developer of academic projects based on student interests and abilities. Describes a whale project that involved building a life-size model, information searches, letter and report writing, and a student-organized demonstration of exhibits. (SV)

Preparing Graduate Students for Non-Academic Careers

NASA Astrophysics Data System (ADS)

Woolf, Lawrence

2014-03-01

One of the primary topics discussed at the conference concerned career development, since most graduate students will not have the academic careers of their advisors. Goals included reviewing the primary functions of physicists in industry, evaluating how students are currently prepared for these careers, and identifying how to fill gaps in preparation. A number of non-academic physicists provided insight into meeting these goals. Most physics graduate programs in general do not purposely prepare students for a non-academic career. Strategies for overcoming this shortcoming include advising students about these careers and providing training on broadly valued professional skills such as written and verbal communication, time and project management, leadership, working in teams, innovation, product development, and proposal writing. Alumni and others from industry could provide guidance on careers and skills and should be invited to talk to students. Academic training could also better prepare students for non-academic careers by including engineering and cross disciplinary problem solving as well as incorporating software and toolsets common in industry.

Virtual Academic Community: Online Education Instructors' Social Presence in Association with Freshman Composition Students' Critical Thinking and Argumentation

ERIC Educational Resources Information Center

Paquette, Paige Fuller

2009-01-01

There is much literature addressing challenges face-to-face freshman composition instructors encounter in developing college courses that foster critical thinking skills crucial to developing written argument. Composition instructors may face challenges in teaching students that writing is a means of making meaning, there are many different…

Employment Skills for the 21st Century: Applied Activities To Develop a Competitive American Workforce. Teacher Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This publication is a collection of 201 activities designed to give students practice in developing and applying in meaningful real-life settings both basic academic skills in reading, writing, and computation, and the more advanced higher-order skills of problem solving, critical thinking, group interaction, and oral communication. These…

How Does the Science Writing Heuristic Approach Affect Students' Performances of Different Academic Achievement Levels? A Case for High School Chemistry

ERIC Educational Resources Information Center

Kingir, Sevgi; Geban, Omer; Gunel, Murat

2012-01-01

This study investigates the effects of the Science Writing Heuristic (SWH), known as an argumentation-based science inquiry approach, on Grade 9 students' performance on a post-test in relation to their academic achievement levels. Four intact classes taught by 2 chemistry teachers from a Turkish public high school were selected for the study; one…

Exploring the Impact of Online Peer-Editing Using Google Docs on EFL Learners' Academic Writing Skills: A Mixed Methods Study

ERIC Educational Resources Information Center

Ebadi, Saman; Rahimi, Masoud

2017-01-01

This article reports the results of a sequential explanatory mixed-methods approach to explore the impact of online peer-editing using Google Docs and peer-editing in a face-to-face classroom on EFL learners' academic writing skills. As the study adopted a quasi-experimental design, two intact classes, each with ten EFL learners, attending an…

ESL Students' Perceptions of Their English Writing Proficiency and the Effects of Peer Review Training among Three Types of Students in a Community College ESL Composition Course

ERIC Educational Resources Information Center

Goldburg, Maxine E.

2012-01-01

Learner-centered methodology like peer review is problematic in the pluralism of the ESL classroom when teaching academic English composition. A distinct complication is the form writing instruction should take given the interaction and variations between ESL students' L1 background, experiences, schema, and the meaning of academic literacy in…

Does learning style preferences influence academic performance among dental students in Isfahan, Iran?

PubMed Central

2018-01-01

Purpose The present study aimed to identify the learning preferences of dental students and to characterize their relationship with academic performance at a dental school in Isfahan, Iran. Methods This cross-sectional descriptive study included 200 undergraduate dental students from October to November 2016. Data were collected using a 2-part questionnaire. The first part included demographic data, and the second part was a Persian-language version of the visual, aural, read/write, and kinesthetic questionnaire. Data analysis was conducted with the chi-square test, 1-way analysis of variance, and multiple linear regression. Results The response rate was 86.6%. Approximately half of the students (51.5%) had multimodal learning preferences. Among the unimodal group (48.5%), the most common mode was aural (24.0%), followed by kinesthetic (15.5%), reading-writing (8.0%), and visual (1.0%). There was a significant association between academic performance and the reading/writing learning style preference (P< 0.01). Conclusion Multimodal learning styles were the most preferred. Among single-mode learning styles, the aural style was most common, followed by the kinesthetic style. Students with a reading/writing preference had better academic performance. The results of this study provide useful information for preparing a more problem-based curriculum with active learning strategies. PMID:29575848

Postsecondary Transition Programs for Underprepared Writers

ERIC Educational Resources Information Center

Antonetti, Christine M.

