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Akhtar, Rubina. "The Effects of ESL Student‟s Attitude on Academic Writing Apprehensions and Academic Writing Challenges". International Journal of Psychosocial Rehabilitation 24, nr 5 (20.04.2020): 5404–12. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020247.
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Petrova, E. Y. "TEACHING ACADEMIC WRITING: CHALLENGES AND SOLUTIONS". Belgorod State University Scientific bulletin. Series Humanities 37, nr 1 (2018): 131–41. http://dx.doi.org/10.18413/2075-4574-2018-37-1-131-141.
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AlMarwani, Manal. "Academic Writing: Challenges and Potential Solutions". Arab World English Journal 6 (15.07.2020): 114–21. http://dx.doi.org/10.24093/awej/call6.8.
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Fernsten, Linda A., i Mary Reda. "Helping students meet the challenges of academic writing". Teaching in Higher Education 16, nr 2 (kwiecień 2011): 171–82. http://dx.doi.org/10.1080/13562517.2010.507306.
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Arani, Jafar Asgari. "Academic insight on application and challenges of software to develop educational medical english writing". International Journal of Informatics and Communication Technology (IJ-ICT) 9, nr 2 (1.08.2020): 140. http://dx.doi.org/10.11591/ijict.v9i2.pp140-150.
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This research has thrown up many questions in need of further investigation.There was an expressive quantitative-qualitative research, which a common investigation form was used in.The dialogue item was also applied to discover if the contributors asserted the media-based attitude supplements their learning of academic English writing classes or not.Data recounted academic” insights toward using Skype as a sustaining implement for lessons releasing based on chosen variables: their occupation, year of education, and knowledge with Skype discovered that there were no important statistical differences in the use of Skype units because of medical academics major knowledge. There are statistically important differences in using Skype units. The findings also, disclosed that there are statistically significant differences in using Skype units due to the practice with Skype variable, in favors of academics with no Skype use practice. Skype instrument as an instructive media is a positive medium to be employed to supply academic medical writing data and assist education. Academics who do not have enough time to contribute in classes believe comfortable using the Skype-based attitude in scientific writing. They who took part in the course claimed that their approval of this media is due to learning academic innovative medical writing.
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Edo-Marzá, Nuria. "Academic writing and publishing". Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, nr 1 (22.07.2021): 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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Giraldo, Frank. "An English for Research Publication Purposes Course: Gains, Challenges, and Perceptions". GiST Education and Learning Research Journal 18 (21.06.2019): 198–219. http://dx.doi.org/10.26817/16925777.454.
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Academic writing for scholars wanting to publish in English has gained considerable research attention in academic writing circles. This article reports the findings of a case study on the gains, challenges, and perceptions about writing in English that a group of scholars had while taking an academic writing course. Two questionnaires, an in-depth interview, and a teacher-researcher’s journal were used for data collection. The findings emphasize gains emerging from genre-based pedagogy as a holistic approach to academic writing and usefulness of teaching strategies for writing. The study reports time, discipline, and language proficiency as challenges to overcome. Finally, the participants report differing views towards peer feedback and a predominantly positive perception of English as the language for scientific writing.
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Phothongsunan, Sureepong. "Thai University Academics’ Challenges of Writing for Publication in English". Theory and Practice in Language Studies 6, nr 4 (5.04.2016): 681. http://dx.doi.org/10.17507/tpls.0604.04.
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This study examines challenges faced by Thai university lecturers with regards to publishing their academic works in English. 18 academics from two university settings in Thailand were involved in this investigation. The interviews were used to understand the lecturers’ perceptions of the issues in writing for scholarly publication in the English language. Particularly, the aim of the research sought to discover what hindrances Thai university academics experienced and how they handled them. In addition, their needs for successful publishing were explored. The findings revealed three salient emerging themes, including (1) the need for publication in English; (2) difficulties in writing in English; and (3) the need for strenuous research support. The study suggests that university lecturers need more encouragement and support to publishing their academic works as a means of securing professional development, enhancing research culture and maintaining and increasing the national and international reputation of the university along with quality assurance.
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Kotamjani, Sedigheh Shakib, Arshad Abd Samad i Mehrnaz Fahimirad. "International Postgraduate Students’ Perception of Challenges in Academic Writing in Malaysian Public Universities". International Journal of Applied Linguistics and English Literature 7, nr 7 (1.12.2018): 191. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.191.
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The purpose of this study is to investigate international postgraduate students’ perceptions of difficulty with academic writing in Malaysian public universities. A survey was used to collect students’ perceptions of difficulties and challenges in general academic writing skills and language-related skills. The results revealed that students perceived greater difficulty in language-related problems than general academic writing skills. In terms of language-related skills, they ranked writing coherent paragraph, summarizing and paraphrasing, applying appropriate lexical phrases, utilizing proper academic language and vocabulary respectively as the most difficult areas in writing. However, with respect to general academic writing skills, they perceived the most difficulties in reviewing and criticizing the literature, writing introduction and research gap. The results of this study implied that international postgraduate students who graduated from non-English medium instruction universities should be supported in terms of English for Academic Purposes (EAP), critical thinking skills and language-related skills to become self-directed in learning to write.
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Alhasani, Mirela Dubali. "Educational Turning Point in Albania: No More Mechanic Parrots but Critical Thinkers". Journal of Educational Issues 1, nr 2 (9.12.2015): 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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Boyle, Jennifer, Scott Ramsay i Andrew Struan. "The Academic Writing Skills Programme: A model for technology-enhanced, blended delivery of an academic writing programme". Journal of University Teaching and Learning Practice 16, nr 4 (1.10.2019): 41–53. http://dx.doi.org/10.53761/1.16.4.4.
