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1
ライ・ウェイリン, ポール. "Academic Writing(A) : Logical Thinking Skills In Academic Writing." 名古屋大学オープンコースウェア委員会, 2014. http://hdl.handle.net/2237/20447.
Testo completo
2
(UPC), Universidad Peruana de Ciencias Aplicadas, Torres Nadhia Orquidia Priscilla Briceño, Diez Luis Ramón Sandoval, and Saenz Regina Carolina Terry. "Academic writing - TR193 201801." Universidad Peruana de Ciencias Aplicadas (UPC), 2018. http://hdl.handle.net/10757/623631.
Testo completoAbstract (sommario):
El curso de Escritura Académica es electivo y pertenece a la línea de segundas lenguas en la carrera de
Traducción e Interpretación, es de carácter teórico-práctico, está dirigido a los estudiantes que posean un nivel
intermedio de inglés (B1) según el Marco Común Europeo de Referencia para las Lenguas y busca desarrollar
la competencia general de comunicación escrita.
Estando inmersos en la era de la información, comunicarse de manera efectiva es fundamental para propiciar el
entendimiento y la convivencia pacífica en un mundo globalizado. En la actualidad, somos testigos de cómo la
comunicación escrita traspasa los límites de espacio y tiempo y del impacto positivo y/o negativo que tiene
dentro de la sociedad y en la reputación de las personas. Por consiguiente, resulta imprescindible desarrollar la
competencia de comunicación escrita puesto que escribir correctamente garantiza un buen desempeño
académico y profesional y aumenta las posibilidades de empleabilidad y desarrollo profesional dentro de una
organización al ser una herramienta que facilita la comunicación entre sus miembros. El curso está diseñado
para que el estudiante adquiera paulatinamente las destrezas propias de la expresión escrita empezando con el
análisis estilístico de textos auténticos escritos en inglés para luego proceder con la organización y redacción de
párrafos y finalmente terminar con la elaboración de diversos tipos de ensayos académicos en inglés. Para llevar
el curso de Escritura Académica, el estudiante deberá haber culminado el curso de Inglés 5 siendo este el prerequisito
del mismo.
3
Wojdylo, John. "Towards Academic Writing with Substance." 名古屋大学教養教育院, 2013. http://hdl.handle.net/2237/21060.
Testo completo
4
Kemp, Andrew. "CHARACTERISTICS OF ACADEMIC WRITING IN EDUCATION." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2709.
Testo completoAbstract (sommario):
According to Stangl (1994), Jalongo (2002), Richards and Miller (2005) and a host of other authors regarding publishing in educational journals, understanding the audience for an article is of utmost importance. Huff (1999) notes that an author must understand the audience for whom s/he writes. While much of this understanding of audience comes down to suitable topics (Silverman, 1982), articles must also fit the style of the journal to which it is being presented (Olsen, 1997). With this in mind, the purpose of this study is to characterize the writing style of academic writing in education. This research will involve exploring and analyzing various education and research journals, and through an analysis of individual education articles, delineating the writing style for academic writing in education. By looking at the various components of writing style, a writing style or various writing styles found in scholarly writing in education was determined. It was found that there is a definite style in academic writing in education with two other distinct subsets--journals associated with specific associations and journals with a purely quantitative focus. It is suggested that specific curriculum and instruction in writing style be added to the current study of research.<br>Ed.D.<br>Department of Educational Studies<br>Education<br>Curriculum and Instruction EdD
5
Dubcovsky, Laura. "In search of incipient academic writing /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2003. http://uclibs.org/PID/11984.
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6
Repository, Manager. "Thesis writing guide." Thesis, University of the Western Cape, 2015. http://hdl.handle.net/11394/4598.
Testo completoAbstract (sommario):
Masters in Public Administration - MPA<br>Candidates for higher degrees often have unnecessary difficulty with the technical aspects of writing a thesis. They can expect expert supervision in conducting their research and drawing conclusions, but the responsibility for presenting their work in the correct way is theirs alone. This Guide has been developed in response to student needs. It explains the simple technical requirements for presenting a thesis. It is the candidate's responsibility to meet these requirements. No Master's or Doctoral candidate can have a valid reason for submitting technically unsatisfactory work.
7
Johnson, Karen Gabrielle. "Bridging academic writing with service-learning measuring student perceptions and learning outcomes of an academic writing course /." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.
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8
Saba, Maggie Sami. "Writing in a New Environment: Saudi ESL Students Learning Academic Writing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/54012.
Testo completoAbstract (sommario):
This qualitative case study sought to gain a deeper understanding of the obstacles that students from the Kingdom of Saudi Arabia face when learning English in a writing course that implements critical thinking and writing process pedagogy. The study took place over five months at the Virginia Tech Language and Culture Institute in spring 2012. While ten participants--six female and four male Saudi Arabian ESL students--participated in this study, these findings focus primarily on one male and one female student. The aim of this focus was to give a rich and in-depth description of the two students. Two main queries guided this study: 1) How do sex differences affect Saudi students' perception of their teachers' and peers' authority? 2) How do those perceptions affect their development as writers and critical thinkers when learning in an intensive writing course at the high intermediate level? The researcher documented data through three sources: classroom observation, interviews with ESL students and teachers, and student writing samples.<br>Ph. D.
9
Bormann, Vanessa Rae. "Writing for Change and Changing Writing: Service Learning, First-Year Composition and Writing about Writing." Master's thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5136.
Testo completoAbstract (sommario):
Through a piloted model of curriculum designed for ENC 1101 this teacher-research study investigated how service-learning can shape the experiences of both teachers and students in the first-year composition classroom. The research aimed to determine the ways in which enhancement occurred for students and teachers through evaluation of student coursework, a post-semester student focus group and a faculty interview. Focusing on the impacts of this curriculum on a part-time teacher, this study also aimed to bring to light some of the challenges inherent in service-learning within FYC, while offering ways to mediate those challenges in both course design and departmental implementation. As a result of this project, recommendations were made for modification of this curriculum to be used as an option for instructors alongside appropriate professional development, which is essential to the success of service-learning in FYC. Continued research dealing with various approaches to using service-learning in FYC was also recommended.<br>ID: 031001299; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Error in paging: p. ii followed by 2 unnumbered pages which are followed by p. ii-iii.; Adviser: .; Title from PDF title page (viewed March 11, 2013).; Thesis (M.A.)--University of Central Florida, 2012.; Includes bibliographical references (p. 126-129).<br>M.A.<br>Masters<br>English<br>Arts and Humanities<br>English; Rhetoric and Composition
10
Lai, Wai Ling. "Introducing a Logical Thinking Approach to Teaching Academic Writing: Why is Logical Thinking Education Needed in Academic Writing." 名古屋大学教養教育院, 2013. http://hdl.handle.net/2237/21056.
