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Journal articles on the topic 'Academic writing'

To see the other types of publications on this topic, follow the link: Academic writing.

Author: Grafiati

Published: 4 June 2021

Last updated: 10 March 2023

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1

Sunaiyah, Salma, Wahyudi Siswanto, Taufik Dermawan, and Muakibatul Hasanah. "Student Academic Writing Knowledge and Skills or Student Academic Writing Competence in Indonesia." NeuroQuantology 20, no. 2 (February 28, 2022): 240–66. http://dx.doi.org/10.14704/nq.2022.20.2.nq22285.

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This study discusses academic writing in terms of competence. Knowledge and skills are elements of competence. Revised Bloom's educational taxonomy written by Lorin W. Anderson and David W. Krathwohl used to discuss academic writing knowledge. Objective tests are used to capture students' knowledge of academic writing. Interviews were used to capture students' academic writing skills. Factual knowledge was found: students can mention the contents of the bibliography based on the elements that have been determined by various styles of writing. Conceptual knowledge: students can recognize the requirements for choosing a topic, categorized students can recognize the requirements for choosing a topic. Procedural knowledge: students can carry out bibliography writing procedures based on various versions categorized students can carry out bibliography writing procedures based on various styles, namely APA style, ASA style, Chicago style and MLA Style. Metacognitive knowledge: students can use mnemonic strategies to memorize the contents of the bibliography based on the elements that have been determined by various writing styles. ASA style, Chicago style and MLA Style.

2

Kiriakos, Carol Marie, and Janne Tienari. "Academic writing as love." Management Learning 49, no. 3 (February 18, 2018): 263–77. http://dx.doi.org/10.1177/1350507617753560.

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Writing is presented in hegemonic academic discourse as a rational and predictable activity that targets publications in the right journals. Nevertheless, many academics struggle with writing. In this article, we draw attention to how writing is experienced as an embodied, sensuous, emotional, social, and identity-related activity. Specifically, we aim to advance this comprehensive understanding of academic writing with the concept of love. By understanding love as action rather than feeling, we can foster our love for writing both as practice and in practice. We can learn to deal with the struggle by writing every day and approaching writing with dedication. By advocating the perspective of love, we seek to encourage discussion on academic writing so that it reflects the multifaceted experiences of writers, and unleash its potential in confusing and disrupting the masculine order in academia. Love offers a language to talk about vulnerability and courage, and viewing writing in the light of love helps us to learn more about ourselves and our activities as writers of management.

3

Herman, David J., and Marc W. Redfield. "Academic Writing." PMLA 104, no. 5 (October 1989): 898. http://dx.doi.org/10.2307/462584.

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4

Foxwell, Elizabeth. "Academic writing." Nursing Standard 22, no. 41 (June 18, 2008): 59. http://dx.doi.org/10.7748/ns.22.41.59.s44.

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Chenery-Morris, Sam. "Academic writing." Nursing Standard 22, no. 52 (September 3, 2008): 59. http://dx.doi.org/10.7748/ns.22.52.59.s35.

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Lightfoot, Steven. "Academic writing." Nursing Standard 22, no. 8 (October 31, 2007): 59. http://dx.doi.org/10.7748/ns.22.8.59.s45.

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7

Beatriz Coelho Soares, Bruna. "ACADEMIC WRITING." Revista Gênero e Interdisciplinaridade 3, no. 03 (July 4, 2022): 228–35. http://dx.doi.org/10.51249/gei.v3i03.823.

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Writing an academic text can be a very challenging process for undergraduates and graduate students. One of the explanations is the fact that it is a skill that not all people master or have ease. In addition, scientific writing is part of a broader thought-making process and involves revisions and rewrites until the design of the final product. Therefore, this material arises as a result of consulting and advisory experiences for the preparation of academic papers.

8

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.

9

Akhtar, Rubina. "The Effects of ESL Student‟s Attitude on Academic Writing Apprehensions and Academic Writing Challenges." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5404–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020247.

