Academic literature on the topic 'Academic writing Study and teaching Victoria'
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Journal articles on the topic "Academic writing Study and teaching Victoria"
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Paltridge, Brian. "Academic writing." Language Teaching 37, no. 2 (April 2004): 87–105. http://dx.doi.org/10.1017/s0261444804002216.
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This article reviews research and developments that are relevant to second language students writing in academic settings. First, it reviews research into writing requirements at undergraduate and postgraduate levels of study. It then discusses the particular socio-cultural context of academic writing, including the notions of genre and discourse community, and the politics of academic writing. The article then reviews descriptions of academic writing that draw on register studies, discourse studies, genre studies, and corpus studies. This includes cross-cultural comparisons of academic writing, disciplinary differences in academic writing, and critical views on the nature of academic writing. The article then reviews the development of approaches to the teaching of academic writing. The article concludes with a discussion of the assessment of academic writing and indications for future research in the area of second language academic writing.
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Belyaeva, Elena G. "Methodological model of teaching academic writing to undergraduate students." Focus on Language Education and Research 3, no. 1 (September 15, 2022): 36–51. http://dx.doi.org/10.35213/2686-7516-2022-3-1-36-51.
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Methodological model of teaching academic writing to undergraduate students is presented and explained in this paper which intends to re-emphasize the role of academic writing at the beginning of university studies in Russian universities. The paper suggests an overall methodological framework for developing undergrads writing skills and competencies and offers some practical suggestions on its implementation. The proposed model of teaching academic writing has been piloted throughout the English for Academic Purposes (EAP) course for the 1st year students of the Faculty of Liberal Arts and Sciences at St Petersburg State University and the pilot study outcomes are reported and discussed in this paper. This article is aimed at university faculty who help undergraduates improve their academic writing for further education. The target readership includes EAP and academic writing teachers, academic writing tutors and all those who see pedagogic value in academic writing as a university course.
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Park, Sang-eun, and Seohyun Ahn. "A Study on the Teaching Method for Academic Writing through Interactive Feedback." Korean Association of General Education 15, no. 5 (October 31, 2021): 143–55. http://dx.doi.org/10.46392/kjge.2021.15.5.143.
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Interactive feedback refers not to the unidirectional feedback given by a professor, but rather to responsive feedback is provided as response the student’s self statement on their own writing, regarding his or her their intentions as an author and their writing process. It allows students to accept feedback as conversation and communication with readers within the academic community, rather than as a modification demand or justification of evaluation from the professor. Students can experience feedback request and constructive application of the feedback in their writing as a useful writing strategy. Professors also can provide effective and efficient writing guidance and advice by identifying their students’ writing intentions and concerns in advance. This study examined the theory and overseas examples of practiced interactive feedback, constructed post-writing activities and feedback process that can be implemented in class, and then demonstrated them in writing courses of university. As a result, this study confirmed that students experience the writing process in a more communicative manner through interactive feedback.
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Al Sharoufi, Hussain. "A novel framework for teaching academic writing." Pragmatics and Society 5, no. 3 (November 14, 2014): 484–507. http://dx.doi.org/10.1075/ps.5.3.10sha.
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This study represents an attempt to create a new framework for teaching academic writing. The new concept of the ‘Lexical Cohesive Trio’, LCT, combines elements of textual reference: anaphora, cataphora, and transitional signals (lexical repetition, bundles, and phrases). 30 English majors from the Gulf University for Science and Technology, GUST, in Kuwait were selected to write a pre-framework and a post-framework essay. The results were analysed using an SPSS package t-test. A pairwise t-test confirmed that more transitional signals were produced after the framework was used: t(1,29) = –4.938, p-value < 0.001. Similarly, a pairwise t-test confirmed that more lexical repetitions were produced after the framework was used: t(1,29) = –5.218, p-value < 0.001. Finally, a pairwise t-test confirmed that significantly more lexical phrases were produced after the framework was used: t(1,29) = –10.672, p-value < 0.001. These tests present strong evidence in favour of using LCT, and confirm that using this new framework enhances students’ ability to write coherent essays.
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Twagilimana, Innocent, and Devika Naidoo. "Conflicting Expectations by Lecturers and Students Regarding the Production of Good Academic Writing: A Case Study at the University of Rwanda." Rwanda Journal of Social Sciences, Humanities and Business 1, no. 1 (August 5, 2020): 65–75. http://dx.doi.org/10.4314/rjsshb.v1i1.6.
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In the academic context, lecturers often describe students’ academic writing as very poor whereas the students themselves affirm not to understand the lecturers’ expectations with regard to ‘good writing skills’. This is a report on a study conducted in Rwanda to explore students and lecturers’ expectations of good academic writing. The investigation is underpinned by recent developments in academic writing theories. Based on a qualitative approach and a case study methodology, data were collected by analysing key teaching materials, visiting classes and interviewing academics and students. The findings revealed that lecturers’ conception of teaching and learning academic writing is underpinned by an autonomous view - based on discrete skills. It is recommended that the lecturers’ understanding of the academic literacies approach should be properly developed to meet the expected literacy competence goals.