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Recognising the varied challenges presented by an increasingly diverse student body at our UK university (a research-intensive institution with a high proportion of international and widening participation students), an online and blended writing programme was developed. The Academic Writing Skills Programme (AWSP) is a fully online, compulsory writing diagnostic, consisting of a range of multiplechoice questions on grammar and a short essay. Run centrally by a department of multidisciplinary academic writing advisers, the programme was taken from a small, discipline-specific writing programme and transformed into an institution-wide, fully-funded technology-enhanced academic language course. This paper details and evaluates the process through which this development was achieved; it discusses the challenges encountered, explores the pedagogical justification and background of our approach, provides student assessment and feedback on the impact and efficacy of the programme, and offers guidance for practitioners in academic language support.
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Kaur Mehar Singh, Manjet. "Academic Reading and Writing Challenges Among International EFL Master’s Students in a Malaysian University". Journal of International Students 9, nr 4 (15.11.2019): 972–92. http://dx.doi.org/10.32674/jis.v9i3.934.
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Focusing on the perspective of lecturers, this qualitative research investigated the academic reading and writing challenges faced by international English-as-a-foreign-language master’s students at a Malaysian university. Data was collected through semi-structured, in-depth, one-on-one interviews with 16 lecturers who taught international students from various graduate programs. The findings from the lecturers’ perspectives indicate that the students faced acute challenges in their academic reading and writing practices such as adhering to academic writing conventions and interpreting text in an English language instructional setting. This study suggests policies and programs to overcome the challenges of the international EFL students’ academic writing and reading practices to ensure their academic success in as they learn in graduate programs.
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Ariani, Nova. "CHALLENGES IN PRESENTING ACADEMIC CRITICISM: CASE STUDY OF INDONESIAN STUDENTS". J-ELLiT (Journal of English Language, Literature, and Teaching) 3, nr 2 (31.12.2019): 27. http://dx.doi.org/10.17977/um046v3i2p27-33.
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Presenting academic criticism in academic papers is one of the most challenging study tasks for students from Non-English-Speaking Background (NESB) countries studying in Australia. Most lecturers in Australian university expect students to engage in critical discussion and put their adversarial position in academic writing. This study investigates the challenges experienced by Indonesian students studying in Australia in presenting academic criticism. Data were collected through questionnaires along with two focus group interviews of Indonesian graduate students in Australia. The study has found that cultural values, socio-political situations, and previous educational experience in Indonesia have contributed to participants’ limited writing experience and limited critical literacy practice. All of these have manifested to their struggle of presenting academic criticism and writing according to the expected dominant discourse in Australia.
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Hyland, Fiona. "Challenges faced by second language doctoral student writers in Hong Kong and their writing strategies". Australian Review of Applied Linguistics 39, nr 2 (31.12.2016): 158–80. http://dx.doi.org/10.1075/aral.39.2.04hyl.
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Writing at the doctoral level presents many challenges for second language writers. This paper reports on a longitudinal study investigating English as a second language (ESL) doctoral students’ writing problems and the strategies they developed to meet these challenges. Eight students were interviewed four times over a two-year period during their doctoral program and a questionnaire was sent to over 150 postgraduate students to investigate their major writing challenges and their self-initiated strategies. The findings suggested that students’ writing challenges were in two main areas: difficulties with expressing complex ideas in a second language; and difficulties with developing confidence and a convincing academic voice. This paper focuses on the strategies students developed to deal with their writing challenges and uses one case to show how these evolved over a two-year period. Strategies used consistently and successfully included using expert writing such as academic articles as writing ‘models’ and the use of peer support networks that provided advice and feedback on the students’ writing and also offered opportunities for academic collaboration. The study adds to our growing knowledge of the resources and support available to doctoral writers, highlighting the use of social and academic networking and the role played by textual resources such as articles and theses as textual mentors.
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Mehar Singh, Manjet Kaur. "International Graduate Students’ Academic Writing Practices in Malaysia: Challenges and Solutions". Journal of International Students 5, nr 1 (1.01.2015): 12–22. http://dx.doi.org/10.32674/jis.v5i1.439.
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This article focuses on the challenges faced by non-native English speaking international graduate students in their academic writing practices while they studied at a university in Malaysia as well as the solutions they employed when faced with the challenges. Academic Literacies Questionnaire was used to collect data. Based on 131 participants, the findings indicate that non-native English speaking international graduate students faced challenges in their academic writing practices in the instructional settings where English was used as a medium. In addition, the results revealed that some challenges those students face were mainly attributable to the fact that English in Malaysia is not the native or first language. This study suggests policies and programmes to meet the unique academic writing background needs of these students and ensure their academic success.
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Azizah, Umu Arifatul, i Asep Budiman. "CHALLENGES IN WRITING ACADEMIC PAPERS FOR INTERNATIONAL PUBLICATION AMONG INDONESIAN GRADUATES STUDENTS". JEELS (Journal of English Education and Linguistics Studies) 4, nr 2 (14.02.2018): 175–98. http://dx.doi.org/10.30762/jeels.v4i2.405.
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The aims of this study are to investigate the problems and challenges of university students in writing English scholarly article for an international journal and to elaborate their perceptions toward the importance of writing for the publication. Furthermore, it also explores the certain needs to support their skills in the process of writing the article.The investigation involves 20 students from one of the universities in Indonesia. It uses a questionnaire consisted of 24 items to understand the students’ problems and perceptions of the issues in relation to writing for the academic publication in English. The findings of this study indicate that claiming knowledge was the most difficult aspect in writing the article. On the other hand, students agree that writing for international publication is considered as a crucial action in academic field, and henceforth, they needs to have university’s support to prepare students’ writing. Finally, some suggestions related to students’ problem in writing for international publicationare are offered.
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Anderson, Carl Edlund, i Liliana Cuesta-Medina. "Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees". Íkala 24, nr 1 (24.01.2019): 29–49. http://dx.doi.org/10.17533/udea.ikala.v24n01a01.
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This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at Colombian university. We examined participants’ beliefs and practices concerning academic writing to identify the sources of their challenges and develop the evidential basis for identifying appropriate remedial strategies. This was a mixed methods study, in which we analyzed data from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that participants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-linguistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society but also because teachers need to be able to train their own students in such competences.