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10

Kaldor, Susan, and Judith Rochecouste. "General academic writing and discipline specific academic writing." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 29–47. http://dx.doi.org/10.1075/aral.25.2.04kal.

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11

Verheijen, Lieke. "The language of quoting in academic writing." Dutch Journal of Applied Linguistics 4, no. 1 (August 17, 2015): 101–21. http://dx.doi.org/10.1075/dujal.4.1.10ver.

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Because quotation is a fundamental aspect of academic texts, this corpus study examines the language of quoting in (L2) academic writing. To find out whether there are subtle linguistic differences in the use of quotation by learners of English as a foreign language (EFL) and professional academics who are native speakers of English (NSE), I compare two corpora of scholarly writings: one by upper intermediate and advanced EFL students and one by NSE experts. 1201 Quotes were extracted from the writings and examined for a broad range of lexico-grammatical features relevant to using quotes, including introductions to quotes, lexical items in introducing quotes, ‘special’ quotes, and punctuation surrounding quotes. The findings make clear that EFL students and NSE experts differ significantly on various points in their language of quoting. Making students aware of these differences could make their academic writing more professional, native-like, and sophisticated.

12

Ekundayo, Omowumi Olabode, and Stanley Sokari. "Writing Right in Academese: The Language of Academic and Research Report Writing." CLAREP Journal of English and Linguistics 1 (October 10, 2019): 31–59. http://dx.doi.org/10.56907/gs6bxd76.

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This article is an abridged pullout of chapter ten a forthcoming book on academic and research report writing, which examines the major features of academese. The paper presents and illustrates questionable features of language usually found in some academic writings with a view to making researchers and academics, particularly budding ones, identify and avoid them in research report writing. Data for this article were sourced mainly from library materials and the Internet. The examples used for illustration were extracted from postgraduate students’ scripts, seminar papers, journal articles for blind peer review and other published academic works. The paper established that many research report writers, particularly novices, use “unscholarly” language to compose their works, thus tasking blind peer review and assessment, and making publishers and journals reject their good or bad work. Therefore, the paper recommends that budding research report writers should raise their competence and standard by reading quality academic journals and various research writing guides to acquire the skills, styles and mastery of academic writing; should write regularly; and should also ensure that they send their research report, particularly journal articles, to reputable and well-established journals published by experts in the relevant field.

13

Gurung, Raj Kumar. "Why Academic Writing?" Pursuits: A Journal of English Studies 6, no. 1 (July 21, 2022): 75–82. http://dx.doi.org/10.3126/pursuits.v6i1.46853.

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Yes, writing is really a challenging and a tough work. Academic writing is a technical writing. It differs from general writing. It is a coherent writing of good organization of words, phrases, sentences, paragraphs, ideas and issues, whereas general writing is just the record of something like the data of information. They cannot be put in the same bucket. In academic writing, ideas and details are well combined so that the readers will not be confused to get the intended information. The general writing does not follow all these requirements. Academic writing means the incorporation of organizing, drafting and revising. Chronological order of all the elements is what academic writing is.

14

Wilson, Ellen. "On academic writing." Journal of New Librarianship 4, no. 1 (March 16, 2019): 193–207. http://dx.doi.org/10.21173/newlibs/6/14.

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15

Thatcher, Sanford G. "Stylish Academic Writing." Learned Publishing 27, no. 1 (January 1, 2014): 78. http://dx.doi.org/10.1087/20140113.

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16

Jönsson, Sten. "On academic writing." European Business Review 18, no. 6 (November 2006): 479–90. http://dx.doi.org/10.1108/09555340610711102.

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17

Nesi, Hilary. "Academic writing programs." System 30, no. 2 (June 2002): 256–58. http://dx.doi.org/10.1016/s0346-251x(02)00011-8.

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18

Redfield, Marc W. "Academic Writing - Reply." Publications of the Modern Language Association of America 104, no. 5 (October 1989): 898–99. http://dx.doi.org/10.1632/s0030812900176096.