Key words: ESL, Writing skills, Academic writing, Literacies, Conceptualisation
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Hussain, Syed Sarwar. "Strategies for Teaching Academic Writing to Saudi L2 Learners." English Language Teaching 12, no. 12 (November 3, 2019): 1. http://dx.doi.org/10.5539/elt.v12n12p1.
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Of all English Language skills, writing poses the greatest challenge for students due to the demands of style, structure and vocabulary. Even if second language learners (L2 learners) can speak the language well enough for everyday activities - shopping, traveling, and so on, producing an academic write-up that is precise, accurate, objective and fully referenced is still quite a task. This study aimed to determine the academic writing strategies used in ESP classrooms. Along with this, the study determined the perceived proficiency of L2 learners in academic writing, based on their ESP test course. The study also reports the needs of L2 learners in academic writing, and how English for Academic Purposes (EAP) instructors can help to improve the writing skills of L2 learners. The study participants consisted of 60 L2 learners from various departments in King Saud University. A questionnaire was used to gather the responses of participants. The data was analyzed using SPSS 20.0 software. The results are displayed in descriptive statistics - frequencies and percentages. Inferences were made from the quantitative data, which formed the bases of discussion of the results of the study. The study found that L2 learners consider their academic writing skills to be adequate. This was reported as perceived proficiency since previous studies have reported discrepancies between the perception of teachers and students. L2 learners also revealed that they need to improve on grammar, vocabulary and punctuation as well as the use of academic writing strategies. The study revealed that majority of the respondents use strategies such as outlining and brainstorming. L2 learners performed above average when they use these writing strategies. However, L2 learners want EAP instructors to improve on core ESP topics including grammar, vocabulary and the use of writing strategies. Still, others want EAP instructors to improve on their teaching methods, as well as create an all-inclusive environment for students.
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Wingate, Ursula, Nick Andon, and Alessia Cogo. "Embedding academic writing instruction into subject teaching: A case study." Active Learning in Higher Education 12, no. 1 (March 2011): 69–81. http://dx.doi.org/10.1177/1469787410387814.
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D. Roxas, Mark Joshua. "Exploring Senior High School Students’ Academic Writing Difficulties: Towards an Academic Writing Model." International Multidisciplinary Research Journal 2, no. 1 (March 26, 2020): 10–19. http://dx.doi.org/10.54476/iimrj376.
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Undeniably, writing is an indispensable skill in different contexts of life. It is one of the pivotal components of education. With the advent of the K-12 Basic Education Curriculum, students are confronted with different academic writing tasks through the English for Academic and Professional Purposes and Practical Research courses. Despite the efforts of the educational sector to improve students’ writing skills, many students still experience difficulties in academic writing. Therefore, there is a need to fill the gap and advance an in-depth understanding of students’ academic writing difficulties. In order to satisfy the said aim, this Qualitative study grounds on Flower and Hayes’ (1981) Cognitive Process Theory of Writing. Focus group discussion of 14 purposively selected Grade 11 Senior High School students was carried out. The results expound on the different Academic Writing difficulties encountered by the participants in terms of the Task Environment, Writers’ Long-Term Memory and Writing Process. A model for teaching academic writing was formulated anchored on the identified difficulties. The model will benefit the teachers as it may serve as a guide in more effective and efficient teaching of academic writing.
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Listyani. "Promoting Academic Writing Students’ Skills through “Process Writing” Strategy." Advances in Language and Literary Studies 9, no. 4 (August 31, 2018): 173. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.173.
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Writing in a second language is complex, and complicated, mainly because of by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). Teachers therefore, whether they like it or not, have to select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their Academic Writing class is Process Writing strategy. This study shows information on a teaching strategy named Process Writing which was applied to one group of Academic Writing class in Semester II, 2016-2017. Research took place from January to April 2016. This group was taught using Process writing teaching strategy, with the hope of helping students improve in both their reading and writing skills. There were 20 students altogether in this group. One central question to be answered in this study is: How effective is Process writing strategy when it is used to teach Academic Writing students? Instruments used were pre-tests, post-tests, direct observation, video-recording; and weekly journals that students had to write every time they passed a stage of the Process Writing. From the statistical analysis as well as from students’ perceptions, one main conclusion can be drawn, that is, Process writing is effective to teach Academic Writing. Another conclusion which is not less significant is that Process Writing can be used to teach any level of education, not to mention in tertiary education, provided that lecturers adjust the materials as well as level of difficulty. One last conclusion is that every strategy that teachers will apply in their classroom is very context-dependent. That is, it depends on the class situation, which varies from one class to another. The context, atmosphere, as well as situation of the class became the factors that contribute to the effectiveness and success of a strategy. This piece of research is hoped to benefit both lecturers as well as students of second language writing. Pedagogically, this research can enrich another source of literature in terms of teacher strategy in teaching second language writing.
