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Journal articles on the topic 'Academic writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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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.

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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.

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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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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.

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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.

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9

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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10

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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Ahmed, Abdulaziz Ahmed Mohammed. "Academic Writing: Types, Elements, and Strategies." IJLHE: International Journal of Language, Humanities, and Education 5, no. 2 (December 14, 2022): 60–70. http://dx.doi.org/10.52217/ijlhe.v5i2.989.

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Academic writing is difficult. It requires a complex combination of generating ideas, selecting the idea that are appropriate to the writing tasks, translating these into a text and a polishing the text to produce a reasonable and presentable documents. In doing this, a writer has to bring out not only his or her own thoughts but also to make more and enough connection with the community whom writing is being written. This paper will highlight the different kinds of academic writings and the important strategies a researcher should follow to build up a good comprehensible and logical scientific writings and research papers, and it will help to explore the relationships between writing strategies and success as well. The writing process for most writers and expertise tend to be recursive rather than simple linear progression starting with planning and finishing with revising. The paper will elucidate and well shown different kinds of strategies and the way of structuring a good scientific and academic piece of writing. The article will also explore and explain the value of academic writing in the field of research studies. It presents the guidelines that can help to analyses the academic writing process, but also that no amount of theorizing and intellectualizing of writing is going on to make more successful writing patterns unless accompanied by an undertaking to engage in practical strategies and to plan effective writing tactics. The academic value of the writing can then be evaluated and if they wish, ones maker can go back to notice the original sources to find out whether ones have been honest and accurate in the use of data ,ideas and information.

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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.

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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.

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UMOH, Samuel, and Matshepo Catherine MATOANE. "Academic Writing Needs of International Psychology PhDs in a South African University." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 68, no. 2 (December 30, 2023): 131–46. http://dx.doi.org/10.24193/subbpsyped.2023.2.07.

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"The paper examines the academic writing experience amongst international psychology PhD students at a South African public university. The paper also discusses the challenges of academic writing and the support structures of academic writing. Sixteen (16) international students studying at PhD level in psychology were selected by purposive sampling from a public South African university in KwaZulu-Natal. Drawing from generated by iproposalss, findings suggest that participants experienced academic writing challenges in drafting PhD proposal, supervisor’s feedback and plagiarism. Academic writing challenges were aggravated for international PhD students from non-native English-speaking countries. Findings also suggest that university support structures such as academic writing retreats improved the academic writing of participants and exposed them to the rigors of academic writing. Keywords: academic writings, PhD doctoral program, analytical, research, and communication skills"

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15

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.

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16

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.

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17

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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18

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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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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20

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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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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22

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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23

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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24

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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25

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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26

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

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27

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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Conces, Rory J. "Stylish Academic Writing." Högre utbildning 3, no. 2 (March 5, 2013): 163–65. http://dx.doi.org/10.23865/hu.v3.818.

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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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Williyan, Aldha, Sirniawati Sirniawati, Tia Nur Istianah, and Mochamad Guntur. "CRITICAL REVIEW ON A DISCOURSE ANALYSIS RESEARCH: WHAT NOVICE WRITERS CAN LEARN." English Review: Journal of English Education 11, no. 1 (February 28, 2023): 83–90. http://dx.doi.org/10.25134/erjee.v11i1.7195.

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EFL learners inevitably will enter the world of academia, which makes it mandatory for them to write academic writings, especially in the form of research articles. They are obliged to broaden knowledge in the field of their interest by conducting research. Unfortunately, academic writing has always been a serious challenge for them. Writing research articles indeed requires them to be familiar with the writing guidelines, particularly about how the ideas are developed. This present study is therefore intended to assist EFL learners, particularly those who have just started their academic writing experience. Insight and ideas on how to write a research article are presented in this paper. To do that, a qualitative methodology on discourse analysis was employed. The data was taken from a research article focusing on discourse marker comparisons between academic and non-academic writings. The article is broken down in detail to provide a clear picture of how it is constructed by the authors. The analysis revealed that even though it contains some minor weaknesses, the research article overall is well-written and follows the author guidelines. This study allows EFL learners to receive more explicit input and, hopefully, adapt and adopt the steps of how the article is written.

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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.

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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>

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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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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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Lin Li. "Mathematical Symbols in Academic Writing: The Case of Incorporating Mathematical Ideals in Academic Writing for Education Researchers." Brock Education Journal 33, no. 1 (February 21, 2024): 66–84. http://dx.doi.org/10.26522/brocked.v33i1.1122.