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19

Bennett, Jonathan, and Samuel Gorovitz. "Improving Academic Writing." Teaching Philosophy 20, no. 2 (1997): 105–20. http://dx.doi.org/10.5840/teachphil199720219.

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20

Clifford, Valerie. "Stylish academic writing." Higher Education Research & Development 32, no. 5 (October 2013): 866–67. http://dx.doi.org/10.1080/07294360.2012.756850.

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21

Manske, Paul R. "Academic hand writing." Journal of Hand Surgery 27, no. 6 (November 2002): 937–39. http://dx.doi.org/10.1053/jhsu.2002.36997.

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22

McDonough, S. "Academic writing practice." ELT Journal 39, no. 4 (October 1, 1985): 244–47. http://dx.doi.org/10.1093/elt/39.4.244.

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23

Oshimi, Takayuki. "Academic Writing 101." Annals of Oncology 28 (October 2017): ix57. http://dx.doi.org/10.1093/annonc/mdx604.

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24

Newell, R. "Writing academic papers." International Journal of Aromatherapy 14, no. 1 (2004): 3–8. http://dx.doi.org/10.1016/j.ijat.2003.12.001.

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25

Pfeiffer, Verbra, and Christa Van der Walt. "Improving academic writing through expressive writing." Journal for Language Teaching 50, no. 2 (November 28, 2018): 57. http://dx.doi.org/10.4314/jlt.v50i2.3.

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26

DeLyser, Dydia. "“Writing's intimate spatialities: Drawing ourselves to our writing in self-caring practices of love”." Environment and Planning A: Economy and Space 54, no. 2 (December 22, 2021): 405–12. http://dx.doi.org/10.1177/0308518x211068496.

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This Commentary outlines four conceptual-spatial challenges of academic writing, and suggests an approach to navigating them. Academic writing, as feminist economic geographers argue, is underpinned by difference: emerging from and produced through different positionalities, differing access to stable employment and material, temporal and spatial resources, all set within structures of power and inequity—significant among them the neoliberal university. At the same time, for academics writing demands space in our lives: temporally, locationally, conceptually, and emotionally. Because these spatialities are potentially different for each writer each time we write and because they engage us spatially at a personal level, I term them writing's intimate spatialities, and suggest that care-fully navigating these conceptual-spatial challenges of academic writing stakes out a political position, one that may now be more important than ever: In an academic environment of neoliberalism and increasing precarity, I suggest that writing's prevalent emotional apprehensions may be able to be affirmatively conceptualized as a labor of self-care we come to with love.

27

Badley, Graham Francis. "Why and How Academics Write." Qualitative Inquiry 26, no. 3-4 (November 14, 2018): 247–56. http://dx.doi.org/10.1177/1077800418810722.

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Academics are often criticized for their poor or rotten writing. In this essay, I look first at several ways in which academic writing may be regarded as, for example, obscure and turgid. Second, I discuss reasons why, despite such criticism, academics persevere with their writing. Third, I outline a number of approaches to the how of academic writing as a daily practice. Finally, I present my playful yet serious efforts to confront the hows and whys of academic (and post-academic) writing as an important human and social practice.

28

Alhasani, Mirela Dubali. "Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers." Journal of Educational Issues 1, no. 2 (December 9, 2015): 117. http://dx.doi.org/10.5296/jei.v1i2.8464.

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<p>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 over the years of educational transformation in the broad framework of democratic political transition. I argue that the socio-political indoctrination of the society during five decades of communist dictatorship has delayed the cultivation of critical thinking, reading and, consequently, critical writing skills for academic and occupational opportunities. Moreover, the research will not be limited only to causal factors of delay, instead, it will pave the way to recommendations that accelerate the successful acquisition and possession of such crucial academic writing skills for Albanian university graduates and academia in general.</p><p>First, I provide literature on definition of critical thinking and its improvement through writing courses; next I depict the typical political indoctrination of students during communist dictatorship tracing the legacy of mechanic reading and the huge lack of critical discourse even among the academic staffs themselves; later on I discuss the contemporary academic focus being placed upon the need of critical academic writing to prepare independent thinkers successful to face the democratic transition. Finally, and most importantly, I offer substantial suggestions and recommendations how to implement successfully the Western Academic writing tradition in the higher education curricula by taking into consideration Albania’s educational legacy.</p>

29

Bhatt, Ibrar, and Udi Samanhudi. "From academic writing to academics writing: Transitioning towards literacies for research productivity." International Journal of Educational Research 111 (2022): 101917. http://dx.doi.org/10.1016/j.ijer.2021.101917.