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Park, Hyun-Hee. "Teaching Methods for Strengthening Authorship in College Academic Writing －A Case Study of a Social Science Writing Class." Korean Association of General Education 15, no. 4 (August 31, 2021): 71–83. http://dx.doi.org/10.46392/kjge.2021.15.4.71.
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College academic writing education must focus on reinforcing authorship. Authorship means that one's identity as an author is reflected throughout the text. Authorship also refers to the identity of a subject who produces knowledge through a dynamic process. However, this process requires the author to actively participate in academic dialogues with other scholars, rather than simply act as a passive recipient of knowledge and discourse in the academic community. This is particularly true when it comes to academic writing. This study presents educational guidelines on how to strengthen authorship based on communication in the academic community. It further explores specific teaching methods by examining several instructive teaching samples. We propose an explicit and specific authorship-enhancing teaching method that could prove particularly useful in process-oriented academic writing. Through theory-based lectures and case studies that critically review previous research as a product of the academic discourse community, we propose explicit and specific educational methods, not only to strengthen authorship among our students, but to also teach them about the certain types and characteristics of academic writing. We also provide education regarding citations and plagiarism by applying explicit theories and using examples from the authorship-enhancement perspective. This study suggests that one-on-one consultations can help students address the difficulties inherent in academic writing. Furthermore, through the process of writing education which aims at strengthening authorship among our students, we can also expect other educational effects to naturally develop as well.
Dissertations / Theses on the topic "Academic writing Study and teaching Victoria"
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Weeden, Scott R. Hesse Douglas Dean. "Teaching discipline-specific academic writing a qualitative study of four semesters /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835922.
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Thesis (Ph. D.)--Illinois State University, 1998.Title from title page screen, viewed July 7, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Dana Harrington. Includes bibliographical references (leaves 179-183) and abstract. Also available in print.
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Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.
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This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
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Hudson, Lizel Sandra Ann. "Enhancing academic writing competence in radiography education." Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1554.
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Thesis (MTech (Radiography))--Cape Peninsula University of Technology, 2011This thesis records a study undertaken by a radiography lecturer at a satellite campus of a University of Technology (UoT) in the Western Cape Province of South Africa. The study investigated the academic writing practices of first year Radiation Science learners and focused on an intervention to assist learners to enhance their academic writing competence. Three research questions were addressed: 1. What did radiography learners perceive to be the factors that enabled and constrained their academic writing competence during the first year of academic study?; 2. What were the 2010 first year learners’ perceptions of the changes in their academic writing following an academic writing intervention?; and 3. According to the 2010 first year lecturers, how did the academic writing of the learners change following the intervention? To answer these questions, the research comprised two qualitative approaches: firstly a case study approach, to gain an in-depth understanding of learner writing in radiography; then the insights gained allowed for the design of an appropriate academic writing intervention, carried out in two action research spirals. Thereafter the intervention was evaluated for its impact on learners’ writing competence. The findings and interpretations from this study culminated in a forward looking model that is recommended for use by radiography educators to enhance first year learners’ academic writing competence. The model reflects a zone for the optimal enhancement of academic writing competence for entry-level learners. This ‘zone’ is created in the region of overlap of three contributing factors: collaborative guidance and support, peer mentoring and technology. The model also represents applicable underlying theories (critical theory, constructivism, and academic literacies theory) which provide the theoretical framework for enhanced academic writing competence.
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Sudol, David Eugene. "Voices and viewpoints: Teaching writing in grades four and five." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185876.
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Responding to recent calls throughout the field for more studies of teaching, I present case studies of four elementary teachers--two fourth grade, two fifth grade--implementing process pedagogy in writers' workshops. Specifically, I examine how they teach, why they succeed and fail, and what they need to teach more effectively. Chapter 1 provides a brief overview of the study, explaining my purpose and rationale. Chapter 2 builds a knowledge base by presenting a survey of the recent literature on elementary school writing teaching. Focusing primarily on the works of Donald Graves, Lucy Calkins, and Nancie Atwell--the prime movers in the field--it details the major principles and components of the writing-process movement. Chapter 3 lays out the concrete particulars and theoretical bases of my research, explaining context, methodology, and presentation. Chapters 4 through 7 present individual case studies of the teachers I studied. Each chapter includes four sections: (1) Teacher Profile, (2) Classroom Observations, (3) Interview, and (4) Interpretation. Chapter 8 analyzes why these teachers teach writing as they do, re-evaluates the revolution in elementary writing, and speculates on the future of writing instruction at this school. In line with the experimental movement in contemporary ethnography, I have written this dissertation in a conversational tone and confessional voice. Through alternative text-building strategies, I attempt to make my epistemology visible and to represent this teaching community completely.