2017-01-01

There is a large population of students who enter postsecondary institutions underprepared in the area of writing, which can negatively affect their academic success in various disciplines. Lack of alignment between secondary and postsecondary education writing curricula is a common cause of why students are underprepared in writing. Identifying…

The Mock Research Paper

ERIC Educational Resources Information Center

Clark, Carlton

2008-01-01

The mock research paper combines creative writing with academic writing and, in the process, breaks down that binary. This article describes a writing assignment that offers an introduction to the college research paper genre. This assignment helps students focus on crafting an argument and learning genre conventions while postponing until the…

Mini-Thesis Writing Course for International Graduate Students.

ERIC Educational Resources Information Center

Wyatt-Brown, Anne M.

An approach to teaching academic writing to foreign graduate students at the University of Florida is described. The course combines general and technical writing assignments to sharpen students' critical thinking skills while improving their organizational techniques and editing strategies. Assignments are designed to help students discover the…

Writing across the Curriculum: A Hermeneutic Study of Students' Experiences in Writing in Food Science Education

ERIC Educational Resources Information Center

Dzurec, David J.; Dzurec, Laura Cox

2005-01-01

Writing can enhance learning by helping students put words to their thinking about course material. The purposes of this study were to assess the influence of a structured academic journal writing exercise on student learning in a food science class and to examine student responses to the experience. Hermeneutics, a philosophy of science and…

Incorporating the Use of Writing-to-Learn Strategy in Grade 10 Mathematics Lessons: The Students' Perspectives

ERIC Educational Resources Information Center

Suhaimi, Zuhairina; Shahrill, Masitah; Tengah, Khairul Amilin; Abbas, Nor'Arifahwati Haji

2016-01-01

This study incorporated the use of writing-to-learn strategy, particularly journal writing, in Grade 10 mathematics lessons. Although part of a study conducted to investigate the effects of journal writing on academically lower-achieving learners with English as their second language, this paper will focus only on the students' perceptions of…

Affordances of Web 2.0 Technologies for Collaborative Advanced Writing in a Foreign Language

ERIC Educational Resources Information Center

Strobl. Carola

2014-01-01

Can online collaboration yield a positive effect on academic writing in a foreign language? If so, what exactly is the added value, compared to individual writing, and (how) does it translate to better output? These are the central questions addressed in this paper. L2 writing research has long highlighted the benefits of collaboration in terms of…

Writing Groups in Teacher Education: A Method to Increase Scholarly Productivity

ERIC Educational Resources Information Center

Page, C. Steven; Edwards, Susan; Wilson, Judi H.

2012-01-01

Writing groups have been used in a variety of academic disciplines to support and encourage faculty in their scholarly endeavors. This article gives an overview of the impact a writing group within a Teacher Education department at a teaching institution had on scholarly output over a two year period. The structure of the writing group is shared…

Increasing Writing Self-Efficacy of Adult Learners: Different Approaches, Different Results

ERIC Educational Resources Information Center

Plakhotnik, Maria S.; Rocco, Tonette S.

2016-01-01

To help graduate students with academic writing, a college of education at a large university implemented a new service, Writing Support Circles. Based on the results of the first series of this service, we changed its design. The purpose of this article is to share how changes in the design affected these adult learners' writing self-efficacy and…

NAEP 1996 Trends in Writing: Fluency and Writing Conventions. Holistic and Mechanics Scores in 1984 and 1996.

ERIC Educational Resources Information Center

Ballator, Nada; Farnum, Marisa; Kaplan, Bruce

Supplementary to "NAEP 1996 Trends in Academic Progress," this report describes two aspects of writing for which change has been measured since 1984: writing fluency as determined by holistic scoring; and mastery of the conventions of written English as determined by mechanics scoring. The introduction discusses the layout and means of…

The importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice: A systematic review.