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Kochubei, Viktoriia. "CHALLENGES OF WRITING ACADEMIC ESSAYS AND WAYS OF OVERCOMING THEM". Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, nr 831-832 (2021): 147–56. http://dx.doi.org/10.31861/gph2021.831-832.147-156.
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The paper highlights major challenges in writing academic essays. The article reveals the role of essay writing in studying, communication, creating and conveying information. The work on an academic essay requires development of three types of competences – metalinguistic, communicative and discourse competence. Difficulties in writing essays emerge when learners fail to recognize essential text properties – text cohesion and coherence, informativeness and modality. Lack of a deep analysis of the subject under study, superficial conclusions and poor analytical skills result in producing a one-dimensional, linear text. Insufficiently reasoned structure elements of the text can sometimes provoke learners to provide examples contrary to the topic sentence. The main way of solving this problem is making a logical and structural scheme, – an outline, before starting to write the text. It is equally important to follow the principle of ordering information, organizing the material in a certain succession, keeping the line of reasoning throughout the text. Learners can choose a relevant way of information organization – cause and effect, chronological, spacial and thematic. The article contains examples of exercises aimed at choosing an appropriate way of representing information and exercises for developing discourse competence. Another category of difficulties embraces lexical and stylistic, grammar and spelling mistakes. These errors deal with the operational dimension of the text and their prevention requires developing necessary competencies by doing special exercises to improve the technical aspects of writing. Writing an essay implies keeping to the language norms, grammar and stylistic accuracy. Scientific and research papers are characterized by developed syntactic constructions, complex sentences with clauses of cause and result, abstract vocabulary, while colloquial words and expressions must be omitted. Academic essay is viewed as a product of analytical research work, as a multidimensional text that integrates operational, cultural and critical components. The content of the academic text depends primarily on the depth of information analysis and its critical comprehension. The profound research work triggers the generation of new ideas. Regular and stage-by-stage work on writing the academic essay promotes the development of academic literacy skills. In addition, writing essays helps to train analytical and metalinguistic skills, shapes a personality, capable of thinking critically and articulating ideas.
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Cahusac de Caux, Basil. "Doctoral Candidates’ Academic Writing Output and Strategies: Navigating the Challenges of Academic Writing During a Global Health Crisis". International Journal of Doctoral Studies 16 (2021): 291–317. http://dx.doi.org/10.28945/4755.
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Aim/Purpose: To date, few studies have investigated the impact of global health crises on the academic writing of doctoral candidates. This paper seeks to start a conversation about the impact of the ongoing COVID-19 pandemic on doctoral candidates’ academic writing output and strategies. Background: This paper employs and analyses data elicited from surveys and interviews involving doctoral candidates from around the world. Data were collected during April 2020, at a time when government-mandated lockdowns and restrictions on movement were in full force in many countries around the world. Methodology: Surveys were conducted with 118 doctoral candidates from over 40 institutions based in four continents. Follow-up interviews were carried out with four doctoral candidates enrolled in an Australian institution. A qualitative descriptive design, employing thematic analysis, is used to assess the impact of the COVID-19 pandemic on doctoral candidates’ writing output and strategies. The data analysis includes statistical descriptions of the surveys. Contribution: This paper provides insights into the myriad challenges and obstacles facing doctoral candidates during the COVID-19 pandemic. It describes the writing strategies adopted by doctoral candidates during a period of significant societal disruption, and illustrates how thematic analysis can be employed in research involving global health crises. Findings: Despite the adoption of novel approaches to academic writing, which appear in an insignificant minority of respondents, doctoral candidates’ overall commitment to academic writing has been negatively impacted by the pandemic. Similarly, delays to academic research activities caused by the pandemic have resulted in a significant decline in commitment (motivation) to academic writing and a substantial impact on doctoral candidates’ ability to write about their research. Recommendations for Practitioners: Supervisors and mentors should strive to provide doctoral candidates with timely feedback during the pandemic. Given the impact of the pandemic on doctoral candidates’ mental health and motivation to write, increased institutional and peer support is required to help doctoral candidates overcome academic issues during the pandemic and future health crises. This researcher recommends consulting regularly with and offering individually tailored solutions to doctoral candidates who are struggling to work on their theses during the pandemic. Similarly, institutions should empower supervisors in ways that allow them to provide greater levels of support to doctoral candidates. Recommendation for Researchers: Further research on the impacts of the pandemic on various academic cohorts, such as early career researchers (doctoral candidates, postdoctoral researchers, and assistant professors) and student cohorts (e.g., undergraduate and postgraduate), will clarify the extent to which the pandemic is impacting the academic writing of doctoral candidates. Impact on Society: The pressure placed on doctoral candidates to produce quality academic writing seems to have been heightened by the pandemic. This has a range of adverse effects for the higher education sector, particularly administrators responsible for managing doctoral candidate success and the academe, which recruits many of its faculty from holders of doctorate degrees. Future Research: Additional focus on academic writing of doctoral candidates during the pandemic is needed. Research should include randomised samples and represent a range of academic disciplines.
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Shakib Kotamjani, Sedigheh, i Habsah Hussin. "Perceptions of Challenges in Writing Academically: Iranian Postgraduate Students’ Perspectives". International Journal of Applied Linguistics and English Literature 6, nr 4 (2.05.2017): 1. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.4p.1.
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Academic writing skills are essential tools that postgraduate students reading for their doctoral degree have to master to be able to produce dissertations, research reports and academic assignments of quality in the course of their studies; and publish research-based articles in established journals. This paper discusses the perceptions of a group of Iranian postgraduate students pursuing their doctoral degrees at UPM (Universiti Putra Malaysia) on the challenges they face in writing academically. They provided the data for this paper via their responses to a survey. The findings indicate that these postgraduate students perceived some academic writing skills to be more challenging than the others. The paper concludes with a discussion on the implications of the findings; and recommendations on how the situation can be improved.
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Hirano, Eliana. "Refugees in first-year college: Academic writing challenges and resources". Journal of Second Language Writing 23 (marzec 2014): 37–52. http://dx.doi.org/10.1016/j.jslw.2014.01.001.