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11
AlAjaji, Eman Abdullah. "Self-representation in academic writing : a copus-based exploratory study of the College of Nursing students' academic writing." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6649/.
Testo completoAbstract (sommario):
This corpus-based, exploratory study attempts to fill a gap in the realm of knowledge on writer’s self-representation in academic writing. It aims to examine the writer’s discoursal self manifested by the utilisation of first person pronouns, focusing on the functional roles they occupy in multi-genre texts (paragraphs and essays) generated by non-native, undergraduate students at different levels of the College of Nursing in the cities of Al-Ahsa (CON-A) and Jeddah (CON-J) in Saudi Arabia. The students’ texts were compiled in two sub-corpora: CON-A (27160 words) and CON-J (15413 words). The data have been analysed quantitatively and qualitatively employing a data-driven framework of writer discoursal self, which includes the categories of the roles inhabited by the writer ‘inside’ and ‘outside’ the text. The results mainly show the strong presence of writer as a person, who performs roles outside the text, and the rare use of writer as an academic, who occupies roles inside the text. A number of other observations have been made, which will help form a better understanding of students’ writing and their perception of identity in writing. Factors that appear to have influenced the students’ discoursal choices and acts have been proposed. Taking the findings into account, the thesis concludes with proposing some practical suggestions for raising awareness in L2 writing pedagogy, and identifying some future research.
12
Rahim, Taher. "Effective strategies for developing academic student writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ53404.pdf.
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13
Hamp-Lyons, E. M. "Testing second language writing in academic settings." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381167.
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14
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.
Testo completoAbstract (sommario):
Thesis (MTech (Radiography))--Cape Peninsula University of Technology, 2011<br>This 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.
15
Подолкова, Світлана Віталіївна, Светлана Витальевна Подолкова, and Svitlana Vitaliivna Podolkova. "Essay as a form of academic writing." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77009.
Testo completoAbstract (sommario):
Common information society actualizes the problem of foreign language study
by students and graduate students of non-linguistic specialties. The benefit of acquiring
skills to write academically gives opportunity to participate in international
conferences, to publish research papers in various journals.
Actuality of the paper is determined by the importance of academic writing,
particularly academic essays, for contemporary students and post-graduate students, as
they are expected to write a lot of written works like dissertation, thesis writing,
coursework writing, research paper writing, and essay writing, etc. Academic writing
teaches students to analyze and choose useful information for further research, to look
at the ideas from a different prospective and to convey concepts and obtained results
best to their target readers.
16
Heidler, Linda E. "NNS Use of Adverbs in Academic Writing." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84213/.
Testo completoAbstract (sommario):
Recent studies have begun to redefine the idea of accuracy in second language acquisition to include not only grammatical correctness, but also native-like selection. This is an exploratory study aimed at identifying areas of nonnative-like selection of adverbs, such as sentence position, semantic category preferences, frequency of use and breadth of word choice. Using corpus-linguistic methods it compares the writing of nonnative English speakers at an intermediate and advanced level to both American college students’ writing and published academic writing. It also conducts in-depth case studies of three of the most commonly used adverbs. It finds that while advanced students are grammatically accurate, there are still several ways in which their use of adverbs differs from that of native speakers.
17
DoBroka, Cheryl Conrad. "The promise of success : academic writing in a basic writing discourse community." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1239975640.
Testo completo
18
DeJarnette, Nancy Kay. "Effect of the 6+1 trait writing model on student writing achievement." Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.
Testo completo
19
Li, Yanan, and 李亚男. "Multimodal analysis of academic posters by student writers across disciplines." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207138.
Testo completoAbstract (sommario):
This dissertation examines the multimodal discourse of academic posters from three disciplines, namely, Chemistry, Speech & Hearing Sciences and Linguistics, in an attempt to unravel how writers from different disciplinary communities build their communicative purposes into the verbal and visual modes in their posters. The analytical framework adopted for this study builds upon the one proposed by D’Angelo(2010), which incorporates Hyland’s metadiscourse model (2005) and Kress and van Leeuwen’s visual grammar paradigm (2006) for the verbal and visual analyses respectively, and supplements it with multimodal content analysis adapted from Jones’s (2007) model. Follow-up interviews with members of the discourse communities were also conducted to enhance the validity of the results. The findings reveal that there exist a wide range of differences in the use of metadiscourse markers (e.g. hedges, boosters, evidentials, code glosses) across the three group texts pertaining to disciplinary influences. There is also evidence that academics in different subjects value some of the same qualities in the texts necessitated either by the peculiar context of poster presentations (e.g. frame markers, engagement markers) or a need to maintain scientific formality (e.g. self-mentions). Visually, the concern for the context and ‘scientificness’ continue to exert great influences, rendering a myriad of visual manifestations (e.g. framing, modality) that are commonly shared across the data, whereas the cross-discipline discrepancy mainly narrows down to the image usage(functions and types).<br>published_or_final_version<br>Applied English Studies<br>Master<br>Master of Arts in Applied Linguistics
20
Kokt, D., L. Lategan, and R. Dessels. "The Interim as developmental academic journal." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/327.
Testo completoAbstract (sommario):
Published Article<br>Research has two important objectives: the contribution to scientific discourse and the identification of solutions for the challenges societies, government, business and industry face. Research should be in the public domain. The publication and presentation of research results are important activities academics need to engage with. Through publications and presentations are societies informed of the positive influence and impact research can bring to them. This paper will focus on the importance of publications and how emerging scholars can be assisted to get their research published. A case study is presented of the Interim, an in-house academic journal.
21
McClay, Deirdre Mary. "Stories from Irish higher education academic writing centres." Thesis, Queen's University Belfast, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.727645.