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{275572}竞 and Jing Cai. "An integrated genre-based approach to scaffolding novice academic writers : genre awareness, academic lexical phrases and student uptake." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198828.
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In EFL contexts like China where research and application of findings in the field of English for Academic Purposes (EAP) is still in its infancy, graduate students are in urgent need of support in developing their academic literacy, especially in terms of academic writing and research article writing skills under the forces of globalization of education. This study sets out to develop a contextualized EAP genre-based approach to scaffold novice academic writers and examine its impact through assessment tasks and analysis of students’ uptake. The theoretical traditions of ESP research article (RA) genre analysis (e.g. Swales, 1990, 2004; Swale & Feak, 2004) and lexical bundle studies (e.g. Biber & Barbieri, 2007; Hyland, 2008)are drawn upon and two dimensions of building blocks of academic discourse are conceptualized: the top-down dimension (i.e., genre schematic structuring) and the bottom-up dimension(i.e. general and move-specific academic lexical phrases). Then, the Sydney School genre-based Teaching and Learning Cycle and corpus-informed explicit bundle instruction were incorporated into the ESP genre-based framework to generate a new theoretical and pedagogical model taking into consideration the needs of the local context. In order to evaluate this innovative course thoroughly in a natural and intact classroom, careful triangulations of data were achieved. A mixed-methods programme evaluation framework was developed with two major components, namely an intervention study and individual case studies.
In terms of the average gains of the whole class, there was significant improvement in the receptive test of knowledge of genre and bundles after the course. In addition, the instruction significantly narrowed the achievement gap among the high, mid and low starting level students. Most importantly, the increase in the appropriate use of lexical phrases in rewriting suggests the effectiveness of the course in enabling active production. Regression analysis further indicated a strong relationship between the development of bundle knowledge and that of genre and genre-specific features.
The rich descriptions of the two student cases delineate the different learning trajectories of learners of distinct starting levels. Although the low starting level learner showed much slower in-class uptake, her active engagement and integration of knowledge in the rewriting task by drawing on various resources has increased her understanding of the RA genre. The high starting level learner with satisfactory in-class uptake, however, suffered from lots of textual borrowing in writing due to her high expectation of academic content but lack of corresponding genre and linguistic competences. The fact that both learners exhibited a strong lack of basic linguistic resources to verbalize their sophisticated thinking in the rewriting task pointed to the importance of developing the linguistic aspects in the initial stage of genre knowledge development in EFL contexts, which has been neglected in previous studies focusing on ESL contexts. The careful investigation of the instructional context has led to detailed discussions of a few prominent issues in the pedagogical design, in particular, the importance of focusing on the role of “task” in curriculum and pedagogical design in future research of genre-based pedagogy.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Gentil, Guillaume. "Academic writing instruction in disciplines other than English : a sociocultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0007/MQ43875.pdf.
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Mander, Erin. "Successful Urban Adolescent Writers: A Study of a Collaborative Model of Teaching Writing." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5416.
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The goal of the research study was to explore the cognitive, social, and affective factors that contribute to the development of 8th grade writing skill. The central research question for this study was: How does a collaborative model of teaching writing prepares students for high achievement on Florida Writes? The researcher successfully answered this inquiry by asserting the following supporting questions: How does school culture impact teacher collaboration and student engagement in teaching writing? What is the relationship between engaging in a collaborative model of teaching writing and improvement of writing skill in middle level students? The study determined how and why the writing skill was developed at an urban, rural middle school in a Central Florida School District. The rationale for completing research at Horizon Middle School was to provide an exemplar in the teaching of writing skill, a phenomenon. Horizon Middle School presented a learning community that was entrenched in the same challenging demographics, but distinctly showed a high level of academic achievement in writing. Instead of teaching through a formulaic, test-generated approach, students learned through discovery, personal relationship, and engagement. Not only did 97% of 8th grade students passed the Florida Writes examination, but in the process of preparing for the standardized assessment was an embedded foundation laid for students and their future learning. The review of literature focused on: school culture, models of teaching at the middle level, models of teaching writing at the middle level and the standardization found within the FCAT Writes. Data collection was completed through classroom observations, one-on-one interviews and participation in faculty meetings. Data analysis was completed by addressing each research question through the conceptual framework. The study determined that this was a model for developing the writing skill for all middle level students, an exemplar within the field. Suggested uses for the study included the development of future studies focus on successful schools that were challenged by the same demographics and consideration of the partnership that Horizon had with the University of Central Florida as a model for other educational communities to consider.Ed.D.
Doctorate
Education and Human Performance
Education
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Naidoo, Nadasen Arungasen. "Facilitating reflection in post-graduate writing practice." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/688.