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Young, Gabrielle, Michelle Kilborn, Christine Arnold, Saiqa Azam, Cecile Badenhorst, J. R. Godfrey, Karen Goodnough i in. "Women Reflect on Being Well in Academia: Challenges and Supports". LEARNing Landscapes 10, nr 2 (7.07.2017): 335–51. http://dx.doi.org/10.36510/learnland.v10i2.819.
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A narrative approach was adopted to explore the experiences of 13 women who pursued academic careers. Analysis of the personal reflective narratives uncovered themes common to the participants, also the authors of this study, which focused on striving to have work-life balance, personal and professional costs associated with being unwell, and the impact of academic work on families. Findings highlighted suggestions for being well in academia such as choose to engage in work and leisure activities that are enjoyable and maintain relationships. Suggestions for universities included: provide clear promotion and tenure processes, examine workload expectations, promote wellness, and facilitate mentorship.
About Memorial University’s Faculty of Education Writing Group
In 2009, a group of members from a Faculty of Education began meeting to share their writing and discuss the writing process. We meet regularly and each member takes a turn hosting the meeting. There are no strict deadlines and action items for the meetings; instead, each member takes a turn checking in with the group and asking for feedback or advice on their writing. It is a relaxed and open setting where networking and socializing are as welcome as producing results. The group deliberately set forth to create an environment of non-criticism—we can give feedback but not criticism and we agree to promote support, rather than competition. Through this process, the writing group has served to foster a sense of belonging.
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Niemelä, Hanna, i Johanna Naukkarinen. "On the Rocky Road to Academia: Stumbling Blocks for Finnish Engineering Students with English as a Second Language". International Journal of Engineering Pedagogy (iJEP) 10, nr 6 (8.12.2020): 36. http://dx.doi.org/10.3991/ijep.v10i6.14559.
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Communication skills, especially academic writing skills in English, are vital for a successful career in the global scientific community. Finnish engineering students, however, seem to encounter problems when preparing their scientific publications in English as a second language (ESL) for international forums. Thus, these skills should be enhanced at all levels of academic education to promote students’ development as experts in their field. The paper describes challenges faced by engineering students in academic writing and seeks solutions to promote students’ learning process. In addition to communication issues, the paper enlightens the environment and conditions in which the engineering students operate. By an interpretive study, the paper examines texts written by Finnish engineering students. The qualitative textual analysis is based on Systemic Functional Linguistics. Further, the paper discusses learning of academic writing from the perspective of situated learning. Based on the textual analysis, the paper identifies challenges and problems in academic writing, namely unfamiliarity with publication practices, grammar and terminology problems, unawareness of academic discourse strategies, such as hedging and the use of cohesive devices, and challenges with handling feedback. To enhance students’ competences in academic communication within their discipline, guidance and training of communication skills should be integrated into relevant technical and academic contexts throughout the engineering studies. Thus, in addition to thesis writing, argumentation and writing skills and the use of databases can be enhanced for instance by writing course reports in the form of academic papers. Individual consultation also plays a key role in the situated learning process.
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Salih, Abdel Rahman Abdalla, Holi Ibrahim Holi i Lauren Clark. "Writing for Publication in English: Challenges and Prospects". Studies in English Language Teaching 2, nr 2 (12.06.2014): 162. http://dx.doi.org/10.22158/selt.v2n2p162.
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This paper attempts to investigate English teachers’ perceptions about the importance of writing for publication in English, and the challenges that they encounter. The subjects were 30 teachers from 3 departments in a public college in Oman. The instrument was a 3-question survey on difficulties and challenges in writing for publication in English faced by the tutors. The respondents’ answers were analysed and classified. The results revealed two types of challenges identified initially: discursive (language-related) and non-discursive (non-language-related) challenges. A third challenge which has been termed others was discovered. The findings also highlighted the importance of the growing popularity of research activity by non-native English speakers in the non-English speaking countries. The study also suggested the key role higher education institutes should play in boosting research contributions by academic staff and curbing the problems of publishing in the English Language from a new standpoint.
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Smirnova, Elizaveta, i Svetlana Strinyuk. "Hedges in Russian EAP writing: A corpus-based study of research papers in management". Journal of English as a Lingua Franca 9, nr 1 (25.10.2020): 81–101. http://dx.doi.org/10.1515/jelf-2020-2033.
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AbstractThe fact that English has become a lingua franca of academic communication has led to increased attention to teaching English for academic purposes (EAP) at the academia. Academic discourse markers, such as hedges, have been an important topic in academic writing research whose prime aim is helping non-Anglophone researchers to present their research findings in English for international publication. This study investigates the use of the most frequent hedging devices in a corpus of 58 works written by Russian university students and compares it to a corpus of articles published in peer-reviewed journals in business and management. The analysis of learner corpus data has provided evidence of how Russian ELF speakers use the language, showing significant differences between the use of hedges by the students and professional writers. The research has also highlighted a number of challenges which non-native learners face when writing academic texts. The study may contribute to a higher level of L2 academic writing in ELF contexts and have implications for creating EAP courses, research of second language acquisition and writing pedagogy.
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Alharbi, Mohammed Abdullah. "Saudi Arabia EFL university students’ voice on challenges and solution in learning academic writing". Indonesian Journal of Applied Linguistics 8, nr 3 (31.01.2019): 576. http://dx.doi.org/10.17509/ijal.v8i3.15276.
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The present study aims to investigate the difficulties faced by 74 English as a foreign language (EFL) undergraduate students in developing a well-written paragraph in academic writing by designing a writing course based on the students’ voices. The self-report survey (5-point Likert scale) was used as the pre- and post-questionnaire, and pre- and the post-tests task was used to track students’ writing improvement before and after taking a writing course. Pre-questionnaire and pre-tests showed that participants had difficulties in using the mechanics of writing (punctuation, spelling, grammar, topic sentences, and supporting sentences). The majority of the students’ responses in the post-survey shows that they believed their writing improved and encountered fewer difficulties in writing as compared to their views in the pre-questionnaire. The result of the post-tests indicates improvements in students’ writing samples. The study concludes that EFL writing courses should be designed on the basis of challenges faced by the students in order to get the best outcome from the course.