Testo completoAbstract (sommario):
This thesis researches the experiences, from six academic writing centre founders, of developing pedagogies in one centre in Northern Ireland and five in Republic of Ireland. The aim is to identify writing centre pedagogies, and to map them to writing theories and epistemic roots; based on these mappings, the study explores how the pedagogies impact on student inclusivity in writing support within the host institution. From eight centres in 2014, seven founders were invited to participate based on online visibility, sector and jurisdiction; six agreed. The methodology used is narrative inquiry. Data are collected using one semi-structured, in-depth, narrative interview with each founder, and document analyses of founder publications, funding documents, teaching materials, websites, social media, and researcher journaling. Data are analysed for each centre using two frameworks: firstly, the three commonplaces of temporality, interaction, and context; secondly, a six-level hierarchy of approaches to teaching writing - study skills, creative self-expressionism, process, socialisation^), socialisation^), and academic literacies. Findings are six emplotted stories with case-centred and cross-case analyses. Findings include that all six centres use a variety of pedagogies, linked to the six-level writing framework, with each centre unique in evolution. Three centres use social practice level pedagogies (socialiation(2)) with two of those using socio-political level (academic literacies). All centres use process-based pedagogies but three are situated at that level. Three themes emerge regarding centres using academic literacies pedagogies: collaboration, consideration of disciplinarity, and criticality. Two epistemologies are identified as relevant (storehouse and Burkean Parlor), and Deweyan pragmatism is also proposed. Student inclusivity issues are identified based on: lack of consistency in size, scope and resourcing of the centres; and, inconsistencies in addressing disciplinary writing. It is recommended that Irish academic writing centres are funded to reach their potential in pedagogies that are inclusive of the whole student body particularly regarding disciplinary writing.
22
Li, Juan. "Revision strategies in English-second-language academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0007/MQ45284.pdf.
Testo completo
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Shrestha, Prithvi Narayan. "Dynamic assessment of academic writing for business studies." Thesis, Open University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552789.
Testo completoAbstract (sommario):
This study explores the application of a formative assessment approach known as Dynamic Assessment (DA), as developed within the Vygotskian sociocultural theory of learning. DA blends instruction with assessment by targeting and further developing students' Zone of Proximal Development (ZPO). The study investigates whether, and if so. how DA enhances students' academic writing and conceptual development in business studies over time. DA and Hallidayan Systemic Functional Linguistics (SFL) informed the methodological design of this study. which employed a mixed methods approach in order to track learners' ZPDs regarding academic writing development. The use of SFL to provide linguistic evidence for student writing development (ZPD) is new in DA and thus an innovative feature of this study. The data consists of six undergraduate business studies students' three to four drafts of three assessments, which were analysed for textual and ideational meanings, as well as associated text-based interaction (mediation), complemented by student interviews and subject tutors' written comments. Whilst the mediation was analysed using categories derived from Poehner (2005). thematic analysis was used to examine the interviews and tutor comments. The findings suggest that DA, combined with SFL. provides insights into the learners' maturing writing abilities. which the tutor can nurture further to help the learners internalise them. This study also shows that DA students made more gains than their non-DA counterparts regarding their ability to write a case study analysis genre over time. Additionally, the findings suggest that students can transfer their academic writing and conceptual knowledge from one assessment task to another, albeit at a varying level. The study, though small in scale, thus, supports the view that targeted tutor support potentially enhances students' academic writing development. Implications arc drawn concerning formative writing assessment research and practice in higher education.
24
Donnelly, Dianne J. "Establishing Creative Writing Studies as an Academic Discipline." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3809.
Testo completoAbstract (sommario):
The discipline of creative writing is charged "as the most untheorized, and in that respect, anachronistic area in the entire constellation of English studies (Haake What Our Speech Disrupts 49). We need only look at its historical precedents to understand these intimations. It is a discipline which is unaware of the histories that informs its practice. It relies on the tradition of the workshop model as its signature pedagogy, and it is part of a fractured community signaled by its long history of subordination to literary studies, its lack of status and sustaining lore, and its own resistance to reform. These factions keep creative writing from achieving any central core.
I argue for the advancement of creative writing studies. As a scholarly academic discipline, creative writing studies explores and challenges the pedagogy of creative writing. It not only supports, but welcomes intellectual analyses that may reveal new theories.Such theories have important teaching implications and insights into the ways creative writers read, write, and respond. My study explores the history of creative writing, its workshop model as its primary practice, and the discipline's major pedagogical practices. Through its pedagogical and historical inquiry of the field, this study has important implications to the development of creative writing studies. Its research includes a workshop survey of undergraduate creative writing teachers as well as scholarship in the field. My argument envisions a more robust, variable, and intelligent workshop model. It considers how an understanding of our pedagogical practices might influence our teaching strategies and classroom dynamics and how we might provide more meaning to the academy, our profession, and our diverse student body.
At a curricular level, my study offers course and program development, and it justifies the importance of including graduate level training for teacher preparation to further explore the field's history and pedagogy. Through my inquiries and research, I advance creative writing studies, define its academic home, and better position the discipline to stand alongside composition studies and literary studies as a separate-but-equal entity, fully prepared to claim it own identity and scholarship.
25
Usher, Natalie. "Learning about academic writing through holistic peer assessment." Thesis, University of Oxford, 2018. http://ora.ox.ac.uk/objects/uuid:6c22cbc9-cb25-45ff-bf13-8fc190a201ec.
Testo completoAbstract (sommario):
While there is a consensus among researchers that assessment should and can serve learning, there is less understanding of how it supports learning at a fine-grained level. This thesis uses design-based research to investigate the role of comment-only, holistic peer assessment in writing development. The theory of action synthesises Sadler's accounts of learning through assessment (1989, 2010) with Winne and Hadwin's (1998, 2008) model of self-regulated learning. It is theorised that participating in peer assessment helps students to develop evaluative expertise, which in turn enriches task perceptions, metacognitive standards and ultimately large-scale adaptation: the changes students employ in subsequent essays. Drawing on the theory of action, I designed a series of workshops for first-year English Literature students learning to write examination essays. The thesis reports on the first of two iterations. 21 participants assessed and discussed example essays; criteria were not pre-determined but emerged from discussion of four examples. Students then wrote a timed essay, assessed three peer pieces and received three reviews. A range of data was generated during the workshops, including written comments, reflections and questionnaires. Ten case study writers also took part in pre- and post-workshops writing tasks, think-aloud protocols and interviews. To trace the development of students' evaluative expertise, I coded inductively students' talk and comment about writing. Visualising the connections between emergent codes reveals writing quality as a complex web of criteria, with the essay question at the centre. There was a strong overlap between the official Faculty assessment criteria and the codes emerging from student data. However, students also frequently commented on procedural aspects of writing such as introductions and conclusions, which are left tacit or latent in Faculty criteria. Post-workshops, students' own metacognitive standards became increasingly reader-oriented and question-focussed, and these procedural aspects of writing drove the adaptations they made to their approach. I use rich, in-depth case study data to trace how, why, and when students made such adaptations. I also examine the role of peer feedback, which rather than offering new information, often verified or complemented the judgements students formed of their own writing during the workshops. The thesis thus illuminates processes involved in learning through assessment. It also shows that peer assessment is a practicable way of developing within the discipline both evaluative expertise and writing, which are key to lifelong learning.