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Mathematical symbols, such as those embodying quantum concepts, are indispensable for conveying complex ideas and relationships in academic writing. However, some education researchers and students keep a distance from anything mathematical: algebraic equations, geometrical reasoning, or statistical symbols. How to lower the access threshold for this type of mathematical narrative and reveal the meanings of a range of quantum conceptions to modern educators thus becomes a real problem. Using the pendulum motion equation as a reference point, I argue in this article for the advantages of academic English or French writing genres that fuse a range of mathematical symbols of quantum concepts and conceptual change. Such writings help demonstrate how incorporating the idea of probability (a) refines the debate among conceptual, verbal, and mathematical academic writing; (b) allows new conceptions that draw on the insights from quantum cognition-supported theories; (c) helps explain students’ understanding of mathematical symbols; and (d) offers a new taxonomy for categorizing academic writings.

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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

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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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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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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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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.

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Spigelman, Candace. "Argument and Evidence in the Case of the Personal." College English 64, no. 1 (September 1, 2001): 63–87. http://dx.doi.org/10.58680/ce20011240.

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Opponents of expressivist writing pedagogy claim that encouraging the personal narrative in first-year rhetoric classis is a great disservice to students. Supporters of personal writing responded by making personal writing activities supplemental to traditional academic writings. Spigelman posits that personal narratives can actually serve the same purpose as academic writing and can accomplish serious scholarly work.

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Warlizasusi, Jumira, Ifnaldi Ifnaldi, Nuzuar Nuzuar, Ahmad Qodri, and Henny Septia Utami. "Developing Academic Writing Learning Module to Improve Writing Skills of Graduate Program Students." Ta'dib 26, no. 2 (December 31, 2023): 393. http://dx.doi.org/10.31958/jt.v26i2.10496.

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Academic writing is one of the skills needed by students, especially postgraduate students. However, there were still many writing problems experienced by Islamic Education Management Postgraduate students of IAIN Curup batch 2020. Therefore, it was necessary to develop a learning model for Academic Writing course. This study aims to investigate the development of a learning model in the Academic Writing course. This study used 4D development research model (Define, Design, Develop, and Disseminate). The result of the study shows that the learning model in the Academic Writing course was carried out into these stages: prewriting stage, drafting stage, responding stage, revising stage, and evaluating stage. By carrying out the academic writing course, there were improvements in the writing skills of the postgraduate students. In the prewriting stage, it was observed that the students had already the skills needed to be possessed in the pre-writing stage. Then in the writing stage, the students had possesed skills in processing or analyzing data, and the students also had been able to revise their writings. This research produced a learning module for the Academic Writing course that has been refined from the modules used so far. The contribution of learning academic writing is in the academic writing course which teaches writing systematics, rules for writing, reference management, how to submit articles to nationally reputable journals, paraphrasing. The results of this course can be seen from student articles which have been published in many accredited journals Sinta 3 and Sinta 4.

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Khalifeh Soltani, Sarasadat. "‘A thousand tiny feminisms’: An interview about writing retreats for academic women and feminist praxis in academia." Journal of Praxis in Higher Education 4, no. 1 (February 7, 2022): 100–115. http://dx.doi.org/10.47989/kpdc202.

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This is an interview with Dr. Barbara Grant, Associate Professor in the School of Critical Studies in Education at the University of Auckland. The idea behind this interview originates from my own research interest in the ways academic women live the existing norms of academia, how they submissively or unconsciously accept, or push, or even ‘transgress’ these norms by the daily possibilities of change. What does it mean to be a feminist academic and to practice feminism in universities today? Barbara Grant’s research field is higher education and she has researched and published in a wide range of higher education areas, including postgraduate research supervision, researcher identity, student subjectivity, and academic writing. She has been running residential writing retreats for women academics twice (and now thrice) a year since 1997. The retreats have attracted women from different countries, institutions, disciplines, and stages in their career paths. Writing for publication is crucial in the research productivity-rewarding milieu of higher education, and writing retreats are a form of academic development, as Barbara argues. Given Barbara’s experience of writing retreats, and her notion of ‘a thousand tiny universities’ (Grant, 2019), I interviewed Barbara on March 30, 2021, focusing on feminist praxis in higher education to explore further the possibilities of becoming a woman academic.

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Vera E. Woloshyn, Sam Illingworth, and Snežana Obradović-Ratković. "Introduction to Special Issue Expanding Landscapes of Academic Writing in Academia." Brock Education Journal 33, no. 1 (February 21, 2024): 3–9. http://dx.doi.org/10.26522/brocked.v33i1.1118.

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Academic writing is essential for disciplinary learning, academic success, knowledge creation, social status, and career advancement within academia (Fang, 2021). Academic research, writing, and publishing form the foundations of the majority of academic positions and remain primary considerations for hiring, renewal, promotion, and tenure in most higher education institutions (Ratković et al., 2019; Rawat & Meena, 2014). Early-career researchers must establish a significant track record of research, including publishing in high-impact journals (Couch, 2020). In graduate programs, academic writing competencies are critical for student success, with doctoral students often led to believe that they must be prolific academic writers to gain entry and advancement within academia (Mandke, 2019).

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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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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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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.

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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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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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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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