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Nanwani, Sanjay. "Linguistic Challenges Lived by University Students in Bogotá in the Development of Academic Literacy". Colombian Applied Linguistics Journal, nr 11 (4.04.2011): 136. http://dx.doi.org/10.14483/22487085.160.
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The focus of this paper is on the challenges that Colombian university students live when developing academic writing in English as a foreign language. At the macro level, it points to the importance of a theoretically informed understanding of teaching practices in ELT; at the micro level it intends to sensitize ELT practitioners, and particularly academic writing instructors, on the diverse challenges students – particularly non-native learners – experience when appropriating a largely unknown discourse upon entry to the university. Excerpts from participants in a two-year study intertwine with a theoretical discussion on academic writing are presented.
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Hyland, Ken. "Writing in the university: education, knowledge and reputation". Language Teaching 46, nr 1 (2.03.2011): 53–70. http://dx.doi.org/10.1017/s0261444811000036.
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This paper challenges the widespread view that writing is somehow peripheral to the more serious aspects of university life – doing research and teaching students. It argues that universities areaboutwriting and that specialist forms of academic literacy are at the heart of everything we do: central to constructing knowledge, educating students and negotiating a professional academic career. Seeing literacy as embedded in the beliefs and practices of individual disciplines, instead of a generic skill that students have failed to develop at school, helps explain the difficulties both students and academics have in controlling the conventions of disciplinary discourses. Ultimately, and in an important sense, we are what we write, and we need to understand the distinctive ways our disciplines have of addressing colleagues and presenting arguments, as it is through language that academics and students conceptualise their subjects and argue their claims persuasively.
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Horgan, Joseph Jack. "WIKIPEDIA PROJECT TO TEACH ACADEMIC WRITING IN AN EAP UNIVERSITY COURSE". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (20.05.2020): 406. http://dx.doi.org/10.17770/sie2020vol5.5083.
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The introduction of modern information and communication technologies (ICT) into the classroom has led to a number of challenges and opportunities for instructors across the field of education. Wikipedia, a collaborative encyclopedia, has proven to be one of the most controversial online platforms throughout academia, with many higher education instructors banning its use outright. Despite the prevailing negative attitude, there has been a recent shift in thought among some in the field regarding its utilization as a teaching tool in a number of applications. One popular use is as the centre of a writing project, most commonly the creation of a new article or the improvement of a pre-existing one.This paper outlines a case study conducted at the Latvia University of Life Sciences and Technologies in the autumn semester of 2019, in which first year international veterinarian medicine students wrote Wikipedia articles as part of a semester-long project in an English for academic purposes course in order to improve academic writing skills such as researching, analysing, summarizing, and editing. Analysis of two questionnaires and the students’ work suggest that despite some challenges, a Wikipedia article writing project can serve as an engaging, rewarding, and effective method to teach academic writing skills.
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Zhang, Feng, Yuanhua Zheng i Li Li. "Using Medical Academic English Corpus for Postgraduates Students Academic Writing Training". Theory and Practice in Language Studies 7, nr 10 (1.10.2017): 868. http://dx.doi.org/10.17507/tpls.0710.07.
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This paper reports on the use of personal do-it-yourself medical academic corpora by postgraduate students for academic writing. Thirty-five graduate students in medicine attended our course in which they learn to build and use their self-compiled corpora of research articles to train themselves in academic writing. At the end of the course, they completed some questionnaires, which asked about their use of corpora in and after class, and six months after the course, they completed some similar email questionnaires, which asked about their corpus use six months later. Some personal interviews were also conducted for users and nonusers. This paper also discusses reasons behind this change in the use of DIY corpora, and advocate some measures should be taken to encourage the long-term use of corpora and some of the challenges to be overcome for more widely use of the approach in the future.
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Rudneva, Maria, Nailya Valeeva i Rdouan Faizi. "Academic writing MOOCs – a blended learning approach". SHS Web of Conferences 88 (2020): 02010. http://dx.doi.org/10.1051/shsconf/20208802010.
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The paper discusses a blended learning approach to teaching academic writing using an externally created MOOC fully incorporated into the existing pedagogic design. The authors intend to demonstrate potentials and limitations of mixed model learning in the ESP classroom. To this day there has been little research of repurposing MOOCs for language classes, as they are usually more practical and interactive. However, the authors believe that the online component of the blended course creates an additional dimension for language acquisition and allows to address numerous general issues on academic writing which are not traditionally discussed in ESP/EAP classes. Based on the results of the case study conducted at RUDN university, the study outlines numerous benefits of blended learning trajectory. However, the investigation revealed a few challenges, some of which can be easily remedied, whereas others are of more problematic nature.
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Kornhaber, Rachel, Merylin Cross, Vasiliki Betihavas i Heather Bridgman. "The benefits and challenges of academic writing retreats: an integrative review". Higher Education Research & Development 35, nr 6 (2.03.2016): 1210–27. http://dx.doi.org/10.1080/07294360.2016.1144572.
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Samanhudi, Udi, i Caroline Linse. "Critical Thinking-Related Challenges to Academic Writing: A Case of Indonesian Postgraduate Students at a UK University". Lingua Cultura 13, nr 2 (20.06.2019): 107. http://dx.doi.org/10.21512/lc.v13i1.5122.
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This research reported Indonesian students’ perspectives on challenges in writing a critical academic essay and factors causing those challenges in a university in the UK. It was a qualitative method in nature and used a semi-structured interviewing technique with open-ended questions as the main method for data collection. The results indicate four main problems the participants’ encountered in relation to critical thinking realization in their essay writing which include clarity of ideas presented, lack of critical analysis, lack of critical evaluation, and lack of precision. This research also finds three important factors causing those problems of critical thinking realization by the students in their essay writings namely lack critical awareness, lack of understanding of the critical thinking concept, and differences of academic requirements between Indonesian and British context. This research is expectedly useful as an input in the re-design of syllabi and in the improvement of writing instruction that aims to promote especially international Indonesian students’ critical thinking in university-level education, in line with properly addressing students’ needs and developing CT pedagogy in the site.