26
Agostini, Andréia Veríssimo. "Cohesion and coherence in undergraduate student's academic writing." reponame:Repositório Institucional da UFSC, 2015. https://repositorio.ufsc.br/xmlui/handle/123456789/136323.
Testo completoAbstract (sommario):
Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2015.<br>Made available in DSpace on 2015-11-10T03:07:14Z (GMT). No. of bitstreams: 1
335827.pdf: 1563451 bytes, checksum: 081a6e8ebcd301825885ccd7dc984783 (MD5)
Previous issue date: 2015<br>Abstract : The aim of this study was to investigate undergraduate students' perceptions of cohesion and coherence as well as their ability to write cohesive and coherent texts according to the frameworks of Halliday and Hasan (1976) and Charolles (1978). Students at intermediate level from the Letters Course majoring in English answered a questionnaire designed to investigate their knowledge about the subject. Forty-five essays written when the participants attended the 4th, 5th and 6th semesters were analyzed - comparison-contrast, cause-effect, and argumentative essays. All students were able to define cohesion and coherence according to the specialized literature and used cohesion devices properly. However, many of them revealed some difficulty in writing coherent texts. Charolles (1978) assumes that a cohesive and coherent text should meet four meta-rules - repetition, development, non-contradiction, and relationship. By using his framework to evaluate coherence, it was evident that almost half of the students violated at least one of those requirements, especially non-contradiction, an aspect that could be explored in writing pedagogy through activities that foster student?s reflections. Considering that previous studies pointed to many problems in the written production of Brazilian students in their native language, related to all meta-rules of coherence proposed by Charolles (1978), the results of this research are significantly better: the performance of the students who participated in the present study, writing in ESL, is considerably higher. Even though the results of this research indicate that the teaching of writing has become more efficient to help students in overcoming their difficulties, coherence continues to be a fuzzy concept for ESL students (Lee, 2002).<br><br>O objetivo deste estudo é investigar a percepção de coesão e coerência de universitários, assim como suas habilidades em redigir textos coesos e coerentes de acordo com os padrões definidos por Halliday e Hasan (1976) e Charolles (1978). Estudantes de nível intermediário do Curso de Letras Inglês responderam a um questionário que visa a investigar seus conhecimentos sobre o tema. Além disso, foram analisadas 45 redações de três tipos - textos comparativos, causaefeito e argumentativos - por eles escritas durante a 4ª, 5ª e 6ª fase da graduação. De forma geral, os estudantes definiram coesão e coerência em consonância com a literatura especializada e utilizaram as ferramentas de coesão apropriadamente; entretanto, muitos revelaram alguma dificuldade em redigir textos coerentes. Considerando o conceito de Charolles (1978), o qual afirma que textos coesos e coerentes devem respeitar quatro regras - repetição, desenvolvimento, não-contradição e congruência  , verificou-se que quase metade dos estudantes violou ao menos um desses requisitos, especialmente a não-contradição, aspecto que poderia ser mais explorado no ensino da escrita por meio de atividades que incentivem a reflexão. Em comparação com estudos anteriores, que apontaram vários problemas relacionados aos quatro requisitos de coerência propostos por Charolles (1978) na escrita de estudantes brasileiros em sua língua nativa, esta pesquisa obteve resultados significativamente melhores: o nível de dificuldade entre os participantes deste estudo, que escreveram em língua estrangeira, inglês, foi consideravelmente menor. Porém, apesar de, atualmente, o ensino da escrita auxiliar de forma mais satisfatória os estudantes, concluiu-se que a coerência ainda é um conceito difícil em ESL (Lee, 2002).
27
Yamamoto, Natsuki. "The use of modals in ESL academic writing." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1727.
Testo completo
28
Dowse, Cilla. "Learning to write by writing to learn : a postgraduate intervention for the development of academic research writing." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43321.
Testo completoAbstract (sommario):
Within postgraduate studies, learning is assessed through the examination of modules
making up a taught programme and the writing of a dissertation. However, research,
nationally and internationally, has shown that although students are generally able to
complete the modules making up a postgraduate programme successfully, often difficulty
arises in the writing of the dissertation which begins with the conceptualising and writing of
the research proposal. It seems that students are considered poorly equipped for
postgraduate study, which puts their academic success and completion of their studies in
jeopardy, particularly those for whom English is not a first language.
Since 1994 with wider access to higher education, a concern has arisen about National
figures for postgraduate throughput rates, which on average, are quite low. This current
research originated with concern about the unpreparedness of some postgraduate
students in a specific master‟s programme in a Faculty of Education at a South African
university and about offering them the foundations for the development of their academic
research writing, an aspect so vital to achieve success at this level. It seems that
programmes which incorporate academic writing are put into place in some honours
programmes (see Henning, Gravett & van Rensburg, 2005; Thomson, 2008 for South
African programmes) but once the student progresses to master‟s or doctoral level, this
does not seem to be the case.
The main aim of this study was to obtain insight and understanding of the demands of
academic writing at postgraduate level and to develop an effective intervention to assist in
the development of proficient academic research writing. Thus, the development of an
academic research writing intervention deemed most appropriate for postgraduates in
education was designed and developed to assist students during the first stages of their
research, that of conceptualising, writing and successfully defending the research
proposal. The premise is that during this first year of study, acquiring and developing
academic literacies, in order to become competent academic writers would provide the
scaffolding1 for the move into the second phase of the research process, that of academic
research writing.
Design Research was considered most appropriate for this research as it is
interventionist, iterative, process-focused, utility-oriented and theory-driven (Van den Akker, Gravemeijer, McKinney & Nieveen, 2006, p.5) and in addition, requires the
involvement of practitioners (Plomp, 2013, p. 20). The sample for this study was drawn
from a specific master‟s programme in education and consisted of students, the
supervision team and the academic research writing practitioner. A mixed methods
approach was used where data comprised quantitative data (questionnaire, evaluations
and assessments) and qualitative data (personal writing, evaluative writing, interviews and
assessments).
Findings emerging from the context of this particular master‟s programme point to a set of
design principles that inform the development of a model for academic research writing
which appears promising for supporting the postgraduate student effectively. It is hoped
that the findings emerging from the research will fill a gap in the literature and add to the
body of knowledge on postgraduate academic research writing.<br>Thesis (PhD)--University of Pretoria, 2014.<br>lk2014<br>Science, Mathematics and Technology Education<br>PhD<br>Unrestricted
29
Blake, Turnbull. "Translanguaging in Japan: Perspectives and potentials in EFL academic and creative writing." Kyoto University, 2019. http://hdl.handle.net/2433/242723.