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University teaching staff are employed because of their knowledge in their particular disciplines. Many do not have a qualification to teach at a higher education institution upon commencement of their academic career. In that group there are few who have the research experience required to assist at postgraduate level. This should be developed as one of the three core activities of higher education, in which they have to be involved. This study is the result of a problem that I encountered as a higher education practitioner. In keeping with my being a practitioner researcher within an action research paradigm, this report is written mainly in the first person. The study reports on how my personal theories grew over a period resulting in the need to constantly improve my own practice. These personal theories culminated in the development of an instrument (ADaM), to assess writing. ADaM was used primarily to facilitate reflection in post-graduate writing practice. In this study, there were three sets of workshops comprising 13 practical sessions each, where lecturers engaged with the process of reading, writing, computer-mediation and, to a limited extent, with the concept of mentorship. The purpose was to answer the research question: Can a writing assessment instrument be used to sensitise staff teaching post-graduates to reflect on the complex nature of producing and assessing academic writing? At two points during the 13 practical sessions, data was gathered through semistructured interviews. The data has been analysed using a form of grounded theory referred to as remodeled grounded theory. Since the analysis traversed both the quantitative and qualitative paradigms of research, it was necessary also to place the study within the third paradigm, referred to as mixed methods research. The analysis has been presented via a series of relationships generated first by open coding, then axial coding and concludes with selective coding. In addition, the comments of an independent coder were used to validate the analysis. In accordance with classic grounded theory, it was only after the analysis of the data and the emergence of a substantive theory that I referred to existing theory in the penultimate chapter as validation of my findings. The findings from the study, together with existing literature, allowed me to conclude that “Creating an awareness of writing assessment sensitises academics to their roles as HE practitioners particularly in the areas of writing and mentorship in post-graduate supervision”.
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Free, Loretta Dianna. "Improving academic literacy at higher education." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/839.
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This study is a deliberation on students who advance from high school to a higher education institution, without demonstrating the attributes required on admission. They are granted formal access, despite being underprepared for tertiary studies. One of the qualities that they noticible lack is academic literacy. In the course of this investigation, academics had to relate what their perceptions were of the academic literacy of their students at higher education level. Initially, being literate meant the ability to read and write, but the term literacy has assumed a more varied form. The term multi-literacies is employed now, as there are several forms of literacy. These include, Information Technology, Technology, pictorial and numerical literacies, to name a few. Academic literacy constitutes more than one literacy, namely, operational or functional literacy, cultural literacy and critical literacy. These literacies are elaborated on and the role of language proficiency, together with the inter-relatedness between students' linguistic competence and their cognitive ability are discussed in depth. Alternatives are examined to assess how this problem of the lack of academic literacy can be circumvented and what mechanisms can be put in place in order that students can be assisted in their pursuit of academic literacy.
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Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
Books on the topic "Academic writing Study and teaching Victoria"
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Patricia, Friedrich, ed. Teaching academic writing. London: Continuum, 2008.
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Angela, Hammond, and Martala-Lockett Mary, eds. Writing academic essays. London: Pearson Education, 2009.
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Gibson, Joanna. Case studies for academic writing. New York: Longman, 2002.
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Lillis, Theresa M. Academic writing in global context. Milton Park, Abingdon: Routledge, 2010.
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Cann, Chris. Developing students academic writing skills. Newcastle upon Tyne: MARCET, 1998.
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1958-, Coffin Caroline, ed. Teaching academic writing: A toolkit for higher education. London: Routledge, 2003.
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A, Jolliffe David, ed. Writing in academic disciplines. Norwood, N.J: Ablex Pub. Corp., 1988.
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Schmied, Josef J. Academic writing in Europe: Empirical perspectives. Göttingen: Cuvillier Verlag, 2011.
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Donnelly, Dianne. Establishing creative writing studies as an academic discipline. Bristol: Multilingual Matters, 2011.
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Strauch, Ann O. Bridges to academic writing. New York: Cambridge University Press, 1997.
Find full textBook chapters on the topic "Academic writing Study and teaching Victoria"
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Hinkel, Eli. "Designing a Course of Study." In Teaching Academic L2 Writing, 48–77. Second edition. | New York, NY: Routledge, 2019.: Routledge, 2020. http://dx.doi.org/10.4324/9780429437946-4.
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Curry, Mary Jane. "Skills, Access, and ‘Basic Writing’: a Community College Case Study from the United States." In Teaching Academic Writing in UK Higher Education, 180–95. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20858-2_13.
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Ruegg, Rachael. "Increasing Autonomy in Learners of EAP Writing: An Exploratory Study." In Teaching English for Academic Purposes (EAP) in Japan, 99–121. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8264-1_6.
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Mohammed, Abuelgasim Sabah Elsaid. "Academic Writing Needs Assessment: A Case Study of MPH Students, University of Khartoum." In Second Language Learning and Teaching, 155–73. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62884-4_8.