PubMed

Jefferies, Diana; McNally, Stephen; Roberts, Katriona; Wallace, Anna; Stunden, Annette; D'Souza, Suzanne; Glew, Paul

2018-01-01

This systematic review was designed to assess the importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. It aimed to explore the link between academic literacy and writing in an undergraduate nursing degree and the development of critical thinking skills for their future professional clinical practice. A systematic review of qualitative studies and expert opinion publications. A systematic literature search was undertaken of the following databases: ERIC, PubMed, CINAHL, MEDLINE and Scopus. All papers reviewed were from 2000 to 2016 and were written in English. We identified 981 studies and expert opinion papers from the selected databases. After reviewing key words and abstracts for the inclusion and exclusion criteria, 48 papers were selected for review. These were read and reread, with 22 papers, including one thesis, selected for quality appraisal. One paper was discarded due to the exclusion criteria. Three major themes were evident from this study. First, students need assistance to develop tertiary level academic literacy skills when they commence their undergraduate nursing degree. Second, that teaching practices need to be consistent in both designing assessments and in giving feedback to students, in order to assist improvement of academic literacy skills. And finally, academic literacy can facilitate critical thinking when students are assessed using discipline specific genres that relate to their future professional nursing practice. This review highlights the importance of critical thinking in clinical nursing practice and its strong relationship with academic writing skills. It has shown critical thinking is discipline specific and nursing students need to be taught discipline specific literacy genres in undergraduate nursing degrees. Nursing has a diverse educational and cultural mix of students, and educators should not assume academic literacy skills upon commencement of an undergraduate nursing programme. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Developing Academic Literacy and Voice: Challenges Faced by a Mature ESL Student and Her Instructors (Desarrollo del discurso académico y la voz: retos de una estudiante de inglés como segunda lengua y sus profesores)

ERIC Educational Resources Information Center

Correa, Doris

2010-01-01

Drawing on critical, socio-cultural and sociolinguistic theories of writing, text and voice, this ethnographic study examines the challenges that a mature ESL student and her instructors in a university course on Spanish Language Media face as they co-construct a common understanding of academic literacy and voice in an undergraduate General…

Intertextuality and Dialogic Interaction in Students' Online Text Construction

ERIC Educational Resources Information Center

Ronan, Briana

2015-01-01

This study examines the online writing practices of adolescent emergent bilinguals through the mediating lenses of dialogic interaction and intertextuality. Using a multimodal discourse analysis approach, the study traces how three students develop online academic texts through intertextual moves that traverse modal boundaries. The analysis…

Attributional Retraining and Elaborative Learning: Improving Academic Development through Writing-Based Interventions

ERIC Educational Resources Information Center

Hall, Nathan C.; Perry, Raymond P.; Goetz, Thomas; Ruthig, Joelle C.; Stupnisky, Robert H.; Newall, Nancy E.

2007-01-01

Attributional retraining (AR) is a motivational intervention that consistently produces improved performance by encouraging controllable failure attributions. Research suggests that cognitively engaging AR methods are ideal for high-elaborating students, whereas affect-oriented techniques are better for low-elaborating students. College students'…

A Classification of Genre Families in University Student Writing

ERIC Educational Resources Information Center

Gardner, Sheena; Nesi, Hilary

2013-01-01

As demand for English-medium higher education continues to grow internationally and participation in higher education increases, the need for a better understanding of academic writing is pressing. Prior university wide taxonomies of student writing have relied on intuition, the opinions of faculty, or data from course documentation and task…

A Collective Effort to Improve Sociology Students' Writing Skills

ERIC Educational Resources Information Center

Burgess-Proctor, Amanda; Cassano, Graham; Condron, Dennis J.; Lyons, Heidi A.; Sanders, George

2014-01-01

Nationwide, academic sociologists at all types of higher education institutions face the challenge of working to improve students' writing skills. In this article, we describe a collective effort by a group of faculty members in one undergraduate sociology program to implement several effective writing-improvement strategies. We advocate…

Taking a Closer Look at Your Informational Writing Instruction

ERIC Educational Resources Information Center

Beschorner, Beth; Hall, Anna H.

2018-01-01

When students write informational text, they have the opportunity to engage with meaningful topics, become curious about the world, learn domain-specific knowledge, and use academic vocabulary. Given the possibilities for learning through writing informational text, it is important for teachers to reflect on and improve their informational writing…

Hidden Voices: L2 Students' Compensatory Writing Strategies

ERIC Educational Resources Information Center

Stockall, Nancy; Villar Cole, Corinna

2016-01-01

This qualitative research study examines how 12 undergraduate second-language learners understood the concept of citations in academic writing. The following questions guided this study: What are the participants' beliefs about citing research? How do students conceive the role and function of citations in their writing assignments? How do they…

Citation Behaviors Observed in Japanese EFL Students' Argumentative Writing

ERIC Educational Resources Information Center

Kamimura, Taeko

2014-01-01

Effective use of outside source texts is one of the key components of successful academic writing. This study aims at clarifying Japanese university EFL students' citation behaviors in producing argumentative writing. Twenty-six Japanese university EFL students wrote an argumentative essay. Their essays were analyzed quantitatively by six…

Get Started and Write: Advice for New Faculty

ERIC Educational Resources Information Center

Smith, M. Cecil

2017-01-01

This paper describes several strategies for organizing, collaborating on, persisting in, and funding professional writing activities that can benefit new tenure track faculty members. Establishing and maintaining a regular program of academic writing is essential to a successful career in higher education, but initiating and maintaining a program…

Successful Writing: Five Roadblocks to Overcome

ERIC Educational Resources Information Center

King, Kathleen P.

