Tesis sobre el tema "Academic writing challenges"
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Shaheen, Nisbah. "International students at UK universities : critical thinking-related challenges to academic writing". Thesis, University of Huddersfield, 2012. http://eprints.hud.ac.uk/id/eprint/16429/.
Texto completoHolbrook, Gelareh. "The challenges of logical connectors in academic writing : towards a dual-focussed process-oriented model". Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=201903.
Texto completoHadia, Gharnasa M. "An analysis of english academic writing in a Libyan university". University of the Western Cape, 2020. http://hdl.handle.net/11394/7356.
Texto completoThis study explores English academic writing in a Libyan university. The results show a number of challenges and issues that Libyan university students experience in using English for academic writing. The study suggests intervention procedures that may correct students’ linguistic academic deficiencies. Using Gee (1999)’s D/discourse theory and Bourdieu’s theory of habitus and field, which view writing as a social practice embedded in social activities, the study takes a purely qualitative approach, presenting data descriptions by both students and lecturers. The sample size of the investigation is eight – four lecturers and four students. The data was collected mainly through classroom observation, open-ended interviews and an analysis of students’ assignment essays. The results indicate several areas of challenge for Libyan students with regard to academic writing; a lack of adequate ‘scaffolding’, a lack of ample time spent on authentic practice, and inappropriate immediate feedback. Findings also show a lack of teaching methods and strategies that correct syntactical and morphological errors, and a lack of skills – research skills. Further to this, results revealed a lack of synthesis and summary skills, referencing skills – and a lack of confidence in tackling academic writing tasks. In addition, the lack of appropriate materials to consult was a contributing factor, as was students’ social and economic status. The study calls for various interventions that may assist students to acquire academic writing skills and hence develop a sense of confidence in taking on academic tasks.
Hu, Jumin. "The academic writing of Chinese graduate students in sciences and engineering, processes and challenges". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq61112.pdf.
Texto completoNewby, Tara L. "The Implementation of Engineering Design Challenges on 4th Grade Students' Attitudes Towards Engineering, Classroom Climate, and Writing Ability". Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5353.
Texto completoID: 031001309; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Bobby Jeanpierre.; Title from PDF title page (viewed March 22, 2013).; Thesis (M.Ed.)--University of Central Florida, 2012.; Includes bibliographical references (p. 110-112).
M.Ed.
Masters
Teaching, Learning and Leadership
Education and Human Performance
K-8 Math and Science
Hirano, Eliana. "Refugees Negotiating Academic Literacies in First-Year College: Challenges, Strategies, and Resources". Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/alesl_diss/18.
Texto completoKalikokha, Chimwemwe. "The perceptions of a group of first year undergraduate Malawian students of the essay writing process". Click here to access this resource online, 2008. http://hdl.handle.net/10292/396.
Texto completoMaurtin-Cairncross, Anita. "Creating 'space' for publication: challenges faced by women academic staff members at historically Black South African universities". Thesis, University of the Western Cape, 2003. http://etd.uwc.ac.za/index.php?module=etd&.
Texto completomentoring and support networks
assistance and support for their publishing venture at both institutional and departmental level and the development of strategies that would assist academic women in 'juggling' their personal and academic roles.
Vicatos, Evelyn Magdalene. "Challenges of a new academic discourse: an investigation into the reading and writing practices of first-year chemical engineering students at a South African University". Master's thesis, Faculty of Humanities, 2021. http://hdl.handle.net/11427/33966.
Texto completoLok, Pui-ying Katherine y 駱佩瑩. "The challenge of subject-area writing: a diagnostic study of L2 students' argumentative history essays". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45176358.
Texto completoParfa, Nils-Olof y Olle Östlund. "A challenge or a threat : Exploring expressive writing as a reframing tool to cope with the transition to online learning". Thesis, Umeå universitet, Institutionen för psykologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-179599.
Texto completoCOVID-19-pandemin har påverkat samhället i stor utsträckning och de införda restriktionerna har begränsat möjligheterna till social interaktion. Universitetsstudenter har varit tvungna att ställa om till onlinestudier, med förlust av resurser och studiespecifika sociala sammanhang som följd. Universitetsstudenter är en riskgrupp när det kommer till mental ohälsa; social isolering och ensamhet till följd av COVID-19-pandemin kan ytterligare bidra till elevernas sårbarhet. Denna studie har undersökt studenters attityder gentemot övergången till onlinestudier utifrån teorin om Challenge- and Threat states och om Written Emotional Disclosure kan förbättra studenternas coping. Undersökningen genomfördes med 45 studenter (23 kvinnor, 22 män, i åldern 18-35 år) som studerade vid Umeå universitet. Data samlades in genom en onlinebaserad skrivövning. Deltagarna instruerades att skriva om sina erfarenheter av övergången till onlinestudier och reflektera över hur de kunde utveckla strategier för att hantera eventuella svårigheter. Deltagarna rapporterade också nivåer av positiva och negativa affekter, emotionell och social ensamhet, challenge, threat, oro och självförtroende. Analyser visade på att studenter med högre nivåer av ångest och emotionell ensamhet var mer benägna att uppleva övergången till onlinestudier som mer hotfull och oroade sig i högre utsträckning kring densamma. Inga statistiskt signifikanta interventionseffekter hittades. Denna studies begränsningar diskuteras och fokus för framtida forskningsområden föreslås
Bower, Nathan. "The Gender Gap in Technical Communication: How Women Challenge the Predominant Objectivist Paradigm". Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5146.