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Mohd Habali, Aisyah Hani, and Lee Lai Fong. "Plagiarism in Academic Writing Among TESL Postgraduate Students: A Case Study." In 7th International Conference on University Learning and Teaching (InCULT 2014) Proceedings, 729–40. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-664-5_57.
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Alhasani (Dubali), Mirela. "Measuring graduate students' perceptions of an academic English reading and writing course during turbulent times – a case study from Albania." In International Perspectives on Teaching and Learning Academic English in Turbulent Times, 113–29. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003283409-13.
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G, ANANDHI, and DR IYAPPARAJA M. "A logical study of issues in academic writing." In WRITING SKILLS FOR ACADEMIC RESEARCH, 36–55. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.55.3.
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Al-Khairy, M. A., (2013).One million students worldwide are studying English, highlighting the value of English teaching/learning for academic purposes.Students must be able to work clearly in the target language since English has become "the medium of a great deal of the world's information." English has become the language of science, commerce, literacy, and so on.
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Condrat, Viorica. "Teaching Writing in EAP Contexts." In Studi e ricerche. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-227-7/034.
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Academic writing is a particular type of scholarly interaction which signals the writer’s affiliation to a specific discourse community. Developing academic writing skills should become a priority for higher education. This paper describes a small-scale study which investigates the role of blogging in developing academic writing skills in undergraduate students. Blogging is viewed as a platform where the scholarly interaction between members of the same discourse community can take place. The paper is based on the survey data and observation during the experiment conducted at Alecu Russo Balti State University of Moldova. It reports on how EFL students reacted to the use of blogs for academic writing tasks. The findings suggest that students seem to have a positive attitude to blogging pointing out to such benefits as: enhanced self-efficacy, awareness of the writing process, development of reader awareness, increased responsibility for the quality of the writing. We argue that blogging can yield significant improvement in undergraduate students’ academic writing.
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M, SARALA SHOBINI. "Writing Research Article in English: Bottlenecks for Scholars and Faculties." In CHALLENGES IN ACADEMIC WRITING –A PRAGMATIC STUDY, 303–20. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.54.16.
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Rao, C. S. (2018). English is the language accepted globally for academic Research. It is the choice for many scholarly publications and journals. It is the official language for academic and scientific world of research. It is undoubtedly used for writing research papers and scientific articles by academicians and researchers. English used for academic writing is entirely different than the English which has been used for teaching.
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E, SATHEESH KUMAR. "The necessity of English knowledge for the multilingual scholars for publishing their research papers in reputed journals." In CHALLENGES IN ACADEMIC WRITING –A PRAGMATIC STUDY, 321–38. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.54.17.
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Rao, C. S. (2018). English is the language accepted globally for academic Research. It is the choice for many scholarly publications and journals. It is the official language for academic and scientific world of research. It is undoubtedly used for writing research papers and scientific articles by academicians and researchers. English used for academic writing is entirely different than the English which has been used for teaching.
Conference papers on the topic "Academic writing Study and teaching Victoria"
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Concepcion, Maria Gregoria Robles. "How’s My Writing? A Triangulation Study of Arabic EFL Learners’ Academic Writing Output." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.35.
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Concepcion, Maria Gregoria Robles. "How’s My Writing? A Triangulation Study of Arabic EFL Learners’ Academic Writing Output." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.35.
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Nga, Tran Thanh. "Academic Writing: Attitudes and Self-efficacy." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.5.
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Academic writing is an indispensable requirement at tertiary level. The relationship between writing skills and attitudes towards writing has received much attention from scholars. However, less is known about how EFL learners’ attitudes towards academic writing are correlated with their self-efficacy in this particular skill. Thus, the present study aims at examining this relationship among third-year English major learners at a university in Ho Chi Minh City. A total of 89 learners participated in the study by completing a questionnaire. Data collected were analyzed using quantitative methods. Results showed that there was no difference in academic writing self-efficacy among the participants whereas the females felt more positive about their academic writing compared to the males. Notably, a correlation exists between academic writing attitudes and self-efficacy. These findings confirmed the need of raising teachers’ awareness of motivational factors that can increase academic writing attitudes and self-efficacy among EFL learners.
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Liu, Qiong. "Classroom Teaching Design in English Academic Writing Class Based on the Multiliteracies Pedagogy: A Case Study of Abstract." In Proceedings of the 2019 2nd International Conference on Education, Economics and Social Science (ICEESS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iceess-19.2019.49.
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Hysaj, Ajrina, and Doaa Hamam. "Academic Writing Skills in the Online Platform- A Success, a Failure or Something in Between? A Study on Perceptions of Higher Education Students and Teachers in the UAE." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368326.
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Coonan, Emma Marya, Simon Pratt-Adams, and Mark Warnes. "The value of 'writing retreats' in advancing innovative pedagogic research." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9353.