2013-01-01

This article provides essential strategies to be more successful in one of the major roles in academia: writing. Most academics struggle with roadblocks in their writing process. We are forever battling to complete research articles, manuscripts, grant proposals or other documents. The strategies and perspective shared here help overcome several…

National and State Writing Tests: The Writing Process Betrayed

ERIC Educational Resources Information Center

Schuster, Edgar H.

2004-01-01

State academic standards broadly support the writing process, including the planning (prewriting), drafting, revising, editing, and publishing (sharing) stages. There is also widespread recognition that a valuable part of the process is conferencing, either between teacher and student, student and student (often referred to as peer feedback), or…

Writing Characteristics of Students with Attention Deficit Hyperactive Disorder: A Meta-Analysis

ERIC Educational Resources Information Center

Graham, Steve; Fishman, Evan J.; Reid, Robert; Hebert, Michael

2016-01-01

Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta-analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students…

Writing: A Necessary Tool

ERIC Educational Resources Information Center

Budig, Gene A.

2006-01-01

Faculty members at America's colleges and universities have long thought that an alarming number of high school graduates do not arrive on campus with the writing skills they need. Now leaders of major U.S. corporations are joining their academic colleagues in complaining about a serious deficiency in the writing skills of today's college…

Not Just Story Collecting: Towards a Critical Ethnography.

ERIC Educational Resources Information Center

Miller, Richard E.

The struggle in the composition community regarding the place of personal narrative in academic writing became particularly acute for a class of undergraduate Critical Writing students undertaking ethnographic work. By mid-semester, students had read and produced a series of texts about culture and found themselves reading and writing about…

The Handbook of Scholarly Writing and Publishing

ERIC Educational Resources Information Center

Rocco, Tonette S.; Hatcher, Tim; Creswell, John W.

2011-01-01

"The Handbook of Scholarly Writing and Publishing" is a groundbreaking resource that offers emerging and experienced scholars from all disciplines a comprehensive review of the essential elements needed to craft scholarly papers and other writing suitable for submission to academic journals. The authors discuss the components of different types of…

Inter-hospital communications and transport: turning one-way funnels into two-way networks.

PubMed

Rokos, Ivan C; Sanddal, Nels D; Pancioli, Arthur M; Wolff, Catherine; Gaieski, David F

2010-12-01

The Inter-hospital Communications and Transport workgroup was charged with exploring the current status, barriers, and data necessary to optimize the initial destination and subsequent transfer of patients between and among acute care settings. The subtitle, "Turning Funnels Into Two-way Networks," is descriptive of the approach that the workgroup took by exploring how and when smaller facilities in suburban, rural, and frontier areas can contribute to the daily business of caring for emergency patients across the lower-acuity spectrum-in some instances with consultant support from academic medical centers. It also focused on the need to identify high-acuity patients and expedite triage and transfer of those patients to facilities with specialty resources. Draft research recommendations were developed through an iterative writing process and presented to a breakout session of Academic Emergency Medicine's 2010 consensus conference, "Beyond Regionalization: Integrated Networks of Emergency Care." Priority research areas were determined by informal consensus of the breakout group. A subsequent iterative writing process was undertaken to complete this article. A number of broad research questions are presented. 2010 by the Society for Academic Emergency Medicine.

Academic Jibberish

ERIC Educational Resources Information Center

Krashen, Stephen

2012-01-01

In this article, the author talks about academic jibberish. Alfie Kohn states that a great deal of academic writing is incomprehensible even to others in the same area of scholarship. Academic Jibberish may score points for the writer but does not help research or practice. The author discusses jibberish as a career strategy that impresses those…

Latina/o Academics' Resilient Qualities in Their Linguistically Diverse Practices

ERIC Educational Resources Information Center

Cavazos, Alyssa G.