Texto completoM.A.
Masters
English
Arts and Humanities
English; Technical Communications
TAI, HSUAN-YU y 戴宣毓. "Identifying and Responding to the Challenges in ELF Academic Writing". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/73897262968291327484.
Texto completo國立中正大學
語言學研究所
105
The past two decades have seen a tremendous amount of research on ELF spoken communication in academic settings. Substantial reconceptualizations have also been proposed to challenge the traditional concepts in English teaching, including rethinking language learners as legitimate language users and learners’ errors as different uses. However, studies on ELF academic writing and its pedagogy are still sparse. This research, therefore, aimed to investigate (1) the variation of two ELF morphosyntactic features, variant use of articles and nonstandard past-tense marking, and (2) how teachers perceived the two ELF features in academic writing. In response to the first goal, the researcher collected 188 short essays of class reflection from one general education course at undergraduate level and 84 draft research papers from one research and writing class at graduate level. The written texts were analyzed by a variable rule analysis (VARBRUL) to show systematic patterns of the two ELF features. In terms of the variation of the variant use of articles, the results showed that NPs assumed to be known to the hearer (+HK) and countable plural nouns favored zero article when the was supposed to be used. +HK and clause initial position favored zero when a was supposed to be used. +HK and clause initial position favored the when zero was the obligatory article. In general, the findings suggested that L1 transfer effect and pragmatic and discourse effects contributed to the variant use of articles. With respect to the variant use of past-tense marking, the results showed that when verbs were copula and regular verbs, they favored present tense instead of past-tense marking. This indicated that phonetic saliency had impacts on the use of past-tense. In addition, when verbs were state verbs, they also favored present tense rather than past-tense marking, suggesting lexical aspects had effects on the variant use of past-tense marking. To address the second question on teachers’ perceptions of the two linguistic features in writing, ten professors who had experience in using ELF for teaching were recruited for interviews. By using content analysis, the findings revealed that all of the interviewees showed no incomprehension when variant use of articles and past-tense marking were present in the texts, but more negative attitude was revealed toward the past-tense marking variants. Moreover, several style-related factors that could influence the acceptance of ELF were identified, including the nature of the course, discourse communities, stakes of writing activities, and class size. It is found that when courses are not research-oriented, have local discourse communities, low-stakes writing activities and large student number, the use of ELF features are acceptable. However, when courses are research-oriented, have global discourse communities, high-stakes writing activities and small student number, standard English is more preferred. In addition, in contexts such as journal publication where ELF is the common situation, standard forms are still the norm in that it is the practice of a discourse community. Drawing insights from the quantitative and qualitative analyses, the researcher proposed some implications for ELF writing pedagogy. First, it is argued that the variant usages should not be seen as chaotic errors but natural uses. Accordingly, in line with the major claims in ELF paradigm, variant usages in the present study should be seen as variants but not simply errors because they have systematic and rule-governed patterns. To incorporate this idea into ELF academic writing, it is suggested that using corpus, texts with ELF features, and peer-reviews are useful resources that should be introduced to teachers and students for an attitude shift. In addition, students should be informed to be sensitive to the stylistic factors and the existing standard so that they could select which code is more appropriate. Finally, with respect to assessment, it is suggested that teachers need to distinguish between formal and informal styles at discourse level, followed by grammatical/ungrammatical uses and standard/variant forms.
Mbirimi, Vimbai. "Academic writing challenges faced by first year B.Ed students at a South African university". Thesis, 2013. http://hdl.handle.net/10539/12434.
Texto completoHu, Jumin. "The academic writing of Chinese graduate students in sciences and engineering : processes and challenges". Thesis, 2000. http://hdl.handle.net/2429/12959.
Texto completoCaudill, Cindy. "Technical Illustration: The Changes and Challenges Presented by Advancements in Technology". Master's thesis, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6072.
Texto completoM.A.
Masters
English
Arts and Humanities
English; Technical Communications Track
Dearman, Jeremy Keith. "Increasing college students’ experience of flow while completing academic writing tasks". Thesis, 2015. http://hdl.handle.net/2152/31013.
Texto completotext