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This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU. The Centre’s work also increases the visibility and calibre of pedagogic research at national and international level. This paper outlines a current research project being undertaken by researchers from the Centre and Anglia Learning & Teaching which explores the longitudinal impact of its writing retreat provision on participants’ writing practices and productivity, together with their perceptions of writing as a key element of the academic identity. This study is generating valuable original data about academics’ writing practices and perceptions. It will contribute to the understanding of this important topic at a theoretical level, as well as outlining practical means through which universities can foster long-term academic writing productivity leading to enhanced research impact.
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Kuriakose, Rangith. "Freshman African engineering student perceptions on academic feedback – A case study from Digital Systems 1." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4823.
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Providing effective and quality feedback to students in higher education has been identified as an integral part of quality teaching by many researchers in the field of education. However, student perceptions vary drastically as to what they perceive academic feedback to really be. Therefore, this paper aims to present freshman engineering student perceptions of academic feedback from an African perspective. The reason for targeting this group is due to their high dropout rate in higher education in South Africa (around 60%). Quantitative data was collected from freshman engineering students enrolled for a module termed Digital Systems 1 at the Central University of Technology in South Africa. A questionnaire was used as the main data collection instrument featuring 21 close ended questions. The results presented in this paper indicate that almost two-thirds (65%) of the respondents believe that a “grade” written on a test script does not constitute academic feedback. The majority of the respondents (76%) expect some kind of academic feedback regarding their work, either in writing or orally from their lecturer. A good majority (86%) of students perceived that getting written comments on their assessments would encourage them to approach the lecturer to seek further clarification. A key recommendation of this study is to find a mechanism or technique of providing constructive feedback to all enrolled students, even in large classes. This needs to be done from the outset of the module in order to reduce the current high dropout rates among freshman engineering students.
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Msipha, Mzwakhe, and Lydia Mavuru. "THE IMPACT OF SCIENTIFIC LANGUAGE ON THE TEACHING AND LEARNING OF GRADE 7 NATURAL SCIENCES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end119.
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"Questions have been asked about whether science is more special than any other subject in being less culture bound, and less subject to the usual differences between languages. At so many angles scientific language has been viewed as difficult because of its academic, authoritative and impersonal nature which makes it difficult for both teachers and learners to understand. This is an unfortunate reality because learners ought to develop a strong foundational understanding of scientific concepts in order to comprehend scientific knowledge and processes. Previous studies have shown how language acts as a possible barrier to scientific concept formation. Consequently, the current paper reports on a study to determine how the nature of scientific language impact on the teaching of grade 7 Natural Sciences. Guided by the socio-cultural theory as a framework the study adopted a qualitative case-study research approach. From two different schools in Johannesburg, four Natural Sciences teachers and their grade 7 Natural Sciences learners were purposefully selected to participate in the study. Each teacher was observed twice while teaching Natural Sciences to grade 7 learners and the observations were captured using Reformed Teaching Observation Protocol (RTOP). Each lesson observation was followed by semi-structured interviews to accord the teachers an opportunity to explain some of the episodes observed in the lessons. Data collected was subjected to constant comparative analysis. The results showed that both teachers and learners struggled with writing, pronouncing and spelling scientific terminologies regardless of their proficiency in the language of teaching and learning. The teachers indicated that their learners failed to understand the scientific concepts and processes when they explain to them in English. The lack of fluency in English reduced the participation of learners during the teaching and learning process particularly where teachers had zero tolerance for learners’ use of home languages to answer questions. What came out strongly from the lesson observations was that whether learners were first or second English language speakers, the teachers’ abilities to scaffold learning was essential to ensure science concepts were comprehensible to the learners. Concepts were more accessible to the learners in classrooms where the teachers utilised different ICT tools which lowered the impact of scientific language. The findings have implications for both pre-service and in-service teacher professional development programmes to equip teachers with the knowledge and skills for making science more comprehensible to the learners."
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Răducu, Camelia Mădălina. "LEARNING STRATEGIES AND SCHOOL MOTIVATION IN EXPERIENTIAL LEARNING VS. TRADITIONAL LEARNING." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact032.
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"Introduction: In recent years, European innovation policies in education have focused on preventing early school leaving and functional illiteracy. In this context of innovation in education, experiential learning has proven to have unique qualities for both teachers and students. Thus, the main motivation of this paper was to show that experiential teaching methods and techniques in primary education are able to produce significant improvements in learning strategies and school motivation in young students. Objectives: The aim of this this study was to explore the differences in learning strategies and school motivation on young students who had benefitted from Experiential Learning, in contrast with those following direct learning instructional methods Methods: This study was performed using two groups of subjects. The first group (experimental group) included 60 students taught by experiential methods and the second group (control group) included 60 students taught by traditional methods. All students were in the fourth grade in an urban school. Differences in learning strategies and school motivation were explored by applying School Motivation and Learning Strategies Inventory - SMALSI (Stroud & Reynolds, 2006) to both the experimental group and the control group. SMALSI is structured in 9 dimensions - 6 strengths: study strategies, note-taking / listening skills, reading / comprehension strategies, writing skills / research, strategies used in tests, techniques for organizing / managing time; and 3 weaknesses are: low academic motivation, test anxiety, concentration difficulties / paying attention. To determine the differences in the students’ mean scores, descriptive as well as inferential statistical analyses were performed on the data. Results: The results showed that an experiential teaching model produces positive results in all evaluated strengths and in two of the three weak points investigated, namely in academic motivation and test anxiety. Statistically insignificant effects are in terms of attention / concentration difficulties, they may be more dependent on physiological and psychological maturation and less on the teaching methods, but also may be a direction of further research. Conclusions: The findings of this study could significantly help teachers looking for viable solutions to optimize students school results, increase school motivation and improve learning strategies in primary school."