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Colen, Kerryn, i Roslyn Petelin. "Challenges in collaborative writing in the contemporary corporation". Corporate Communications: An International Journal 9, nr 2 (1.06.2004): 136–45. http://dx.doi.org/10.1108/13563280410534339.
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Collaborative writing is pervasive in the contemporary corporate workplace. North American research reports that nine out of ten business professionals produce some of their documents as part of a team. As workplace writers seek to meet the business goals of their employers, and further their own careers, they require sophisticated skills in joining with other writers to collaboratively produce documents. Taking advantage of the benefits, and meeting the challenges of this demand, requires corporate and academic communities to collaborate: to address gaps in the knowledge about collaborative writing and to train and develop competent collaborative writers.
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Ageenko, N. V., S. G. Menshenina, V. V. Dobrova i P. G. Labzina. "Practical Aspects of Academic Literacy Development in Higher Education Institutions". Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, nr 7 (8.09.2021): 117–27. http://dx.doi.org/10.31992/0869-3617-2021-30-7-117-127.
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Global tendencies in all scientific spheres require developed academic literacy of the researcher for effective international communication. Foreign language communication in a professional academic environment implies proficiency in the language of academic discourse. For academic discourse, as a component of academic literacy, development of academic writing skills is crucial. Higher educational institutions realize the necessity to design academic writing courses, and determine their place in the curriculum. Following the challenges of the time and academic community demands, SSTU English Language instructors designed an academic writing course to increase the methodological and academic literacy of students and young researchers. We believe that the development of the key educational and communicative foreign language competencies for academic and professional interaction can contribute to successful integration into the international scientific environment. Course design considered foreign experience, methods and curricula in the field of academic writing and academic reading.
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Mehar Singh, Manjet Kaur. "International EFL/ESL Master Students’ Adaptation Strategies for Academic Writing Practices at Tertiary Level". Journal of International Students 7, nr 3 (1.07.2018): 620–43. http://dx.doi.org/10.32674/jis.v7i3.291.
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The present research provides insights into the different forms of adaptation strategies employed by international graduate students to overcome the challenges faced in the academic writing practices and gain access to their disciplinary communities of practice at Master’s level. Qualitative data was collected through semi-structured in-depth focus group interviews. Respondents were 70 international graduate students enrolled in various Master-level programs. Semi-structured focus group interviews allowed the international graduate students to share their own experiences in the employment of suitable adaptation strategies to overcome the challenges faced in their academic writing practices in the Master programs. The adaptation strategies employed include enhancing their English language proficiency, referring to non-formal advisory services, and improving their academic writing style.
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Noemi, Nancy Chiuh. "FROM NEEDS ANALYSIS TO DESIGNING ACADEMIC WRITING MATERIALS FOR DIPLOMA STUDENTS OF MARA UNIVERSITY OF TECHNOLOGY (UITM), MALAYSIA". IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 1, nr 2 (1.12.2015): 76–86. http://dx.doi.org/10.21009/ijlecr.012.18.
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When students begin their undergraduate studies, they will need to adjust to the demands of the undergraduate studies with regard to academic English at university level. Dudley-Evans & St. John (1998, p.37) maintain that “their English tuition up to the tertiary level will generally have been in the area of General English, and is unlikely to have included specific preparation for study at university level…†Barker (2000, p.8), in his study on first year students’ perception of writing difficulties, found that the students “come to realise during first semester that they are not adequately prepared for the writing demands required at universityâ€. Pecorari (as cited in Phakiti & Li, 2011) found that Asian ESL students had problems in academic writing; “the students begin their aca-demic writing from ‘copying’ which implies a lack of training in academic writing and arouses accusations of plagiarism in their writing†(p.232). Being an English-medium public university in Malaysia, MARA University of Technology (UiTM) poses challenges to both its students and instructors, as a good command of English is essential. In its attempt to equip its undergraduate students with language skills, UiTM has introduced credit-bearing English courses. This paper presents the findings from a research project to identify the academic writing needs of first-year Diploma in Public Administration students in UiTM Sabah. A total of 110 Diploma in Public Administration students and six instructors responded to the questionnaires. The research examined the students’ and instructors’ perceptions of the importance of academic writing skills the students need in order to complete their undergraduate programmes, assessment of the students’ academic writing skills, and the difficulty of academic writing skills. The findings indicated that there was consistency of response between the students and instructors. The follow-up interviews and focus groups with instructors and students confirmed this. The findings from the needs analysis are then used as the basis for developing academic writing materials to complement the existing English courses in UiTM.
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Tuomainen, Satu. "A Blended Learning Approach to Academic Writing and Presentation Skills". International Journal on Language, Literature and Culture in Education 3, nr 2 (1.11.2016): 33–55. http://dx.doi.org/10.1515/llce-2016-0009.
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AbstractBlended learning is a common learning mode in higher education which combines the use of online and face-to-face classroom learning. The use of blended learning for English for Academic Purposes (EAP) with non-native university students, however, can pose challenges from the methods and materials to the student perceptions. This article describes the blended learning implementation of an EAP course for academic writing and presentation skills and how the students perceived the blended course mode, methods, workload, learning atmosphere and challenges. Results indicate that non-native university students appreciated blended learning for the EAP course and found the flexibility and convenience of blended learning beneficial to their EAP learning. This encourages the further development of blended learning options for EAP writing and presentation skills as students no longer require the extensive classroom teaching context but instead adapt well to self-regulated and reflective learning of EAP.
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Ankawi, Ayman. "The Academic Writing Challenges Faced by Saudi Students Studying at a University in New Zealand". International Journal of English Language Education 8, nr 2 (13.07.2020): 117. http://dx.doi.org/10.5296/ijele.v8i2.17342.