2016-01-01

Emphasis placed on academic writing in English may create challenges for multilingual academics as they negotiate diverse languages. Based on personal interviews with bilingual Latina/o academics in rhetoric and composition, this study reveals that their language practices reflect diverse resilient qualities at various stages in their academic…

Creative Writing as Public Pedagogy: A Short History of My Life in the Movies

ERIC Educational Resources Information Center

Ryan, Michael

2005-01-01

In the early 1970's the author of this article decided to dedicate his life to two tasks. The first was to write politically and creatively in popular literary genres such as the detective novel for a larger public than one was likely to find through academic writing. The second was to write politically and inventively within the genres of…

Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning

ERIC Educational Resources Information Center

Grabe, William; Zhang, Cui

2013-01-01

"As Kroll (1993), among others, has pointed out, reading has traditionally been seen as a skill to be taught separately from writing, as well as something students are somehow expected to already know about when they reach the writing course, Teaching reading in a writing course may seem like an odd idea, if not an entirely unnecessary one. It may…

Thesis Writing Challenges for Non-Native MA Students

ERIC Educational Resources Information Center

Sadeghi, Karim; Shirzad Khajepasha, Arash

2015-01-01

Writing in a second (L2)/foreign language is generally a challenging activity, and writing an MA thesis, as an example of academic enterprise, can be daunting when done in a language in which the writer is not fully competent. The challenge such a genre of writing poses for L2 writers has not been properly addressed. To fill in the gap in this…

To Gain the Academic Capital: The Conflict and Solution in the Dissertation Proposal Defence

ERIC Educational Resources Information Center

Ningning, Zhao

2006-01-01

Doctor candidates get the academic identity and academic capital in his field by the thesis writing. The dissertation proposal defence hold on the public field promotes the state of academic and legalizes the discipline of the academic community. During the dissertation proposal defence, doctor candidates may face three conflicts. The first is…

Rewriting Writing in Higher Education: The Contested Spaces of Proofreading

ERIC Educational Resources Information Center

Turner, Joan

2011-01-01

This article reports on a research project on proofreading, prompted by its proliferation in contemporary higher education. The article is framed by an academic literacies perspective and develops the concept of "writtenness", which draws attention to both the underlying culturally and socially constructed values relating to the…

Big Business Invests in Catholic Education.

ERIC Educational Resources Information Center

Rivera, Richard

2003-01-01

Recognizes the unused potential of inner city kids and describes how The Institute for Leadership, Excellence and Academic Development (I-Lead) program has helped prepare these students for admittance to universities and colleges. I-Lead offers four core courses: (1) test prep class; (2) constitutional law class; (3) writing class; and (4)…

The Blue Tube.

ERIC Educational Resources Information Center

Wallisch, Bill; Taylor, Bob

The "Blue Tube" is a 2-part academic package developed at the U.S. Air Force Academy consisting of an English course in communication and writing skills and a management course in advertising and marketing; the two courses are interrelated through student assignments in television production. The first part of the package includes…

Digital Story Creation: Its Impact towards Academic Performance

ERIC Educational Resources Information Center

Ong, Charito G.

2017-01-01

When students are engaged in the process of creating a digital story, they synthesize a variety of literacy skills for the authentic product: researching, writing, organizing, presenting, interviewing, problem-solving, assessing, as well as employing interpersonal and technology skills (Baggett, 2007). With all these skills to be developed among…

Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging

ERIC Educational Resources Information Center

Canagarajah, Suresh

2011-01-01

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…

Gender Differences in Academic Achievement: Is Writing an Exception to the Gender Similarities Hypothesis?

PubMed

Reynolds, Matthew R; Scheiber, Caroline; Hajovsky, Daniel B; Schwartz, Bryanna; Kaufman, Alan S

2015-01-01

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.

On Developing Independent Critical Thinking: What We Can Learn from Studies of the Research Process.

ERIC Educational Resources Information Center

Stotsky, Sandra

1991-01-01

Examines studies of what students do as they select and narrow a topic, locate sources, sift through these sources, and develop a central research question or thesis statement. Notes limitations of a related body of research focusing on other kinds of academic writing. Raises conceptual and methodological issues for researchers to address in…

Using the First-Year English Class to Develop Scientific Thinking Skills

NASA Astrophysics Data System (ADS)

McNamara, B. J.; Burnham, C.; Green, S.; Ball, E.; Schryer, A.