Testo completoAbstract (sommario):
Kyoto University (京都大学)<br>0048<br>新制・課程博士<br>博士(人間・環境学)<br>甲第21846号<br>人博第875号<br>新制||人||210(附属図書館)<br>2018||人博||875(吉田南総合図書館)<br>京都大学大学院人間・環境学研究科共生人間学専攻<br>(主査)准教授 中森 誉之, 教授 水野 眞理, 准教授 PETERSON Mark<br>学位規則第4条第1項該当
30
Meng, Zhaohui. "Writing to transform, Chinese graduate students' stories in epistemological learning of English academic writing." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ45966.pdf.
Testo completo
31
Colbert, Elizabeth Dianne. "Speaking the unspoken the ontology of writing a novel /." Australasian Digital Theses Program, 2009. http://hdl.handle.net/1959.3/64875.
Testo completoAbstract (sommario):
Creative practitioners, undertaking practice-led research, theorise their practice within an academic domain. Within a three-tiered, performative research paradigm, this project researched writerly identity during the writing of a novel and exegesis. Firstly, based on the writer’s experience with creative and academic writing, the differences were explored through two first-person narratives in a frametale novel, The Fragility Papers, a process documented by critical and reflective journaling. Secondly, the insights gained during the writing of the novel were theorised within the domain of creative writers. Thirdly, the understandings embedded in the novel were considered in the light of these insights and those gained during writing of the exegesis and further theorised within the areas of voice, the writing process and ontological change. Novel writing, it was found, drew not only on the imagination, research, in-flow stream of consciousness writing and serendipitous occurrences but also on personal embodied inscriptions, linguistic play, logic and reason in the development of narrative coherence, forward planning, previously unidentified editing values based in the sonority of language, and a knowledge of the expectations associated with the literary genre. Acknowledging this breadth of experience led to changes in the writer’s creative-writing process, a questioning of the theorised sole influence of language based texts as proposed in intertextual theory, and the proposal to italicise ‘text’ within intertextual to accommodate this breadth. The theorising of insights and emerging, experiential knowledge during the writing of the exegesis was realised in a series of evolving drafts in which interiorised knowledge was increasingly drawn upon in stream of consciousness writing. Further, in both genres, the dialogic engagement of the writer in conscious and unconscious activity at different stages of the writing process was found, suggesting that unconscious activity has a larger than envisaged role to play in academic writing.
32
Akcaoglu, Mustafa Ozturk. "An Assessment Of Academic Writing Needs Of Graduate Students." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613608/index.pdf.
Testo completoAbstract (sommario):
This study mainly aimed at investigating the academic writing needs and writing self-efficacy beliefs of graduate students studying at an English-medium university, Ankara. Furthermore, such areas that have a crucial role in determining writing needs as the frequency of writing tasks, usefulness of written sources, perceived importance of academic writing, and role of Turkish while writing were explored. In this study, quantitative data via &ldquo<br>Academic Writing Needs Assessment Survey for Graduate Students&rdquo<br>were collected from 213 graduate students enrolled at Graduate School of Social Sciences. Descriptive statistics, exploratory factor analysis, and multiple regression analyses were employed to analyze the data. The results of descriptive statistics indicated that the graduate students need a wider vocabulary repertoire in order to cope with the challenges of academic writing and they are mostly assigned longer research papers. In addition, using journal articles published in the area of specialization during writing was the most common method and more than half of the graduate students stated that when stuck with finding the right word, they first look for a Turkish word first.
The exploratory factor analysis produced two factors and the regression analyses were carried out. The results yielded that the predictors accounted for 24% of the variance in productivity-related academic writing needs, and 22% of the variance in accuracy-related academic writing needs. For the productivity-related academic writing needs, writing self-efficacy and academic status made a significant
contribution and for the accuracy-related academic writing needs, writing self-efficacy and English proficiency exam score were significant.
33
Taylor, Vi Linh. "Tense usage in academic writing a cross-disciplinary study /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ58551.pdf.
Testo completo
34
Rizomilioti, Vassiliki. "Epistemic modality in academic writing : a corpus-linguistic approach." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288688.
Testo completo
35
Olivier-Shaw, Amanda. "Lecturer and student perceptions of an academic writing task." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003548.
Testo completoAbstract (sommario):
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.
36
Ходцева, Алла Олександрівна, Алла Александровна Ходцева, and Alla Oleksandrivna Khodtseva. "Team Research Projects in Academic Reading and Writing Module." Thesis, Рибест, 2013. http://essuir.sumdu.edu.ua/handle/123456789/59172.
Testo completoAbstract (sommario):
The analysis of author’s five-year experience in using team research projects within the framework of Academic Reading and Writing Module is presented. Team Research Projects are viewed as student-centered activities that involve learners in extensive practice of communication skills and focus on the developing their study skills and using them in authentic speech situations.<br>Аналізується досвід роботи автора з дослідницькими проектами при вивченні модуля “Академічне читання та письмо. Групові дослідницькі проекти розглядаються як діяльність, що залучає студентів до інтенсивної практики комунікативних навичок, розвитку навичок навчання та їх використання в автентичних мовленнєвих ситуаціях.
37
Johnson, Neil Howard. "Genre as Concept in Second Language Academic Writing Pedagogy." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193575.
Testo completoAbstract (sommario):
The purpose of this action research study is to challenge accepted practice in ESL writing with the implementation of an experimental syllabus informed by a sociocultural approach, specifically Vygotsky's (1987) assertion of the key role that awareness and control of theoretical concepts plays in cognitive development. Following Gal'perin and Davydov, the classroom approach implemented here is essentially concerned with L2 development as the internalization, appropriation and control of conceptual meaning in the context of the goal-oriented activities of teaching and learning. This research and pedagogy calls attention to the importance of the quality and sequence of instruction, in which full and explicit attention is given to an abstract conceptual framework before learners proceed to explore concrete instantiations of the abstract concepts in question.Halliday's (1978) social semiotic understanding of language, text and context was the central concept presented to a mixed ESL and native-speaking composition class, and various activities and exercises were designed in keeping with the principles guiding this 16-week research project. Learners made use of didactic models and verbalization activities, including extensive collaborative writing, as they worked with the concepts and explored the ways in which the target academic discourse reflects Halliday's theory of language in use. These concepts were then applied in the writing of research, re-writing for a new audience, and reflection papers. Writing development was tracked using T-Unit analysis, lexical density measures, rhetorical move analysis and the ratings from three expert raters, who graded the resulting papers for language use, analysis and organization. In analysis, this proficiency development is related to evidence of re-mediated thought as the students collaborate to complete the assigned writing tasks.The findings of three case studies provide general support for the implementation of concept-based instruction and a theoretical and explicit attention to requisite aspects of the target discourse in ESL writing pedagogy. There is clear evidence that the concept-based approach fosters awareness and control over relevant features of the target language necessary for successful participation in academic discourse communities.