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This study focused on academic writing challenges and its requirements, explored student perceptions and suggested ways in which their needs could be better met. The current study examined the obstacles of academic writing facing Saudi students in a New Zealand university. The study adopted a qualitative method approach in which 10 volunteer students were interviewed to learn their views and perceptions of academic writing skills in English and the questionnaire was used to collect students' demographic information. Also, what can be done to better prepare students for academic study at English medium universities. The students' attitude was not positive, which elicited the problem. The results revealed that the attitude of Saudi students towards learning and using the English language was not positive due to problems in teaching English, which resulted in students not prepared for the requirements of studying through the English language. It is also hoped that the results and recommendations issued by this study will benefit Saudi students, government departments in the Kingdom of Saudi Arabia, as well as English medium universities that accept students.
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Jomaa, Nayef Jomaa, i Siti Jamilah Bidin. "PERSPECTIVES OF EFL DOCTORAL STUDENTS ON CHALLENGES OF CITATIONS IN ACADEMIC WRITING". Malaysian Journal of Learning and Instruction 14, nr 2 (grudzień 2018): 177–209. http://dx.doi.org/10.32890/mjli2017.14.2.7.
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Chijioke, Dorathy Ijeoma, i Michael Alozie Nwala. "Chat Language and the Challenges of Students in Written Composition". Celt: A Journal of Culture, English Language Teaching & Literature 19, nr 2 (27.05.2021): 316. http://dx.doi.org/10.24167/celt.v19i2.2278.
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With the prevalence of the internet and social network platforms in this digital age, most people opt for text messages as a fast and convenient means of communication and prefer real-time online chats to face-to-face social interactions. The cyber language is replete with writing errors that are not conventionally acceptable in academic writing and which can impede comprehension in some cases. As teenage participation in this new media increases, this study investigated the impact of chat language on the written composition of senior secondary school students who are prospective candidates for O’level and or A’level examinations. Data were generated from the students’ written essay scripts and analysed using Halliday’s Systemic Functional Grammar as the theoretical framework. The study adopted the quantitative and qualitative research methods in which 842 senior secondary 2 and 3 (SS2 and SS3) students of selected schools in Port Harcourt, Rivers State, are the population. The result revealed that online chat language and text-based messages mostly affect students’ writings in mechanical accuracy and expression. The study therefore recommended that the negative effects of the social media on the students’ writings should be checked in schools.
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Abrar Ajmal i Humaira Irfan. "Effects of Process-Genre Approach on Writing Anxiety among English Academic Writing Learners in Pakistan". Journal of Business and Social Review in Emerging Economies 6, nr 2 (30.06.2020): 741–52. http://dx.doi.org/10.26710/jbsee.v6i2.1215.
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Writing ability is a prerequisite to be successful in academic pursuits. Pakistani student writers experience a range of issues, including psychological, cognitive, social, and linguistic when they write. Writing instructors need to use appropriate teaching strategies and methodologies to tackle writing-related issues (Khan & Zaki, 2018). Most of the Pakistani ESL writing students are educated through the stereotypical teacher-centered Product Approach focuses on the memorization of ready-made answers. As a result, the learners face great challenges; ESL writing Anxiety is one of the major challenges (Gopang, Bughio, & Pathan, 2018). The aim of this quasi-experimental study based on predominantly the post-positivist and the marginally pragmatic philosophical framework is to explore the effects of the Process-Genre Approach (PGA) on writing anxiety among ESL intermediate/pre-university students in Pakistan. The research tools were included to collect data: Second Language Writing Anxiety Inventory (SLWAI), 22-item multidimensional questionnaire, and interviews to investigate the effects of the experiment on writing apprehensions. Data were collected before and after the designed academic writing module based on the Process-Genre approach and pair sample t-test was applied to yield statistically significant results showing that average writing anxiety score was reduced from 77.17 to 66.72 among control group and from 73.57 to 50.25 among the experimental group. Quantities data collected through interviews were analyzed using thematic analysis also supplement that the treatment was effective to reduce writing anxiety.
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Darroch, Heidi, Micaela Maftei i Sara Humphreys. "Writing Instruction, Academic Labour, and Professional Development". Canadian Journal for Studies in Discourse and Writing/Rédactologie 29 (27.11.2019): 133–36. http://dx.doi.org/10.31468/cjsdwr.817.
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As we envisioned this special section and, in turn, encouraged colleagues to contribute, we confronted one of the ironies of post-secondary writing instruction: many of the people entrusted with the responsibility of supporting student writing development are, essentially, excluded from professional conversations about effective writing pedagogy. That is, hired term-by-term, treated by their departments as fungible, and burdened with excessive teaching loads, university writing instructors may lack a sense of belonging to a profession or a discipline. College instructors, in turn, are also frequently precarious; even if working in full-time and permanent positions, they have little opportunity to engage with the profession, conducting research, as Brenna Clarke Gray points out, “off the sides of our desk.” The effect is a feeling of isolation and, for too many, despair about the sustainability of their work in higher education. This sentiment is expressed in the excellent work submitted by our contributors, who are each at differing points on their professional timelines, and, as a result, provide a range of viewpoints. We are grateful for their provocative and engaging work, and we also appreciate and acknowledge the formidable challenges of potential contributors who explained why they could not produce articles for publication--including some who struggled with how to represent their experience of academic precarity without hampering their employment prospects. We thank the editors of CJSDW/R for their patience and assistance as we completed this project amid other responsibilities.
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Jammulamadaka, Nimruji Prasad. "Author(ing) from post-colonial context: challenges and jugaad fixes". Qualitative Research in Organizations and Management: An International Journal 15, nr 3 (3.12.2019): 388–401. http://dx.doi.org/10.1108/qrom-07-2019-1791.