2002-12-01

This poster presents the preliminary results from an experimental approach to teaching first-year writing using the scientific method as an organizing theme. The approach presumes a close connection between the classical scientific method: observing, hypothesis forming, hypothesis testing, and generalizing from the results of the testing, and the writing process: inventing and prewriting, drafting, and revising. The project has four goals: 1. To introduce students to the relations between scientific method, academic inquiry, and the writing process; 2. To help students see that academic inquiry, the work of generating, testing, and validating knowledge and then applying that knowledge in real contexts, is actually a hybrid form of the scientific method; 3. To encourage students to connect the work they are doing in the writing classroom with the work they are doing in other classes so they can transfer the skills learned in one context to the other; and 4. To cause students who have previously been alienated by science and science teaching to reconsider their attitudes, and to see the powerful influence of science and scientific thinking in our world. In short, we are teaching science literacy in a humanities classroom. The materials we use include science-based reading and the kinds of writing typically required in science classes. The poster presents the basic premises of the project, samples of class materials, and preliminary results of a controlled pre- and post-test of student attitudes toward science and writing, analyzed especially according to gender and minority status. We also present insights by participating instructors including a female graduate teaching assistant who had been trained as a scientist and a male who had not.

Computer-Based Multimodal Composing Activities, Self-Revision, and L2 Acquisition through Writing

ERIC Educational Resources Information Center

Dzekoe, Richmond

2017-01-01

This study investigated how 22 advanced-low proficiency ESL students used computer-based multimodal composing activities (CBMCAs) to facilitate self-revision and learn English through academic writing in the USA. The CBMCAs involved a combination of writing, listening, visual analysis, and speaking activities. The research was framed within an…

Self-Efficacy and Preparation of Scholarly Writing: Online Doctoral Coursework to Comprehensive Examination--a Mixed Method Study

ERIC Educational Resources Information Center

Thomas, Sonya C.

2013-01-01

Writing is seldom explicitly taught, most specifically, in academic and scholarly writing. Therefore, this mixed methods correlational phenomenology research study explored the correlation between self-efficacy perception and course room preparation for the comprehensive examination, APA standards in the course room, APA standards evaluation for…

The Synergy Program: Reframing Critical Reading and Writing for At-Risk Students

ERIC Educational Resources Information Center

Heaney, April

2006-01-01

In this description of a learning community for "at-risk" and basic writing students at the University of Wyoming, I outline the reasons our students resist academic writing prior to their entry into college--reasons largely unrelated to typical perceptions of at-risk students as "lazy" or intellectually less capable. For…

"Glue": A Technique for Eliminating Fragments and Run-Ons

ERIC Educational Resources Information Center

Marshall, Helaine W.; DeCapua, Andrea

2010-01-01

Many students who are nonnative speakers of English, yet highly proficient, are placed into basic writing or English as a Second Language courses when they enter college. While these students may have advanced oral English proficiency, their writing frequently suffers from a lack of training in academic writing and commonly contains fragments and…

How Do I Earn Buy-In from Digital Natives?

ERIC Educational Resources Information Center

Schechter, Amy; Denmon, Jennifer M.

2012-01-01

Many teachers find it difficult to encourage their students to write in class, yet writing is becoming increasingly important in academic and workplace settings. Students are already writing through cell phone texting, gaming systems, and social networking sites every day, but these resources go largely untapped in many English language arts…

"Argument!" Helping Students Understand What Essay Writing Is About

ERIC Educational Resources Information Center

Wingate, Ursula

2012-01-01

Argumentation is a key requirement of the essay, which is the most common genre that students have to write. However, how argumentation is realised in disciplinary writing is often poorly understood by academic tutors, and therefore not adequately taught to students. This paper presents research into undergraduate students' concepts of argument…

Research Writing in a Foreign Language.

ERIC Educational Resources Information Center

Simpson, JoEllen M.

1998-01-01

Reports on the application of a North American system of research writing in a high-intermediate class of English-as-foreign-language learners in Colombia. The system was adapted from a variety of sources representing typical approaches to the introduction of academic research writing at the university level in the United States. (Author/VWL)

Healing Classrooms: Therapeutic Possibilities in Academic Writing

ERIC Educational Resources Information Center

Batzer, Benjamin

2016-01-01

This article asks us to consider what the process of healing and composition pedagogy have to learn from each other. More specifically, it identifies how the therapeutic potential of writing, which has been largely neglected in the academy in recent years, can influence the ways we teach transferable writing skills. The article considers how…

The Planned and the Emergent: An Alternative Model of Learning and Literacy

ERIC Educational Resources Information Center

Rogers, Lori S.

2013-01-01

Within academic institutions, writing centers are uniquely situated, socially rich sites for exploring learning and literacy. I examine the work of the Michigan Tech Writing Center's UN 1002 World Cultures study teams primarily because student participants and Writing Center coaches are actively engaged in structuring their own learning and…

Can We Prepare Effective Writing Teachers for Academically Diverse Classrooms?