38
Zhu, Jing. "PRACTICES IN TEACHING ACADEMIC WRITING A COMPARISON OF WRITING TEACHERS IN CHINA AND THE US." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/959.
Testo completoAbstract (sommario):
This study compares the teaching practices of English academic writing teachers from China and the US. Research methods as questionnaire and interview were used to collect teacher's teaching practices, ways of constructing feedback, teaching philosophy and improvements in teaching. Participants of the current study were two teachers from two universities of China and three ESL academic writing teachers from a university in the US. The collected data were compared base on two themes: one was produce and process approaches; the other one was teacher's status in classroom and teaching. Based on the findings, American teachers' approaches were primarily process-based, and they also used studentcentered way of teaching, which puts students' needs and feelings on a considerable place. Chinese teachers' approaches were gradually changing to process-based, however, they were the authority in both teaching and providing feedback. The reason for Chinese teachers' ways of teaching can be attributed to the deep-rooted influence of the traditional teaching method, which sees teacher as the superior mentor. Also, it is necessary to introduce the process approach into Chinese universities to teach English academic writing and put it into practice
39
Booher, Brandon M. Waisanen Derek S. "Introducing professional writing skills to future Naval Officers an adjunct to NPS Distance Learning /." Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2008/Dec/08Dec%5FBooher%5FMBA.pdf.
Testo completoAbstract (sommario):
"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2008."<br>Advisor(s): Suchan, Jim ; Simon, Cary. "December 2008." "MBA professional report"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 57-59). Also available in print.
40
Flavell, Richard 1947. "Writing, reading and judging academic essays in a global university : an activity system analysis." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8191.
Testo completo
41
Watson, Shalini. "Learning designs incorporating animated pedagogical agents: Their potential for improving academic writing competence, writing self-efficacy, and reducing writing anxiety." Thesis, Watson, Shalini (2021) Learning designs incorporating animated pedagogical agents: Their potential for improving academic writing competence, writing self-efficacy, and reducing writing anxiety. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/63825/.
Testo completoAbstract (sommario):
Academic writing can be extremely challenging, especially for new university students. This is compounded by the mass-migration of courses to online delivery, which further increases the complexity of acquiring writing skills.
Animated pedagogical agents (APAs) have shown promise in addressing these problems, because they simulate authentic face-to-face social interactions thereby potentially increasing student engagement, motivation, and favourable emotions conducive to learning.
This study’s first aim was to examine the impact of learning designs employing APAs on novice learners’ academic writing, writing anxiety, and writing self-efficacy. Its second aim was to examine the influence of various delivery options (didactic delivery or scaffolded questioning) with support messages (emotional, motivational or neither) on writing competence, writing anxiety and writing self-efficacy.
These aims were achieved in a mixed-method study that included six experimental conditions tested using two multimedia academic writing lessons provided to 106 participants who were new to Australian tertiary studies. Quantitative data were collected immediately before and after the lessons (Phase 1), while qualitative data were obtained by interviews with a subset of participants after Lesson 2 (Phase 2). The impact of the independent variable combinations on the dependent variables were examined quantitatively (General Linear Modelling, t-tests) and qualitatively (thematic analysis).
The results demonstrate that completing two academic writing lessons with APAs can increase writing competence and self-efficacy, and reduce writing anxiety. However, no significant differences were found between the support and delivery groups. Despite the lack of significant inter-group differences, more participants from the emotional group reported that their negative emotions were reduced because of the lesson. Also, all the participants in the motivational group reported perceptions of writing improvement as a result of attending the lessons.
The overall positive result suggests promising possibilities for writing support delivered online to counter student under preparedness for academic writing.
42
Heeks, Richard James. "Discovery writing and genre." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/13802.
Testo completoAbstract (sommario):
This study approaches ‘discovery writing’ in relation to genre, investigating whether different genres of writing might be associated with different kinds of writing processes. Discovery writing can be thought of as writing to find out what you think, and represents a reversal of the more usual sense that ideas precede writing, or that planning should precede writing. Discovery writing has previously been approached in terms of writers’ orientations, such as whether writers are Planners or Discoverers. This study engages with these previous theories, but places an emphasis on genres of writing, and on textual features, such as how writers write fictional characters, or how writers generate arguments when writing essays. The two main types of writing investigated are fiction writing and academic writing. Particular genres include short stories, crime novels, academic articles, and student essays. 11 writers were interviewed, ranging from professional fiction authors to undergraduate students. Interviews were based on a recent piece of a writer’s own writing. Most of the writers came from a literary background, being either fiction writers or Literature students. Interviews were based on set questions, but also allowed writers to describe their writing largely in their own terms and to describe aspects of their writing that interested them. A key aspect of this approach was that of engaging writers in their own interests, from where interview questions could provide a basis for discussion. Fiction writing seemed characterized by emergent processes, where writers experienced real life events and channelled their experiences and feelings into stories. The writing of characters was often associated with discovery. A key finding for fiction writing was that even writers who planned heavily and identified themselves somewhat as Planners, also tended to discover more about their characters when writing. Academic writing was characterized by difficulty, where discovery was often described in relation to struggling to summarize arguments or with finding key words. A key conclusion from this study is that writers may be Planners or Discoverers by orientation, as previous theory has recognised. However, the things that writers plan and discover, such as plots and characters, also play an important role in their writing processes.
43
Turner, Elizabeth. "An investigation of assessed writing requirements at undergraduate level in the humanities a thesis submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Applied Language Studies, 2005." Full thesis. Abstract, 2005. http://puka2.aut.ac.nz/ait/theses/TurnerE.pdf.
Testo completo
44
Ho, Kin-loong, and 何鍵龍. ""I believe that" or "It is suggested that"?: authorial presence in the use of reporting verbs in 'soft'discipline academic writing by community college students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48540110.