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Hand, Brian, Jee Suh, and Gavin Fulmer. "UNDERSTANDING THE TRANSITION TO KNOWLEDGE GENERATION ENVIRONMENTS: EXAMINING THE ROLE OF EPISTEMIC ORIENTATION AND TOOL USE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end015.
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"Current reforms in education have emphasized shifting learning environments from a traditional replicative framework to be much more aligned to knowledge generation environments. These environments are focused on promoting student engagement with the epistemic practices of the discipline, which are the argumentative practices used to generate disciplinary knowledge. Helping teachers to shift from their more traditional pedagogical approaches requires professional development programs that enable them to not only experience learning within a generative environment but to also engage with the theoretical underpinning of such environments. To better understand the complexity involved in helping promote teacher change, the researchers implemented a professional development program that focused on asking teachers to examine their orientation to learning and how this influenced their pedagogical approaches. The knowledge generation approach, Science Writing Heuristic (SWH) approach, was the focus of the professional development as the work was centered on improving science teaching and learning. The professional development program focused on examining cognitive learning theory, the use of epistemic tools of argument, language and dialogue, the development of pedagogical approaches and development of teaching units that aligned with school curricula. The K-5 teachers were drawn from two states and were involved in 10 days of professional development – 6 during the summer and 4 during the academic year. To study teacher transition to these environments the researchers developed three new survey instruments focus on epistemic tools that are utilized in these environments: argument, dialogue and language. The teachers also completed an epistemic orientation for generative environments survey. Teachers completed these survey instruments every six months across the three years of the project. This presentation focuses on the first year of participation in the project as this represents the critical transition time for teachers in moving to implement the SWH approach within their classrooms. Using Latent Transition Analysis the 95 participating teachers were classified into three initial profiles. During the first six months there were transitions from both low to medium, and medium to high implementation. However, the reasons for the transitions were different. Low to medium transition was around improvements in orientation and dialogue, while for medium to high the transition was around understanding argument. The transitions during the second six months shifted to be centered much more on orientation, than epistemic tools. Once teachers transition to a new profile, they remain at that level or potentially move to the highest profile."
Reports on the topic "Academic writing Study and teaching Victoria"
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Romova, Zina, and Martin Andrew. Embedding Learning for Future and Imagined Communities in Portfolio Assessment. Unitec ePress, September 2015. http://dx.doi.org/10.34074/rsrp.42015.
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In tertiary contexts where adults study writing for future academic purposes, teaching and learning via portfolio provides them with multiple opportunities to create and recreate texts characteristic of their future and imagined discourse communities. This paper discusses the value of portfolios as vehicles for rehearsing membership of what Benedict Anderson (1983) called “imagined communities”, a concept applied by such scholars as Yasuko Kanno and Bonny Norton (2003). Portfolios can achieve this process of apprenticeship to a specialist discourse through reproducing texts similar to the authentic artefacts of those discourse communities (Flowerdew, 2000; Hyland, 2003, 2004). We consider the value of multi-drafting, where learners reflect on the learning of a text type characteristic of the students’ future imagined community. We explore Hamp-Lyons and Condon’s belief (2000) that portfolios “critically engage students and teachers in continual discussion, analysis and evaluation of their processes and progress as writers, as reflected in multiple written products” (p.15). Introduced by a discussion of how theoretical perspectives on learning and assessing writing engage with portfolio production, the study presented here outlines a situated pedagogical approach, where students report on their improvement across three portfolio drafts and assess their learning reflectively. A multicultural group of 41 learners enrolled in the degree-level course Academic Writing [AW] at a tertiary institution in New Zealand took part in a study reflecting on this approach to building awareness of one’s own writing. Focus group interviews with a researcher at the final stage of the programme provided qualitative data, which was transcribed and analysed using textual analysis methods (Ryan and Bernard, 2003). Students identified a range of advantages of teaching and learning AW by portfolio. One of the identified benefits was that the selected text types within the programme were perceived as useful to the students’ immediate futures. This careful choice of target genre was reflected in the overall value of the programme for these learners.