ERIC Educational Resources Information Center

Uyar, Yusuf

2016-01-01

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…

Student Writing Standards: A Descending Spiral or a Bold New Direction?

ERIC Educational Resources Information Center

McKinney, Margaret; Comadina Granson, Ruben

2013-01-01

Many academics speak of a "literacy crisis" when referring to student writing standards, often pointing the finger of blame at an overall increase in social networking. The resulting tendency has been for language teachers in higher education to take a corrective, or even remedial, approach to writing fluency. This paper examines…

In Pursuit of the Muse: Librarians Who Write.

ERIC Educational Resources Information Center

Chepesiuk, Ron

1991-01-01

This article profiles six librarians in academic and public libraries who discuss how they balance their dual careers as authors and librarians. The influence of librarianship on their writing is described, the influence of writing on their careers in librarianship is considered, and the problems of finding time for both careers is discussed. (LRW)

Social Perspective Taking: A Benefit of Bilingualism in Academic Writing

ERIC Educational Resources Information Center

Hsin, Lisa; Snow, Catherine

2017-01-01

The task of writing arguments requires a linguistic and cognitive sophistication that eludes many adults, but students in the US are expected to produce texts that articulate and support a claim--simple written arguments--starting in the fourth grade. Students from language-minority homes likewise must learn to produce such writing, despite their…

Spies Like Us: Gamifying the Composition Classroom and Breaking the Academic Code

ERIC Educational Resources Information Center

Slentz, Jessica E.; Kondrlik, Kristin E.; Lyons-McFarland, Michelle

2017-01-01

English 150: Expository Writing is an undergraduate course in expository and research writing offered by special partnership to both the students of Case Western Reserve University (CWRU) and the students of the Cleveland Institute of Music (CIM). The course provides student writers experience in the critical reading and writing practices required…

Writing in the University: Education, Knowledge and Reputation

ERIC Educational Resources Information Center

Hyland, Ken

2013-01-01

This paper challenges the widespread view that writing is somehow peripheral to the more serious aspects of university life--doing research and teaching students. It argues that universities are about writing and that specialist forms of academic literacy are at the heart of everything we do: central to constructing knowledge, educating students…

Writing Regulation Processes in Higher Education: A Review of Two Decades of Empirical Research

ERIC Educational Resources Information Center

Sala-Bubaré, Anna; Castelló, Montserrat

2018-01-01

In Higher Education (HE), writers need to regulate their writing processes in order to achieve their communicative goals. Although critical for academic success and knowledge construction, writing regulation processes have been mainly researched in compulsory education rather than in HE, with no systematic review focused on this context. The…

Citation Practices of Postgraduate Students Writing Literature Reviews

ERIC Educational Resources Information Center

Badenhorst, Cecile

2018-01-01

Writing a literature review requires highly sophisticated academic literacies. Many postgraduate students find this genre a challenge. While there is a growing awareness of the need for explicit pedagogy to support students writing this genre, many pedagogical interventions fail to move beyond a focus on citations as a stylistic convention or as a…

Embedding Academic Writing Instruction into Subject Teaching: A Case Study

ERIC Educational Resources Information Center

Wingate, Ursula; Andon, Nick; Cogo, Alessia

2011-01-01

The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an…

Anatomy of Process-Based Writing Center Tutorials with NNES Writers: What Writers Take Away

ERIC Educational Resources Information Center

Vickers, Jason C.

2012-01-01

Non-native English speaking (NNES) students in higher educational settings face difficulties writing academic papers and, in response to these difficulties, often seek assistance in understanding cultural, rhetorical, linguistic aspect of writing in English (Harris & Silva, 1993; Powers & Nelson, 1995). One resource available to them is…

The Author's I: Adolescents Mediating Selfhood through Writing

ERIC Educational Resources Information Center

McLean, Cheryl A.

2012-01-01

This article looks across two ethnographic case studies on immigrant youth literacy practices in order to understand how two 10th-grade, Caribbean immigrant, high-school students use discourses of academic writing to mediate selfhood. Drawing on the concept of writing as ecology and Black Diaspora theory, the study asked the question: How do…

Writing Across the Curriculum: Reliability Testing of a Standardized Rubric.