Testo completoAbstract (sommario):
An appropriate representation of self is crucial in reporting past research, establishing a committed writer stance, and persuading the reader in academic writing. While research has suggested an underuse of authorial reference in student writing at the university level, less attention has been devoted to students preparing to enter university. In this study, I seek to investigate students’ usage and perceptions of reporting verbs along a continuum of authorial power at a community college in Hong Kong. Based on a revised averral framework by Charles (2006b) and the reporting verb taxonomy by Hyland (2002a), an analysis was performed on 614 academic written assignments (compared with proficient writing by native-speaking students in the UK in both frequency and textual examination), 697 questionnaires, and interviews with 13 students and three teachers. Findings reveal that the community college students were impassioned opinion holders characterized by an overuse of first person I in a cognitive, affective, and factive fashion. However, they overlooked the potential of ‘mitigated’ expressions of self-mention (such as it is argued that) and discourse verbs such as argue and suggest to develop an argumentative ethos and dialogic interaction essential in effective reader engagement. A misunderstanding of the purpose of academic writing, an insensitivity to reporting verbs, and a categorical forbiddance of self-mention by teachers appear to be the main reasons for not further developing a writer presence by Hong Kong students. In view of the low language proficiency of the students, conflicting writing guides, and teachers’ nonchalance about providing help, teaching recommendations were offered with the use of learner corpora and non-academic materials.<br>published_or_final_version<br>Applied English Studies<br>Master<br>Master of Arts in Applied Linguistics
45
Alharbi, Noof Saleh M. "An investigation into the academic writing difficulties of Saudi postgraduate students." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33113.
Testo completoAbstract (sommario):
This interpretive study aims to investigate the difficulties in English academic writing as perceived by Saudi postgraduate students and their English supervisors in an English-speaking country. In accordance with the exploratory nature of the methodological approach adopted in this study, the research design of the current study employs a sequential mixed-methods design. The quantitative phase is represented by the questionnaire whereas semi-structured interviews and document analysis constitute the qualitative phase. From the sample, 275 students were asked to fill in the prepared questionnaire whilst 15 students, of both genders, and 9 supervisors were asked to participate in an interview. Ten samples of students’ written feedback from their supervisors were provided. Data were analysed quantitatively using SPSS descriptive statistics and qualitatively using MAXQDA software. The findings of the current study revealed that Saudi postgraduate students face the following difficulties in their English academic writing: not having sufficient academic vocabulary, avoiding plagiarism, using cohesive devices properly, constructing logical arguments, making coherent links between ideas, and demonstrating critical thinking in their academic writing. Furthermore, the current study highlighted that the difficulties could be attributed to a number of factors, including those related to learners, context, and instruction. Several strategies were proposed that could assist Saudi students in improving their academic writing. Additionally, the lack of academic preparation in the KSA had a negative influence on the proficiency of Saudi postgraduate students in their English academic writing, resulting in disparities between the expectations placed on students in their postgraduate studies in the UK and the actual results achieved by Saudi students. The findings also revealed that EAP courses in the UK often aided students in learning writing techniques; however, these courses have certain limitations. According to the findings of the current study, a theoretical model is suggested to help Saudi postgraduate students in their English academic writing. Based on the study findings, implications are drawn for policy makers and for practice in the education system in Saudi Arabia. Finally, suggestions for further research are provided.
46
Allardice, Seamus Rory. "Student preparedness for academic writing : an evaluation of the perceptions of preparedness for academic writing of school leavers taking English 178 at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80193.
Testo completoAbstract (sommario):
Thesis (MA)--Stellenbosch University, 2013.<br>ENGLISH ABSTRACT: Student Preparedness for Academic Writing examines perceptions of student preparedness
for academic writing in the first-year literary studies course, English 178, located in the
English Department at Stellenbosch University. The research was conducted during 2011 and
2012 making use of a survey which was completed by the 2011 first-year English 178 class,
and also utilising a series of interviews with students, tutors and lecturers in 2012.
Preparedness for English 178 is framed in terms of Pierre Bourdieu’s notion of socially
constructed habitus. In addition to the thought of Bourdieu the thesis draws on the writings of
Peter Elbow, Arlene Archer and Pamela Nichols, among others, to analyse and frame the
quantitative and qualitative information yielded by the study.
The dissertation assesses multiple interlocking elements that comprise student
preparedness and finds striking discrepancy between student perception of their preparedness
and that of the lecturers and tutors. While tutors, lecturers and the report of the National
Benchmark Test all suggest that at least half of all first-year students are poorly prepared for
academic writing, only about 21% of students perceive themselves to be poorly prepared.
Possible reasons for the difference in views between students and other sources are explored.
The thesis concludes by asking if the English 178 course at Stellenbosch University truly
tests the students’ academic writing abilities and if the course is balancing its “obligations to
students [with the]… obligation[s] to knowledge and society” (Elbow 327).<br>AFRIKAANSE OPSOMMING: Hierdie verhandeling ondersoek persepsies van studentevoorbereidheid vir
akademiese skryf in die eerstejaars-letterkundekursus, Engels 178, gesetel in die Departement
Engels aan die Universiteit Stellenbosch. Die navorsing is gedurende 2011 en 2012 gedoen
deur gebruik te maak van ’n vraelys wat deur 2011 se Engels 178-eerstejaarsklas voltooi is,
asook van ’n reeks onderhoude met studente, tutors en lektore in 2012. In hierdie
verhandeling word voorbereidheid vir Engels 178 in terme van Pierre Bourdieu se konsep
van sosiaal gekonstrueerde habitus beskryf. Benewens Bourdieu se denke word daar ook na
die werke van onder andere Peter Elbow, Arlene Archer en Pamela Nichols verwys om die
kwalitatiewe en kwantitatiewe inligting wat uit die studie voortgekom het, te ontleed en te
situeer.
Die verhandeling assesseer die veelvuldige ineengeskakelde elemente wat
studentevoorbereidheid omvat, en bevind ’n opvallende teenstrydigheid tussen studente se
persepsie van hulle eie voorbereidheid en lektore en tutors se persepsie van studente se
voorbereidheid. Terwyl tutors en lektore se ervaring en die Nasionale Normtoetsverslag alles
daarop wys dat ten minste die helfte van alle eerstejaarstudente swak voorbereid is vir
akademiese skryf, beskou slegs ongeveer 21% van studente hulself as swak voorbereid.
Moontlike redes vir die verskil in beskouings tussen studente en ander bronne word
ondersoek. Die verhandeling sluit af met die vraag of die Engels 178-kursus aan die
Universiteit Stellenbosch werklik studente se akademiese skryfvaardighede toets, en of die
kursus wel ’n ewewig handhaaf tussen verpligtinge teenoor studente en ’n
verantwoordelikheid teenoor kennis en die samelewing (Elbow 327).
47
Moglen, Daniel Justin. "Social Environments, Writing Support Networks, and Academic Writing| A Study of First Year International Graduate Students." Thesis, University of California, Davis, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10264425.