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30

Kempenaar, Larissa Elisabeth, and Rowena Murray. "Writing by academics: a transactional and systems approach to academic writing behaviours." Higher Education Research & Development 35, no. 5 (February 24, 2016): 940–50. http://dx.doi.org/10.1080/07294360.2016.1139553.

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31

Wijaya, Kristian Florensio, and Concilianus Laos Mbato. "Graduate Students’ Perceptions on their Self-Efficacy in Writing Academic Papers." ELT Worldwide: Journal of English Language Teaching 7, no. 1 (April 30, 2020): 31. http://dx.doi.org/10.26858/eltww.v7i1.13010.

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ABSTRACTIt is notable to note here that self-efficacy needs to be ingrained strongly within graduate students to show a higher enthusiasm, efforts, and persistence in accomplishing various demanding academic writing projects. Tangibly, there are still many graduate students who lack motivation and confidence when doing academic writings. As a result, their attitudes toward writing turn into negative actions crippling their self-efficacy. This study aimed to investigate graduate students’ perceived self-efficacy in academic writings. One research problem was formulated in this study namely, how do English Education Master Students maintain their self-efficacy to accomplish their academic writings? This study employed a mixed-method harnessing classroom survey and interview questions to gather data from English Education Master Students engaging in academic writings, Sanata Dharma University, Yogyakarta. Findings from this study revealed that graduate students are able to produce more qualified academic writing products when they are motivated continuously by their lecturer. Keywords: self-efficacy, perceptions, academic writings, graduate students, mixed method

32

Murray, Rowena, Morag Thow, Sarah Moore, and Maura Murphy. "The writing consultation: developing academic writing practices." Journal of Further and Higher Education 32, no. 2 (May 2008): 119–28. http://dx.doi.org/10.1080/03098770701851854.

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33

van Rensburg, Wilhelm. "Writing Partnerships: Academic Writing and Service-Learning." Education as Change 8, no. 2 (December 2004): 134–45. http://dx.doi.org/10.1080/16823200409487095.

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34

Haji, Nawzar. "Major Writing Difficulties Faced by Kurdish Learners of EFL in Academic Writing Classes." Twejer 5, no. 1 (June 2022): 1211–30. http://dx.doi.org/10.31918/twejer.2251.27.

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Abstract Writing in EFL (English as a Foreign Language) contexts has been claimed to be one of the most challenging tasks required from EFL learners. Many Kurdish learners of EFL face difficulties producing well-developed paragraphs and essays in their courses of study in higher education. This study aims at investigating such difficulties that could hinder students’ overall progress and success. A mixed-method research design was used to explore the issue under investigation fully. The data collection tools used are a (5-point Likert Scale) questionnaire and semi-structured in-depth interviews. Two hundred English major students from four public universities in the Kurdistan Region of Iraq answered the questionnaire. Also, ten EFL university instructors were interviewed. Analysis of the findings revealed that Kurdish learners of EFL faced various difficulties such as writing anxiety, mechanics of writing (grammar, punctuation, spelling), word choice, and negative language transfer in their writing courses. Discussions and implications of these findings are presented.

35

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

36

Choemue, Sumit, and Barli Bram. "Discourse markers in academic and non-academic writings of Thai EFL learners." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1209–26. http://dx.doi.org/10.24815/siele.v8i3.20122.

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The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays. The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing.

37

Yoon, Ye-Young. "Supplement of Academic Writing." Semiotic Inquiry 63 (June 30, 2020): 123–51. http://dx.doi.org/10.24825/si.63.5.