PubMed

Minnich, Margo; Kirkpatrick, Amanda J; Goodman, Joely T; Whittaker, Ali; Stanton Chapple, Helen; Schoening, Anne M; Khanna, Maya M

2018-06-01

Rubrics positively affect student academic performance; however, accuracy and consistency of the rubric and its use is imperative. The researchers in this study developed a standardized rubric for use across an undergraduate nursing curriculum, then evaluated the interrater reliability and general usability of the tool. Faculty raters graded papers using the standardized rubric, submitted their independent scoring for interrater reliability analyses, then participated in a focus group discussion regarding rubric use experience. Quantitative analysis of the data showed a high interrater reliability (α = .998). Content analysis of transcription revealed several positive themes: Consistency, Emphasis on Writing Ability, and Ability to Use the Rubric as a Teaching Tool. Areas for improvement included use of value words and difficulty with point allocation. Investigators recommend effective faculty orientation for rubric use and future work in developing a rubric to assess reflective writing. [J Nurs Educ. 2018;57(6):366-370.]. Copyright 2018, SLACK Incorporated.

Development of early handwriting: Visual-motor control during letter copying.

PubMed

Maldarelli, Jennifer E; Kahrs, Björn A; Hunt, Sarah C; Lockman, Jeffrey J

2015-07-01

Despite the importance of handwriting for school readiness and early academic progress, prior research on the development of handwriting has focused primarily on the product rather than the process by which young children write letters. In contrast, in the present work, early handwriting is viewed as involving a suite of perceptual, motor, and cognitive abilities, which must work in unison if children are to write letters efficiently. To study such coordination, head-mounted eye-tracking technology was used to investigate the process of visual-motor coordination while kindergarten children (N = 23) and adults (N = 11) copied individual letters and strings of letters that differed in terms of their phonemic properties. Results indicated that kindergarten children were able to copy single letters efficiently, as did adults. When the cognitive demands of the task increased and children were presented with strings of letters, however, their ability to copy letters efficiently was compromised: Children frequently interrupted their writing midletter, whereas they did not do so on single letter trials. Yet, with increasing age, children became more efficient in copying letter strings, in part by using vision more prospectively when writing. Taken together, the results illustrate how the coordination of perceptual, motor, and cognitive processes contributes to advances in the development of letter writing skill. (c) 2015 APA, all rights reserved).

Development of Early Handwriting: Visual-Motor Control During Letter Copying

PubMed Central

Maldarelli, Jennifer E.; Kahrs, Björn A.; Hunt, Sarah C.; Lockman, Jeffrey J.

2015-01-01

Despite the importance of handwriting for school readiness and early academic progress, prior research on the development of handwriting has focused primarily on the product rather than the process by which young children write letters. In contrast, in the present work, early handwriting is viewed as involving a suite of perceptual, motor and cognitive abilities, which must work in unison if children are to write letters efficiently. To study such coordination, head-mounted eye-tracking technology was used to investigate the process of visual-motor coordination while kindergarten children (N=23) and adults (N=11) copied individual letters and strings of letters that differed in terms of their phonemic properties. Results indicated that kindergarten children were able to copy single letters efficiently, as did adults. When the cognitive demands of the task increased and children were presented with strings of letters, however, their ability to copy letters efficiently was compromised: children frequently interrupted their writing mid-letter, whereas they did not do so on single letter trials. Yet, with increasing age, children became more efficient in copying letter strings, in part by using vision more prospectively when writing. Taken together, the results illustrate how the coordination of perceptual, motor and cognitive processes contributes to advances in the development of letter writing skill. PMID:26029821

Meta-Analysis of the Effects of Academic Interventions and Modifications on Student Behavior Outcomes

ERIC Educational Resources Information Center

Warmbold-Brann, Kristy; Burns, Matthew K.; Preast, June L.; Taylor, Crystal N.; Aguilar, Lisa N.

2017-01-01

The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an…

Issues of International Students' Academic Adaptation in the ESL Writing Class: A Mixed-Methods Study

ERIC Educational Resources Information Center

Park, Eunjeong

2016-01-01

Despite the contribution to economic and social impact on the institutions in the United States, international students' academic adaptation has been always challenging. The study investigated international graduate students' academic adaptation scales via a survey questionnaire and explored how international students are academically adapted in…

Academic Success Foundation: Enhancing Academic Integrity through Mobile Learning

ERIC Educational Resources Information Center

Hanbidge, Alice Schmidt; Mackenzie, Amanda; Sanderson, Nicole; Scholz, Kyle; Tin, Tony

2017-01-01

How do we close the gap between the lack of academic experience incoming students have--with the expectation that students know the rules of writing and taking exams? Academic integrity (AI) is essential in post-secondary academia yet insufficient time is allocated to teaching and practicing its concepts. Talks at orientation, lectures in the…