Testo completoAbstract (sommario):
<p> This dissertation is an inquiry into the social experiences of first year international graduate students, and how those social experiences inform their academic writing development. Drawing from the sociocognitive perspective (Atkinson, 2002; Lantolf, 2000), this study recognizes that the university is social in nature, and language learning occurs in the mind, body, and world (Atkinson et al., 2007). The international graduate students in this study were recruited from the first quarter academic writing class in fall 2014 (n=113), and were surveyed at four time points throughout the academic year. The dissertation focuses on four students, Luiza from Brazil, Camila from Chile, Q from Korea, and Kira from China as illustrative examples of the social environments that students have as well as trajectories of writing development. The focal students participated in three interviews throughout the year and written texts were also collected at three time points (at the end of the fall, winter, and spring quarters). Findings from the students’ social environments suggest that students tend to gravitate towards co-nationals in social settings. In terms of receiving writing support, students in the study relied primarily of colleagues and friends, followed by professors. Writing tutors and family members were sought out the least for writing support. Peers tended to be more accessible and approachable than professors, while professors were rated as more helpful than peers. In terms of the writing development of the students, this study focuses on clausal, phrasal, and lexical complexity. Findings from the textual analysis portion suggest that the writing of the focal students became more complex based on these measurements. In particular, students generally scored higher on the number of modifiers per noun phrase measure throughout the year, suggesting that their noun phrases were becoming more complex, although there were some deviations to this pattern. Also, students used more words from the academic word list and field specific jargon throughout the year. The implications of this study are relevant to writing professors, STEM professors, international student services, and the university as a whole.</p><p>
48
Montemayor-Borsinger, Ann Barbara Sylvia. "Case studies of academic writing in the sciences : a focus on the development of writing skills." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/1359/.
Testo completoAbstract (sommario):
The aim of the present thesis is to make a longitudinal study of changes affecting sentence-initial elements in articles published over time by a sample of researchers in international journals of physics. The linguistic framework adopted for such a study is a systematic-functional one. The general research methodology is established around two main axes, one linguistic, and the other statistical. To conduct a longitudinal survey focusing on thematic changes, it was necessary on the one hand to set up clear and unambiguous linguistic categories to capture these changes and, on the other, to present and interpret the findings in manageable and reliable ways with the assistance of statistics. A pilot study was initially set up to explore possible changes in two articles published within a two year interval by the American Physical Society. The articles were the first and the last of a series of five articles written by the same researcher on the same problem in physics. The method of analysis of the texts used a formulation of Theme that included Subject as an obligatory component, and Contextual Frame - i.e. pre-Subject elements - as an optional one. The analysis, using taxonomies proposed by Davies (1988, 1997) and Gosden (1993, 1996), suggested differences in thematic elements, especially regarding a certain type of complex Subject. On the basis of coding difficulties and the findings of the pilot study, taxonomies were modified to include in particular new Conventional and Instantial classes for Subject and Contextual Frame. Conventional wordings, both in Subject and in Contextual Frame position, are identified as being expressions which are readily available to novice writers of articles, because they are commonly used terms in the fields of research concerned. In contrast Instantial wordings are identified as being expressions which have been especially contrived by the writer to fit a given stretch of discourse. As writers develop and make their own the matter with which they are working; they become increasingly capable of crafting these more complex workings which involve multiple strands of meaning. In the case of this latter class, particular reference is made to post-modification and clause-type elements which allow meanings to be combined in specific ways.
49
LOPES, MIGUEL PAIS MOREIRA. "THE PROCESS OF WRITING ACADEMIC SUMMARIES: AN ANALYSIS BASED ON WRITING PROCESS MODELS AND TEXTUAL GENRES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20637@1.
Testo completoAbstract (sommario):
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Este trabalho visa investigar o processo de produção e revisão textuais de resumos acadêmicos na graduação através de uma reflexão teórica pautada em gêneros textuais e modelos processuais da escritura. Levamos em conta como os alunos realizam a sumarização, que operações línguísticas e estratégias de produção são mais utilizadas, com que conceito de revisão têm trabalhado e até que ponto esses fatores influenciam a qualidade textual. A escrita de textos acadêmicos tem se mostrado um desafio a universitários de todas as áreas, cada vez mais despreparados para o manejo dos diferentes gêneros nesse âmbito. Dentre esses, destaca-se o resumo, cujo domínio torna-se imprescindível por pressupor uma série de habilidades básicas de leitura e escrita. A metodologia adotada consiste numa análise de dados a partir de uma atividade escrita de produção de resumos realizada com dois grupos de alunos e que faz uso da ferramenta computacional Camtasia Studio. A estruturação dos resumos refletiu a organização discursiva do original. Os alunos fizeram amplo uso de paráfrase, cuja manifestação ocorreu predominantemente sob forma de sinonímia e alterações sintáticas. A sumarização foi marcada por diversos apagamentos, na maioria de orações consideradas acessórias (adjetivas e adverbiais), refletindo parcialmente o critério de extração de sumarizadores eletrônicos. Em boa parte, as proposições tomadas como mais relevantes corresponderam aos tópicos frasais do original e foram mais facilmente reconhecidas quando expressas em ordem direta e numa posição previsível. A revisão revelou predomínio de um processamento monitorado da escrita, com operações de revisão sendo executadas durante a produção.<br>This research aims at investigating the process of writing and revising academic summaries in grad courses by focusing on fundamental concepts in textual genres and writing process models. We considered how students perform summarization, which linguistic features and production strategies they use the most, which concepts of revision they have, and to what extent these factors influence the text’s quality and effectiveness. Academic writing has proven to be a challenge among university students, who, regardless of their field, seem less and less prepared to cope with the different genres in grad contexts. The academic summary is a genre that stands out in this regard, since it involves mastering a set of basic reading and writing abilities required in the writing of more complex genres. The methodology is based on an analysis of data obtained from a writing activity regarding summary writing carried out with two groups of students and with the use of the Camtasia Studio software. Summaries’ structuring was similar to the source text’s discursive organization. Students used lots of paraphrasing, mainly through synonyms and syntactic modifications. Summarization was characterized by lots of deletions, mostly clauses that are considered accessorial (adjective and adverbial), thus partly reflecting electronic summarization extraction patterns. Generally, propositions that were considered the most relevant matched the source text’s phrasal topics and were more easily recognized when written in direct order and appearing in a predictable position. Revision as a monitored writing process prevailed as a concept, with revision operations being performed during text production.
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Zhang, Meng. "Exploring Novice Nonnative English-Speaking Doctoral Students’ Experiences With Academic Speaking, Writing, And Speaking-Writing Connections." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1557174145811641.
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