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38

Rowan, Andrew N., and M. K. Rowan. "Writing for Academic Publication." Anthrozoös 8, no. 1 (March 1995): 4–8. http://dx.doi.org/10.2752/089279395787156491.

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39

Edo-Marzá, Nuria. "Academic writing and publishing." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (July 22, 2021): 83–118. http://dx.doi.org/10.1075/resla.18037.edo.

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Abstract Among the challenges facing scholars at university today, producing quantity and quality publications with the highest possible impact is probably perceived by most of them as the greatest. This pressure places scholars before the well-known “publish or perish” dilemma, which each academic may perceive, confront and approach differently. This study aims to disclose and depict the reality behind the hand that writes, in particular, the attitudes, practices and perceptions of Spanish English-linguistics scholars in Spanish public universities regarding academic life and the creation and publication of their research articles. Accordingly, the human, perceptual and psycho-affective dimensions have proved essential in this study. The paper provides an overall view of the situation by summarising the quantitative findings of an extensive Questionnaire, as well as the qualitative outcomes obtained from a subsequent e-interview to scholars occupying different positions at Spanish public university, and provides an evidence-based foundation to foster more “author-friendly” practices.

40

ASAKA, Yoko. "Improve academic writing skills." Journal of Japan Academy of Midwifery 33, no. 2 (December 27, 2019): 115–16. http://dx.doi.org/10.3418/jjam.foreword-33-2.

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41

Damron, Julie, and Ann O. Strauch. "Bridges to Academic Writing." TESOL Quarterly 32, no. 1 (1998): 169. http://dx.doi.org/10.2307/3587920.

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42

Schmertz, Johanna. "Writing Our Academic Selves." Pedagogy 18, no. 2 (April 1, 2018): 279–93. http://dx.doi.org/10.1215/15314200-4359197.

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43

Donovan, Stephen K. "Writing Successful Academic Books." Learned Publishing 25, no. 3 (July 1, 2012): 238. http://dx.doi.org/10.1087/20120315.

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44

Allison, Desmond, and Wu Siew Mei. "Academic Writing: Whose Expectations?" RELC Journal 32, no. 1 (June 2001): 52–72. http://dx.doi.org/10.1177/003368820103200104.

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KAUFER, DAVID S., and CHERYL GEISLER. "Novelty in Academic Writing." Written Communication 6, no. 3 (July 1989): 286–311. http://dx.doi.org/10.1177/0741088389006003003.

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46

Chenery-Morris, Sam. "Writing for Academic Journals." Nurse Education in Practice 13, no. 3 (May 2013): e7. http://dx.doi.org/10.1016/j.nepr.2012.12.006.

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47

Duffy, Andrew. "Journalism and Academic Writing." Asia Pacific Media Educator 25, no. 1 (June 2015): 5–12. http://dx.doi.org/10.1177/1326365x15575562.

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48

Sultan, Nabil. "British Students' Academic Writing." Industry and Higher Education 27, no. 2 (April 2013): 139–47. http://dx.doi.org/10.5367/ihe.2013.0145.

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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 skills, with a view to identifying remedial measures that could be taken to address the problem. The object of the study is an Academy (secondary school) in the North of England, referred to as Northland Academy (NA), one of the new Academies first introduced by the Labour Government in 2000 and now enthusiastically endorsed and promoted in England by the current UK Coalition Government. A first group of students at NA was given relatively simple tests of punctuation and word selection and essay writing; and, separately, a second group was presented with a research proposal and given the task of writing an essay on it. It is suggested that a change in Government policy is needed in order to emphasize and include the importance of academic writing for secondary and FE students intending to progress into HE.

49

Parker, David. "Writing for academic success." Higher Education Research & Development 32, no. 4 (August 2013): 692–94. http://dx.doi.org/10.1080/07294360.2012.700438.

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50

Gitanjali Singh, Ms Upasana. "Writing for Academic Journals." Journal of Information Technology Case and Application Research 7, no. 4 (October 2005): 77–78. http://dx.doi.org/10.1080/15228053.2005.10856078.

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