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Purpose The purpose of this paper is to examine some of the challenges authors from post-colonial contexts face in writing and doing research in management and organisation studies. Design/methodology/approach This paper is based on a self-reflection and also draws upon concepts from post and decolonial conceptual approaches. Findings It identifies three challenges namely, limitations or research question as what is feasible; translation and truth production; poor writing and weak theoretical contribution. It suggests three jugaad fixes to deal with these challenges namely, innovation and flexibility in method use with argumentation; translate, but late with theorising in the vernacular, and incorporating context into problematisation. Research limitations/implications It draws attention to the different needs of authors from post-colonial contexts. Practical implications It could possibly help authors from post-colonial contexts and reviewers better navigate academic publishing and research. Social implications It could help in authors from post-colonial contexts attempt more publishing. Originality/value This paper draws attention to the different constraints and limitations faced by authors from post-colonial contexts in pursuing academic writing.
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Tomkins, Leah, i Alyson Nicholds. "Make me authentic, but not here: Reflexive struggles with academic identity and authentic leadership". Management Learning 48, nr 3 (12.01.2017): 253–70. http://dx.doi.org/10.1177/1350507616684267.
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This article presents a reflexive auto-ethnography of the experience of teaching authentic leadership to MBA students. It traces parallels between the challenges of authentic leadership and the challenges of academic identity work, grounded specifically in the experience of having to teach something one does not fully endorse. Both authentic leadership and academic identity work emerge as struggle – riddled with false starts, best intentions and self-deception, and entwined in the politics of pragmatism, idealism, ambition and survival. The subject position of the mature entrant to academia who is also an ‘early career scholar’ is likened to an awkward adolescent, experimenting with shades of independence/dependence, resistance/compliance and voice/silence. Based on these reflections, having authentic leadership on the curriculum involves a particular kind of identity regulation for students and academics alike, running counter to philosophical notions of authenticity as striving for one’s own way in the world. Authentic leadership will only flourish in the business school if academics muster the courage to acknowledge its relevance for our own role as teacher-leaders, rather than simply teaching or writing to its abstract, ideological appeal.
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Setyaningsih, Nina, i Anisa Larassati. "“Umm you know…” Speaking or Writing?: Examining EFL Students’ Writing Style in Argumentative Essays". Elsya : Journal of English Language Studies 3, nr 1 (16.02.2021): 17–22. http://dx.doi.org/10.31849/elsya.v3i1.5818.
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Writing in English has always been a difficult skill to be mastered by Indonesian students. In the English Department of Universitas Dian Nuswantoro, students often face challenges in writing concerning grammatical rules and using suitable style in various text types. This research is aimed at investigating whether the students have applied formal academic style in their academic argumentative essays. The method used to analyse the data was descriptive qualitative. The findings demonstrate that there are still some significant errors made by students in their writing. Of the nine types of academic writing style errors proposed by Yakhontova (2003), there are eight types found in the data. These include contraction, addressing the reader directly, direct question, adverb in initial or final position, interjection and hesitation filler, short form of the word or slang, inappropriate negative form, and figures at the beginning of the sentence. Furthermore, the data also reveal a novel finding that there are two other kinds of error that cannot be categorised under Yakhontova’s framework, namely the use of spoken form and emoticon. This research suggests that students’ need to be specifically taught the differences between formal and informal styles of language in speaking and writing classes. They also need to be exposed to English academic texts more so as to be accustomed to formal or academic style.
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Pierse, Michael. "Ireland's Working-Class Literature: Neglected Themes, Amphibian Academics, and the Challenges Ahead". Irish University Review 50, nr 1 (maj 2020): 67–81. http://dx.doi.org/10.3366/iur.2020.0435.
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Irish working-class history, culture, and literature are attracting increasing academic interest. With the publication of A History of Irish Working-Class Writing (2017), Declan Kiberd could write that its focus on ‘an astonishing range of writing – from work-songs and political rhymes to poetry and government reports, from novels and plays to biographies by or about working people’, would ‘set many of the terms of cultural debate in the decade to come’. This essay asks a number of timely questions in that regard: What is the likely shape of that future debate, in terms of class and culture in Ireland, and what are the lacunae that will guide research and publishing priorities for those who engage with it in academia and the arts? What has been achieved in terms of the recent scholarly inquiry into working-class writing and what are that inquiry's blindspots and limitations? The international contexts, historical breadth, categorical limitations, and institutional and societal challenges are all surveyed in this necessarily short sketch of some of the major issues.
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Wang, Fei. "Linguistic and Epistemology Challenges in Research Writing: An Exploratory Study of Chinese Graduate Students’ Academic Writing Experiences". International Journal of Language and Linguistics 7, nr 6 (2019): 245. http://dx.doi.org/10.11648/j.ijll.20190706.11.
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Banjong, Delphine N. "International Students’ Enhanced Academic Performance: Effects of Campus Resources". Journal of International Students 5, nr 2 (1.04.2015): 132–42. http://dx.doi.org/10.32674/jis.v5i2.430.
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This article investigates international students’ challenges, such as financial, English proficiency, loneliness/homesickness in the United States. In addition, it assesses how these students coped with such difficulties by making use of resources on campus, such as an international center, writing center, counseling center, and the student success center. Based on 344 responses, the results indicated that international students with language difficulties sought help from the writing and student success centers while those who reported financial stress and loneliness had visited the counseling center.
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Taylor, Catherine G. "Critical Literacy and the Un/Doing of Academic Discourse". Ethnologies 26, nr 1 (11.08.2006): 125–43. http://dx.doi.org/10.7202/013343ar.
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Abstract This article describes a “critical literacy” approach to teaching an introductory course in academic writing to a group of students socially marginalized by poverty and prejudice. In this approach, the author asks students to identify research areas of personal interest to themselves by drawing on their own lives to generate meaningful topics, to engage in critical dialogue about their work, and to write in a scholarly style without becoming alienated from their work. She also welcomes students’ critical observations on their own experience of dominant culture and invites them to scrutinize the academic world they are entering as an institution that participates fully in systems of privilege and power. In her experience, much of the work done by students engaged in a such an approach demonstrates a higher degree of the critical insight and serious-minded knowledge-building valued in academia than is normally seen in introductory writing courses. She articulates a rationale for using this empowerment-based method of teaching academic writing in the face of calls for a return to traditional methods, and provide an analysis centred in Critical Literacy theory to account for its successes and challenges.